PSYC 307 1st Edition Lecture 16 Overview of Current Lecture Emotional development First Appearance of Basic Emotions Complex or self conscious emotions Development of emotional self regulation Identifying the Emotions of Others Perspectives Temperament November 6 Development of Emotions and Temperament I Emotional Development a Emotions feeling of affect or arousal and response that you give i Response to environment around them and feedback to caretakers ii Discrete emotions approach 1 Born with basic emotions can tell what emotions people are feeling by their facial expressions and distinguish between them early in development iii Functional emotions approach 1 Behavior maintain status quo or work toward a goal 2 Approach vs withdrawal what are you going to do in that situation b Discrete Emotions approach i Facial coding systems for facial expressions most reliable ii Vocal can tell how they are feeling by vocal expressions iii Body can tell how they are feeling by body language iv Physiological body temperature sweating etc 1 Advantage physiological response even if someone says they are not feeling something useful since babies cannot TELL you have they are feeling 2 Disadvantage can tell whether or not there is arousal but have no insight into what emotion they are feeling c Origins and development of emotions i Key in social competence II First Appearance of Basic Emotions a Happiness i Smile from birth precursor ii Social smile 6 10 weeks iii Laugh 3 4 months b Anger i General distress from birth precursor ii Anger 4 6 months blocked goals something that they want that they can t get iii Increases with age blocked independence unable to do things on your own c Sadness i Less common than anger ii Often a response to a disruption in caregiver infant communication d Fear i First years 6 12 months separation anxiety from caregiver ii Stranger anxiety 8 12 months iii Temperament plays a role e Primary basic emotions i Social smile 6 8 weeks ii Stranger anxiety 6 months iii Separation anxiety 8 months III Complex or Self Conscious Emotions a Shame embarrassment guilt envy pride i Require sense of self and social experience b Emerge during the middle of the second year of life c Need adult instruction about when to feel them IV Development of Emotional Self Regulation a Requires effortful control b Infancy i Transition for regulation by others to self regulation ii Develops over 1st year with brain development 1 Frontal cortex develops social regulation develops iii Caregivers important c Early childhood i Learn concrete strategies for self regulation ii Personality affects ability 1 Differences in way people respond to situations iii Fears are common 1 Of the dark of being alone etc d Middle childhood adolescence i Rapid gains in emotion regulation use coping strategies ii Fears shaped by culture 1 Fears rooted in cultural norms iii Coping skills lead to emotional self efficacy 1 Regulation of own emotions e Coping strategies i Problem centered coping 1 Used when situation is seen as changeable 2 Identify the difficulty 3 Decide what to do about it ii Emotion centered coping 1 Used if problem centered coping does not work a Situation seen as unchangeable 2 Internal private control of distress V Identifying the Emotions of Others a Recognition of different emotions in others i By 4 7 months can distinguish between emotional expressions almost all ii At 8 12 months there is social referencing 1 Stay closer to parents look to parents for input on whether or not it is a safe situation 2 Sense of survival your emotions illicit behaviors from your caretakers a Warned by mother s facial expression video iii By 3 years label a narrow range of emotional expression b Sympathy and Empathy i Sympathy feeling of concern or sorrow for another s plight ii Empathy feeling same or similar emotions as another person 1 Complex mix of cognition and affect 2 Must detect emotions and take the others perspective c Understanding the causes of emotions i 2 years begin to talk about emotion ii By age 4 6 children can explain the cause of emotion 1 Become better at regulating emotions iii Children get more skilled at explaining the causes of emotion across the preschool and school years 1 Display rules when to display your emotions and when not to a Disappointing Gift Paradigm like a pair of socks for Christmas i Verbal prosocial facial prosocial 1 Want to protect other people 2 Develops more quickly and stays at a higher rate a Protecting others and your relationship with them b Positive social reaction ii Verbal self protective facial self protective 1 Don t show emotion for personal gain want to get something b Kids pretty much understand display rules by the fifth grade i Ran regulate what they say better than what they show on their face ii Video kids at different ages VI Perspectives neither theory as emerged as definitive a Discrete Emotions Theory b The Functionalist Approach i Appraising situations and changing behavior to effect change ii Functions of emotions 1 Cognition a Lead to learning essential for survival b Can impair learning memory c Bidirectional how you feel will influence how you think 2 Social a Affect behavior of others b Regulate own behavior 3 Health a Influence well being growth b Stress related to diseases iii Characteristics of some families of emotions chart 1 types of emotions goals connected with them meaning regarding the self meaning regarding others action tendency 2 Everything approached in relationship to self c Early emotions can be potential pathways to psychological disorders later in life i Neural or genetic markers VII Development of Temperament a Differences in emotional reactivity that emerge early in life are labeled as dimensions of temperament emotional responsiveness b Infant Temperament i Thomas and Chess 1977 1 Had parents answer questionnaires about their own infants 2 Three categories or clusters based on parent reports a Easy babies 40 i Have a schedule adapt to stress react in positive ways more often than negative ways moderated interactions b Difficult babies 10 i Very disrupted when schedule is interrupted or never develop a schedule tend to be more negative than positive reactions to environment are very intense c Slow to warm up babies 15 d Unclassified 35 i Do not fall into any category ii Two Models of Temperament 1 Thomas and Chess a Activity level rhythmicity approach withdrawal adaptability intensity of reaction threshold of
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