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49 Cards in this Set
- Front
- Back
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emotion
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a rapid appraisal of the personal significance of the situation, which prepares you for action.
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functionalist approach to emotion
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emphasizes that the broad function of emotions is to energize behavior aimed at attaining personal goals
your emotional reaction affects your desire to repeat the experience |
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emotions and cognitive processing
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emotional reactions can lead to learning that is essential for survival
the emotion-cognition relationship is evident in the impact of anxiety on performance the relationship between emotion and cognition is bidirectional- a dynamic interplay already under way in early infancy |
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emotions and social behavior
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childrens emotions signals (such as crying, smiling, or showing interest) powerfully affect the behavior of others
with age, emotional expressions become deliberate means through which infants communicate, by the end of the first year, babies become increasingly skilled at joint attention- following the caregivers line of regard |
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social referencing
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checking of others emotions
young children learn how to behave in a many everyday situations |
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emotions and health
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emotions influence childrens physical well-being
persistent psychological stress, manifested in anxiety, depressed mood, anger and irritability, is associated with a variety of health difficulties from infancy to adulthood |
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parental depression
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about 8-10 percent of women experience chronic depression- mild to severe feelings of sadess, distress, and withdrawal that continue for weeks or months
fathers, too, experience it- 3-5 percent report symptoms after the birth of a child paternal depression is linked to dissatisfaction with marriage and family life after chlidbirth |
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functionislitc approach contd
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emotions contribute to the emergence of self awareness
interest and excitement that babies display when acting on novel objects help them forge a sense of self efficacy emphasizes that to adapt to their physical and social worlds, children must gain control over their emotions, just as they do their motor, cognitive and social behavior |
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self efficacy
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confidence in their own ability to control events in their surroundings
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basic emotions
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happiness
interest surprise fear anger sadness disgust babies earliest emotional life consists of little more than two global arousal states: attraction to pleasant stimulation and withdrawal from unpleasant situations |
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dynamic systems perspective
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children coordinate separate skills into more effective, emotionally expressive systems as the central nervous system develops and the childs goals and experiences changes
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happiness
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blissful smiles --> exuberant laughter
newborn babies smile when full, during REM sleep, and in response to gentle touches. between 6-10 weeks, the parents communication evokes a broad grin called the social smile around the middle of the first year, infants smile and laugh more when interacting with familiar people, a preference that strengthens the parent- child bond at the end of the first year, the smile becomes a deliberate social signal |
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anger and sadness
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babies respond with this because of hunger, painful medical procedures, changes in body temp, and too much or too little stimulation.
from 4-6 months into the 2nd year, angry expressions increase in frequency and intensity sadness occurs often when infants are deprived of a familiar, loving caregiver or when caregiver-infant communication is seriosuly disrupted |
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fear
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rises during the second half of the first year
more frequent expression of fear is to unfamiliar adults, a reaction called stranger anxiety cross cultural research reveals that infant-rearing practices can modify stranger anxiety the rise in fear after age 6 months. once wariness develops, infants use the familiar care giver as a secure base |
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self conscious emotions
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humans are capable of a second, higher set of feelings, including shame, embarassament, guilt, envy and pride.
appear at the end of the 2nd year, as 18-24 month olds become firmly aware of the self as a separate, unique individual |
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emotional self regulation
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the strategies we use to adjust the intensity or duration of our emotional reactions to a comfortable level so we can accomplish our goals.
requires voluntary, effortful management of emotions. this effortful control improves gradualy, as the result of brain developement and the assistance of caregivers, who help children manage intense emotion and teach them strategies |
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infancy
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in early months, infants have only a limited capacity to regulate their emotional states.
easily overwhelemed depend on caregivers rapid development of the frontal lobes and the cerebral cortex increases the babys tolerance for stimulation. between 2-4 months, caregivers build on this capacity by 4-6 months, the ability to shift attention and engage in self-soothing helps infants control emotion in 2nd year, gains in representation and language lead to new ways of regulating emotion |
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early childhood
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after age 2, cihldren frequenty talk about their feelings and actively try to control them
by age 3-4, they verbalize a variety of emotional self regulation strategies (covering ears, "mommy said shell be back soon) watching adults helps |
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middle childhood and adolescense
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rapid gains in emotional self regulation occur after school entry, as emotion regulation strategies become more varied, and flexible
school age children face new challenges in regulating emotion, developing a sense of self worth. common fearse of the school year include poor academic performance, rejection by classmates, the possiblity of personal harm |
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emotional display rules
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when, where and how it is appropriate to express emotions
all societies have them |
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social referencing
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relying on another persons emotional reaction to appraise an uncertain situation. beginning at 8-10 months, when infants start to evaluate unfamiliar people, objects, and events in terms of their own safety and security, social referencing occurs often
at 11 months, they respond appropriately after a delay of a few minutes, at 14 months, after a delay of an hour or more |
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cognitive development and emotional understanding
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early in preschool years, children refer to causes, consequences and behavioral signs of emotion, and over time their understanding becomes more accurate and complex
in middle childhood, abillity to consider conflicting cues when explaining others emotions improves older children recognize that people can experience more than one emotion at a time, each of which may be positive or negative and may differ in intensity |
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empathy
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a complex interaction of cognition and affect- the ability to detect different emotions, to take another emotional perspective and to feel with that person, or respond emotionally in a similar way.
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sympathy
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feelings of concern or sorrow for another plight
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temperament
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early-appearing, stable individual differences in reactivity and self regulation. reactivity refers to variations in quickness and intensity of emotional arousal, attention, and motor action.
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thomas and chess
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initated a longitudinal study
results showed that temperament increases a childs chances of expreiencing psychological problems, or, alternatively, may protect a child from the negative effects of a stressful home life. |
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three types of children
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easy child- 40% of the sample- quickly establishes regular routines in infancy, is generally cheerful and adapts easily to new experiences
difficult child- 10% of sample- has irregular daily routines, is slow to accept new experiences, and tends to react negatively and intensely slow to warm up child- 15% of sample- is inactive, shows mild, low-key reactions to environmental stimuli, is negative in mood and adjusts slowly to new experiences 35% of children did not fit any of these categories- they showed unique blends |
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rothbarts dimensions
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emotion
attention action effortful control- the self regulatory dimension of temperament, involves voluntarily suppressing a dominant response in order to plan and execute a more adaptive response |
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measuring temperament
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temperament is often assessed through interviews or questionnaires given to parents
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two types of children
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inhibited
uninhibited inhibited- shy, who react negatively to and withdraw from novel stimuli uninhibited- who display positive emotion to and approach novel stimuli |
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genetic and environmental influences
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the word temperament implies a genetic foundation for individual differences in personality.
genetic influences vary with the temperamental trait and the age of the individual being studied environment also powerful. persistent nutritional and emotional deprivation profoundly alters temperament, resulting in maladaptive emotional reactivity |
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cultural variations
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chinese and japanese babies tend to be less active, irritable and vocal, more easily soothed
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nonshared environments
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in families with several children, an additional influence on temperament is at work. those that make siblings differnet from one another play an important role in intelligence
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the goodness of fit model
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proposed to explain how temperament and environment together can produce favorable outcomes.
goodness of fit involves creating child-rearing environments that recognize each childs temperament while encouraging more adaptive functioning |
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attachment
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strong, affectionate tie we have with special people in our lives that leads us to experience pleasure when we interact with them and to be comforted by their nearness in times of stress.
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ethological theory of attachment
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recognizes the infants emotional tie to the caregiver as an evolved response that promotes survival.
quality of attachment to the caregiver has profound implications for the childs feelings of security and capacity to form trusting relationships |
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bowlbys four attachment stages
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preattachment phase
"attachment in the making" phase "clear cut" attachment phase formation of a reciprocal relationship |
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pre-attachment phase
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birth to 6 weeks
built in signals- grasping, smiling, cryin and gazing into an adults eye not yet attached since they do not mind being left with an unfamiliar adult |
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attachment in the making phase
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6 weeks to 6-8 months
infants respond differently to a familiar caregiver than to a stranger begin to develop a sense of trust |
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clear cut attachment phase
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6-8 months to 18-months-2 years
attachement to caregiver is evident. babies display separation anxiety |
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formation of a reciprocal relationship
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18months- 2 years and on
by the end of the second year, rapid growth in representation and language permits toddlers to understand some of the factors that influence the parents coming and going to predict her return |
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internal working model
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set of expectations about the availibility of attachment figures, the likelihood of providing support during times of stress, and the self's interaction with those figures
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patterns of attachment
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secure attachment
avoidant attachment resistent attachment disorganized/disoriented attachment |
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secure attachment
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these infants use the parent as a secure base. when separeated, they may or may not cry, but if they do, it is because the parent is absent and they prefer her to the stranger. when the parent returns, they actively seek contact and their crying is reduced immediately
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avoidant attachment
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seem unresponsive to the parent when she is present. when she leaves, they usually are not distressed, and they react to the stranger in much the same way as the parent. about 15% of NA infants in middle-ses families show this pattern
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resistent attachment
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before separation, these infants seek closeness to the parent and often fail to explore. when the parent leaves, the yare usually distressed, and on her return, they combine clingiess with angry resistive behavior.
about 10% of NA infants are this |
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disorganized/disoriented attachment
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reflects the greatest insecurity. at reunion, these infants show confused, contradictory behaviors
15% of NA infants are this |
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resistent attachment
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before separation, these infants seek closeness to the parent and often fail to explore. when the parent leaves, the yare usually distressed, and on her return, they combine clingiess with angry resistive behavior.
about 10% of NA infants are this |
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disorganized/disoriented attachment
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reflects the greatest insecurity. at reunion, these infants show confused, contradictory behaviors
15% of NA infants are this |
