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Lifespan Development > Chapter 10: emotions > Flashcards

Chapter 10: emotions Flashcards

1
Q

emotion

A

feeling (affect) that occurs in a state or an interaction that is important to a person, especially to well-being

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2
Q

positive emotions

A

enthusiasm, joy, love

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3
Q

negative emotions

A

anxiety, anger, guilt, sadness

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4
Q

emotions are influenced by…

A
  • biological foundations
  • cognitive processes
  • experience
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5
Q

social relationships provide….

A

the setting for development

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6
Q

cultural variations characterize…

A

emotional development

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7
Q

emotion regulation

A

consists of effectively managing arousal to adapt to circumstances and to reach a goal

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8
Q

arousal

A

a state of alertness or activation

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9
Q

regulation of emotion gradually shifts from…

A

external sources to self-initiated internal sources

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10
Q

emotion-coaching parents

A

monitor children’s emotions, view negative emotions as a teaching opportunity, assist them in labeling emotions, and coach them on how to effectively deal with emotions

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11
Q

emotion-dismissing parents

A

deny, ignore, or attempt to change negative emotions

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12
Q

emotional competence

A

linked to management of emotions, resilience, and positive relationships

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13
Q

primary emotions

A

present in the first 6 months
- surprise, interest, joy, anger, sadness, fear, disgust

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14
Q

self-conscious emotions

A

require self-awareness, consciousness, and a sense of “me” and emerge after 18 months
- jealousy, empathy, embarrassment, pride, shame, guilt

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15
Q

baby’s earliest emotions…

A

fear

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16
Q

stranger anxiety

A

fear and wariness of strangers

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17
Q

separation protest

A

crying when the caregiver leaves

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18
Q

contexts can influence emotion regulation such as…

A

fatigue, hunger, time of day, people around them
- must learn to adapt to different contexts that require emotion regulation

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19
Q

emotional development in the first year

A

infant gradually develops an ability to inhibit and minimize the intensity and duration of emotional reactions

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20
Q

2-4 years old emotional development

A

children increase the number of terms they use to describe emotions

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21
Q

4-5 years old emotional development

A

children show an increased ability to reflect on emotions and by five years old they can accurately identify emotions produced by challenging circumstances and ways to cope

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22
Q

emotion regulation is important for…

A
  • development of social competence
  • important component of self-regulation and executive function
  • determining the success of a child’s peer relationships
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23
Q

developmental changes in emotion during middle and late childhood:

A
  • improved emotional understanding
  • marked improvements in the ability to suppress or conceal negative emotional reactions
  • use of self initiate strategies for redirecting feelings
  • increased tendency to take into fuller account the events leading to emotional reactions
  • development of a capacity for genuine empathy
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24
Q

dose-response effect

A

the more severe disaster/trauma, the worse the adaptation and adjustment

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25
Q

adult emotional development

A

skilled at perceiving and expressing emotion, understanding emotion, using feelings to facilitate thought, and managing emotion effectively
- effort to create lifestyles that are emotionally satisfying, predictable, and manageable

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26
Q

in the presence of stress, women are more likely to respond in a ….

A

tend and befriend pattern

27
Q

in the presence of stress, men are more likely to respond in a …

A

fight or flight manner

28
Q

positive emotions increase with…

A

age

29
Q

older adult feelings

A
  • may experience less extreme joy but have more contentment when connected in positive ways with friends and family
  • react less strongly to negative circumstances
  • better at ignoring irrelevant negative information
  • remember more positive than negative information
30
Q

socioemotional selectivity theory

A

suggests older adults become more selective about their activities and social relationships in order to maintain social and emotional well-being
-deliberately spend more time with familiar individuals
-motivation for knowledge-related goals declines
- motivation for emotion-related goals increases

31
Q

temperament

A

individual differences in behavioral styles, emotions, and characteristic ways of responding
- how quickly, how strong, how long it lasts, and how long it takes to fade away

32
Q

reactivity

A

involves variations in the speed and intensity of responding with positive or negative emotions

33
Q

self regulation

A

involves variations in the extent or effectiveness of emotional control

34
Q

easy child

A

generally positive mood; quickly establishes regular routines; adapts easily to new experiences

35
Q

difficult child

A

reacts negatively and cries frequently, irregular daily routines, slow to accept change

36
Q

slow-to-warm-up child

A

low activity level, somewhat negative, low intensity of mood

37
Q

temperament category: inhibition to the unfamiliar

A

shyness with strangers, shy, subdued, timid

38
Q

temperament: extraversion/surgency

A
  • approach, pleasure, activity, smiling, laughter
39
Q

temperament: negative affectivity

A
  • fear, frustration, sadness, and discomfort; easily distressed
40
Q

temperament: effortful control

A

self-regulation, attentional focusing and shifting, inhibitory control, perceptual sensitivity, low-intensity pleasure

41
Q

goodness of fit

A

the match between a child’s temperament and the environmental demands the child must cope with

42
Q

babies are ________ oriented

A

socially oriented

43
Q

social referencing

A

“reading” emotional cues in others to determine how to act

44
Q

attatchment

A

a close emotional bond between 2 people

45
Q

freud’s view on attatchment

A

infants attatch to a person or object that provides oral satisfaction

46
Q

harlow’s view on attatchment

A

contact comfort is a crucial element in developing attatchment

47
Q

erikson’s view on attatchment

A

the trust versus mistrust stage emphasizes the role of physical comfort and sensitive care

48
Q

bowlby’s phases of attatchment

A
  1. birth to 2 months- infants attatch to human figures
  2. 2 to 7 months- attachment is focused on one figure, usually the primary caregiver, as the baby learns to distinguish familiar from unfamiliar people
  3. 7-24 months- specific attachments develop and with increased locomotion, infants seek out contact
  4. 24 months+ - children become aware of others’ feelings, goals, and plans and begin to take these into account when forming actions
49
Q

strange situation

A

an observational measure of infant attatchment, created by Mary Ainsworth; an infant experiences a series of introductions, separations, and reunions with the caregiver and an adult stranger

50
Q

securely attatched children

A

use the caregiver as a secure base from which to explore the environment

51
Q

insecure avoidant children

A

show insecurity by avoiding the caregiver

52
Q

insecure resistant children

A

cling to the caregiver and then resist the closeness

53
Q

insecure disorganized children

A

disorganized and disoriented, perhaps fearful

54
Q

developmental cascade model

A

connections across domains over time influence developmental outcomes

55
Q

developmental social neuroscience

A

examines connections between socioemotional processes, development, and the brain

56
Q

maternal attatchment behavior linked to

A

the prefrontal cortex

57
Q

oxytocin

A

hormone released in the mother during breastfeedin and by contact and warmth

58
Q

dopamine

A

affects mothers’ experience of pleasure and reward influences

59
Q

high-quality childcare involves…

A
  • safe environment
  • access to age-appropriate toys
  • participation in age-appropriate activities
  • low caregiver-to-child ratio
60
Q

3 stages of romantic involvement

A
  1. entry into romantic attractions and affiliations at about 11-13 years of age
  2. exploring romantic relationships about 14-16 years
  3. consolidating dyadic romantic bonds about 17-19 years
61
Q

secure attatchment in adults

A

a positive view of relationships; easy to get closer to others; not overly concerned with or stressed about romantic relationships

62
Q

avoidant attatchment in adults

A

hesitant about getting involved in romantic relationships; and once in a relationship, distance themselves from partners

63
Q

anxious attatchment in adults

A

demand closeness, less trusting, more emotional, jealous and possessive

64
Q

sternberg’s triangular theory of love

A
  1. passion
  2. intimacy
  3. commitment

Lifespan Development (10 decks)

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