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65 Cards in this Set
- Front
- Back
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Darwin's Theory of Emotion |
- human emotions based on a limited set of basic emotions that are species universal - links are innate (natural) and found in babies - direct link between inner emotional state and facial expressions |
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When are positive emotions first seen? |
1st month - smiling but limited (reflexive) 2nd month - happiness (smile when control event) 3rd month - social smiles (in response to other people) 7 month - smile more at familiar people |
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When are negative emotions first seen? |
Newborns - present but can be difficult to differentiate 2 month - expressions for anger and sadness distinct from distress/pain |
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What is stranger anxiety and what age is it seen? |
- 6/7 months to 2 years - Distress from leaving (or being left by) parent - Occurs cross-culturally - Blind children go through same stage but later - Reflects strengthening attachment to parents - Increases over time until about 2 then fades |
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Discrete Emotions Theory |
- Emotion are innate (natural) - Each emotion associated with specific set of bodily and facial reactions - Emotions are distinct even in early life - Six Basic Emotions: joy, anger, sadness, surprise, disgust, fear (JASSDF) |
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Undifferentiated Emotions Theory |
- Early emotions not distinct - Environment plays role in changing primitive emotions into more complex forms - Example: wariness/fear starts at startle/pain |
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When do you develop a sense of oneself? |
- You recognize yourself in the mirror at 18+ months - 1 to 2 years old = beginning of pride, guilt, shame, embarrassment |
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New York Longitudinal Study |
- Parents complete survey about 9 aspects of infant temperament - Findings: fussy babies become fussy adults, fearful babies become shy kids |
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New Zealand Longitudinal Study |
- Impulse, negative, unrelated children who don't get along with others are more likely to break laws, less happy as adults |
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The Mirror Task (Rogue Test) |
- Put a mark on child and if after looking in the mirror, he/she checks his/her forehead they understand that the person in the mirror is actually them - Findings: After 18+ months infants no longer oblivious |
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Self-Conscious Emotions and when they develop? |
- 1 to 2 years - relate to our sense of self and out consciousness of others reactions to us |
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Examples of Self Conscious Emotions? |
- Pride: show when achieve a goal or complete a task (by age 3, amount of pride related to difficulty of task) - Guilt: associated with empathy for others (remorse, regret and wanting to make up for wrong doing) - Shame: focus on self rather than concerns for others (may feel like hiding) - Embarrassment: 15-24 months, shown by coy smile |
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Guilt and Shame Doll Experiment |
- 2 year olds allowed to play with "rigged" doll - Adults left room dolls leg would "accidentally" fall off -Finding: when adults returned some showed shame (avoid the adult, didn't tell) and some showed guilt (did not avoid, told her immediately, tried to repair doll) |
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Types of parenting that results in either guilt or shame in doll study |
- Guilt: Parents emphasize wrongness of action ("You did a bad thing") - Shame: Parents emphasize wrongness of child ("you are a bad boy") |
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Emotional Contagion |
Tendency to catch and feel emotion that are similar to and associated with those of others |
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Example of emotional contagion |
- Infants: contagious crying (empathy? aversion? lack of self concept?) - Children: contagious yawning at 4 years (correlated with empathy and social awareness) - Sympathy: acknowledging another feelings and expressing compassion - Empathy: understanding and feeling another's feelings |
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Attachment Categories |
- Securely Attached (65% middle class kids) - Insecure/resistant (15% middle class kids) - Insecure/avoidant (20% middle class kids) - Disorganized/disoriented (less than 5% of population) |
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Securely Attached |
- Effectively use mom as a secure base - Some distress when mom leaves - Happy to see mom return |
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Insecure/Resistant |
- Child is clingy, less exploratory - Upset when mom leaves - Child establishes contact with mom when returns, but resists her efforts at comfort |
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Insecure/Avoidant |
- Child avoids mom before separation - Does not greet mom upon return - Child ignores stranger |
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Disorganized/Disoriented |
- Child shows no consistent way of coping - Confused facial expressions (stress, fear, dazed) - Appears to want to approach mom but simultaneously fears her |
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Most crucial factor affecting security of attachment? |
Parental Sensitivity!! - Only 38% of infants with insensitive parents have secure attachment (usually 65%) |
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Parents of securely attached infants tend to? |
- Accurately read baby's signals - Respond quickly - Lots of positive exchanges |
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Parents of insecure/resistant infants tend to? |
- Respond inconsistently early on - Be anxious themselves |
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Parents of insecure/avoidant infants tend to? |
- Be indifferent and emotionally unavailable - May resist infants efforts to cuddle |
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Van de Boom 1994 Secure Attachment Intervention Experiment |
- Followed a group of infants at risk for insecure attachments - 6 months are birth randomly chose half of moms to receive intervention for 3 weeks - Intervention: learn to recognize and respond to infant's cues to foster positive exchanges - Results: Intervention worked! - Secure attachment at 62% in experimental group vs. 22% in control group - Results long lasting |
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Freud Attachment Theory |
- Importance of mother-child relationship - Infant as needy and dependent - Motivated by drive reduction (reducing pain) |
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Bowlby's Attachment Theory |
- Importance of mother-child relationship - Infant as competence-motivated (once master one task, motivated to master more) - Infant uses primary caregiver as secure base - Attachment process rooted in evolution - Innate basis, but quality of attachment highly dependent on infants experiences with caregivers |
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Bowlby's 4 Phases of attachment Development |
1. Pre-attachment (birth to 6 weeks) 2. Attachment-in-the-making (6 weeks to 6/8 months) 3. Clear-cut attachment (6/8 months to 1.5/2 years) 4. Reciprocal Relationships (1.5/2 years and on) |
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Bowlby's Pre-attachment phase |
- Infant produces innate signal (crying) that brings mom to her side and the interaction is comforting |
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Bowlby's Attachment-in-the-making phase |
- Begin preferring being near to familiar people and especially primary caregiver - Infants learn whether or not caregiver is trustworthy |
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Bowlby's Clear-cut-attachment phase |
- Actively seek comfort from caregivers - Experience distress at parting and happiness at return - Mother now serves as secure base |
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Bowlby's Reciprocal Relationships phase |
- Increasing abilities to organize efforts to be near parents - Separation distress declines - Child actively creates reciprocal relationship with parents |
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Felon Mothers |
- Separating children from felon mothers and putting them in founding is BAD |
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What is Self Socialization according to Kohlberg |
Self Socialization: focuses on how children's developing understanding of what it means to be a boy or girl shapes their acquisition of gender-related behavior |
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Kohlberg Stage Theory (3 Stages to develop mature understanding of gender) |
1. Gender Identity Stage (30months) 2. Gender Stability Stage (3-4 years) 3. Gender Constancy Stage (5-7 years) |
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Kohlbergs Gender Identity Stage |
Children become aware of their own gender but don't think it's permanent - "I want to be a mom when I grow up" |
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Kohlbergs Gender Stability Stage |
Gender is stable over time but can be biased by superficial appearance - a boy that is wearing a dress might not actually be a boy |
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Kohlbergs Gender Constancy Stage |
The realization that gender is invariant in spire of superficial changes in appearance or activities |
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Essentialist Belief about gender |
Your gender has a deeper root and can't be changed by changing who you are raised by or what you look like |
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Gender Schema Theory |
Children classify objects and activities as 'for boys' or 'for girls' and tend to investigate objects and activities that are relevant to their sex and ignore those that are associated with other sex |
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Piaget's Theory of Moral Development |
Children transition from doing right because of consequences of an authority figure to making right choices due to ideal reciprocity or what is best for the other person |
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Piaget's experiments to test Moral Development - Marble Game |
- Observed children playing with marbles - Asked children about the rules of the game - Finding: children younger than 5 essentially had no rules. Between 5 and 10 there were ruled but children saw them as fixed. From 10 on the children were able to think of their own rules and recognize that these could be adopted by mutual consent |
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Piagets experiments to test Moral Development - Damage experiment |
- Observed children reaction to a child deliberately causing a small amount of damage vs. accidentally causing a larger amount of damage - Finding: Young children weighted amount of damage more heavily (Moral Realism - consequentialist). Older children weighted intention (Moral Relativism - intentions matter) |
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Moral Realism vs. Moral Relativism |
Moral Realism: Consequentialist - way's consequences of actions Moral Relativism: Intentions of actions matter |
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Kohlbergs Theory of Moral Development |
- Strongly influenced by Piaget - Studied moral reasoning in response to moral dilemmas and came up with the stage theory |
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Kohlbergs Moral Stage Theory |
1. Pre-conventional (6 to 10 years) 2. Conventional (14 years) 3. Post-conventional/ Principled |
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Kohlbergs Pre-conventional Moral Stage |
- Self centered reasoning - Getting rewards to avoid punishment |
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Kohlberg's Conventional Moral Stage |
- Intention and motives more important - Centered on social relationship - Conforms to norms of majority (do right so you are seen as good) |
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Kohlberg's Moral Post-Conventional/Principled Stage |
- Centered on ideals (life and liberty) - Recognizes relative, arbitrary nature of some rules |
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Critiques to Kohlberg's Moral Development Theory |
- Assess what you say you would do, not what you actually would do - Cross-cultural differences (non-western cultures not as advanced, some cultures value community more than individual rights) - Claimed stages were discontinuous (but sometimes go back to earlier stage depending on question) |
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Moral Dumbfounding |
Stubborn and puzzled maintenance of moral judgements without supporting reasons - Like incest between siblings - Due to emotion theory |
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Moral Emotion Theory |
- At the root of our moral intuition are moral emotion - We may experience them without understanding their causes - Moral intuitions are largely universal |
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Test's of infants understanding Moral Behaviors - Puppet show experiment |
- Dolls helping open a box or slamming box shut - Infants chose helper puppet - Findings: Almost from birth infants are representing wether an actor is bad or good |
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Altruism |
Doing good despite a reward or approval - due to ones ability to take another perspective |
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Empathy |
emotional reaction to another emotional state or condition that is similar to that persons state or condition - FEEL what others are feeling |
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Sympathy |
concern for another person in reaction to the others emotion state or condition |
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Helping Study |
- Experimenter drops clothespin or needs spoon etc. - Findings: children help! they are naturally motivated to help others without requests or rewards |
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Social Learning Theory |
Children learn from observing and imitating others - Therefor, media matters! |
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Bobo Doll Study is an example of what theory? |
- Example of social learning - Children copied adults violent actions against Bobo doll |
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Albert Bandura Reciprocal Determinism |
A person's behavior both influences and is influenced by personal factors and the social environment |
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Biological Factors of Altruist Helping Species Level |
Humans are predisposed to be prosocial - Kin Altruism: altruism toward family - Reciprocal Altruism: acting to increase others fitness with expectation that other will act that way toward you in future |
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Biological Factors of Altruist Helping Individual Level |
Twin Studies: identical twins answered more similarly on altruistic questions than fraternal, suggesting some of altruism is genetic |
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Environmental Factors of Altruist Helping Authoritarian vs. Authoritative Parenting |
Authoritarian: relies on use of forceful commands, physical punishment, removal of material objects or privileges to influence behavior (power assertion) Authoritative: PROMOTES PROSOCIAL BEHAVIOR relies on the extensive use of reasoning and explanation, as well as the arousal of empathetic feelings to influence behavior (inductive discipline) |
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Factors that affect aggressive/antisocial behavior |
- Temperament (agreeableness, constraint) - Genes (MAO-A gene) - Neuropsych factors (low verbal ability) - Parenting factors (abuse, marital conflict, inconsistent discipline) - Social Factors (peer rejection, deviant peers) - Community factors (low SES, high unemployment) |
