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PSY302 - Lifespan Developmental Psychology > Week Eleven - Emotional & Moral Development > Flashcards

Week Eleven - Emotional & Moral Development Flashcards

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1
Q

What is the essential part of social competence?

A

emotion

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2
Q

What is affect?

A

Generic label for both mood and emotion

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3
Q

What is an emotion?

A

Experienced as a feeling that motivates, organises and guides perceptions, thought and action

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4
Q

What is a mood?

A

A low-intensity, diffuse and relative enduring affective state, often no salient cause

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5
Q

What is emotional development?

A

The way emotions change or remain stable across the lifespan

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6
Q

What are the 4 main distinctions between the emotions of adults and children?

A

Children = fewer displayed emotions and emotions in general

Children = experience same emotion but manifested in different ways

Children psychological patterns differ to adults

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7
Q

What are the three elements of emotional development?

A
  1. emotional expression
  2. regulation of emotional experience
  3. emotional understanding/recognition
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8
Q

emotional expression (define)

A

learning when, where, and how to display emotions

includes:

  • latency
  • onset
  • apex
  • offset
  • intensity

infants = crying/smiling (reflexive and social)

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9
Q

explain negative emotional expression in childhood

A

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

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10
Q

explain emotional expressing in adulthood

A

Can learn to completely mask it

Expression become more mixed/complex

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11
Q

regulation of emotional experience (define)

A

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

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12
Q

Early regualtion of emotional experience

A

More emotional regulation needed as the infant enters childhood and social word becomes more complex

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13
Q

How do we learn to regulate emotions in 3 different ways?

A
  1. emotionally: ceasing to feel
  2. cognitively: restructuring, shifting focus
  3. behaviourally: do something that changes way we feel
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14
Q

Later regualtion of emotional experience

A

Better self regulation = better psychosocial outcomes

Improves with experience

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15
Q

emotional understanding/recognition (explain)

A

Understanding and recognising emotion = interpreting and encoding emotional signals from others

improves with cog development

enables theory of mind

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16
Q

What 3 factors help emotional development?

A

Family, peers and culture

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17
Q

Where did Freud believe emotion came from?

A

Conflict between id and ego and then anxiety (later on)

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18
Q

Genetic Field theory (spitz) considered?

A

COnsidered affective relations between mother and infant

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19
Q

Spitz 3 organising principles

A

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)

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20
Q

Behaviourist theory 3 basic emotions?

A

Fear, Rage, Love

Emotions are thought to be habits or reflexes conditioned by the environment

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21
Q

What did cognitive approaches to emotion suggest?

A

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

22
Q

What is the dynamic integration theory of emotion?

A

As cognition develops, it transforms out emotional repertoire and regulation

As adults age, cog resources are depleted

23
Q

What is the trait theory of emotion?

A

Temperament considered to be biological basis of personality

24
Q

Thomas and Chess trait theory categorisation of children?

A

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

25
Q

What did Eisenberg believe about trait theory temperament of children? 3 temperaments

A

Negative affect: easily distressed, cry, inhibited

Self-regulation: have strategies to regulate emotions, can self soothe

Positive affect: approach novel situations/people, uninhibited

26
Q

Difference between language and facial expression of emotion?

A

Language = culturally specific

Facial expression: culturally universal

27
Q

What is the facial feedback hypothesis?

A

emotions which have different functions also cause facial expression which provide us with cures about what emotion someone is experiencing

28
Q

What is the dynamic systems theory assumptions?

A

Elements interact reciprocally (adjusting themselves to each other, and to continuous changes in other people and events)

29
Q

3 Processing in dynamic systems theory

A

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

30
Q

What is Morality?

A

A system of values and systems of conduct becaused on the distinction between right and wrong

31
Q

What is moral reasoning

A

The thinking process behind deciding whether an act is right or wrong

32
Q

What is moral development?

A

Maturational changes in judgements, behaviours, and emotions about what is right/wrong

33
Q

Babies and toddlers are seen as?

A

amoral - no morals

34
Q

What do children internalise moral rules through?

A

Social learning experiences

35
Q

When do children start to show empathic concerns?

A

13-15 months

36
Q

What can children distinguish between? (2)

A

someone’s intentions and consequences of their acts

moral rules and social conventional rules

37
Q

Moral behaviour in adolescence?

A

Start to internalise the moral standards of their culture

  • a few engage in juvenile delinquency
38
Q

What did Freud focus on in MD?

A

Role of emotions especially guilt and shame

39
Q

Describe Freud 3 time points of MD

A

Before age 5: parents enforce standards

After 5 years: internalise parents standards and now superego guides own behaviour

Adolescence: Superego becomes more independent

40
Q

Cognitive-developmental theory of MD

A

Moral development proceeds through a series of stages, reflecting social-cog development.

Eventually engage in reciprocity

NOT WHAT WE DO BUT WHY

41
Q

Piaget’s 3 periods of morality

A

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

42
Q

Kohlberg’s theory of MD

A

Categorised REASONS for answers, according to stages of MD

Concluded that morality develops in universal, invariants stages, each growing from the next

43
Q

Kohlberg’s 3 levels of MD

A

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)

44
Q

Gilligan’s ethics of care view of MD

A

Females emphasise interpersonal concerns over justice and individual rights

  • survival orientation
  • conventional care
  • integrated care
45
Q

Social Cognitive theory of MD

A

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

46
Q

Bandura SC (triadic reciprocal determinism)

A

persons emotion and cognition + social aspects of environment = moral behaviour

Moral performance does not equal more competence

47
Q

Bandura’s moral self-regulation says we?

A

We monitor and evaluate our own actions and approve/disapprove ourselves accordingly

48
Q

Bandura’s moral disengagement allows us to

A

Allows us to avoid self-condemnation

49
Q

Information processing approach of MD

A

More toward weighting factors eg cause, responsibility, blame, punishment/no punishment

50
Q

Justice and care differences

A

Male: justice
Females: care

  • no gender differences in own lives

PSY302 - Lifespan Developmental Psychology (12 decks)

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