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46 Cards in this Set
- Front
- Back
Emotions are:
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-Subjective Reactions
-Usually experience cognitively -Communicated to others thru behavior |
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Functions of emotions:
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-let others know how one feels
-helps develop emotional intelligence -impacts on physical and mental health |
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Perspectives on emotional development:
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-Genetic-maturational perspecive
-Learning Perspective -Cognitive Perspective -Functionalist Perspective |
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Genetic-Maturaional Perspective
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-emotions have biological underpinnings
-individual differences in temperament -identical can fraternal twin research |
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Learning Perspective
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-individual emotional expressions result from individual experiences
-experiences elicit and reinforce responses *Climbing up high ladder-> learn painful fall |
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Cognitive Perspective
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-schemata are acquired by assimilation and accommodation
*ex. knowing only one kind of dog but then seeing/learning aanother |
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Assimilation
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new experience but still fits into frame work
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Functionalist Perspective
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-emotions help in achieving goals and adapting one's environment
-emotions help establish and maintain social relationships -emotional signals guide behaviors |
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PRIMARY EMOTIONS:
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smiling and laughter
fear, anger and sadness |
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SECONDARY EMOTIONS:
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pride and shame
guilt jealousy |
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RECIPROCITY:
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true social interactions involving mutual exchanges b/t partners.
-develops gradually |
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ATTUNEMENT:
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caregives' adjustment of the stimulation they provide in response to signs from the infant
*understand child isn't going to want to be stimuli always |
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Sensitive Care:
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a caregiving style in which the caregiver attends to the infant's needs and responds to them promptly and effectively
-attending to infant's needs |
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Social Smiling:
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*newborns: acitivity in lower brain regions
*8-10 weeks: result of recognitory assimilation *4-5 months: produce truly social smiles in repsone to ppl they KNOW |
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Recognitory Assimilation:
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a form of visual mastery in which the infant recognizes a familiar stimulus and assimilates it to an established sheme
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Seond 6 Months:
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qualitative advances
-clearly differnentiated specific emotions emerge -emotional responses become increasingly immediate -all the classic facial expressions of emotion begin to appear regularly |
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STRANGER DISTRESS:
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negative reactions of infants to strangers.
*varies b/c of babies temperment |
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SYNCHRONY--child of a depressed mother:
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-child turns away, became distress (drooling)
-fewer words -inappropriate emotions |
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SOCIAL REFRENCING:
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-baby will look at caregiver to know how to repond
-nonverbal expressions -becomes hard to engage in ="reading" emotional cues in others to help determine how to act in an uncertain situaution |
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Self-Conscious Emotions:
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-shame, guilt, embarassment, envy, pride
-helps children to acquire values of society |
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REFLEX SMILE:
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smile seen in a newborn thta is usually spontaneous and appears to depend on some internal stimulus rather than on something external such as another person's behavior
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Socialization
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two-way process and temperaaments affect interactions
ex. manners |
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ATTACHMENTS:
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-major development in the second 6 months
*an enduring two-way Swemotional tie b/t infant and caregiver |
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Separation Distress:
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Negative Reactions of infants whenthe caregiver temporarily leaves
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Greeting Reactions:
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Postive Reactions of infants when the caregiver appears
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Secure-Base Behavior:
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Behavior in which the infant uses the caregiver as a base for exploration.
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STRANGE SITUATION:
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a testing scenario in which mother and child are separated and reunited several times; enables investigators to assess the nature and quality of a mother-infant attachment relationship
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SECURE ATTACHMENT:
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attachment displayed bybabies whoare secure enought to explore novel environments, who are minimally diturbed by brief separations from their mothers, and who are quickly comforted by their mothers when they return
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INSECURE ATTACHMENT:
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babies who seem not to be bothered by their mothers' brief absences but specifically avoid them on their return, sometimes becoming visibly upset
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ANXIOUS-RESISTANT ATTACHMENT:
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babies who tend to become very upset at the departure of their mothers and who exhibit inconsitent behavior on their return, sometimes seeking contact, sometimes pushing their mothers away.
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DISORGANIZED-DISORIENTED ATTACHMENT:
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babies who seem disorganized and disoriented when reunited with their mothers after a brief separation.
*associated with maltreatment or abuse |
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BONDING
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ONE-WAY parent toward child
-parent's initial emotional tie to the newborn |
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ANXIOUS-AVOIDANT ATTACHMENT:
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babies who seem not to be bothered by their parent's brief absences but specifically avoid them on their return, sometimes becoming visibly upset
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EMOTIONAL SCRIPT:
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a complex scheme that enables a child to identify the emotional reaction likely to accompany a particular sort of event
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EMOTIONAL DISPLAY RULES:
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tules that dictate whcih emotions one may appropriately display in particular situations
-difference b/t cultures |
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SEPARATION PROTEST:
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an infant's distress reaction to being separated from his/her mother, which typically peaks at ~15 months
-"home sickness" |
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SOCIAL REFERENCING:
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the process of "reading" emotional cues in others to help determine how to act in an uncertain situation.
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Early Technique that infants can use to Regulate or Cope their emotion:
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-signaling the caregiver
-moving near the caregiver |
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Temperament:
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an individual infant's general style of behavior across contexts
*Characteristics: activity, adaptability, threshold, mood, distractibility, persistence of attention |
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Match-Mismatch Hypothesis:
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-temperament to attachment:
characteristics of a particular infant may be at odds with those of a particular caregiver |
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Psychoanalytic Theory of Attachment:
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Freud's theory that babies become attached first to the mother's breast and then tot the mother herself as a source of oral gratification
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Learning Theory of Attachment:
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the theory that infants become attached to their mothers b/c a mom provides food (Primary Reinforcer, and thus becomes a Secondary Reinforcer.
-Harlow & monkeys -attachment is not automatic |
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Cognitive Development Theory:
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the view that to form attachments infants must differentiate b/t mom and stranger and understand that people exist independent of the infant's interaction with them.
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Ethological Theory of Attachment:
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Bowlby's theory that attachment derives from the biological preparation of both infant and parents to respond to each other's behaviors in such a way that parents provide the infant with care and protection.
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IMPRINTING:
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the process by which birds and other infrahuman animals develop a preference for the person or object to which they are first exposed during a brief, critical period after birth.
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Internal Working Model:
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=attachment representation
-according to Bowlby, a person's mental representaion of himself as a child, his parents, and the nature of his interaction with his parents, as he reconstructs and interprets that interaction |