Social And Personality Development Lecture 4

Front 1

Twins and behavior (fighting) STUDY

Back 1

twins had more fights with parents at 11 years compared to their sibling

these problems became externalizing at 14

CONCLUSION: experiencing conflict with parents predicts problems in adolescents

Front 2

Twins and behavior (bad groups) STUDY

Back 2

when a twin has externalizing problems at 14 they are more likely to hang out with bad people at 17 compared to their twin

Front 3

Externalizing vs. Internalizing problems

Back 3

externalizing: aggression, fighting

Internalizing: anxiety/depression

Front 4

Molecular Genetics basics (allele, hetero/homozygous)

Back 4

Allele: alternative form of a gene

Homozygous: genes has two of the same alleles

Heterozygous: gene has two different alleles

most social/emotional characteristics determined by many genes, and a single pair of alleles can affect many traits

Front 5

Modifier genes can moderate how another gene is expressed (gene gene interaction, gene environment interaction)

Back 5

gene gene interaction: traits are made of multiple genes

gene environment interaction: people in the same environment affected differently depending on genotype

Front 6

serotoning and anger problems STUDY

Back 6

two year olds with behavior problems and mother child interaction problems

Looked at whether they had the short or long 5htt gene

toddlers with short: more anger interactions and behavior problems two years later

BUT

- when mothers are high in responsiveness children manifest low levels of this

Front 7

Differential susceptibility to environment

Back 7

children with neurobiological characteristics that leave them more open to influence from environment

Dandelion/tulip example

Front 8

Moderation effect

Back 8

when the association between two variables is moderated by their relation to the third variable

A third variable (gender) affects whether the cop decides to arrest the drunk person

Front 9

Temperament

Back 9

typical patterns of reactivity and regulation; intense, quality duraction of responses to events dispositionally based, and relatively stable

heritable
associated with physiological functioning

Front 10

Thomas and Chess Typology of infants

Back 10

40% easy going, 10% difficult, 15% slow to warm

Front 11

Rhythmicity and Soothability

Back 11

Rhythmicity: infants need the same thing and like the same thing all the time or are they unpredictable

Soothability: when an infant gets distressed how eays can they calm down

Front 12

Inhibitory control vs attention focus

Back 12

Inhibitory control: trying to control of behavior

attention focus: effortful control of focus

Front 13

Different classifications in terms of extraversion/surgency or negative affect of emotion

Back 13

Negative: sadness, fearfulness, an frustration

Extraversion/surgency: positive affect, activity level, impulsivity

Front 14

How to assess temperament

Back 14

Parent Report, Rothbarts child behavior questionnaire

parents dont always report accurately

Front 15

How to make behavioral observations

Back 15

Kagan's infant response to novelty, Goldsmith's labtab

children don't show reality in labs, not with parents, in a short period of time, and may not be feeling well

Front 16

Inhibition predicts internalizing problems STUDY

Back 16

even after accounting for many other factors why they would feel bad in the lab

children with bad temperament showed more internalizing problems

Front 17

Levels of biological activity are not independent of each other STUDY

Back 17

50% were attributable to hereditary factors for negative things,

but environmental contributions go stronger over time

negative things stayed constant

some children are more social, but the environment can moderate this over time

Front 18

Why temperament may not be biological

Back 18

mutliple systems interact to create behavior

experience and learning contribute to it's outcome

people develop both biological and behavioral systems of behavioral expression

Front 19

Emotional Development, what is an emotion?

Back 19

integrated process that motivates a response

feeling/physiology/cognition/behavioral response pattern

Front 20

Discrete emotions theory (functionalist perspective)

Back 20

emotions are biologically programmed with distinct features and are present from early infancy

Front 21

Constructionist emotions theory (functionalist)

Back 21

2 dimensions:

valence: pleasntness and unpleasantness

activation: how intense is it

develop different feelings through experience

learn through environment which emotion to show

Front 22

Functionalist perspective

Back 22

emotions help support and change relationship with environment in order to achieve goals

they inform others of our current state

Front 23

Functionality of fear, anger, sadness

Back 23

fear: self preservation

anger: promote success and achieve goals

sadness: call on social support

Front 24

Primary emotions (first days)

Back 24

interest, distress, disgust, contentment

Prupose? communication

Front 25

Primary emotions (first months)

Back 25

anger, fear, joy, sadness, surprise

Purpose? communication

Front 26

Secondary complex emotions

Back 26

18 to 36 months: embarrassment, envy, guilt, pride, shame, empathy

Front 27

Characteristics of secondary complex emotions

Back 27

self conscious

sense of self

knowledge of societal standards of behavior

Front 28

shame vs. guilt

Back 28

shame: can't be solved

guilt: guilt can be fixed

shame and guilt and which one is expressed depends on how parents punish children for actions

Front 29

Empathy

Back 29

15% of infants don't respond to distress, but will respond with sympathy

18 to 36 months: made a cooing response to others hurt

Front 30

Childhood and adolescence

Back 30

adolescents report more negative than positive emotion

this reverses once they get closer to adulthood