2. Emotions Flashcards
(31 cards)
Definitions of emotion
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
Biological perspective
Emotions are innate
The same across all cultures
Different timelines of development but the same sequence
Evidence for biological approach
Twin studies - similarities in smiling between identical twins
Premature baby studies - premature babies still smiled 46 weeks after conception, despite being born earlier
Cognitive (learning) perspective
Different emotions are expressed at different times, frequencies and intensities
3 sources of learning:
Reward/punishment
Operant conditioning
Observing others
Functionalist approach
The main function of emotions is to kickstart behaviour leading to attaining our personal goals
Func. approach - cognitive processing
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
Func. approach - bidirectional relationship
emotions affect what we do (actions derived from processing) & what we do is affected by our emotions
Func. approach - social behaviour
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)
Func. approach - health
Lack of emotional wellbeing can lead to health problems
e.g. stress leading to cardiovascular issues
Basic emotions
Surprise
Interest
Joy
Contentment
Anger
Sadness
Fear
Disgust
Distress
Basic emotions from birth
Interest
Contentment
Disgust
Distress
Func. approach & self-awareness
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)
Surprise
2-7 months
Special developments - begins through discovery that they can control certain object/events
Joy
4-6 weeks (social smiling)
Same development about control
Usefulness of smiles
Parents & other adults are more likely to give attention and respond positively
Anger
2.5-3 months
Seen when they can’t control something
Sadness
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
Fear
3 months - wariness
7-9 months - true fear
Separation anxiety & stranger distress
Usefulness: gets the attention of caregivers, increasing chance of survival
Lewis’ Theory
Cognitive development - learning is required to unlock certain emotions
Complex emotions: 2 types
- Self-conscious
- Self-evaluative
Self-conscious emotions
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
Self-evaluative emotions
Emotions requiring self-recognition and an understanding of expected conduct, rules about how you should behave
Shame, guilt, pride
Parental influence
- 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
Secondary emotions
18-24 months
Guilt
Shame/embarrassment
1 year
Pride
Envy/jealousy
Guilt - Special Developments
Requires development of sense of personal responsibility & internalisation of moral standards
