Week 8 (Infancy/Toddlerhood Socioemotional Development) Flashcards
5 Features of Emotions
(lewis et al., 1985)
- Emotion elicitors/triggers
- Physiological changes
- Cognitive appraisal
- Emotional expression
- Communicative function
Emotional Expression: Primary/Basic emotions (birth or 1st year)
happiness, fear, anger, sadness,
surprise, and disgust
Emotional Expression: Secondary/complex emotions (2nd year)
Self-conscious emotions:
Embarrassment, pride, guilt, and shame
Positive Emotions:
1. What is the first sign of happiness in infancy?
- Smile differences throughout development
- First clear sign of happiness: smiling
2.
- Newborns: brief and can occur during sleep
- 3-8-week: smile to external stimuli
- 6-week to 3-month: social smiles (directed to people)
- 4-month: smile in response to familiar others’ smiles
- 7-month: smiles more to familiar people
- 12-month: different smiles in different situations and to different people (open smile, laughs, reserve smiles)
Negative Emotions:
1. What is the first sign of negative emotion in infancy?
- Which Negative Emotions are common in Infancy?
- Generalized distress (first sign)
- Anger: grow in intensity and frequency from 4-16 months
- Fear: Evolutionary origins: adaptive
Negative Emotions:
Why is fear in infancy a more ambiguous concept?
Attentional bias or physiological “fear”?
- Infants may be biased to attend to potentially threatening stimuli, without being afraid (ie: a baby may react more to a tiger than a toy, but does not necessarily mean baby is in “Fear”)
- What type of emotion involves a sense of self-awareness and
based on others’ perceptions? - Examples of this type of emotion
- Secondary or Complex / Self-conscious emotions (2nd year)
- embarrassment, pride, guilt, and shame
- In Self-Conscious emotions, Embarrassment emerges only after a child _________________________
- Can recognize self
- Mirror recognition test
Discriminating Emotions: Emotional Content and Different Modalities
Matching Studies: whether infants
match emotional content across
different modalities
* 5-month: match the vocalization to
congruent facial expression (e.g., Smiling face
- happy voice; Upset face - sad voice)
* 1-yr: positive emotions to positive events
* 2-yr: negative emotions to negative events
(Unfinished / Can make into a better question)
Emotional Understanding: Using Emotional Information
- The use of social information (facial expression, voice) in ambiguous situations (ie; Treating objects based off others’ expressed emotion)
- At what point in infancy does this begin?
- Social referencing
- (* Avoid – fear)
- (* Approach - happy) - 12-months (but not 10-months old or under)?? (Double Check Slide)
Three developmental patterns of emotional regulation
- 1-yr: Caregiver- to self-regulation
- Behavioral to cognitive strategies
- Selection of appropriate strategies
The monitoring, evaluating, and moderating
of emotional responses (Calkins & Hall, 2007)
Emotional Regulation
The capacity to voluntarily regulate
attention and behaviors when responding to
emotionally challenging situations (Eisenberg,
Smith, Spinrad, 2019; Rothbart & Bates, 2006)
**Effortful Control ** (Part of Emotional Regulation)
suppression of a dominant/preferred response in favor of an
acceptable response (Diamond, 1991; Eisenberg et
al., 2010)
Inhibitory control
Effortful Control can be both _________ & ____________
Attentional or behavioral
Parenting Context of Emotional Development:
Parents’ _________ relates to that of their children
emotional expressivity
Parenting Context of Emotional Development:
Parents with _________ develop positive relationships with their children
strong distress tolerance
Parenting Context of Emotional Development:
Parents’ with _________ negatively affect infants’ emotions
depression and anxiety
Parenting Context of Emotional Development:
1.What is interactive synchrony?
- If Parents’ sensitivity (mirroring behaviors) and interactive synchrony are engaging _______
- Give one example of how negative interactive synchrony affects children
- where an infant mirrors the actions of another person
- benefits infancy development
- Cell Phone Use: Parents that often use cell phones are not using facial expressions to syncronise with their child. This can lead to the child being more used to neutral face and can slow expression of emotions (VIDEO LEC PT 1)
A person’s intensity of reactivity and regulation of emotions, activity, and attention (Rothbart, Derryberry, & Hershey, 2000)
Temperament
Thomas & Chess (1977): New York Longitudinal study on Temperament findings
Easy (40% of Children):
-Positive, regular, adaptive
Difficult (10% of Children):
- Active, irregular, slow to adapt, React negatively (e.g., kicking or screaming)
Slow-to-warm-up (15% of Children):
- Moody, inactive, Slow to adapt and withdrawn (e.g., look away)
Rothbart and Bates’s 3 components of Temperament
- Negative Reactivity
- Surgency
- Orienting Regulation
Rothbart and Bates’s 6 Temperament Dimensions
- Activity
- Positive Effect
- Fear
- Distress to limitations
- Soothability
- Attention
A component of temperament that indexes infant fear, frustration, sadness, and low soothability
Negative Reactivity
A component of temperament that measures an infant’s activity level and intensity of pleasure
Surgency
A component of temperament that refers to an infant’s ability to regulate attention towards goals and away from distressing situations
Orienting Regulation
What about Temperament Stability into adulthood?
Toddler temperament predicts adulthood traits
(Robert and Bates 3 dimensions, negative reactivity/ surgency/ O regulation heavily correlated to = BIG FIVE PERSONALITY TRAITS in Adults
The Big Five personality traits (Fiske)
- Openness: Inventive and curious versus consistent and cautious
- Conscientiousness: Efficient and organized versus extravagant and careless
- Extraversion: Outgoing and energetic versus solitary and reserved
- Agreeableness: Friendly and compassionate versus critical and judgmental
- Neuroticism: Sensitive and nervous versus resilient and confident
Compatibility between temperament and social
environment (e.g., supportive – regulation; harsh –more negative reactivity)
- This explains the context of temperament
Goodness-of-Fit Model
(Thomas & Chess, 1986)
- an emotional bond with a specific person that is enduring across
space and time - How do children show this in infancy
- Attachment
- ◦ Follow caregivers’ movements
◦ Cling to caregivers when distressed
◦ Seek proximity to caregivers
Born to love. Attachment is inborn and adaptive (e.g.,
imprinting, Lorenz, 1937) for infants
- What are its implications?
Ethological approach
(Bowlby’s Ethological Theory of Attachment)
Increases chance of survival
Built-in appearance and behavioursto elicit attention, foster attachment
and increase the chance of survival
- Harlow & Zimmerman’s “surrogate mother” study invovled which type of animal?
- Q: What is the cause of attachment, feeding or contact comfort?
- Monkeys (“Monkey Love Study”)
2.
Infant monkeys preferred the cloth mother over the wire mother, regardless of who provided the milk
Contact comfort is more powerful than food or feeding reinforcement!
- What is “The Strange Situation” procedure and its goals?
- Who disovered and tested this procedure?
- – Based on Bowlby’s theory
– 8 Episodes / Events
– Simulate caregiver-infant interactions in
everyday life
– record Infant’s behaviour and determine
attachment style - Mary Ainsworth (Ainsworth et al., 1978)
The Eight Events of The Strange Situation
- Introduction of the infant and caregiver to the unfamiliar room
- Infant and caregiver are left alone in the room
- Stranger enters the room
- Caregiver leaves the infant with stranger
- Caregiver re-enters the room and stranger departs
- Caregiver leaves infant alone in the room
- Stranger enters the room
- Caregiver enters the room
The Stange Situation / Mary Ainsworths’ Infant Attachment Styles
Non-clinical, middle-class American infants:
◦ Secure (~62% to 68%)
◦ Insecure Avoidant (~15%)
◦ Insecure Resistant (~9%)
◦ Disorganized/Disoriented (~15%) (Main & Solomon, 1986)
- Feelings of concern for others and attempts to help
individuals in need. - What is the natural tendency for this in infants, and at what age?
1.Moral Goodness
- A natural tendency to prosocial
behaviors: Higher helping under lower
encouragement in toddlers
- 18-month vs. 30-month:
Instrumental > emotion-based >
altruistic (Svetlova et al., 2010)
Moral Understanding and Evaluation in Infants
Identifying and liking individuals who are cooperative, empathetic, or helpful,
and disliking those who are uncooperative, unempathetic, or unhelpful
▪ 4-5-month: 75-100% preferred helpers over hinders
▪ 6-10-month: reliably preferred helpers over hinders
- The tendency to punish those who misbehave
- Ages of devleopment and changes in infancy
- Moral Retribution
2.
- 8-month: prefer punishment toward antisocial persons
- 19-23-Months: increasing behaviors of moral retribution (e.g., give treats to the prosocial puppet, but take treats away from the antisocial puppet)
Agression Timeline in Infancy
18-month: Behavior/physical aggression
◦ Hitting, pushing, kicking, biting
3-year: Relational aggression, a non-
physical aggression by hurting someone’s
relationships or social status
◦ Threatening to withdraw or withdraw a friendship
◦ Ignoring or excluding a peer
