Study Guide for Exam #3Emotion:Different components of emotion (physiological responses, cognitive, motor component, etc.):Transient subjective feelings (e.g., fear, elation); physiological correlates (e.g., adrenaline, heart rate); thoughts that accompany feelings (e.g., how to escape or approach); desire to take action (e.g., fight or flight)ALL at same timeBasic emotions and age when they are identifiable (early vs. late developing; how distinguishable are different positive emotions, negative emotions, etc.):Smiling – 1st month, smiling but limited (reflexive?) (prenatal?); 3rd month, social smiles (encourage care?)Happiness – 2nd month, smile when control event; 7th month, smile more at familiar peopleNegative emotions – in newborns, present but can be difficult to differentiate; 2nd month, expressions for anger & sadness distinct from distress/painStranger anxiety – 6-7 months to 2 years, reflects strengthening attachment to parents & increases over timeuntil about 2 years then fades & evolutionarily adaptive?Separation anxiety – 8- 15 months, distress from leaving or being left by primary caregiver & amount of distress varies by context & occurs cross-culturally & blind children go through same stage but a little later“Self-conscious emotions” – develop relatively late, require some other cognitive abilities (developing a sense-of-self); 1-2 years, relate to our sense of self and our consciousness of others’ reactions to us; pride, guilt, shame, embarrassmentPride – show it when achieve a goal or complete a task, by age 3 amount of pride related to difficulty of taskGuilt – associated with empathy for others, remorse & regret, wanting to make up for their wrongdoingShame – focus on self rather than concern for others, may feel like hiding, etc.Guilt vs. Shame depends on whether parents emphasize wrongness of action vs wrongness of childyou did a bad thing vs. you are a bad boy)Embarrassment – by 15-24 months some kids embarrassed when made center of attention, coy smile Jealousy – 5-month-old infants tested; think develops relatively late“Other-Conscious” Emotions – sympathy (acknowledge another’s emotions & express compassion); empathy (understanding & feeling another’s emotions)Methods for testing expression and understanding of emotions:Baby FACS – facial action coding system; each emotion corresponds to distinct muscle combination; expressions presumed to be a window to underlying emotion; more difficult to code than adults’ b/c baby fat obscures musculature involved & infant’s expressions are less differentiatedDifferent theoretical perspectives on emotional development (discrete vs. undifferentiated emotions, functional perspective):Discrete Emotions Theory – emotions are innate, each emotion associated with specific set of bodily and facial reactions, emotions are distinct even early in life; 6 basic emotions = joy, anger, sadness, disgust, surprise, fearUndifferentiated Emotions Theory – early emotions not distinct, environment plays role in changing primitive emotions into more complex forms (e.g., wariness/fear starts as startle/pain reaction) (by 6- 7 months showfear in novel situations (e.g., strangers))Emotional regulation & the development of self-regulatory strategies (self-soothing, etc.):Self-regulation – complex process of controlling emotions in order to accomplish one’s goals; components to regulate = 1. Subject feelings 2. Emotion-related physiological processes 3. Emotion-relate cognitions 4. Emotion-related behavior; development of self-regulation in 3 stages = 1. Relying on others  self-regulation 2. Useof cognitive strategies to control negative emotions 3. Being able to select the right regulating strategySelf-regulation beginning = ~6 months; can avert gaze (unselectively) to reduce distress, infants start to self-soothe (repetitive rubbing/stroking of bodies) (self-distract by gazing at neutral or positive objects)Self-soothing – 1-2 years, greater control over body & attention, language, brain maturation (frontal lobe)Emotional regulation = controlling our emotionsDelay of gratification measurement, long-term outcomes:The Marshmallow Test – about 1/3 of the kids ate the candy right away, about 1/3 waited ~20 mins for the experimenter to returnLong-term outcomes = (10 years later) kids who waited had better social & academic competence, had higher verbal fluency, and higher levels of rational thinking, were more attentive, were better at making and stickingto plans, were more able to deal with frustrations; (20 years later) more socially competent, more planful, more self-regulated, had higher self-esteemTemperament – definition, classifications, evidence for where it comes from, and cross-cultural variations, “goodness of fit”:Definition – constitutionally based individual differences in emotional, motor, and attentional reactivity andself-regulation; temperamental characteristics are seen to demonstrate consistency across situations, as well as relative stability over timeClassifications – Evidence for where it comes from – genetic inheritance, neural development, nutritional deficiencies/teratogens, prolonged stress, maternal insensitivity, etc.Cross-cultural variations – New Zealand Longitudinal Study = children who were negative, impulsive, unregulated had more adjustment problems: not getting along with others, more likely to engage in illegal behaviors,more likely to be in trouble with the law, at age 21 less happy relationships & more unemployment & fewer sources of social support“Goodness of fit” – adjustment depends on how one’s temperament fits into their particular environmentTesting for concept-of-self-development (e.g., mirror task, age of achievement, etc.):Mirror Task – see when children understand it’s them in the mirror/have self-awareness (~18 months know it’s them)Emotions that rely upon a concept of self (self- and other-conscious emotions):“Other-Conscious” Emotions – sympathy (acknowledge another’s emotions & express compassion); empathy (understanding & feeling another’s emotions)“Self-conscious emotions” – develop relatively late, require some other cognitive abilities (developing a sense-of-self); 1-2 years, relate to our sense of self and our consciousness of others’ reactions to us; pride, guilt, shame, embarrassmentPride – show it when achieve a goal or complete a task, by age 3 amount of pride related to