FSHD 323Fall 2013Study Guide: Test 4 (part 2 of 3)Chapters 10, 11 & 15 (and assigned d2l readings): Emotional DevelopmentDefine, recognize and provide examples (where appropriate):- Social referencing: Emotional understanding; 8 to 10 months; using the reactions of others to determine how to react in ambiguous situations; relying on another person’s emotional reaction to assess anuncertain situation; use signals to guide their own actions- The 7 basic emotions: happiness, interest, surprise, fear, anger, sadness and disgust; presented in the first 6 to 8 months of life- Self-conscious emotions- Empathy and sympathy:Empathy is sharing the feelings of othersSympathy is concern for others’ welfare that often leads to helping or comforting- Emotional contagion (during infancy)- Temperament: the general emotional and behavioral style an individual displays in responding to events - Goodness-of- fit model: how well the child’s temperamental characteristics match the demands of the environment; often match between parent and child; creating child rearing environments that recognize each child’s temperament while encouraging more adaptive functioning helps explain why temperamentally difficult children are atrisk for later problems- Emotional self-regulation: strategies we use to adjust the intensity or duration of our emotional reactions to a comfortable level so we can accomplish our goals- Emotional regulation: capacity to respond flexibility in a socially acceptale way to different environmental demands, allowing for spontaneity as well as being able to inhibit behavior; responsive care giving influences this- Dysregulation: excessive or constricted emotional reactions, including inappropriate affective responses for the context - Emotional intelligenceFSHD 323Fall 2013- Effortful control: ability to control behavior, thoughts and emotions in order to interact with people and environments with purpose - Self-control- Delay of gratification: waiting for an appropriate time and place to engage in gratifying act; Key concepts- Identify and describe the characteristics of the basic emotions- Why is temperament important?Affects and predicts how a child will perform in a certain situation and react to certain environments; aids in successful adaptation- Describe and recognize Thomas & Chess’s 3 temperament groupsEasy- 40%; generally positive mood, easy adaptation to change and regularity and predictability in patterns of eating, sleeping and elimination Difficult- 10%; general more negative mood, frustration and intense responses, slow adaptation to change, and irregular patterns of sleeping, eating and eliminationSlow to warm up- 15%; generally slow adaptation to new experiences and moderate irregularity in eating and sleeping- Describe and recognize the 3 dimensions of temperament proposed byRothbart and Bates (emotion, attention and action)Emotion- positive affect- smiling, laughing, cooperation; Irritable distress- negative affect- fussiness, anger, irritability; Fearful distress- assesse by the length of time a child takes to adjust to a new situation, adaptability, tendency to withdraw and show distressAttention- attention span and persistence; concentrate, focus on a task, work on a problemAction- activity level; predictability or regularity of a child’s behavior patterns- Describe the stability of temperament and why we might see that pattern of stabilityMore stable after age 3- emotion, attention and action is better establishedRarely changed from one extreme to anotherFSHD 323Fall 2013Experience can modify biologically based temperamental traits - Describe genetic and environmental influences on temperamentEnvironment- moderate influences; persistent nutritional and emotional deprivation; maladaptive emotional reactivity;Biological sensitivity to context; joint hereditary and environment contributions- Describe the relationship between early reactivity and later social outcomes (Kagan)- Describe the development of emotional self-regulation during infancy/ toddlerhood, early childhood and middle childhoodInfancy- depend on caregiver’s soothing; 4 to 6 months; self soothing to control emotion in response to a highly stimulating novel event; 12 months motor development allows physical approach and retreat Toddler and early childhood- verbal strategies, better at distraction; learn by watching models, direct teaching, important component of school readiness - Describe the skills and abilities children must have to acquire effortful control- Describe the later positive outcomes associated with effective delay ofgratification- Describe how effortful control, executive function and delay of gratification contribute to effective emotion