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27 Cards in this Set
- Front
- Back
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Development of social responses in children over time (first days, 3, 4 mo)
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First days: preference for motherese
3 mo: discriminate familiar facial expressions: prefer happy respond contingently and appropriately to parent’s emotions 4 mo: discriminate strangers facial expressions |
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Development of social responses in children over time (7 mo, 7-10 mo, 12 mo)
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7 mo: ERP differences to different emotions: capable of crawling around, so being able to see parents reactions is important
7-10 mo: social referencing with familiar people 12 mo: social referencing with unfamiliar people too |
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Development of social responses in children over time (3-5 yr, 6+ yr, 3-4 yr)
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3 to 5 yr: accurate labeling of other’s emotions
6+ yr: increasing ability to make subtle differentiation 3-4 yr: emotional scripts; identify causes of primary emotions |
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Development of social responses in children over time (4-6 yr, 6-8 yr, 7-8 yr)
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4-6 yr: temporal understanding; past events can effect emotion now
6-8 yr: can feel 2 similar emotions together 7-8 yr: events can cause feelings without clearly showing it identify causes of secondary emotions people can react to same event with different emotion |
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Development of social responses in children over time (8-9 yr, 10+ yr)
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8-9 yr: can feel 2 different emotions together
10+ yr: can feel 2 opposing emotions together |
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Regulating emotions
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adjusting dynamic features of emotional experience (latency, intensity, duration) to support adaptive behavior and attain a goal
The ability to up or down regulate the expression, physiology, and cognition of an emotion |
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Regulating emotions (latency, intensity, duration)
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Latency: can you deny the expression of an emotion?
Intensity: can you you fake the intensity of an emotion? Duration: how long can you fake an emotion or lack of an emotion? |
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Regulating emotion (0-6 mo, 6-12 mo, 18-24 mo, 3-6 yr)
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0-6 mo: principally rely on caregivers; external regulation
- decrease negative emotion by self soothe, disengage (look away when to intense or no response) 6-12 mo: acquire more strategies; eg. Withdraw, rocking 18-24 mo: try to control other’s actions, objects - emotion talk begins, use words like happy/sad 3-6 yr: cognitive strategies; eg. Re-direct attention, through replacing and reinterpreting events - emotional display rules - emotional masking (hide expressions) |
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The disappointment task (emotional masking)
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kid receives a box, told it would have some good stuff, they open it and it's something crappy.
After children get past age 6 the girls get better at masking emotions |
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Parasympathetic regulation of anger in 4-6 yr children
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RSA: Respiratory sinus arrhythmia during videos (indicating stress)
1. Pleasant video 2. get mad after being told to go to bed 3. than they get really mad 4. than it’s resolved and mom will tape the show child reported self control of aggression when questioned later about their levels of anger |
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Sex differences in Parasympathetic regulation of anger in 4-6 yr children
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The pattern of increase in anger resulted in increased RSA and was associated with girls having a stronger regulation than boys, 6 year olds had stronger regulation.
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Emotion Socialization (Denham's model of emotional socialization)
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Parents directly and indirectly support emotional development
Modeling: parent displays own emotions and what they display while interacting with childre the child then uses what they do to "model" after the adults |
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Emotion Socialization and different parental reaction types to children's needs/behaviors (reward, overriding, ignoring)
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reward: supportive emotional reactions
overriding: parents try to minimize the emotional experience ignoring: not paying attention |
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Emotion Socialization and different parental reaction types to children's needs/behaviors (magnifying, punish)
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Magnifying: responding with the same greater emotion
Punish: expressing disapproval towards child |
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Gottman's 5 point model of emotional coaching
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1. aware of child's emotions
2. view emotional episode as opportunities to teach 3. accept and validate emotional expression 4. label and explain emotion clearly 5. facilitate constructive emotional problem solving |
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Emotional competence (expressivity, knowledge, regulation)
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Expressivity: more positive than negative emotion
Knowledge: identify and understand others emotions insight into own emotions Regulation: effectively adjust emotions to situations and goals predicts better psychological adjustment and mental health |
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Why do infants for attachments? (Harlow Monkey study)
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contact comfort: infants cling to cloth of mother the most, they need to feel something that is warm and safe.
as opposed to the cold metal mother with food who is not warm and safe |
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Bowlby's ethological perspective
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Evolution favored close parental care in mammals, therefore the infant is biologically prepared to orient to parents as are parents to children
cuteness --> adult drive to respond to infant cues |
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Ainsworth strange situation (what do attachments look like?)
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Secure (B) – use parent as secure base, 60% upset by separation, greet and soothed by return
Resistant/ambivalent (C) - proximity without exploration – 10% upset by separation but not comforted by return: angry resists contact, wary of strangers Avoidant (A) – little contact with parent, not wary of return, 20% stranger: turn away from parent at reunion Disorganized/disoriented (D) – resistant and avoidant, -10% confused; fearful of parent |
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Alternative measurements of attachment (attachment q-sort, narrative stories, questionnaires/adult attachment interviews)
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Attachment Q-sort: extended period of time of observations (have parents fill out measures
Narrative stories: Ask children themselves to complete stories about relationships and such Questionnaires/adult attachment interview |
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What does the strange situation really show?
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How attachment may be in the early stages of life, not necessarily all behavior later on (people change and act normal)
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Cultural variations of attachment
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Germany: autonomy and emotional reservedness
Japan: more resistant: Amae and interdependence: mothers see themselves as apart of themselves and their infants as apart of themselves. Culturally and historically very little separation from mothers and infants |
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Attachment and Neurobiology (hemispheres and attachment)
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Children who lean to a certain hemisphere of brain tend to exhibit attachment types correlated with that side\\securely attached shows great left side activation than right activation
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Hormones and attachment types (diurnal cortosol, temperament, heritability)
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Diurnal cortisol: securely attached infants tend to show a pattern of cortisol awakening response
Temperament: weak to non sig prediction of secure vs insecure attachment style can differ across caregivers Heritability: low to non-significant links between heritability of security (nature or nurture?) |
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What kind of parenting is secure attachment associated with? 1-3
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Sensitivity – prompt and appropriate responses to cues
Synchrony - smooth reciprocal interactions positive affect/affection Mutuality – joint attention to same activity |
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What kind of parenting is secure attachment associated with? 4-7
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Support – facilitating infant’s activities
Stimulation- frequent interactions Consistency – reliably positive involvement Insightful – recognize motives, causes of emotions |
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What are (avoidant, anxious, and disorganized) associated with?
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Resistant: inconsistent alternative attentive vs disengaged
Avoidant: rejecting distant or over stimulating Disorganized: neglectful or abusive |
