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developmental psychology > emotional development > Flashcards

emotional development Flashcards

1
Q

what are emotions?

A

emotions are complex reactions to the envt.
- subjective feeling
- desire to take action / ctrl envt
- physiological rxns
- cognition

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2
Q

what does the discrete emotions theory state?

A
  1. emotions are innate
  2. emotions tied to specific body/facial reactions
  3. emotions and rxns present at birth
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3
Q

what does the functionalist emotions theory state?

A
  1. emotions have functions
  2. envt influences emotions
  3. emotions emerge w experience
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4
Q

what are the 2 emotion theories?

A
  1. discrete emotions theory
  2. functionalist emotions theory
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5
Q

babies begin to express emotions at birth.

what emotions can they express?

A
  1. interest
  2. disgust
  3. distress - generalised negative response
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6
Q

what positive emotions appear in a child’s 1st year of life?

A

1 mth: smiles triggered by envt

2-3 mths: voluntary, social smiles

3-4 mths: laughter

7 mths: preference for familiar ppl

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7
Q

when do babies express anger distinct from distress?

A

4-8 mths

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8
Q

what negative emotions appear in a baby?

A

4-8 mths: anger distinct from distress

6-7 mths: fear of strangers

7-12 mths: fear of loud toys, sudden movements

8-15 mths: separation anxiety (emerges from 7 mths, peaks 8-10 mths, disappears 2nd year of life)

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9
Q

what age do babies start to be self-conscious?

A

age 2 (18-24 mths)

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10
Q

what are some self-conscious emotions?

A
  1. pride
  2. embarrassment
  3. shame (focus on self)
  4. guilt (focus on others)
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11
Q

what are the 3 components in understanding others’ emotions?

A
  1. identifying emotions
  2. understanding causes of emotions
  3. understanding real/false emotions
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12
Q

emotional ___________ is present in very young infants. it indicates an awareness of ________, but not necessarily any __________.

A

contagion; emotions; understanding

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13
Q

in identifying emotions, state what each state can do?

a) 4-7 mths.

b) 7 mths.

c) 8-12 mths.

A

4-7 mths: can distinguish some emotional expressions, but do not understand meaning

7 mths: connect emotions to facial expressions and tone of voice

8-12 mths: relate emotions to causes in the world - permits social referencing

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14
Q

what can 2-5 year-old children do in identifying emotions?

A
  1. huge increase in ability to identifying emotions
  2. appearance of emotion language
  3. label simple emotions like happy, sad, surprise, angry
  4. use situational info
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15
Q

what can 6-10 year-old children do in identifying emotions?

A
  1. label more complex emotions (shame, guilt, pride)
  2. recognise that someone else can feel 2 conflicting emotions too
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16
Q

children identify the causes of different emotions at different ages. what are the emotions at:

2-3 yrs
4yrs
4-6yrs
7yrs

A

2-3 yrs: happiness

4yrs: sadness

4-6yrs: fear and anger

7yrs: shame, guilt, pride, jealousy

*children living in dangerous envt can identify fear and anger earlier on

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17
Q

what 2 changes do chidlren’s emotions go through in order to recognise fake emotions?

A
  1. skill: become better at inhibiting/masking emotions
  2. learn: gradual increase in awareness of display rules
18
Q

with regards to fake emotions, 3 year-old children can attempt to ____________ negative emotions, while 5 year-old children can understand the difference between __________ and ____________ emotions.

A

disguise; external; internal

**external emotions - expressed outwardly
internal emotions - felt inside, may not be expressed

19
Q

what are display rules?

A

display rules govern what kinds of emotional expressions are considered appropriate.

  • vary across cultures
  • children begin to learn display rules from infancy
  • continue to learn cultural specific display rules throughout early and middle chidhood
20
Q

It isn’t always appropriate to express what you are feeling. we have to _________ our emotions by initiating, inhibiting or modulating various components or emotions.

A

regulate

21
Q

we have to regulate our emotions by _________, ___________ or ____________ various components of emotions like ___________ feelings, _________, ________________ processes, ______________.

A

inhibiting, initiating, modulating

internal; behaviour; physiological; cognitions

22
Q

what are the 3 developmental patterns for how we regulate our emotions?

A
  1. caregiver to self
  2. behavioural to cognitive
  3. selecting appropriate strategies
23
Q

one of the 3 developmental patterns for regulating emotions is “caregiver to self”. how does that develop?

A

birth-5 mths: parents regulate arousal

**parents help infants maintain an optimal level of arousal by responding to their needs promptly. eg., when an infant is crying due to hunger, discomfort, or overstimulation, the parent may feed, soothe, or comfort the baby to help regulate their arousal levels.

6 mths: self-soothe, avert attention

1-2 yrs: behavioural distraction

3-4 yrs: language

24
Q

one of the 3 developmental patterns for regulating emotions is “behavioural to cognitive”. how does that develop?

A

young childen attempt to distract themselves by engaging in different behaviours

older children use more cognitive strategies:
think abt something else
reappraise situation - was it really that bad?
plan ways to solve problem

25
Q

what are 2 factors affecting individual differences in emotions?

A
  1. temperament (genes)
  2. socialisation
26
Q

how do parents influence individual differences in emotion?

A

via socialisation

  1. how children view self and others
    if parents dismiss child’s feelings, react with hostility, can lead to more aggression, more negative emotions and poor coping strategies
  2. level of emotional arousal
    if parents very intense, children also very intense
  3. models of emotions and regulation
    - dsicussion of emotions allows children to learn to recognise emotions
    - when and how to express - learn to inhibit negative impulses like hitting
    - strategies for regulating emotions
27
Q

discussion of ___________ during childhood can lead to more ____________, and better ________ strategies in adulthood.

A

emotions; introspection; coping

28
Q

what do poor emotion regulation and negative emotionality predict?

A
  1. antisocial behaviour
  2. unemployment
  3. anxiety/depression
  4. difficulties socially and academically
29
Q

in the past, how do researchers study moral development?

A

present moral dilemmas and see how participants repond.

30
Q

what is the major assumption for normative development?

A

development is due to cognitive abilities, though there are some social influences

31
Q

by around 10 years old, moral development is completed. whose theory is this?

A

Jean Piaget

32
Q

who challenged piaget’s theory that moral development is completed by age 10?

A

Lawrence Kohlberg

33
Q

what are the 3 levels of kohlberg’s stages?

A

level 1: preconventional morality

level 2: conventional morality

level 3: postconventional morality

34
Q

what are stages 1 and 2 under preconventional morality? describe.

A

stage 1: punishment and obedience
- ignore intentions
- focus on consequences

stage 2: instrumental purpose orientation
- what is right is what satisfies needs
- exhange theory “give and take”

35
Q

what are stages 5 and 6 under postconventional morality? describe.

A

stage 5: social-contract orientation
- laws are flexible instruments for human purposes
- follow when consistent with human rights and ethical principles

stage 6: universal ethical principle orientation
- self-chosen ethical principles (based on abstract values such as justice, equality, and human dignity, rather than specific cultural or religious norms)
- abstract values

**Stage 6 represents the highest developed form of moral reasoning characterized by a deep commitment to ethical principles that transcend individual interests or societal norms. Individuals at this stage demonstrate a strong sense of moral autonomy and integrity, guided by their own conscience and a commitment to upholding universal values of justice, fairness, and human rights.

36
Q

what are stages 3 and 4 under conventional morality? describe.

A

stage 3: “good boy/girl” orientation
- win approval of others by being a good person

stage 4: social order maintaining orientation
- prioritise personal duty

*personal duty - adherence to societal expectations and fulfilling one’s role within the social structure rather than pursuing individual interests or desires like in stages 1, 2 and 3

37
Q

what are the approximate ages of children reasoning at level 1: preconventional morality?

A

2-10 years

38
Q

what are the approximate ages of children reasoning at level 2: conventional morality?

A

9 years

39
Q

what are the approximate ages of children reasoning at level 3: postconventional morality?

A

12 years +

40
Q

what are 3 limitations of kohlberg’s theories?

A
  1. vague and inconsistent (changed the number of stages several times, difficult to classify individuals into just 1 stage)
  2. cross-culturally invalid (not all cultures progress through his stages)
  3. gender biases (only middle-class white boys)
41
Q

describe Gilligan’s Theory of Moral Development

A

stage 1: preconventional
- individual survival is all that matters

stage 2: conventional
- salf-sacrifice is good in its own right and driven by care for others

stage 3: postconventional
- care about others and care about self are integrated

42
Q

what are the 5 innate moral modules under Jonathan Haidt’s Moral Foundations Theory?

A

1) Care/harm

2) Fairness/reciprocity

3) Loyalty/betrayal

4) Authority/respect

5) Sanctity/Purity

developmental psychology (13 decks)

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