2. Emotions Flashcards

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1
Q

Definitions of emotion

A

Subjective reaction to environment, pleasant or unpleasant experiences, accompanied by a form of physiological arousal, often communicated to others

A feeling/fact that occurs when people are engaged in an interaction that is important to them, especially if it influences their wellbeing

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2
Q

Biological perspective

A

Emotions are innate
The same across all cultures
Different timelines of development but the same sequence

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3
Q

Evidence for biological approach

A

Twin studies - similarities in smiling between identical twins
Premature baby studies - premature babies still smiled 46 weeks after conception, despite being born earlier

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4
Q

Cognitive (learning) perspective

A

Different emotions are expressed at different times, frequencies and intensities
3 sources of learning:
Reward/punishment
Operant conditioning
Observing others

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5
Q

Functionalist approach

A

The main function of emotions is to kickstart behaviour leading to attaining our personal goals

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6
Q

Func. approach - cognitive processing

A

We learn essential lessons about survival from emotional reactions e.g. strong emotional reaction of a parent when you’re about to walk into the street

Emotional reactions lead to learning

*Anxiety - performance anxiety can affect behaviour. Focus on perceived threat rather than task

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7
Q

Func. approach - bidirectional relationship

A

emotions affect what we do (actions derived from processing) & what we do is affected by our emotions

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8
Q

Func. approach - social behaviour

A

The behaviour of others is affected by emotional signals displayed by children & emotional reactions of others help regulate children’s social behaviour

Infants communicate through emotional displays e.g. expressions (reading them and producing them)

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9
Q

Func. approach - health

A

Lack of emotional wellbeing can lead to health problems
e.g. stress leading to cardiovascular issues

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10
Q

Basic emotions

A

Surprise
Interest
Joy
Contentment
Anger
Sadness
Fear
Disgust
Distress

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11
Q

Basic emotions from birth

A

Interest
Contentment
Disgust
Distress

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12
Q

Func. approach & self-awareness

A

Emotions contribute to the development of self-awareness
e.g. interest & excitement leading to a sense of self-efficacy (belief in our ability to succeed in controlling events)

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13
Q

Surprise

A

2-7 months
Special developments - begins through discovery that they can control certain object/events

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14
Q

Joy

A

4-6 weeks (social smiling)
Same development about control

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15
Q

Usefulness of smiles

A

Parents & other adults are more likely to give attention and respond positively

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16
Q

Anger

A

2.5-3 months

Seen when they can’t control something

17
Q

Sadness

A

2.5-3 months

Same as anger, control is prevented
Breakdown in parent-infant communication
Separation from caregiver

usefulness: a way of controlling their environment

18
Q

Fear

A

3 months - wariness

7-9 months - true fear
Separation anxiety & stranger distress

Usefulness: gets the attention of caregivers, increasing chance of survival

19
Q

Lewis’ Theory

A

Cognitive development - learning is required to unlock certain emotions
Complex emotions: 2 types
- Self-conscious
- Self-evaluative

20
Q

Self-conscious emotions

A

Emotions requiring self-recognition to be experienced i.e. recognizing yourself in the mirror/a photograph

Our sense of self is injured
Evidence - the only toddlers who show embarrassment are those who already demonstrate self-recognition

Embarrassment

21
Q

Self-evaluative emotions

A

Emotions requiring self-recognition and an understanding of expected conduct, rules about how you should behave

Shame, guilt, pride

22
Q

Parental influence

A
  • Children with encouraging and celebratory mothers showed more pride after successes and less shame after failures
  • Children with critical mothers showed more shame after failures and less pride after successes
23
Q

Secondary emotions

A

18-24 months
Guilt
Shame/embarrassment

1 year
Pride
Envy/jealousy

24
Q

Guilt - Special Developments

A

Requires development of sense of personal responsibility & internalisation of moral standards

25
Q

Pride & Shame/Embarrassment - Special Developments

A

Become better at evaluating performances on tasks (at age 3 show shame on easy task)

Motivation, child has to be able to send difference between easily/difficult and success/failure

26
Q

Envy/Jealousy - Special Developments

A
  • social emotion, occurs among 3 people
  • younger children display as distress
  • older children display as sadness/anger

Can help gain the attention of caregivers

27
Q

Emotional self-regulation

A

strategies used to manage emotions/adjust emotional arousal to an appropriate intensity level, increases as age increases

28
Q

Emotional competence

A

ability to control emotions and know when it’s appropriate to express certain ones

29
Q

3 Components of Emotional Competence

A
  1. Competent emotional expressivity (more positive than negative)
  2. Competent emotional knowledge (identifying emotions and their sources in others)
  3. Competent emotional regulation (appropriate emotional expression)
30
Q

Results of Emotional Competence

A

Better emotional regulation
Better dealing with stressful situations
More social success

31
Q

+ How do we do this

A