Task 5 Flashcards
Laughing and Crying (20 cards)
Types of emotions
- basic/primary
- self-conscious
Early/Primary emotions
- 3 months: Joy, Sadness, Disgust
- 4-6 months: anger
- 6-8 months: fearfulness
- within first 6 m: surprise
Self-conscious emotions
- middle of 2nd year —> cognition related to self
- emotions require sense of self
- Empathy, Jealousy, and Exposure Embarrassment
Self-conscious evaluative emotions
- depend on development of cognitive skills
- shame
- guilt
- hubris (=überheblichkeit)
- pride
- evaluative embarrassment (=consequence of evaluation of one’s actions)
Infant’s understanding of emotions
- birth: only detection
- few months after birth: discrimination
- 7 months: recognition
Marshmallow experiments
- emotional intelligence
- experiment:
- children more successful when distracted themselves
- 10 years later: children that waited higher on emotional dimensions
- emotional intelligence = set of abilities that contribute to competence in the social and emotional domains
emergence of positive emotions
- 3 months: social smiles
- 7 months: smile at familiar people
- 2nd year: delighted when make others laugh
emergence of negative emotions
- first: generalized distress
- 5-12 months: correspondence context and infants’ emotional expressions seems to become more consistent
emergence of self-conscious emotions
- during second year
- 15-24 months: show embarrassment when made center of attention
emoitional development in adolescence
- adolescence: increase in negative, decrease in positive emotions
- environment in which children are raised influences emotional development a lot
Regulation of Emotions
- in general
emotional self-regulation = process of initiating, inhibiting, or modulating internal feeling states and related physiological processes, cognitions, and behaviors
(1) internal feeling states
(2) emotion-related cognitions
(3) emotion-related physiological processes
(4) emotion-related behavior
Regulation of Emotions
- Caregiver Regulation to Self-Regulation
- 6 months: signs of rudimentary emotional self-regulation
- develop and improve ability to distract themselves by playing on their own
- become less likely to seek comfort at parents
Regulation of Emotions
- Cognitive Strategies to Control Negative Emotions
- younger children: regulation of negative emotions by using behavioral strategies
- older children: use of cognitive strategies and problem solving to adjust to emotionally difficult situations
Regulation of Emotions
- Selection of Appropriate Regulatory Strategies
- planning and problem-solving skills improve across childrhood and adolescence
Individual Differences
- Temperament
- infant groups:
- easy babies
- difficult babies (later in life: trouble adjusting in school)
- slow-to-warm-up babies
Individual Differences
- Stability of temperament over time
- some aspects tend to be more stable than others
Individual Differences
- role of temperament in social skills and maladjustment
- children with certain temperamental characteristics —> especially sensitive to social environments
- stability in behavioral inhibition
Emotional Development in the Family
- quality of relationship to parents
- quality can affect child’s emotional development
- securly vs. insecurely attached
Emotional Development in the Family
- parental socialization of children’s emotional responding
- influence of:
- parents’ expression of emotion (modeling, etc.)
- parents’ reactions to emotion (supportive, etc.)
- parents’ discussion of emotion (emotional coaching, etc.)
Identifying emotions of others
- 3 months: distinguish facial expressions of happiness, surprise and anger
- 7 months: more emotions; start perceiving other’s expressions as meaningful
