Week Eleven - Emotional & Moral Development Flashcards
What is the essential part of social competence?
emotion
What is affect?
Generic label for both mood and emotion
What is an emotion?
Experienced as a feeling that motivates, organises and guides perceptions, thought and action
What is a mood?
A low-intensity, diffuse and relative enduring affective state, often no salient cause
What is emotional development?
The way emotions change or remain stable across the lifespan
What are the 4 main distinctions between the emotions of adults and children?
Children = fewer displayed emotions and emotions in general
Children = experience same emotion but manifested in different ways
Children psychological patterns differ to adults
What are the three elements of emotional development?
- emotional expression
- regulation of emotional experience
- emotional understanding/recognition
emotional expression (define)
learning when, where, and how to display emotions
includes:
- latency
- onset
- apex
- offset
- intensity
infants = crying/smiling (reflexive and social)
explain negative emotional expression in childhood
Children learn to mask negative emotional expression as they learn more abt the rules of social interactions
- expressing most intense reaction doesn’t always lead to goals
differences between collectivist and individualistic cultures
explain emotional expressing in adulthood
Can learn to completely mask it
Expression become more mixed/complex
regulation of emotional experience (define)
How we control and direct our behaviour while emotional signals are being communicated (must experience emotion before learning how to regulate)
Social and cultural rules modulate expression
Early regualtion of emotional experience
More emotional regulation needed as the infant enters childhood and social word becomes more complex
How do we learn to regulate emotions in 3 different ways?
- emotionally: ceasing to feel
- cognitively: restructuring, shifting focus
- behaviourally: do something that changes way we feel
Later regualtion of emotional experience
Better self regulation = better psychosocial outcomes
Improves with experience
emotional understanding/recognition (explain)
Understanding and recognising emotion = interpreting and encoding emotional signals from others
improves with cog development
enables theory of mind
What 3 factors help emotional development?
Family, peers and culture
Where did Freud believe emotion came from?
Conflict between id and ego and then anxiety (later on)
Genetic Field theory (spitz) considered?
COnsidered affective relations between mother and infant
Spitz 3 organising principles
smiling response (recognising difference between self and others)
anxiety in presence of stranger (getting to know who you can trust)
semantic communication (learning to communicate and say no)
Behaviourist theory 3 basic emotions?
Fear, Rage, Love
Emotions are thought to be habits or reflexes conditioned by the environment
What did cognitive approaches to emotion suggest?
That it is the appraisal that is important (how you see event)
emotions do not occur without an antecedent appraisal , and this appraisal causes the emotion
What is the dynamic integration theory of emotion?
As cognition develops, it transforms out emotional repertoire and regulation
As adults age, cog resources are depleted
What is the trait theory of emotion?
Temperament considered to be biological basis of personality
Thomas and Chess trait theory categorisation of children?
Easy child: good mood, regular cycles, positive
Difficult child: irregular cycles, slow to adapt to change, frustrated, problems
Slow-to-warm-up child: fairly regular cycles, accepts novelty after repeated exposure, problems vary
What did Eisenberg believe about trait theory temperament of children? 3 temperaments
Negative affect: easily distressed, cry, inhibited
Self-regulation: have strategies to regulate emotions, can self soothe
Positive affect: approach novel situations/people, uninhibited
Difference between language and facial expression of emotion?
Language = culturally specific
Facial expression: culturally universal
What is the facial feedback hypothesis?
emotions which have different functions also cause facial expression which provide us with cures about what emotion someone is experiencing
What is the dynamic systems theory assumptions?
Elements interact reciprocally (adjusting themselves to each other, and to continuous changes in other people and events)
3 Processing in dynamic systems theory
Appraisals: assessments of relations between perceived events and persons goals, motives and concerns
Affect systems: Biological and bodily processes that contribute to the experience of emotion
Overt action tendencies: the need to act in the context of a given type of appraised event and affective experience
What is Morality?
A system of values and systems of conduct becaused on the distinction between right and wrong
What is moral reasoning
The thinking process behind deciding whether an act is right or wrong
What is moral development?
Maturational changes in judgements, behaviours, and emotions about what is right/wrong
Babies and toddlers are seen as?
amoral - no morals
What do children internalise moral rules through?
Social learning experiences
When do children start to show empathic concerns?
13-15 months
What can children distinguish between? (2)
someone’s intentions and consequences of their acts
moral rules and social conventional rules
Moral behaviour in adolescence?
Start to internalise the moral standards of their culture
- a few engage in juvenile delinquency
What did Freud focus on in MD?
Role of emotions especially guilt and shame
Describe Freud 3 time points of MD
Before age 5: parents enforce standards
After 5 years: internalise parents standards and now superego guides own behaviour
Adolescence: Superego becomes more independent
Cognitive-developmental theory of MD
Moral development proceeds through a series of stages, reflecting social-cog development.
Eventually engage in reciprocity
NOT WHAT WE DO BUT WHY
Piaget’s 3 periods of morality
Premoral: little awareness (not yet moral) - up to 6 yo
Heteronomous morality: rules are external (MR is absolute) - uo to 10 yo
Autonomous morality: rules are internal (MR is relative) - 10/11
Kohlberg’s theory of MD
Categorised REASONS for answers, according to stages of MD
Concluded that morality develops in universal, invariants stages, each growing from the next
Kohlberg’s 3 levels of MD
Preconventional: avoid punishment and gain rewards (punishment/obedience & exchange)
Conventional: social rules (peer opinion & law and order)
Postconventional: moral principles (individual right & self-chosen universal principles)
Gilligan’s ethics of care view of MD
Females emphasise interpersonal concerns over justice and individual rights
- survival orientation
- conventional care
- integrated care
Social Cognitive theory of MD
Focus is on moral behaviour
- MD is continuous not stage like
Learned through operant conditioning and modelling
Socially appropriate behaviour in one context is applied to new ones
Bandura SC (triadic reciprocal determinism)
persons emotion and cognition + social aspects of environment = moral behaviour
Moral performance does not equal more competence
Bandura’s moral self-regulation says we?
We monitor and evaluate our own actions and approve/disapprove ourselves accordingly
Bandura’s moral disengagement allows us to
Allows us to avoid self-condemnation
Information processing approach of MD
More toward weighting factors eg cause, responsibility, blame, punishment/no punishment
Justice and care differences
Male: justice
Females: care
- no gender differences in own lives
