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TAMU PSYC 307 - Emotional Development
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PSYC 307 1st Edition Lecture 16Overview 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 givei. Response to environment around them, and feedback to caretakers ii. Discrete emotions approach1. Born with basic emotions; can tell what emotions people are feeling by their facial expressions and distinguish between them early in developmentiii. 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 noinsight into what emotion they are feeling c. Origins and development of emotions i. Key in social competence II. First Appearance of Basic Emotions a. Happinessi. Smile – from birth (precursor)ii. Social smile – 6-10 weeks iii. Laugh – 3-4 months b. Angeri. 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. Sadnessi. Less common than anger ii. Often a response to a disruption in caregiver-infant communication d. Feari. First years 6-12 months (separation anxiety from caregiver)ii. Stranger anxiety – 8-12 months iii. Temperament plays a rolee. Primary (basic) emotionsi. Social smile: 6-8 weeksii. Stranger anxiety 6 monthsiii. Separation anxiety 8 monthsIII. Complex or Self-Conscious Emotionsa. Shame, embarrassment, guilt, envy, pride i. Require sense of self, and social experience b. Emerge during the middle of the second year of lifec. Need adult instruction about when to feel them IV. Development of Emotional Self-Regulation a. Requires effortful controlb. Infancy i. Transition for regulation by others to self-regulation ii. Develops over 1st year, with brain development1. Frontal cortex develops; social regulation develops iii. Caregivers importantc. Early childhoodi. Learn concrete strategies for self-regulation ii. Personality affects ability 1. Differences in way people respond to situationsiii. Fears are common1. Of the dark, of being alone, etc. d. Middle childhood/adolescencei. Rapid gains in emotion regulation; use coping strategies ii. Fears shaped by culture1. Fears rooted in cultural norms iii. Coping skills lead to emotional self-efficacy 1. Regulation of own emotions e. Coping strategies i. Problem-centered coping1. Used when situation is seen as changeable2. Identify the difficulty3. Decide what to do about it ii. Emotion-centered coping1. Used if problem-centered coping does not work a. Situation seen as unchangeable2. Internal private control of distress V. Identifying the Emotions of Othersa. 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 affect2. Must detect emotions, and take the others’ perspective c. Understanding the causes of emotionsi. 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 toa. Disappointing Gift Paradigm – like a pair of socks for Christmas i. Verbal prosocial, facial prosocial1. Want to protect other people 2. Develops more quickly, and stays at a higherrate a. Protecting others and your relationship with them b. Positive social reaction ii. Verbal self-protective, facial self-protective1. 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 agesVI. Perspectives – neither theory as emerged as definitivea. Discrete Emotions Theory b. The Functionalist Approachi. Appraising situations and changing behavior to effect change ii. Functions of emotions1. Cognitiona. Lead to learning essential for survival b. Can impair learning, memory c. Bidirectional – how you feel will influence how you think2. Sociala. Affect behavior of othersb. Regulate own behavior3. 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 regardingthe 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 Temperamenta. 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 interactionsb. Difficult babies – 10%i. Very disrupted when schedule is interrupted, or never develop a schedule, tend to be more


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TAMU PSYC 307 - Emotional Development

Type: Lecture Note
Pages: 5
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