PSY311 3. Temperament Flashcards

Question

Joy

Answer 1

-rarely seen in very young infants little is known because it doesn’t always consistently occur where you think they’ll be surprised mostly not surprised with jack in the box quickly resolves into another emotion - either interest, smiling or negative emotion

Answer 2

• First show generalized distress to discomfort • Over first 6 months show increased anger and sadness • Fear develops the latest of the primary emotions – 6 to 8 months – Stranger anxiety (peaks at 8 to 10 months) – Separation anxiety (peaks at 14-18 months)

Answer 3

distress to hunger or pain red-faced anger when they don’t have control over toys learning and cognitive development increase experience both anxiety peak after 8 months stranger anxiety: distressed and seek comfort of caregiver when with someone unfamiliar they have to first develop bond with caregiver or else everyone’s a stranger separation anxiety: when can’t see mom or anticipate mom is leaving when very young, primary caregivers more intuned to the baby’s needs views: apprehensive to new people and when mom leaves is that it signals danger (evolutinary) or infants don’t like it when they can’t explain it in they’re minds, it is an unpredicatable situation in their mind (cognitive developmental) depends on temperament and attachment to caregiver

Answer 4

most common negative expression anger cry face rarely occurs in infants without other negative emotions - blends prototypic anger face is rare - may be before interaction anger/sadness blend: when interacting with mother increases with age

Answer 5

still face paradigm: reliably creates sadness can’t elicit positive response from caregivers model for when mothers experience depression extremely responsive to social interactions

Answer 6

last primary emotion to emerge requires cognitive development to appraise environment and people as different, confusing or dangerous Prototypic fear vs. fear/surprise blend

Answer 7

• Embarrassment, shame, guilt, envy, and pride • Self-conscious emotions • Emerge 2-3 years of age – Self-recognition – Awareness of rules or standards for judging conduct • Subject to parental influence

Answer 8

damage to or enhancement of the self need to be able to recognize self as separate entity and know what’s expected in a given situation e.g. “watch me”, “i did it”, “i’m bad at this” mothers who were critical, children had showed more pride after success and shame after failure more praising mother, children felt more pride after success and less shame after failure show more of these emotions when parents watch them only as school age do they show internalization of self-conscious emotions

Answer 9

• Recognize emotions in sounds at birth • Preference for photos of happy faces at 3 months • React appropriately to emotions at 3 to 7 months • Use social referencing at 7 to 10 months – Acquire knowledge this way • Before age 3 - fail to label others’ expressions or use “happy” to describe most emotions • Between ages 3 and 4 begin to use “sad” or “mad” for negative emotions • Between ages 4 and 5 begin to use “scared”

Answer 10

at birth respond to other infants crying by crying show happiness in response to high pitched tones they hear from parents pay more attention to baby talk understanding of emotions develops during preschool and school age can become joyful for happy expressions and sad to sad expressions social referencing: using others’ emotional expression to get information on ambiguous situations becomes more common with age infants and toddlers bad at labelling other’s emotion - maybe haven’t acquired the vocabulary fear is latest of emotional description to develop even 5 year olds rarely use words such as surprised, pride, disgust until school grade

Answer 11

Short stories with pictures, ask children to describe or pick a face showing how the character feels 1. During the preschool period – rapid learning about the causes of primary emotions 2. It takes much longer (even into middle school) to learn to recognize complex emotions

Answer 12

by age 3, learn to recognize girl at bday party is happy by 4, learn that boy who lost dog is sad by school age, learn that girl is scared because she is lost in the grocery store

Answer 13

The process of adjusting one’s emotions to appropriate levels of intensity in order to accomplish goals Affect: Calm, dampened anger Thought: “This is not a big deal, he is just in a bad mood” Physiology: Slow, deep breaths Behaviour: No harsh words or angry facial expressions, argument resolved Affect: Angry, aggressive Thought: “He’s doing this on purpose to hurt me!” Physiology: Increased heat rate, temperature Behaviour: Hurtful language, angry facial expression, aggressive behaviour, argument esca

Answer 14

no linear process in regulation able to regulate depending on 4 components - affect, physiology, behaviour, thought young children aren’t able to change 1 of these components, so they don’t have the skill to regulate yet

Answer 15

• During first year emotion regulation is mainly done by parents, but starts to increase at 6 months – Girls better at emotion regulation than boys • By age 18 to 24 months try to control others that upset them • 2 to 5 years – conversations about emotions (causes, consequences) with parents – Help children develop strategies • Distraction from uncontrollable stressors • Helping child understand situation

Answer 16

soothe them, pacifiers, rock them, address needs early on, need to have some amount of time where infants pacify themselves after 6 months, important to learn how to pacify themselves naturally learn to avoid negative situations or other strategies to pacify selves baby girls quicker to try to self regulate baby boys more likely to get caregiver to pacify them by 18-24: use distraction 2-5 years - conversations hugely important emotion dialogue is a big component learn how to reappraise the situation point out things that they don’t like children doing

Answer 17

``` • Emotional display rules are culturally defined rules that specify when and which emotions should or should not be expressed – continue to develop throughout grade school years ```

Answer 18

6/7 - girls more better due to gender socialization more pressure to act more appropriately for girls research done in context of NA stronger and more clearly emotional display rules in Japan

Answer 19

Three components of emotional competence: 1. Emotion expression 2. Emotion knowledge 3. Emotion regulation • Denham et al. (2003) – Assessed the three components in 3- to 4-year-olds – Measured the children’s social competence in preschool and again in kindergarten – Results: • • In preschool: – Emotion expression relates to better knowledge and regulation – BUT only emotion regulation predicts greater social competence In kindergarten: – Emotion knowledge and emotion expression predict greater social competence, more than emotion regulation

Answer 20

expression: frequently expressing positive and infrequently expressing negative emotions knowledge: identify others’ feelings as well as events that lead to emotions regulation: adjust experiences and expression to achieve goals how emotional competence related to social competence (to maintain positive relationships with others) all 3 aspects are important predictors of social components different components play more or less of a role at different ages

Answer 21

• Rothbart and Dayberry (1981) – “Constitutionally based individual differences in reactivity and self-regulation” • Personality traits – patterns of thoughts, emotions, and behaviour that are products of our experiences, and show consistency across situations and stability over time – Temperament traits are a subset of personality – Temperament is emotional, motor, and attentional tendencies and regulative capacities – Temperament does not include specific thoughts, like concepts about the self and others • Seen very early in life – Earliest individual differences in personality • Can also be present in nonhuman animals

Answer 22

reactivity: how reactive are we? how intense is it? how long till we calm down? biological basis self-regulation: do we approach or avoid things? ability to control actions personality: more widely known than temperament personality represents projections of temperament influences development of personality

Answer 23

• A person is described as “impulsive” and “arrogant” – Which is temperament and which is personality? • Impulsive = temperament • Arrogant = personality – Why? ① Only impulsivity is present in infants ② Only impulsivity is present in nonhuman animals ③ Only arrogance is a product of experience ④ Only arrogance is related to specific thoughts

Answer 24

Latin temperamentum – mixture (of the bodily humors) • Vindician’s (4th century AD) fourfold typology: – Melancholic person = moody, fear, sadness black bile – Choleric person = touchy, aggressive, active yellow bile – Sanguine person = sociable, easygoing blood – Phlegmatic person = calm, even tempered phlegm • Galen (2nd century AD) - “The nature of the soul is not the same for all” • Wundt (1903) – typologies abandoned for basic dimensions (strength, speed of change of feelings)

Answer 25

``` -hypocratic bodily humors consistent patterns in behaviours and emotions linked to human physiology related to psychopathology dimensions of individual variability strength of feelings ```

Answer 26

Britain Eastern Europe • Pavlov’s laboratory (1935) • Studied dogs’ conditioning ability and proneness to experimental neurosis • “They never fully adapt themselves to the conditions of life, are easily broken, often and quickly become ill or neurotic” Pavlov (1935) Value judgements! • Webb (1915) – had observers rate college students on 39 qualities • Organized into broad factors • Burt (1938) – emotional instability vs. stability, extraversion-introversion • Eysenck (1947) – proposed physiological basis for temperament • Said that introverted people are more reliable than extraverts

Answer 27

-factor analysis of survey data to see correlations create higher order factors physiology: limbic system functioning eastern europe: pavlov: experimental neurosis when required dog to make difficult distinctions pavlov made value judgements based on temperament they are seen even in modern day research

Answer 28

``` • Thomas, Chess, Birch, Hertzig, and Korn, 1963 –Children are different from each other from infancy –Children are active agents in their own development – Sometimes a child’s temperament makes parenting difficult ```

Answer 29

-wasn’t until 63 ppl used temperament - children’s primary reaction models children influence parents depending on temperament

Answer 30

``` looked at setting + reaction wrote it out in cue cards 9 dimensions of temperament 1. level and frequency of motor activity 2. rythmicity: regularity, more predictable 3. tendency to approach or withdraw 4. how easily can get child to behave 5. threshold for getting reaction 7. how pleasant, joyful vs unfriendly 8. how much external environment distracts them 9. how long they spend on activities ```

Answer 31

``` 5 of 9 dimensions to categorize patterns of temperament from analysis Easy: regular in routines Difficult: hard to figure them out not 100% your fault as a parent Slow-to-warm up: half and half other 35% are hard to categorize labels are easy to understand and how ppl usually describe children ```

Answer 32

• Extensive interviews of 22 parents of 3- to 6- month-old infants – Asked about infants’ reactions in everyday situations • e.g., feeding, diaper changing, playing, bathing • Later added 119 more families Interviewer: “What did the baby do the first time he was given cereal?” Parent: “He couldn’t stand it...” Interviewer: “What makes you think he disliked it? What did he do?” Parent: “He spit it out and when another spoonful was offered he turned his head to the side.”

Answer 33

• Performed a content analysis, 9 categories emerged: 1. Activity level 2. Rhythmicity 3. Approach versus withdrawal 4. Adaptability 5. Threshold 6. Intensity 7. Mood 8. Distractibility 9. Attention span/persistence

Answer 34

``` • “Easy” infants (40%) – High in approach, mostly positive mood, adaptable to change, not intense, regular • “Difficult” infants (10%) – High in withdrawal, mostly negative mood, inadaptable to change, intense, irregular • “Slow-to-warm-up” infants (15%) – Withdraw at first but then approach, sometimes moody, adaptable to change if given time, mild intensity, sometimes irregular ```

Answer 35

• Chess and Thomas (1986) – “When the child’s capacities, motivations, and temperament are adequate to master the demands, expectations, and opportunities of the environment” – Does not mean that the child’s temperament has to match the parent’s temperament • Roy – “a highly distractible child” – Easy to soothe as an infant – Unreliable and forgetful as a child – Mother nags Roy, Roy tunes her out – Parents unable to see continuity in Roy’s temperament from infancy to now

Answer 36

1. Difficult for whom? 2. Same behaviour can be “easy” or “difficult” at different ages 3. Attaches negative label to child 4. Perceptions of “difficult” vary by culture 5. Some “difficult” dimensions predict positive child outcomes 6. Inconsistency of measurement of difficulty 7. Most children are not “difficult” across every aspect of temperament

Answer 37

``` Pluess and Belsky (2010) – Used the NYLS definition of “difficult” temperament, assessed 1,364 6-month-old infants – Looked at children’s outcomes (reading, vocabulary, work habits, math, social skills, beha Parenting quality (maternal sensitivity) and quality of child care environment are important influences on child outcomes, but depends on temperament! ```

Answer 38

• Questioned Thomas and Chess’s (1977) definition of temperament as “style” – Intensity, threshold, adaptability, and rhythmicity not consistent across situations and responses • More biological view of temperament • Temperament dimensions go beyond style to include the “what” and “why” of behaviour • Developed the Infant Behavior Questionnaire (IBQ) and the Child Behavior Questionnaire (CBQ) CBQ Factors 1. Surgency 2. Negative affectivity (negative reactivity in infants) 3. Effortful control (orienting/regulation in infants)

Answer 39

``` Appearance around 2-3 months • Tendency toward positive emotions • Rapid approach to potential rewards • High activity level, similar to extraversion in adults • Become “revved up” at the sight of something interesting ```

Answer 40

``` Fearful • Appearance around 6 months • Slowed approach, inhibition, or withdrawal from new, intense, or unpredictable stimuli Anger/Frustration: • Appearance around 2 months • Distress in response to aims/expectations being blocked or limited ```

Answer 41

• Develops rapidly from ages 2 to 7 • The ability to inhibit a dominant response (inhibitory control) in order to perform a subdominant response – Focused and controlled attention – Suppression of inappropriate responses – Planning • Controlling one’s actions, emotions, and attention (self-control)

Answer 42

``` Adult Temperament Questionnaire Factors Big Five Personality Theory Traits Negative affect Neuroticism Effortful control Conscientiousness Surgency Extraversion Orienting sensitivity Openness to experience Affiliation Agreeableness ```

Answer 43

``` Most change occurs between ages 20-40 • Increases in agreeableness, conscientiousness, and openness • Decreases in neuroticism • Maturity: – Positive thoughts about self and others – Aware of and open to experiences – View of self as significant – Recognize and accept strengths and weaknesses in self and others – Recognize values as important and live congruently with values – Assume responsibility for self and others ```

Answer 44

``` Shyness Anger/ Frustration Fear Effortful control INTERNALIZING DISORDERS Affiliation High-intensity pleasure EXTERNALIZING DISORDERS ```

Answer 45

``` Preschool children given the choice to get a reward immediately or wait for a more preferred reward Spontaneous thoughts/strategies Suggested thoughts/ strategies (distractions from rewards) Reward exposed Reward hidden Typically longest delay ```

PSY311 3. Temperament Flashcards

(159 cards)