chapter 10 Flashcards
(44 cards)
1
Q
Basic emotions
A
Anger, disgust, fear, interest, happiness, sadness
2
Q
Basic emotions are universal, evidence is:
A
- babies make the same emotions/faces
- cross culturally the same
- blind people show the same even though they can’t see others expressions
3
Q
Temperament
A
- Patterns of arousal/expressiveness
- Stable over time
4
Q
Easy temperament
A
happy & adaptable
5
Q
Slow-to-warm temperament
A
Upset by change, but will settle
6
Q
difficult temperament
A
sensitive, intense negative reactions, resistant to change
7
Q
Genetic influences on temperament
A
- identical twins are more similar than fraternal in temperament
- seems to account for stability
8
Q
Environmental influences on temperament
A
- cultural differences in temperament
- goodness of fit - parents create environment to fit temperament
9
Q
Emergence of emotions: Positive
A
- first clear sign of happiness
- reflexive (1st month) then becomes social (2-3 months)
- social smiles - smiles directed toward people
10
Q
Emergence of emotions: Negative
A
- crying: important form of communication, parent should respond (especially if child is less than 6 months old)
- Fear: unfamiliar objects and events (4-12 months). Stranger anxiety (6/9 months to 2 years), this is less likely id parents are present, peers are the “strangers”, and if the stranger or parents are smiling. Separation anxiety (peaks around 15 months)
11
Q
Delay of gratification
A
- marshmallow test: delay longevity has increased over time
12
Q
Role of parents in emotional development
A
- provide a sense of security
- parents help children learn to understand emotions, self-regulate, and respond to people and events
13
Q
Parental Emotions
A
- children model parents
- may shape biases
- children influence the expression of emotion by parents (ex: difficult temperament)
14
Q
Parental reaction to emotion
A
- response to child’s emotions
- meaningful/ worthy of attention
- criticize/ minimize feelings
15
Q
Parental discussion of emotion
A
educate children about emotions (circumstances and consequences)
16
Q
Social referencing
A
- starts happening around 8 months of age
- infants use the affective displays of an adult to regulate their behaviors toward environmental objects, persons, and situations.
17
Q
Emotion regulation in infancy
A
- shifts from external to internal over time
- 6-months: self-soothing; avert gaze
- 2 years: attention; language
18
Q
parental depression
A
Strong predictor of behavior problems
• Infants of depressed mothers:
-Are less attentive to their surroundings
- Have elevated levels of cortisol
- By 6 mo. already show cognitive/motor delays
19
Q
emotional regulation improvements in childhood
A
- Covering eyes
- Talk about fears
- Talk to self in soothing way
20
Q
emotional regulation improvement in adolescents
A
- Cognitive strategies
- Reframe situation
- Feeling vs expressing
21
Q
Attachment
A
Emotional bond
Long-lasting relationship Specific people
Seek proximity and reciprocity
22
Q
ETHOLOGICAL THEORY
A
Lorenz
Biology & Evolution
Imprinting (sensitive periods)
23
Q
Harlow’s studies
A
Monkey; contact comfort
24
Q
John Bowlby
A
- Survival attachment theory
- secure base allows for security and exploration, Harlow’s studies showed that the blanketed figures acted as the money’s secure base.
- internal working model of attachment: early attachment indicates how your later attachment will be
25
Mary Ainsworth
- strange situation studies: mother leaving the room, infant reaction, etc
- this assesses attachment using a secure base (parent) and separations and reunions
26
Attachment Style: Secure
- secure base: yes
- separation = upset
- reunion = easily calms
- most common
27
Attachment Style: Avoidant
- secure base: no
- Separation: not upset
- reunion: avoids mom
28
Attachment Style: Ambivalent
- secure base: no
- separation: upset
- reunion: difficult to calm; angry
29
Attachment Style: Disorganized
- inconsistent
| - least common
30
Attachment Long-Term
- Securely attached infants have more positive outcomes
- have good peer relations in childhood, good intimate relationships in adolescence, and emotionally positive romantic relationships in early adulthood
31
Attachment style change?
- style influenced by sensitivity (sensitivity to a child's needs)
- consistency in caregiving = better attachment
- can be trained
- insecure can become secure with training
- secure and disorganized babies are usually stable
- no attachment babies can become securely attached (ex: orphan then adopted)
32
empathy vs sympathy
* Empathy: experiencing the feelings of others and connecting with them rather than looking for the appropriate response
* Sympathy: involves understanding from your own perspective and trying to help or comfort that person
33
Self-conscious emotions
- also known as secondary emotions (ex: guilt, shame etc)
| - depend on an awareness of self
34
Guilt vs Shame
* Guilt: focuses on the behavior; “I did something bad”; creates a sense of remorse.
* Shame: focuses on self; an aspect of our self we feel we cannot change; “I am a bad person”; linked with personal failures whereas guilt is linked with moral issues, such as hurting others.
35
2 aspects of emotional intelligence
emotional regulation and self-control
36
Explain how emotion regulation develops over time. Be sure to discuss parental contributions.
* Emotional regulation of a parent effects a child; if they show anger and road rage then the child will likely throw tantrums because they saw their parents had an inability to control rage
* Until the frontal lobe is developed and is able to aid in controlling the emotions, infants rely on their caregivers to help regulate the amount of distress they experience
* First attempts at emotional regulation in infants is self-soothing behaviors like thumb sucking
* As children become toddlers, parents are important role models for emotional regulation, because children begin to model what they observe in their parents.
* Emotional coaching: parents help their children explore and understand their feelings
* Emotional dismissing: parents see emotions as toxic, and want to protect their children from their feelings so they minimize the importance of emotions and instead try to distract or cheer up their child so the negative emotion will pass quickly.
37
Effortful control and delayed gratification
* Effortful control: the ability to consciously control your own behavior
* Delay of gratification: a way of assessing effortful control; look at whether children can resist the impulse to go for an immediate reward if they are promised a larger reward in the future.
* Strategies: reframe the temptation & distraction
* Usually lower BMI later on, higher academic achievement, better ability to cope with stress, higher self-esteem and sense of self-worth.
38
Harlow
monkey study; came to believe that the primary function of nursing may be to provide contact comfort with the mother and that it was this contact comfort that created the mother-infant attachment, not feeding as behaviorists and psychoanalysts believe.
39
Bowlby
psychoanalyst; argued that attachment is a biologically based, active behavior related to the infant’s need for protection in order to survive; babies’ behavior are adaptive and promote survival of child by helping to develop an attachment between mother and child.
40
Ainsworth
identified the four categories of attachment as secure, avoidant, resistant, and disorganized.
41
Drive reduction
idea that human behavior is determined by the motivation to satisfy basic needs, such as hunger
42
Summarize Bowlby’s stages of the development of attachment
* Social Smile (attachment in the making stage): reserved for people the baby recognizes; reserved for specific people.
* Stranger anxiety (attachment in the making stage): afraid of someone they don’t know, may start crying. May be happy and interactive if they are in the mother’s arms.
* Separation anxiety (clear-cut attachment stage): separation from parents, in and of itself, becomes frightening so infants protest when their parents leave.
* Internal working model (goal-corrected partnership): toddlers are able to form symbolic representations of the particular attachment relationships they have experienced; helps understand how early relationships contribute to relationships that develop later in life.
43
evidence for a biological influence on attachment
Physiological responses of cortisol, sympathetic nervous system arousal, and immune system; increased responses in these categories are indicative of insecure attachment; increased cortisol response is indicative of ambivalent attachment; avoidant attachment shows below average responses in these categories, less than what is normal; a secure attachment is indicative of normal responses in these 3 systems.
44
Describe some similarities and differences in attachment across cultures.
• Similar: infants become attached to caregivers, show preferential bonds, and in stressful situations infants show attachment behaviors.
o Secure, avoidant, and resistant attachments are seen in a lot of cultures and socioeconomic contexts
• Secure attachment is the predominant style is most cultures, what varies the most is the number of infants in the categories of insecure attachment
• Disorganized attachment is more common in Europe and north America than Korea
• Avoidant attachment more common in USA than japan and Korea
• Japan, USA, and Korea are pretty similar in secure attachment data
• US has slightly lower % of resistant attachment when compared to Korea and Japan
