1
Q
Basic emotions (6)
A
- happiness
- sadness
- anger
- fear
- disgust
- surprise
2
Q
3 elements of emotions
A
- subjective feeling
- physiological change (body temp, heart rate, muscle tensing, respiration)
- overt behaviour (emotional expression; observable reactions)
3
Q
Complex/self-conscious emotions
A
- Shame
- Embarrassment
- Guilt
- Pride
- Envy
4
Q
Expression of happiness in infants
A
- babies smile from birth
- social smile at 6-10 weeks
- laughter at 3-4 months (only w rly obvious stimuli at first)
- by 5-8 months infants learn to independently asses what is funny
5
Q
Expression of anger and sadness in infants
A
- general distress can be expressed from birth
- anger: 4-6months
- sadness: response to disrupted caregiver-infant communication
6
Q
Expression of fear in infants
A
- first fears develop 6 months - 1 year
- stranger anxiety is most common and develops around 6mo
7
Q
Complex emotions in children
A
- appear between 8-12 months
- shame, embarrassment, guilt, pride, envy
- require self-awareness and adult instruction
8
Q
Emotion recognition in infants
A
- 6-7 month olds can recognize different emotions
- infants often match own emotions to other’s emotions
- Social referencing: looking to trusted person for emotional cues
9
Q
Regulating emotions
A
- begins in infancy, starts by physically blocking out stimulus (eg covering eyes or ears)
- develop better strategies around 4-6 months, continues to improve over 1st year
- requires effortful control!
- caregivers contribute to child’s self-regulation style
- prefrontal cortex plays a role
10
Q
Facial expressions in infants
A
around 5-6 months, infants’ facial expressions change predictably and meaningfully in response to events
11
Q
Attachment
A
enduring social-emotional relationship
12
Q
Growth of attachment
A
- attachment elicits caregiving behaviours from adults
- by 6-7 months, infant has a single attachment figure (primary caregiver)
- there is attachment with other parent too, but they play different roles
13
Q
Bowlby’s Ethological Theory
A
- theory that recognizes the infant’s emotional tie to caregiver as an evolved response that promotes survival
- most widely accepted view
- 4 phases: preattachment phase, attachment-in-the-making phase, clear-cut attachment phase, formation of a reciprocal relationship
14
Q
Preattachment Phase
A
- first phase of Bowlby’s Ethological Theory
- birth to 6 weeks
- built-in signals help bring infants into close contact with other humans
- can recognize mother’s smell, voice, and face, but are not yet attached to her
15
Q
“Attachment-in-the-making” Phase
A
- second phase of Bowlby’s Ethological Theory
- 6 weeks to 6-8 months
- respond differently to familiar caregiver vs stranger
- develop sense of trust
- do not protest when separated from caregiver
16
Q
“Clear-cut” Attachment Phase
A
- third phase of Bowlby’s Ethological Theory
- 6-8 months to 18-24 months
- attachment to familiar caregiver
- separation anxiety (depends on situation and temperment, need to have mastered object permanence)
17
Q
Formation of a Reciprocal Relationship
A
- fourth and final phase of Bowlby’s Ethological Theory
- 18-24 months and on
- understand factors influencing parent coming and going and predict return
- separation protest declines
- negotiation w caregiver (uses requests and persuasion to alter goals)
18
Q
Strange Situation Experiment
A
- Mary Ainsworth
- 8 3-minute stages with infant in playroom with different combinations of caregiver and stranger or being left alone
- measures quality of attachment
19
Q
Secure Attachment Style
A
- I’m ok, you’re ok
- 70%
- parent is connected and attuned to child’s emotional and physical needs
- when child grows up they can build meaningful and loving relationships and show empathy and trust
- SSE: shows distress when separated from mother, is avoidant of stranger unless accompanied by mother, is happy to see mother after experiment
20
Q
Ambivalent Attachment Style
A
- I’m not ok, you’re ok
- 10-15%
- parent is inconsistent and sometimes intrusive
- when adult, they become anxious, insecure, unpredictable and erratic; have tendency to blame others, want intimacy but push people away
- SSE: intense distress when separated from mother, significant fear of stranger, approach mother but reject contact after separation
21
Q
Avoidant Attachment Style
A
- I’m ok, you’re not ok
- 15%
- parent is unavailable or rejecting for long periods of time
- when adult they avoid closeness or emotional connection
- SSE: show no interest when separated from mother, play happily with stranger, ignore mother after separation
22
Q
Disorganized/Disoriented Attachment Style
A
- I’m not ok, you’re not ok
- less than 15% or less than 4%
- parent ignores or is not able to see or meet child’s needs, parent behaviour is frightening or abusive
- when adult they are chaotic, insensitive, prone to outbursts, untrusting while craving security
- SSE: inconsistent behaviours
23
Q
Secure vs insecure attachment findings
A
- secure children have higher-quality friendships and fewer conflicts
- secure children less likely to have behaviour problems
- 11 year olds that were secure as infants had better social skills
- probably a relationship between secure attachment and emotional intelligence
24
Q
Onset of peer interactions
A
- begins around 6 months w nonsocial play (play alone or watch others)
- parallel play around 12 months (play next to others, pay attention to what they do)
- simple social play around 15-18 months (engage in similar activities, talk to each other, share toys)
- cooperative play around 24 months (imaginary scripts; games like hide and seek)
25
Internal working model
set of expectations about parents’ availability and responsivity generally and in times of stress
26
Adult attachment styles
- Autonomous: describe childhood experiences objectively and mention both positive and negative aspects of their parents (best parents bc they can be sensitive and responsive!)
- Dismissive: describe childhood experiences in very general terms and often idealize their parents
- Preoccupied: describe childhood experiences emotionally and often express anger or confusion regarding their relationships with their parents
27
Reactive attachment disorder
- mental disorder involving disturbances in emotional functioning and a pattern of inappropriate interpersonal behaviours
- thought to result from disrupted early attachments
- eg. child says I love you or gives hugs to strangers
28
Privation
- condition in which the basic necessities and comforts of life are not adequately provided
- generally show disordered attachment behaviours and cognitive deficits
29
Origins of self-recognition and self-concept
- 18 to 24 months
- test w mirror task (touch own face starting at 15 months)
- show preference for photos of self
- use pronouns like "I" or "me"
- increased awareness by 20-28 months ("mine" ab toys, used to organize behaviour eg gender-typed behaviour)
30
Self-concept in preschoolers
- possessions
- physical characteristics
- preferences
- competencies
31
Self-concept in school-age children
- emotions
- social groups
- comparisons with peers
32
Self-concept in adolescents
- attitudes
- personality traits
- beliefs vary with the setting
- future oriented
33
Easy temperament
- 40%
- easily establishes regular routines in infancy
- generally cheerful
- adapts easily to new experiences
34
Difficult temperament
- 10%
- irregular in daily routines
- slow to accept new experiences
- tends to react negatively and intensely
35
Slow-to-warm-up temperament
- 15%
- subcategory of difficult temperament
- inactive, shows mild, low-key reactions to environmental stimuli
- negative in mood, adjusts slowly to new experiences
36
Temperament
style with which a child behaves
37
9 temperamental traits (Thomas and Chess)
- Sensitivity (stimulation needed for response)
- Intensity of reaction (energy level of response)
- Activity level (active vs calm/quiet playing)
- Adaptability (response to change)
- Approach/withdrawal (first response to new stimulus)
- Persistence (continuing an activity until it's finished)
- Rhythmicity (regularity of biological rhythm)
- Quality of mood (how often pleasant vs unpleasant)
- Distractibility (how easily drawn away from activity)
38
Rothbart Structure of Temperament
- divided into reactivity and self-regulation
- Reactivity: activity level, attention span, fearful distress, irritable distress, positive affect
- Self-regulation: effortful control
39
Neurobiological correlates of shyness and sociability
- heart rate
- saliva concentration of cortisol
- pupil dilation, blood pressure, skin surface temperature
40
Stability of temperament
- low in infants and toddlers
- moderate from preschool years on
- temperament develops with age and is more stable after age 3
41
Genetic influences on temperament
- responsible for about half of individual differences
| - vary with trait and age of individuals studied
42
Environmental influences on temperament
- nutrition
- quality of caregiving
- cultural variations
- gender stereotyping
- role of siblings
43
Goodness-of-fit
interaction between temperament and child-rearing skills
44
3 primary dimensions of temperament (Buss and Plomin)
- Emotionality: strength of emotional response to a situation, ease with which that response is triggered, and ease of return to nonemotional state
- Activity: tempo and vigour of a child’s movements
- Sociability: extent to which a person prefers to be with other people
PSYC 304
flashcards
Decks in class (9)
# Cards
