Week 10 (Early/Middle childhood: social and moral)

Question 1

▪ Match emotions on faces to
their labels
▪ Children’s emotion
understanding improves
gradually from age 4 – 7.
( E. Farina et al., 2027)

Answer 1

Emotional Matching tasks

Question 2

The affective quality of an emotion as
“good” (positive) or “bad” (negative)

Answer 2

Emotional Valence

Question 3

Emotional Arousal

Answer 3

Intensity/strength of an emotion
(physiological activity state）
Grow in understanding of
1. Emotions differ in arousal (angry vs. sad)
2. Emotions with similar arousal (sad vs. depressed)
3. Mixed emotions: feeling 2 or more emotions at the same time

Question 4

Emotion vignettes

Answer 4

Stories used to test understanding of the causes and consequences of emotions (how, why, and outcomes)

(ie;)
1. 5-yr-olds: how a situation make
a character feel
2. Reason why emotion change
3. Predict outcomes

Question 5

Emotional Understanding:
Causes and Dynamics of Emotion

Answer 5

Inferring emotions from events: happy > sad.
▪ 2 yr: happy, words for the basic emotions and causes
▪ 4-6 yr: identify negative emotions, explain causes of peers’ negative emotions
▪ 10 yr: mixed feelings (emotional ambivalence)

Question 6

Real and False Emotions

Answer 6

▪ Matching Internal feelings vs. External expressions

◦ 3- to 4-years-olds
(50% correct).
◦ 5-year-olds
(80% correct)

Question 7

initiating, inhibiting, or modulating internal feeling states and related physiological processes, cognitions, and behaviors

Answer 7

Emotional self-regulation

Question 8

Cognitive Emotional self-regulation

Answer 8

Suppression or replacement

Question 9

Behavior Emotional self-regulation

Answer 9

self-soothing or self-
distraction

Question 10

Display rules

Answer 10

culture norms about when, where, and how much emotions should be expressed or masked

e.g., Verbal display rules > facial display rules

Question 11

Self-regulation of
emotions may be
________ for young
children (Sulik et al., 2016)

Answer 11

Challenging

Question 12

Delay of Gratification

Answer 12

Resisting an impulse to take an
immediately available reward in the
hope of obtaining a more-valued
reward in the future

Question 13

Experiments that measure children’s
abilities to delay gratification and examples

Answer 13

Delay-of-gratification tasks
- E.g., Marshmallow task (Mischel
& Mischel, 1987)

Question 14

1. Why It is So Hard to Delay Gratification?
2. Coping Strategies

Answer 14

1. Hot system (impulsive and emotional) overrides cool system (rational)
2. ▪ Coping strategies:
   ▪ 18-mo: angry; 3-yr: distraction, brief anger
   ▪ 4-yr: more such as distraction no anger; reframing
   ▪ Those chose positive strategies (e.g., fixing problems
   vs. emotional/suppression) were less likely to display
   depressive symptoms (Wong & Power, 2019)

Question 15

In delaying gratification, the ____ system typically overpowers the ____ system

Answer 15

Hot system (impulsive and emotional)
overrides cool system (rational)

Question 16

Which Researcher created the marshmellow test

Answer 16

Walter Mischel

Question 17

Delayed Gratification
Makes for ___________

Answer 17

Better Prepared Children
- It is essential to self- regulate /control and ability to predicts adulthood socio- emotional and academic competence

Question 18

The ability to modulate attention and inhibit behavior, including in stressful situations

Answer 18

Effortful control

Question 19

Individual Differences in Temperament

Answer 19

▪ Children differ in their abilities to
regulate emotions:
o highly inhibited/shy children: high fear
o under-controlled children: high negative reactions
(little effortful control)
o well-regulated children: skilled (high effortful
control)

Question 20

1. Guilt is ____, while
2. Shame is ____

Answer 20

1. other focused
2. Self focused

Question 21

1. Guilt and Shame results from ________
2. Both have a ______

Answer 21

1. Result from a violation of behavioral
   standard (Muris & Meesters, 2014)
2. Gradual internalization

Question 22

▪ Expands between 5 and 11 yrs of age with
growing ability to reason about self and other
(Berti et al, 2000)
▪ Can be healthy (promote appropriate behaviors)
or maladaptive (Muris & Meesters, 2014)

Answer 22

Self-Conscious Emotions
(ie; embarassment, pride, guilt, shame)

Question 23

1. “I am bad” = ____
2. ” I have done something bad” = ____

Answer 23

1. Shame
2. Guilt

Question 24

1. ____ is rooted in two sources of happiness: accomplishment (e.g., “A” grade) and outside recognition/acceptance (e.g., pleased teachers/parents).

Bonus: Is this a primary or secondary emotion

Answer 24

1. Pride
2. Secondary

Question 25

Arising from children’s positive evaluation of an achievement (related to positive and prosocial behaviors)

Answer 25

Authentic pride

Question 26

Arising from children’s attribution of an achievement to their overall greatness (related to antisocial and selfish actions)

Answer 26

Hubristic pride

Question 27

The Causes & Consequences of Emotions

Answer 27

 Children gradually come to appreciate the causes and consequences of emotions: many factors; emotional fluctuation ◦ Certain situations may lead to mixed emotions ◦ Counterfactual situations that lead to ”relief and regret

Question 28

Test understanding that emotions depend on how reality compares to alternative possible outcomes (Beck & Riggs, 2014)

Answer 28

Counterfactual emotion tasks

Question 29

Counterfactual emotion tasks throughout different ages

Answer 29

◦ 7-yrs: can judge regret, but difficult with relief ◦ 9-10-yrs: Understanding both regret and relief and develop strategies to cope future disappointments (Guttentag & Ferrell, 2004) ◦ 12-yrs > 8-yrs: counterfactual consoling (e.g., It could be worse) (Payir & Guttentag, 2016)

Question 30

Strategies to hide authentic feelings or change emotional expressions to fit a situation

Answer 30

Display rules

Question 31

1. 4 Types of Display Rules (Ekman & Friesen, 1969) 2. How are display rules tested?

Answer 31

1. - - Intensification - Minimization - Neutralization - Substitution 2. Emotion Vignettes

Question 32

TOM understanding that it is possible to have a false belief about someone else’s belief (e.g., Miller, 2009)

Answer 32

Second-order false belief

Question 33

TOM contributes to distinguishing ________ transgressions (Fu et al., 2014)

Answer 33

intentional vs. accidental

Question 34

Theory of Mind (TOM) & Moral Reasoning

Answer 34

Social Information Processing Theory (Dodge, 1986)

Question 35

the management or modification of a specific problem or situation

Answer 35

Situation-centered coping

Question 36

the regulation of emotional reactions to a problem/situation (Lazarus & Lazarus, 1994)

Answer 36

Emotional coping / emotional regulation

Question 37

Emotional Self-efficacy

Answer 37

The feeling of being in control, able to handle emotional challenges

Question 38

Children who do not effectively use coping strategies may show ____________ behaviors

Answer 38

internalizing or externalizing

Question 39

Internalizing

Answer 39

Problem behaviors directed inwards (e.g., suppressing feelings inside), and may develop into anxiety or depression

Question 40

Externalizing

Answer 40

Problem behaviors directed to the external environment (e.g., acting out in unacceptable ways), may develop into aggression and other problematic behaviors such as disobeying rules, and destroying property.

Question 41

Emotion Coaching

Answer 41

positive socialization of children’s emotions (e.g., validate feelings and support positive coping)

Question 42

conversations about feelings and mental states (e.g., Brown & Dunn, 1996)

Answer 42

Emotion Talk

Question 43

Parenting Context (Early)

Answer 43

- Children have sensitive responses to emotions - Insensitive responses: dismissive of emotions; harsh punishment/criticism - Mental state talk buffer emotional development and reduce externalizing or internalizing problems of adopted children (Tarullo et al., 2006)

Question 44

dismissive of emotions; harsh punishment/criticism

Answer 44

Insensitive responses

Question 45

Sibling Context (Early)

Answer 45

- Sibling relationships and interactions facilitate emotional understanding and emotional support (e.g., Hughes et al., 2019) - Poor sibling relationships are associated with externalizing and internalizing problems (Buist et al., 2013)

Question 46

Family Context (Middle)

Answer 46

 Parent context ◦ **Parents as models** ◦ Emotion coaching: talking about emotions and offering helpful coping strategies (Gottman et al., 1996) ◦ Physical punishment and maltreatment (e.g., abuse or neglect) result in negative outcomes (Gershoff & Grogan-Kaylor, 2016)  Sibling context: sibling relationship quality matters

Question 47

School Context (Early)

Answer 47

 Positive teacher-child interactions and high-quality curricula support emotional development  Programs designed to support emotional learning in young children from impoverished backgrounds = largely beter socio-economic and life outcomes

Question 48

Peer Context (Middle)

Answer 48

 Peers can positively influence children’s emotional development ◦ E.g., close friends support one another and distract them from overthinking negative experiences (e.g., Denham, 2007) ◦ Peers conflict can provide a platform for learning how to resolve disagreements

Question 49

Cultural Context (Early)

Answer 49

**Cultural values shape children’s emotional growth **  Chinese collectivism culture vs. North American individualism culture in emotional display: modest, humility, and self-restraint vs. openness in self-expression of feelings.  Emotional regulation: Nso > German 4-yr-olds: delay gratification

Question 50

Cultural Context (Middle)

Answer 50

 Cultures differ on the interpretation of specific emotions and expectations/norms around emotional expression ◦ **European Americans**: pride represents a person’s accomplishments; shame is harmful for wellbeing. ◦ **Asian cultures:** pride is seen as not desirable and against humility and interdependence values; shame fosters social engagement and conformity (Mesquita & Karasawa, 2004