PSY 231 1st Edition Lecture 9Outline of Last Lecture I. Babies’ brains II. Elizabeth TraphagenIII. Intensive Care UnitsIV. Site in newbornsOutline of Current LectureI. Erikson’s Personality TheoryII. EmotionsIII. TemperamentCurrent LectureI. Erikson’s Personality Theorya. Lifelong theory of developmentb. Examines how different experiences in life influence personalityc. Stage Theoryi. Has a conflict  positive vs. negativeii. One outcome for each conflictd. 1st Stagei. Basic Trust vs. Mistrustii. End up on positive side or the negative side1. Positive- receives consistent care, and learns that the world is predictable and safe2. Negative- receives inconsistent care, needs are not always met, and they learn that their environment is not predictablea. Causes them to turn inwardiii. Shapes viewpoint for the rest of the life coursee. 2nd Stagei. Autonomy vs. Shame and Doubtii. Autonomy- child learns they can do things on their own and learn that they have a sense of selfThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.iii. Shame and doubt- child is put down for early mistakes and not supported,but rather ridiculed and critiquedf. Trend of negative experiences may predict future negative experiences, but do not guarantee itII. Emotionsa. Subjective reactions to experiences that are associated with physiological and behavioral changesi. Subjective because we use environmental cues to know what’s going onb. Twin Bridges study looks at the subjectivity of emotionsi. Two groups of male subjects had to walk across a bridge—one of the bridges was sturdy, the other was rickety and unstable—to a female research assistant at the end of the bridgeii. Sturdy bridge subjects- didn’t find the research assistant super attractive/they thought she was okay, wouldn’t have asked her out on a dateiii. Rickety bridge subjects- labeled the researcher as attractive and would ask her out because they perceived their nervousness of the bridge with nervousness of talking to herc. Why are emotions important?i. Communicate feelings and needsii. Influence behavior1. Survival2. Exploration  curiosity, investigating the worldiii. Helps with social success to understand/recognize emotions of othersiv. Influence mental and physical health1. Kids with positive emotional experiences are healthierd. Emotional developmenti. Basic emotions- emotions present at birth and early in the first year1. Birth- interest, disgust, distress, contentment2. 2 – 7 months- anger, sadness, joy, surprise, fear3. Universalii. Complex emotions- self-conscious or self-evaluative emotions that emerge in the second year1. Embarrassment, shame, guilt, envy, pride2. Involve comparisons with other people3. Not displayed the same across different culturese. Synchronyi. Coordinated interaction between caregiver and infant1. “Emotional dance” – mimics baby’s experience2. Allows child to see the emotions more exaggerated, helps to see what the emotions look like and how to read themii. Helps infant to:1. Read other’s emotions2. Develop basic skills3. Learn who can be trusted (trusts those who are responsive)iii. Caregiver imitation is the most important part—develops a bond of trustf. Emotional self-regulationi. Adjusting emotional state to a comfortable level so we can accomplish our goals ii. Hard process for infants and toddlers (temper tantrums)iii. Learned in childhood  related to synchronyiv. Skills that facilitate emotional self-regulation1. Attention focusing and shifting2. Ability to inhibit thoughts and behaviors3. Planningv. When emotional regulation goes poorly  temper tantrumsvi. Better emotional self-regulation = 1. Peer relationships2. Coping with stressful situations3. Face stressful situations because they can regulate if things don’t go as wellvii. 1st year1. Not many choices for regulating emotional states2. Dependent on caregivers3. Strategiesa. Look away or close eyesb. Walking/crawling away from overwhelming experiencesviii. 2nd year1. Take method of coping upon themselves2. Strategies at 12 months a. Rockingb. Chewing on objectsc. Moving away3. 18 – 24 monthsa. Controlling actions of othersb. Distractiong. Self-efficacyi. Emotional self-efficacy is the feeling of being in control of one’s emotionalexperienceii. Leads to more favorable self-image and more optimistic outlooksh. Recognizing other’s emotionsi. Helps a child learn how to feel about certain situationsii. Using experiences and cues to know how to behave shapes behavioriii. Facilitates social relationshipsIII. Temperamenta. Early-appearing, stable individual differences in reactivity and self-regulationb. Classifications (Thomas and Chess)i. Easy- 40% of sample1. Adaptable, positive, outgoing, predictable patterns of hunger and sleeping2. “Rhythms” are easily identifiableii. Difficult (exuberant)- 10% of sample1. Free-spirited2. Extreme emotional reactions/responses3. Easily excited4. Difficulty adjusting—slow to adapt5. Hard to distract6. Frequently fussy and have more tantrumsiii. Slow-to-warm-up- 15% of sample1. Cautious2. Avoid risks3. Might be described as shy4. Difficulty adjusting to change, but will eventually5. Predictable patternsc. Strong biological nature influences by the