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Ch4 Early Emo Dev Flashcards

1
Q

Phineas Gage Matrix

A

syndrome consists of cognitive dysfunctions such as poor planning, inadequate decision making, inability to take another’s perspective, problems sustaining employment. emotional including shallow affect, lack of enriched emotional life, passion, initiative, diminished sense of pleasure and pain

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2
Q

emotional intelligence

A

ability to perceive emotions, identify and understand meaning, integrate with other kinds of cognition, manage them
research is in its infancy
modest correlation between EI and positive life outcomes

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3
Q

basic emotions

A

infant expressive behaviors are components of basic emotions, direct product of underlying neural processes related to each discrete feeling; face mirrors their emo. experience.
Izard’s basic emotion: joy/happiness, interest, sadness, anger, disgust, fear
Emerge early in life (0-2)
infants: distress (crying), contentment (smiling), disgust (avoid tastes, odor), interest (staring)
Anger, surprise, fear, sadness emerge 2-6 months

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4
Q

differential emotions theory (DET)

A

posits that emotions are universal, naturally occurring phenomena mediated by evolutionarily old subcortical brain structures
distinguishes basic emotions from emotion schemas

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5
Q

emotion schemas

A

distinguished from basic emotions
the product of experience and culture
may include memories, thoughts, images, non-cognitive elements e.g. hormonal shifts interact/amplify basic emotional experience
Experience of an emotion may include, memory, appraisal of cues, reinforcing self-statements
schemas can be durable, reflect typical response style
May depend on later language development, words used to describe feeling states

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6
Q

emotion regulation

A

one of the cornerstones of emotional well-being and positive adjustment throughout the lifespan
encompasses the strategies and behaviors we use to moderate our emotional experiences in order to meet demands of different situations or achieve goals
early sensitive care assists in ER development

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7
Q

synchrony

A

interactions between young infants and their mothers exhibit repetetive-rhythmi organization, temporal coordination of nonverbal behaviors
mirror behaviors, engage
mothers take lead by responding contingently to cues, heartrate responds
babies more responsice, contribute more as grow older
sensitive, supportive, responsive caregiver

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8
Q

still-faced paradigm

A

demonstrate importance of caregiver responsiveness for baby emo. regulation
Tronick, Als, Adamson, Wise, Brazelton 1978
baseline episode
still-face episode
reunion episode (babies stay upset, look at mothers less for several minutes)

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9
Q

other-directed coping behaviors

A

baby’s behaviors to elicit interactive response from caregiver
e.g. gazing, vocalizing

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10
Q

self-directed coping behaviors

A

heightened distress without caregiver assistance in emotional regulation
look away, self-stimulate by rocking, sucking, rubbing their hair

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11
Q

social referencing

A

infants use emotional information provided by caregiveers to help them interpret situations that are ambiguous to them
visual cliff experiment, Campos

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12
Q

basic trust

A

seeing others as dependable, trustworthy

est. when timely, sensitive, consistent care

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13
Q

attachment theory

A

Bowlby theory of how attachment relationship changes, what it means for child’s psychosocial life
Infant, caregiver attachment system evolved to serve purpose, bond,
built in stages, est. 7-8 months

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14
Q

ethologists

A

biologists who pay special attention to animal behaviors

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15
Q

separation anxiety

A

distress of infant/child when primary caregiver leaves child in someone else’s care. usually begins second half of 1st year, demonstrating infants capacity to recall absent caregiver, viewed as sign of attachment to caregiver.

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16
Q

stranger anxiety

A

increased tendency to be wary of strangers and to seek comfort, protection of primary caregiver when stranger is present

  • recognize faces, voice prior to 7 months, may show wariness
  • *not found in all cultures
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17
Q

proximity maintenance

A

maintains proximity between infant and caregiver, nurturing emotional bond

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18
Q

secure base

A

provides potential for on-going protection

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19
Q

safe haven

A

creates haven for infant when distressed

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20
Q

working models

A

prototypes of social functioning that affect child’s expectations and behaviors in future relationships
bowlby

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21
Q

strange situation test

A

12 m/o and mothers brought into room where child experiences series of eight 3 minute episodes, introducing changes in social situation, some of which were likely to be stressful to infant
stress component important bc attahcment theory assumes infant cannot handle stress on their own

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22
Q

securely attached

A

most babies, 65%
distress when separated from mother, cry, go after her
greet happily upon return, reaching up

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23
Q

anxious ambivalent

A

insecurely attached with high anxiety
10 % sample
initially stressed, do not explore
distressed at separation, angry at reunion

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24
Q

avoidant babies

A

20% samples
fail to cry at separation
actively avoid, ignore at reunion, mostly turn away
unemotional during septaration or reunion
heartrates elevated as much as other babies but does not drop when playing w toys

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25
disorganized-disoriented
main and soloman (v. Ainsworth) difficult to classify contradictory behaviors approach mother when stressed and tendency to avoid when approached
26
oxytocin
hormone that is released in hypothalamus, modulate transmission of impulses, enhanced in pregnancy, labor, delivery, lactation promotes physical proximity, responsive caregiving, empathy, affection reduces stress
27
temperaments
different emotional and behaviorla characteristics of newborns
28
fearfulness or reactivity
infants proness to cry, pull away form new stimuli
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irritability or negative emotionality
tendancy to react w fussiness to negative or frustrating events
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activity level
intensity and quantity of movement
31
positive affect
smiling and laughing, especially to social stimuli
32
attention-persistence
duration of orienting or looking
33
rhythmicity
predictability of sleep, feeding, elimination, etc.
34
behavioral inhibition
shyness | correlated with early high reactivity
35
difficult babies
10 % more fearful, irritable, active, less positive affect, more irregular, etc. 70% have adjustment problems: learning disabilities, stealing, phobias
36
easy babies
40% | placid, less active, more positive, more regular in rhythms, easier to care for
37
slow-to-warm-up babies
15% fearfulness, wariness in new situations reactions less intense, negative than difficult babies
38
genetic vulnerability (diathesis-stress)
physiological makeup makes them more prone to negative effects of unsupportive parenting or other negative environmental influences than other children
39
differential susceptibility
difficult temperamental qualities, e.g. high reactivity, make inants more susceptible to environmental influences in general thus difficult temperamented babies would benefit more from good parenting and would be harmed more from bad parenting
40
goodness of fit model
suggests that temperament and caregiving should interact in determining quality of child's attachment relationships
41
Adult Attachment Inventory
Main studied mother's and father's own models of attachements with structured interview procedure described parenting they received that they rememebred, beliefs about whether/how their recieved parenting seemed to affecttheir persnalitities Types: secure-autonomous, insecure, preoccupied-entangled, unresolved-disorganized
42
intergenerational transmission
phenomenon in which maltreated children become maltreating paretns, passing on their inseure attachment status
43
reactive attachment disorder
a lack of ability to form affectional bonds with other people and a pattern of markedly disturbed social relationships, RAD can result when a child receives grossly neglectful or pathological care in the early years 1. Emo withdrawn/inhibited type: high degree of resisitance, nonresponsiveness to social interaction (RAD) 2. indiscriminatently social/disinhibited type: indiscriminant familiarity, attention seeking directed toward relateive strangers in comination with lack of selectve attachments to primary caregivers (Disinhibited Social Engagement Disorder)
44
Theories of Emotion
One agreed-upon theory does not exist e.g. set of basic emotions Agree there is biological/evolutionary purpose fear response, sex, disgust, affection Conscience as a thermostat, social emotions communication, enhance cognition Serves as resource to cognition organizing role emotions play in higher-order cognitive functions e.g. memory, decision-making, planful behavior mental health and wellness affective disturbances, relation to psycho conditi
45
Brief History of Emotion Research:
cognitie revolution, mid 20th century "souls on ice" Early theorists interested: james, lange, cannon, bard, darwin arguments between primacy of body/brain
46
Why has research on emotion taken a "back seat"?
cognition has been center-stage too soft, subjective artificial split between cognition and emotion
47
Darwin & emotion
1872, cetain emotions are innate, universal among humans and primates, primitive instincts facial expressions
48
Izard & emotion
study babies bc havent learned social conventions | developed coding schemes to identify different emotions based on face, basic emotions
49
Where do basic emotions come from?
long process of human adaption | do not depedn on learning, do not require cognitive components (appraisal, intent)
50
Izard's Schema of Interest
hold position of primacy connected to attention, intelligence, persistence, goal-direct behavior drive of selective attention, from which processing of information occurs as well as subsequent positive, negative emotions
51
Sroufe and Emotions
Emotions are not fully formed at birth develop from undifferentiated responseds into differentiated ones, into integrated emotional repertoire orthogenic develoopment
52
Orthogenic Emotional Development
as behavior becomes differentiated, elaborated, become hierarchically organized, controlled by higher levels of functioning Early infant emotional expressions considreed precursors/forerunners of mature emotions bc infants lack cognitive ability needed to ascribe meaning to emotional expeirences e.g. differentiation between anger/fear 6mo
53
Emotions: View from Neuroscience
seek to ident. brain-based correlates of emo. Fear response skips cortex, to thalamus and amygdala; low road, quicker, more powerful, longer lasting, less rational brain stem, amygdala, insula, anteriror cingulate, prefrontal cortex coordinated production of emotions
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Neuroscience contributer: Papez
limbic circuit structures
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Neuroscience contributer: MacLean
built upon Papez limbic was visceral brain (site of emotions), 5 f's evolved to tripartite/triune/3-in-1 reptilian, paleomammalian/limbic, mammalian each distinct, successfully higher level functioning (disproven)
56
positive affect system (Behaviorlal Approach System/BAS)
supports appetitve, approach-related behavior, influence motivation, *think conditioning
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negative affect system (Behavioral Inhibition System/BIS)
mediates withdrawal under conditions of perceived threat, influences motivation, *think conditioning
58
Positive and Negative Affect Systems
``` Lateral/right, left differences baseline rates of right, left activity Left=approach right implicated in avoidance depressed, lower levels of left (dominance of neg. emotions) ```
59
Attachment: Early Social Relationships
Early interpersonal interactions broader impact on infants development social interactions help infant expand emotional repertoire Infants and parents come equipped to elicit care, to respond
60
Infants view of others take shape...
...influences how baby sees self | needs must be important, worthy of care
61
Bowlby
mother first attachment relationship | attachment theory
62
Attachment stages
0-2 months: signal needs by clinging, smiling, crying, little discrimination between caregivers 2-7/8 months: stronger preference entre caregivers, smiles more brightly, readily soothed 8 months: strong preference, protest separation, happily greet
63
Attachment system
Attachment is a system, not set of behaviors. Three purposes: proximity maintenance: maintains proximity between infant and caregiver, nurturing emotional bond secure base: provides potential for on-going protection safe haven: creates haven for infant when distressed
64
According to attachment theory, problems faced by children and families...
...proper unit of analysis is at level of relationships. | behavior must be interpreted within social context to understand significance
65
Attachment quality
Secure anxious-ambivalent Avoidant-Insecure Disorganized-disoriented
66
Early Social Bonding: biology and behavior
develop brain R to L
67
Dyadic Skills that Foster Social Bonding
Orienting system: enhances proximity between infant and caregiver, birth recognition system: enhances special responsiveness to each other, encourages contact, few days after birth intuitive parenting system: enhances the attunement of communication between parent and caregiver, early months attachment: development of stable preference and way of relating to caregiver in order to maintain proximity, provide security in times of stress and serve as a base for later independent explorationn
68
Where do temperament traits come from?
biologically based genetic and epigenetic contributions early fall conception, melatonin secreated when dalyight hours decreasing=shy kids
69
Temperament and Caregiving
affect one another patient caregiving helps adjust difficult babies temperament may persist into childhood
70
Diathesis-Stress in Temperament and Caregiving
physiological makeup interacts with effects of unsupportive parenting or environmental influences. Difficult babies + unsupportive caregiving = BAD COMBO
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Temperament and Attachment
work together maternal responsiveness predicts secure/insecure temperament predicts type of inscure attachment
72
Does Day Care Post a Risk to Infants?
regualr parental interaction important hospital example day care not recommended, substitute care under age 3, specifically increased risk of insecure attachment with parents when infant is in daycare
73
Cultural influences on attachment
culture matters in what is stressful for stressful situation, e.g. german v. japanese attachment is cross-cultural but benefits and manifestation differ
74
Applications
target is to repair the relationship, not just one member's relationship 1. provide a voice for the baby 2. Provide support for the parent 3. Learn some new skills
75
Infant Behavior Traits
``` Activity Level Rhythmicity Approach/Withdrawal Adaptability Threshold Intensity Mood Distractibility Attention span and persistence ```

HGD (12 decks)

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