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childhood: developmental > week2 > Flashcards

week2 Flashcards

1
Q

emotion

A

transient states that correspond to physiological and cognitive processes associated with distinct internal sensations or feelings

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2
Q

who’s the first one to use facial expressions to study emotions and when

A

Darwin, 19th century

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3
Q

2 opinions on the learning of emotions

A

 Some disagree about the extent to which newborns display particular emotions
 Some say that infants simply haven’t learned enough about how to use their emotions to guide their expressions in more channelled ways

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4
Q

Functionalist approach to emotions

A

stresses the function of emotion
emotions don’t come from the event but by our own “appreciation” of how the event relates to our personal goals

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5
Q

how do emotions help us achieve our goals

A

through signaling information, infants can call caregivers to help

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6
Q

what’re the earliest emotions present at birth

A

contentment, interest, distress

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7
Q

emotions at 3 months

A

joy, surprise, distress

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8
Q

emotions at 4 months

A

+ anger

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9
Q

emotions at 6 months

A

+ fear

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10
Q

what’re the 6 basic emotions

A

happiness, sadness, anger, surprise, disgust, fear

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11
Q

why are those emotions basic

A

they’re universal across cultures and appear very early in development

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12
Q

what causes fear when the baby is 6-7 months

A

the unknown - strangers, new toys + lab setting (a bit later)

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12
Q

is it possible to code different types of happiness

A

not really, also difficult in adults

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13
Q

why would fear appear later?

A

figuring out whether a situation is threatening may require complicated mental representations compared with noticing a feeling of discomfort

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14
Q

does the development of emotions correspond to the evolutionary development

A

for the most part yes, but 2 differences
1. in the beginning there’s just undifferentiated arousal (not seen in infants)
2. fear probably emerged before sadness and anger

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15
Q

complex emotions

A

emotions that build on and occur later than the basic emotions

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16
Q

why do complex emotions develop later

A

they’re based on more complex social goals - they’re at least partially socialized and very culture-dependent

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17
Q

key difference between basic and complex emotions

A

complex emotions are self-conscious (the emotional experience itself requires some degree of self-awareness)

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18
Q

when do young children first show self-conscious emotions

A

at 1.5 years old

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19
Q

which brain structure are basic emotions connected to

A

the amygdala - memories about emotional events

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20
Q

what’s the earliest complex emotion to emerge

A

embarrassment

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21
Q

Machiavellian emotions

A

influence others and not simply reflect an internal state

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22
Q

when can infants show first signs of jealousy and what’s the experiment

A

at 5 months - jealous when mother shows affection towards another infant/dolls (not adults)

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23
Q

two explanations for jealousy so early

A
  1. infants don’t have a complex understanding of social roles but can make a simpler distinction between interactions that only involves adults and those that take place between adults and infants – threat to their own social goals
  2. jealousy is less complex than it initially seemed – could serve an adaptive function
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24
Q

2 moral experiments

A

Ex: infants watched a cartoon showing a triangle that helped a ball move up the hill where a square hindered its attempts
o Infants young as 10 months – looked much longer when the ball later approached the hinderer – surprise that the ball approached the shape that has been mean
Ex: could later choose a shape to play with – more often chose the helper even at 6 months

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25
Q

when do infants respond differently to different emotions – happiness, sadness, surprise

A

4 months

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26
Q

when do infants respond differently based on the tone of voice even in foreign languages

A

5 months

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27
Q

when do infants brains respond more strongly in the right inferior frontal cortex when they hear a happy intonation than a neutral one

A

7 months

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28
Q

when do infants distinguish between others’ expressions of several basic emotions (happiness, sadness, anger, fear)

A

7 months

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29
Q

negativity bias

A

Infants show a strong tendency to respond more powerfully and consistently to negative emotions than to positive ones

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30
Q

when do infants use other’s emotions to make inferences about their future behaviour

A

9 months

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31
Q

experiment for infant inferences

A

o Ex: person gazing unhappily at an unfamiliar object + saw another person gazing happily at the same object + saw a person’s hand holding the object but the face was obscured
 Looked longer when the person they saw was the one who had previously been unhappily looking at the object
 Obscured face – assumed that it must have been the person with the happy expression

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32
Q

Emotional contagion

A

when someone around us feels a particular emotion and we subsequently seem to “pick it up”

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33
Q

when do infants pick up emotional states

A

6 months

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34
Q

what could be a critical component of learning how to sense emotional states in others

A

social imitations

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35
Q

when do mirror neurons fire

A

when an individual engages in a particular action or observes someone else performing that action

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36
Q

Emotional regulation

A

influence the emotions we experience, when and how and how we reveal our emotions to others

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37
Q

two types of processes behind emotional regulation

A

Conscious processes (suppressing emotions) + unconscious processes (automatic actions or habits that reduce the intensity of an emotional experience)

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38
Q

Three aspects of emotional regulation

A

situational factors, attentional deployment, response modification

39
Q

situation modification

A

parents remove the child from the situation

40
Q

when does situation selection become more important

A

when infants gain agency - can crawl away

41
Q

Attentional deployment

A

directing our thoughts that makes a situation feel less emotionally charged – distractions, focusing our attention on a less adverse aspect of a situation or thinking about something else

42
Q

when can children use attentional deployment in the strange situation experiment

A

12 months

43
Q

Response modification

A

managing an emotional reaction by directly influencing the physiological response itself

44
Q

earliest attempt at response modification

A

thumb sucking

45
Q

when do infants start to learn to inhibit motor movements associated with either extreme distress or overexcitement

A

around 1 year

46
Q

display rules

A

how adults socialize children not to display certain emotions

47
Q

iranian vs dutch children - display rules

A

Iranian children are socialized to suppress their emotions more than Dutch children
o When Dutch children do suppress their emotions it’s more often in the presence of peers

48
Q

which type of emotional regulation comes later

A

cognitive reappraisal

49
Q

phobia

A

fearful reaction that’s especially salient – extreme, irrational fears of specific things

50
Q

prepared fears - monkeys experiment

A

rhesus monkeys - saw videos of other monkeys scared of flowers or snakes - strong fear of snakes but not flowers

51
Q

2 experiments with preparedness and children

A
  • Ex: children between 3-5 years asked to find a picture of snake among distractors vs frogs - identified snakes much more quickly (no prior experience with snakes)
  • Ex: infants as young as 7 months – short video of snakes or some exotic animals while the infants listened to a fearful voice or a happy voice
    o Looked longer at the snakes with the fearful voice – especially prepared to associate fear with snakes
52
Q

when does disgust seem prepared

A

in response to ingesting either living things or their by-products

53
Q

how does disgust towards feces appear

A

when the children are potty trained (3-7)

54
Q

how does disgust develop

A

humans’ earliest disgust reactions to bitter substances – shared with other species
o As children grow older, disgust – general – applied to items that could cause disease (animal body products)
o Generalized broadly to events and things that threaten the integrity of the body (death, wounds, bad hygiene, sex) – unique to humans

55
Q

when do infants take note of adults’ disgust reactions and avoid those objects

A

at 11 months

56
Q

when are children able to extend disgust reactions to immoral actions

A

5 years

57
Q

how is preparedness for disgust different from the one for fear

A

an early, specific disgust reaction become extended beyond a narrow range of stimuli to a broader set of stimuli

58
Q

one challenge for research on disgust

A

understand how and why people seem to develop a common emotional reaction to offenses within these domains

59
Q

are other emotions also prepared

A

Certain emotions may be prepared to be associated with certain specific combinations of goals and situations – much more likely to be angry when a goal is blocked intentionally

60
Q

temperament

A

an infant’s tendency toward particular emotional and behavioural responses to specific situations

61
Q

temperament vs personality

A

Personality also includes intelligence, creativity, self-monitoring ability + temperament is more genetic and appears early

62
Q

first to offer a detailed version of the temperament theory

A

Hippocrates

63
Q

what’re the four humors

A

blood, phlegm, yellow bile, black bile

64
Q

trait approaches

A

emphasis on behaviour patterns as heritable traits

65
Q

which three trait-categories do trait approaches look at

A

emotionality, activity level, sociability

66
Q

why those three

A

associated with significant heritabilities across a wide range of studies – important influences of genes

67
Q

which neural circuits are related to these three

A

amygdala
gene Ce - linked to anxious temperaments through a pathway that involves decreased receptor production and activity in the central amygdala
Other physiological correlates of emotionality, sociability and activity level – variations in heart rate, cortisol levels, degree of involvement of the frontal lobes

68
Q

first longitudinal study on temperament

A

Thomas and Chess’s New York Longitudinal Study

69
Q

4 categories of babies in the New York study

A

o Easy babies – 40%, happy and adaptable, generally showed positive attitude, didn’t overreact and had regular routines
o Difficult babies – 10%, unhappy, didn’t adjust well, irregular eating and sleeping patterns, intense reactions
o Slow to warm up babies – 15%, initially negative in mood, less active and adapted slowly
o Average babies – 35%, intermediate values on scales

70
Q

how did the New York study lay the groundwork for future studies (3)

A

o Looked at infant behaviour rather than conceiving of them as infant versions of adult behaviours and qualities
o Infants’ behaviours could be coded into temperament categories that might have some degree of developmental continuity
o Started to reveal how specific circumstances of child’s development could strongly modify a child’s temperamental disposition

71
Q

New York study criticism

A

reliability and validity

72
Q

which three dimensions does the Infant Behaviour Questionnaire-Revised (IBQ-R) look into

A

surgency/extroversion, negative affectivity, orienting

73
Q

why is the IBQ-R better than before

A

more specific questions (example)

74
Q

brain systems for underlying attention

A

prefrontal cortex, anterior cingulate gyrus mature

75
Q

Goodness of fit between the child and the environment

A

the same environment that could devastate some children might have little or no negative effects on others

76
Q

“the squeaky wheel gets the grease”

A

difficult babies can get better treatment in difficult circumstances

77
Q

how do outcomes with difficult children differ by culture

A

o Parents who view infants as vulnerable to the influence of evil spirits – responsive to children who show high levels of distress – sign of real danger
o Parents who see young children as less vulnerable might see the same kind of behaviour as whining or try to discourage it

78
Q

Self-regulation

A

our ability to control our emotions and actions and behave in ways that are appropriate for various circumstances

79
Q

delay of gratification experiment

A

o Ex: 4-year-olds asked which snack they prefer (marshmallows or pretzel) – could get one now or the one they prefer in 15 minutes – younger children had difficulty delaying gratification
o One variable – whether the children were left alone in the 15 minutes – made it harder
o Adults are too much more tempted by visible rewards
o Ex: subtler finding – the ability to delay gratification may involve an attention component that changes over the course of the development

80
Q

Ex: showed 3- and 4-year-olds two piles with a different number of jelly beans

A

told that the puppet will take away the pile they pointed towards
o Still had trouble learning to inhibit pointing to the pile they wanted
o When piles replaced by symbols – easier – allowed “cooler heads” to prevail

81
Q

Ability to delay gratification at X

A

at 4 - correlated with cognitive and social behavour later on

82
Q

ERPs and regulation

A

o Certain frontal lobe ERP patterns associated with inhibition declined with increasing age - older children more efficient at inhibiting responses
o Ex: differences in the degree of self-regulation among kids of the same age – correlated with the measures of frontal lobe circuit activation

83
Q

study of two adults who both suffered substantial damage to their prefrontal cortex before they were 16 months

A

– history of poor self-regulation – lied and stole, little concern for the future
o Development of self-regulation related to moral reasoning – no guilt and remorse
o Little empathy – also limit their tendency to rethink or inhibit their actions out of concern fro the suffering they cause

84
Q

Head-Toes-Knees-Shoulders (HTKS) task

A

 Children to initially touch the body part that was mention but in the second part to touch the opposite – predicts success in the classroom
 Children from Asian countries tend to have higher levels of self-regulation
* Teachers in Asian cultures – more instructions concerning behavioural regulation

85
Q

James-lange theory

A

stimulus –> bodily responses –> emotion

86
Q

4 criticism of the James-lange theory

A

o There’re still emotions without physiological responses
o Physiological responses overlap between emotions
 Increased heart rate  both anger and fear
o Physiological reactions don’t always lead to emotions
 Injection of adrenaline doesn’t lead to emotions
o Doesn’t consider object of emotions

87
Q

Schachter-Singer theory

A

stimulus - physiological response - attribution of arousal - emotion

88
Q

2 criticisms of the Schachter-Singer theory

A

o Subliminal offering of stimuli makes those stimuli positive
o So we don’t need cognitive/attribution at all to experience an emotion

89
Q

appraisal theories (ex: Lazarus; Scherer)

A

cognition isn’t necessarily conscious

90
Q

three types of measurement of emotion

A

o Physiology – heart rate, skin conductance
o Behaviour – running away, laughing, crying
o Subjective experience – self-report

91
Q

development of joys

A

o Satisfaction (first weeks)
o Social smile (2-3 months)
o Goal-oriented (6-7 months)

92
Q

Development of anxiety

A

o Only after 6-7 months – attachment only at its beginnings (scheme of personal relationships)
o Fear of foreign people
 Normal development, lots of variation
 Reduce by
* Proximity to parents
* Relationship between parent and stranger
* Environment
* Appearance + behaviour of stranger (non-intrusive, friendly)
* Exposure (regular contact with strangers)
o Separation anxiety starts at 8 months and gets higher till 16 months before lowering again when the child is 3-5 years old
 Young children – distress when there’s separation – object permanence

93
Q

Role of emotional dialogue

A

o Socially shared emotions
o Naming of emotions (affect labelling)
o Promotes self-perception and emotional sensitivity
o Helps with emotion regulation

94
Q
A

childhood: developmental (3 decks)

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