Week 9

Question 1

Basic Emotions:

Answer 1

-Happiness, anger, surprise, disgust, sadness, fear, interest (possible-looking time by infants)
-Experienced universally, subjective feeling (what are emotions- is my happy- same as your happy), psychological change (blood rushing to face), overt behaviour (facial expression).
Happy- experienced first
Least understood: disgust- perceptual system developing.

Question 2

Early emotional development

Answer 2

One month: infants smile (reflexive)
2-3 months: social smiles (smile when you see another person)
4-6 months: anger (upset with cause)
6 months: fear- stranger wariness: distress in presence of an unfamiliar adult- evolutionary history- when mobile- don’t want wandering out of tribe, worry of dangerous stranger.

Question 3

Still face Experiment:

Answer 3

1 yr old- play with baby; greet baby- baby greets mother- coordinating emotions and intentions. When mother does not respond to the baby- baby picks up- cues all to try to get reaction again- screech, point, smile- very stressed- negative emotions- stop still face→ get back to good. Emotional development in social context (more so than cognitive development)

Question 4

Complex emotions:

Answer 4

-self-conscious or secondary emotions- only develop s when have sense of self
-Pride, shame, guild, embarrassment- can’t feel if don’t separate self from other
-Involve feelings of success when standards (from self or others) or expectations are met; failure when they are not
-18-24m because it requires development of self concept.

Question 5

Later emotional development:

Answer 5

-Through development- complexity of emotions increases
-Regrete (requires lots of memory demand), relief develops around age 9- requires ability to analyze scenarios of what could have been, and what should have done.
-Context in which emotions are experienced varies: shame and guilt for actions that younger children don’t feel

Question 6

Cultural differences in emotions:

Answer 6

-some emotions experienced universally
-Cultures differ in extent to which expression is encouraged’ many asian cultures restraint is favoured over outward display. European American 11m cried and smiled more than Chinese babies- they feel emotions just dont show it.
Cultural context: changes what situations you feel pride, embarrassment, shame.

Question 7

Recognizing emotions:

Answer 7

By 6m: differentiate happy from sad face (later than own expression)

Question 8

Social referencing

Answer 8

in unfamiliar situations, infants look to caregivers- to know how to respond . 12m- less likely to play with novel toy if caregiver looks afraid; 18m play less with toy shown by one adult if another adult says “that’s annoying”

Question 9

Regulating emotions:

Answer 9

-control of one’s emotions. Infants show regulation by thumb sucking, holding a security blanket- not good at regulating any extra cues help them out- classical conditioning: associated cue with success, looking away from disturbing events.
-2-way communication system develops in which infants can signal distress and when caregiver responds distress is reduced. Infants with secure attachment have better emotional regulation.

Question 10

Cognitive development and emotional regulation:

Answer 10

-Attention: divert attention to other less emotional stimuli, thoughts, feelings. Hurt self during competition- divert attention elsewhere.
-Use strategies to reappraise meaning of events so less emotional
-Cognitive development improves emotional regulation. At any age, some individuals regulate better than others, those that don’t have adjustment problems- more conflict, less likely to suppress anger.

Question 11

Temperament:

Answer 11

-Infant’s emotional reactivity and regulation characterized in 9 dimensions- high to low. Likely genetic since appears so soon
Categorization stick throughout life- based on Thomas & Chess.
Today: categorizations are not as important as describing the different dimensions that underlie temperament- brain processes, family environment, genes.

Question 12

Easy temperment

Answer 12

most- happy, cheerful, adjust to new situations, regular eating, sleeping ans toilet routine
Difficult: unhappy, irregular in sleep/eat, respond intensely to unfamiliar

Question 13

Slow to warm up temperment

Answer 13

(subcategory of difficult): often unhappy, but not upset by unfamiliar situations

Question 14

Difficult temperment

Answer 14

unhappy, irregular in sleep/eat, respond intensely to unfamiliar

Question 15

Rothbart: 3 dimensions

Answer 15

-Extraversion: happy, active, seeks, interesting stimulation
-Negative affect: angry, fearful, frustrated, shy, not easily soothed
-Effortful control: focus attention, not readily distracted, can inhibit responses.

Question 16

cross cultural evidence of Rothbart 3 dimensions

Answer 16

belgium, china, japan, netherlands, US- supports biologically based differences in determining temperament- see across cultures despite cultural/ social differences

Question 17

parental application of Rothbart 3 dimensions

Answer 17

match the temperament of your baby. Shy: encourage and explain- need extra support; active: allow to explore- teach about danger. Best parents= responsive

Question 18

Heredity of temperament:

Answer 18

-MZ more similar temperament than DZ
-Also depends on dimension and age- more genetic when older
-Negative affect more influenced by heredity- extroversion and effortful control more impacted by social cues
-tempernet in childhood (children enter school-universal experience environmental variability decreases- heredity increased) shows higher heritability than in infancy (more influenced by parental environment)

Question 19

Heredity of temperament: DRD4 Gene

Answer 19

Role of DRD4 gene: dopamine- implicated in regulating attention, motivation and reward, novel seeking in faults→ all these systems are likely involved in temperament. Some variants of DRD4 gene make individuals more susceptible to environmental effects.

Question 20

Cultural difference in social network: circle

Answer 20

-Americans: 6mm bigger (independence is a virtue)
-Europeans: 3.5mm bigger
-Japanese: slightly smaller (interdependence is a virtue)

Question 21

Gene x Culture

Answer 21

-Genes might mediate the effect of culture and cognitive development
-Dopamine D4 receptor gene (DRD4)

Question 22

Kitayama et al: Independent vs interdependent social orientation rate items agree vs disagree;

Answer 22

european american- independent (higher scores) vs asian born asians- interdependent (lower scores). Carriers of the DRD4 gene had big differences in type- culture really impacts thinking- dopamine impacts external vs internal validation.

Question 23

Gene x Environment:

Answer 23

-Temperament may make some children more sensitive to environmental influences
-genes mediate how we think, which change our interaction with the environment, which changes gene expression- all interact.

Question 24

Attachment:

Answer 24

-Social-emotional relationship between baby and caretaker- baby learn via bond- how to respond internal
-Lack of attachment has long term detrimental effects: Institution raised infants after WW2- impaired mental development- often withdrawn and listless, despite receiving adequate nutrition and healthcare

Question 25

Harlow and Harlow

Answer 25

-What is responsible for strong mother-infant bond- food or comfort?- tactile information

Question 26

John Bowlby: attachment

Answer 26

Attachment: enduring social-emotional relationship. Children who form an attachment are more likely to survive- 60’s life except for young children- actually important or survival.

Question 27

Bowlby: Preattachment

Answer 27

(0-8w): recognize mother’s smell, smell; smiles & cries (indicate distress) that will engage caregiver

Question 28

Bowlby Attachment in the making

Answer 28

(6-8w to 6-8m): infants behave differently to familiar (as bond strengths behaviour around not primary differs) vs. unfamiliar adults (overlaps w/crawling- stranger eversion)

Question 29

Bowlby Tur attachment

Answer 29

(6-8 to 18m): Singled out attachment figure- social referencing

Question 30

Bowlby reciprocal relationships

Answer 30

(18+m): growing cognitive and language skills allows for a true partnership. Respond to each other- both modifying behaviour

Question 31

Quality of Attachment: Mary Ainsworth- Strange situation

Answer 31

What happens when baby encounters stranger- tells about attachment
1.Mom and infant familiarize with room
2.Stanger enter room (1 min familiarization, 1 min talk to baby then approaches baby while mom leaves)- how does baby react when stranger enters
3. Stranges does not play with baby, attempts to conformat if necessary
4. After 2 mins, mom returns, greets and consoles baby- if successful- secure attachment
5. When baby returns to play, mom leaves saying bye
6. Stanger attempts to calm and play with baby
7. After 3 minutes, mom returns, stranger leaves- can mom console baby

Question 32

4 types of attachment (strange situation)-Secure

Answer 32

baby may cry when mom leaves, but when mom returns baby is relieved- consoled by mom but not stranger. 60-65% of north american babies

Question 33

4 types of attachment (strange situation)-Avoidant

Answer 33

type of insecure attachment
baby not upset when mom leaves, and when returns may ignore her by looking or turning away- 20% of babies

Question 34

4 types of attachment (strange situation)-resistant

Answer 34

type of insecure attachment
baby is upset when mom leaves, but remains upset or even angry when mom returns; difficult to console- upset once mom comes back- 10-15% of babies

Question 35

4 types of attachment (strange situation)-disorganized

Answer 35

type of insecure attachment
key characteristic is behaviour is unexpected. Baby seems confused when mom leaves, and when she returns, still not responsive (seems to not understand- may demonstrate developmental delay)- 5-10% of babies * worst developmental outcomes later

Question 36

Cultural difference in attachment:

Answer 36

-Universally, majority of infants have secure attachment
-Some cultural differences in the prevalence of insecure attachment
German parents value independence; more children demonstrate avoidant attachment (relative to other insecure attachment)
Japanese mons value interdependence (never left with stranger); more children demonstrate resistant attachment (relative to other insecure attachment)

Question 37

Developmental outcomes:
of attathcment types

Answer 37

-secure attachment provides the foundation for future relationships. Mom- 1st social relation basis for trust of others
-secure infants have better friendships, better romantic relationships in adolescence and young adulthood
-insecure attachment associated with behaviour problems- cause unknown (why isn’t mom responsible, genetic- not good at forming bonds)

Question 38

Adult attachment: Secure

Answer 38

describe childhood experiences objectively (don’t over or under) value impact of their caregiver-child relationship

Question 39

Adult attachment: dissmissive

Answer 39

sometimes deny value of childhood experiences and sometimes unable to recall childhood experiences and sometimes unable to recall childhood experiences, yet often idealize their caregiver

Question 40

Adult attachment: preoccipied

Answer 40

describe experiences emotionally and often express anger/confusion regarding relationships. Also imp other relationships

Question 41

Early experiences matter

Answer 41

impact the brain- think language ect. Critical period- less strict than language. Teacher, aunt etc- protective factor for future. No secure attachment in infancy is harder to later relationships.
Freud highlighted attachment