week2 Flashcards
(95 cards)
1
Q
emotion
A
transient states that correspond to physiological and cognitive processes associated with distinct internal sensations or feelings
2
Q
who’s the first one to use facial expressions to study emotions and when
A
Darwin, 19th century
3
Q
2 opinions on the learning of emotions
A
Some disagree about the extent to which newborns display particular emotions
Some say that infants simply haven’t learned enough about how to use their emotions to guide their expressions in more channelled ways
4
Q
Functionalist approach to emotions
A
stresses the function of emotion
emotions don’t come from the event but by our own “appreciation” of how the event relates to our personal goals
5
Q
how do emotions help us achieve our goals
A
through signaling information, infants can call caregivers to help
6
Q
what’re the earliest emotions present at birth
A
contentment, interest, distress
7
Q
emotions at 3 months
A
joy, surprise, distress
8
Q
emotions at 4 months
A
+ anger
9
Q
emotions at 6 months
A
+ fear
10
Q
what’re the 6 basic emotions
A
happiness, sadness, anger, surprise, disgust, fear
11
Q
why are those emotions basic
A
they’re universal across cultures and appear very early in development
12
Q
what causes fear when the baby is 6-7 months
A
the unknown - strangers, new toys + lab setting (a bit later)
12
Q
is it possible to code different types of happiness
A
not really, also difficult in adults
13
Q
why would fear appear later?
A
figuring out whether a situation is threatening may require complicated mental representations compared with noticing a feeling of discomfort
14
Q
does the development of emotions correspond to the evolutionary development
A
for the most part yes, but 2 differences
1. in the beginning there’s just undifferentiated arousal (not seen in infants)
2. fear probably emerged before sadness and anger
15
Q
complex emotions
A
emotions that build on and occur later than the basic emotions
16
Q
why do complex emotions develop later
A
they’re based on more complex social goals - they’re at least partially socialized and very culture-dependent
17
Q
key difference between basic and complex emotions
A
complex emotions are self-conscious (the emotional experience itself requires some degree of self-awareness)
18
Q
when do young children first show self-conscious emotions
A
at 1.5 years old
19
Q
which brain structure are basic emotions connected to
A
the amygdala - memories about emotional events
20
Q
what’s the earliest complex emotion to emerge
A
embarrassment
21
Q
Machiavellian emotions
A
influence others and not simply reflect an internal state
22
Q
when can infants show first signs of jealousy and what’s the experiment
A
at 5 months - jealous when mother shows affection towards another infant/dolls (not adults)
23
Q
two explanations for jealousy so early
A
- infants don’t have a complex understanding of social roles but can make a simpler distinction between interactions that only involves adults and those that take place between adults and infants – threat to their own social goals
- jealousy is less complex than it initially seemed – could serve an adaptive function
24
2 moral experiments
Ex: infants watched a cartoon showing a triangle that helped a ball move up the hill where a square hindered its attempts
o Infants young as 10 months – looked much longer when the ball later approached the hinderer – surprise that the ball approached the shape that has been mean
Ex: could later choose a shape to play with – more often chose the helper even at 6 months
25
when do infants respond differently to different emotions – happiness, sadness, surprise
4 months
26
when do infants respond differently based on the tone of voice even in foreign languages
5 months
27
when do infants brains respond more strongly in the right inferior frontal cortex when they hear a happy intonation than a neutral one
7 months
28
when do infants distinguish between others’ expressions of several basic emotions (happiness, sadness, anger, fear)
7 months
29
negativity bias
Infants show a strong tendency to respond more powerfully and consistently to negative emotions than to positive ones
30
when do infants use other’s emotions to make inferences about their future behaviour
9 months
31
experiment for infant inferences
o Ex: person gazing unhappily at an unfamiliar object + saw another person gazing happily at the same object + saw a person’s hand holding the object but the face was obscured
Looked longer when the person they saw was the one who had previously been unhappily looking at the object
Obscured face – assumed that it must have been the person with the happy expression
32
Emotional contagion
when someone around us feels a particular emotion and we subsequently seem to “pick it up”
33
when do infants pick up emotional states
6 months
34
what could be a critical component of learning how to sense emotional states in others
social imitations
35
when do mirror neurons fire
when an individual engages in a particular action or observes someone else performing that action
36
Emotional regulation
influence the emotions we experience, when and how and how we reveal our emotions to others
37
two types of processes behind emotional regulation
Conscious processes (suppressing emotions) + unconscious processes (automatic actions or habits that reduce the intensity of an emotional experience)
38
Three aspects of emotional regulation
situational factors, attentional deployment, response modification
39
situation modification
parents remove the child from the situation
40
when does situation selection become more important
when infants gain agency - can crawl away
41
Attentional deployment
directing our thoughts that makes a situation feel less emotionally charged – distractions, focusing our attention on a less adverse aspect of a situation or thinking about something else
42
when can children use attentional deployment in the strange situation experiment
12 months
43
Response modification
managing an emotional reaction by directly influencing the physiological response itself
44
earliest attempt at response modification
thumb sucking
45
when do infants start to learn to inhibit motor movements associated with either extreme distress or overexcitement
around 1 year
46
display rules
how adults socialize children not to display certain emotions
47
iranian vs dutch children - display rules
Iranian children are socialized to suppress their emotions more than Dutch children
o When Dutch children do suppress their emotions it’s more often in the presence of peers
48
which type of emotional regulation comes later
cognitive reappraisal
49
phobia
fearful reaction that’s especially salient – extreme, irrational fears of specific things
50
prepared fears - monkeys experiment
rhesus monkeys - saw videos of other monkeys scared of flowers or snakes - strong fear of snakes but not flowers
51
2 experiments with preparedness and children
- Ex: children between 3-5 years asked to find a picture of snake among distractors vs frogs - identified snakes much more quickly (no prior experience with snakes)
- Ex: infants as young as 7 months – short video of snakes or some exotic animals while the infants listened to a fearful voice or a happy voice
o Looked longer at the snakes with the fearful voice – especially prepared to associate fear with snakes
52
when does disgust seem prepared
in response to ingesting either living things or their by-products
53
how does disgust towards feces appear
when the children are potty trained (3-7)
54
how does disgust develop
humans’ earliest disgust reactions to bitter substances – shared with other species
o As children grow older, disgust – general – applied to items that could cause disease (animal body products)
o Generalized broadly to events and things that threaten the integrity of the body (death, wounds, bad hygiene, sex) – unique to humans
55
when do infants take note of adults’ disgust reactions and avoid those objects
at 11 months
56
when are children able to extend disgust reactions to immoral actions
5 years
57
how is preparedness for disgust different from the one for fear
an early, specific disgust reaction become extended beyond a narrow range of stimuli to a broader set of stimuli
58
one challenge for research on disgust
understand how and why people seem to develop a common emotional reaction to offenses within these domains
59
are other emotions also prepared
Certain emotions may be prepared to be associated with certain specific combinations of goals and situations – much more likely to be angry when a goal is blocked intentionally
60
temperament
an infant’s tendency toward particular emotional and behavioural responses to specific situations
61
temperament vs personality
Personality also includes intelligence, creativity, self-monitoring ability + temperament is more genetic and appears early
62
first to offer a detailed version of the temperament theory
Hippocrates
63
what're the four humors
blood, phlegm, yellow bile, black bile
64
trait approaches
emphasis on behaviour patterns as heritable traits
65
which three trait-categories do trait approaches look at
emotionality, activity level, sociability
66
why those three
associated with significant heritabilities across a wide range of studies – important influences of genes
67
which neural circuits are related to these three
amygdala
gene Ce - linked to anxious temperaments through a pathway that involves decreased receptor production and activity in the central amygdala
Other physiological correlates of emotionality, sociability and activity level – variations in heart rate, cortisol levels, degree of involvement of the frontal lobes
68
first longitudinal study on temperament
Thomas and Chess’s New York Longitudinal Study
69
4 categories of babies in the New York study
o Easy babies – 40%, happy and adaptable, generally showed positive attitude, didn’t overreact and had regular routines
o Difficult babies – 10%, unhappy, didn’t adjust well, irregular eating and sleeping patterns, intense reactions
o Slow to warm up babies – 15%, initially negative in mood, less active and adapted slowly
o Average babies – 35%, intermediate values on scales
70
how did the New York study lay the groundwork for future studies (3)
o Looked at infant behaviour rather than conceiving of them as infant versions of adult behaviours and qualities
o Infants’ behaviours could be coded into temperament categories that might have some degree of developmental continuity
o Started to reveal how specific circumstances of child’s development could strongly modify a child’s temperamental disposition
71
New York study criticism
reliability and validity
72
which three dimensions does the Infant Behaviour Questionnaire-Revised (IBQ-R) look into
surgency/extroversion, negative affectivity, orienting
73
why is the IBQ-R better than before
more specific questions (example)
74
brain systems for underlying attention
prefrontal cortex, anterior cingulate gyrus mature
75
Goodness of fit between the child and the environment
the same environment that could devastate some children might have little or no negative effects on others
76
“the squeaky wheel gets the grease”
difficult babies can get better treatment in difficult circumstances
77
how do outcomes with difficult children differ by culture
o Parents who view infants as vulnerable to the influence of evil spirits – responsive to children who show high levels of distress – sign of real danger
o Parents who see young children as less vulnerable might see the same kind of behaviour as whining or try to discourage it
78
Self-regulation
our ability to control our emotions and actions and behave in ways that are appropriate for various circumstances
79
delay of gratification experiment
o Ex: 4-year-olds asked which snack they prefer (marshmallows or pretzel) – could get one now or the one they prefer in 15 minutes – younger children had difficulty delaying gratification
o One variable – whether the children were left alone in the 15 minutes – made it harder
o Adults are too much more tempted by visible rewards
o Ex: subtler finding – the ability to delay gratification may involve an attention component that changes over the course of the development
80
Ex: showed 3- and 4-year-olds two piles with a different number of jelly beans
told that the puppet will take away the pile they pointed towards
o Still had trouble learning to inhibit pointing to the pile they wanted
o When piles replaced by symbols – easier – allowed “cooler heads” to prevail
81
Ability to delay gratification at X
at 4 - correlated with cognitive and social behavour later on
82
ERPs and regulation
o Certain frontal lobe ERP patterns associated with inhibition declined with increasing age - older children more efficient at inhibiting responses
o Ex: differences in the degree of self-regulation among kids of the same age – correlated with the measures of frontal lobe circuit activation
83
study of two adults who both suffered substantial damage to their prefrontal cortex before they were 16 months
– history of poor self-regulation – lied and stole, little concern for the future
o Development of self-regulation related to moral reasoning – no guilt and remorse
o Little empathy – also limit their tendency to rethink or inhibit their actions out of concern fro the suffering they cause
84
Head-Toes-Knees-Shoulders (HTKS) task
Children to initially touch the body part that was mention but in the second part to touch the opposite – predicts success in the classroom
Children from Asian countries tend to have higher levels of self-regulation
* Teachers in Asian cultures – more instructions concerning behavioural regulation
85
James-lange theory
stimulus --> bodily responses --> emotion
86
4 criticism of the James-lange theory
o There’re still emotions without physiological responses
o Physiological responses overlap between emotions
Increased heart rate both anger and fear
o Physiological reactions don’t always lead to emotions
Injection of adrenaline doesn’t lead to emotions
o Doesn’t consider object of emotions
87
Schachter-Singer theory
stimulus - physiological response - attribution of arousal - emotion
88
2 criticisms of the Schachter-Singer theory
o Subliminal offering of stimuli makes those stimuli positive
o So we don’t need cognitive/attribution at all to experience an emotion
89
appraisal theories (ex: Lazarus; Scherer)
cognition isn't necessarily conscious
90
three types of measurement of emotion
o Physiology – heart rate, skin conductance
o Behaviour – running away, laughing, crying
o Subjective experience – self-report
91
development of joys
o Satisfaction (first weeks)
o Social smile (2-3 months)
o Goal-oriented (6-7 months)
92
Development of anxiety
o Only after 6-7 months – attachment only at its beginnings (scheme of personal relationships)
o Fear of foreign people
Normal development, lots of variation
Reduce by
* Proximity to parents
* Relationship between parent and stranger
* Environment
* Appearance + behaviour of stranger (non-intrusive, friendly)
* Exposure (regular contact with strangers)
o Separation anxiety starts at 8 months and gets higher till 16 months before lowering again when the child is 3-5 years old
Young children – distress when there’s separation – object permanence
93
Role of emotional dialogue
o Socially shared emotions
o Naming of emotions (affect labelling)
o Promotes self-perception and emotional sensitivity
o Helps with emotion regulation
94
