TASK 5 - Emotions Flashcards
Primary + Secondary emotions
Primary = Joy, Disgust, Suprise, Sadness, Interest
- develop and emerge early in life
Secondary = Pride, Shame, Guilt, Jealousy
- depend on self + awareness of others
Theories on nature of emotions
Discrete Emotions Theory:
- emotions = innate set of basic emotions that are cross-culturally recognizable
Learning Perspective:
- emotions = learned & individual differences in expression
- depend on the environment
Functionalist Approach:
- emotions = promote action to achieve a goal
Dynamic Systems:
- emotions = different from every person
- encounters with the environment have dynamic transitions that involve emotion-related components that CHANGE over time
Timeline of Positive Emotions
1 month = smile
2 months = happiness in social & nonsocial contexts
3 months = smiles directed at people
7 months = smiling at familiar people
2nd year = children enjoy making others laugh + want to share positive emotions
Timeline of Negative Emotions
2 months = facial expressions associated with sadness and anger
3-6 years = children show LESS negative emotions as they can express themselves thru LANGUAGE
Regulation of Emotions
- Change from infant relying on others to regulate emotions vs. them self-regulating in early childhood
- 2 months = parents regulate emotion thru soothing
- 9-12 months = children are aware of adults demands -> start to SELF REGULATE - Use of cognitive strategies + problem solving to control emotions
- in threatening cases, children RETHINK goals and ADAPT to situations - Use of effective regulating strategies
- children can differentiate between CONTROLLABLE & UNCONTROLLABLE stressors - adapt to a situation
Temperament
- Individual differences in emotion, motor activation and
attentional reaction to stimuli
Nurture - due to neural development, maternal stress
Nature - genetically inherited characteristics
How to measure?
- fearful distress/inhibition - duration of distress in a child
- irritable distress - anger/frustration of the child
- attention span - duration of going to objects of interest
- activity level - how much they move
- positive effects - how much they smile
- rhythmically - predictability of the child’s bodily functions
Model of Emotional Development - Article
1-6 months = primary emotions appear
- 5 years = consciousness appears
- 5 years = child can use social standards to evaluate behavior
Development of Primary emotions
3 months = Joy/Sadness/Disgust
4-6 months = Anger/Suprise
6-8 months = Fearfulness
- thru separation anxiety
Self Consciousness
2 years = child dissociates between state and experience
E.g: Children are placed in front of a mirror to see what they do, red dot put on child’s nose and then put in front of a mirror
- before 15 months = NO child touches own nose
- 2 years = all touch nose
Self- conscious emotions - 3 years
Self Evaluation
Steps:
- Attribution of a specific event:
- Internal = event results from OWN actions
- external = event results from OTHER
- depends on a child’s characteristics + situation - Global / Specific success:
- Global attribution = child focuses on self
- Shame
- Hubris
- Embarassment
- Specific Attribution = child focuses on specific actions
- Guilt
- Pride
Understanding Affect - Article
Social Referencing = using others’ expressions + actions as info about environment events
0-4 months = acoustic/visual/sensory info that specify particular emotions
7 months = recognize emotional expressions
9-10 months = infant shows SOCIAL REFERENCING
Rothbart Model of Temperament
- individual personality differences in infants
3 Aspects:
- Surgency/extroversion - happy, active, vocal and seeks simulation
- Negative effect - angry, frustrated, shy
- Effortful Control - focuses attention, not easily distracted
