DEP3103 Fall 2014 Study Guide Exam 3 NOTE Exams may contain material not included on this guide Material on guide is not guaranteed to be on exams Use this information as a GUIDE for your studying but do not treat it as a map that will show you everything This information comes from the textbook AND the lectures Chapter 10 Emotional Development Any lecture material we covered Know the Functions of Emotions section particularly the functionalist approach to emotion and the different domains emotions are involved in e g cognitive processing social behavior EMOTION rapid appraisal of the personal significance of a situation which prepares you for action expresses your readiness to establish maintain or change your relation to the environment on a matter of importance to you ex happiness approach sadness passively withdraw fear actively move away anger overcome obstacles emphasizes that the broad function of emotions is to FUNCTIONALIST APPROACH TO EMOTION energize behavior aimed at attaining personal goals Functionalist theorists believe that emotions are central in all our endeavors Emotions arise from ongoing exchanges between the person and the environment Emotional reaction affects your desire to repeat an experience 1 Emotions and Cognitive Processing Emotional reactions can lead to learning that is essential for survival ex A mother s NO is sufficient enough to keep toddlers from touching doing something dangerous you don t have to experience something to avoid danger Diverts attention from cognitive processing to task irrelevant threatening stimuli and High anxiety impairs thinking worrisome thoughts Emotions powerfully affect memory experience More likely to remember something that upset you focus more attention on a threatening 2 Emotions and Social Behavior Children s emotional signals smiling crying attentive interest affect the behavior of others and vice versa By 3 months a complex communication system is in place between a caregiver and an infant in which each partner responds in an appropriate and carefully timed fashion to the other s cues referencing other s emotions to learn how to behave respond SOCIAL REFERENCING o ex 18 month old sees his sister cry monitors his mother s reaction and then pats the baby and comforts her 3 Emotions and Health Emotions influence children s physical wellbeing Persistent psychological stress is associated with a variety of health difficulties from infancy to adulthood Stress elevates heart rate and blood pressure and depresses the immune response which may explain its relationship with cardiovascular disease infectious illness and several forms of cancer Stress leads to high cortisol levels o Sensitive adult care helps normalize cortisol production in both typically developing and emotionally traumatized infants and young children Childhood growth disorders resulting from emotional deprivation are nonorganic failure to thrive and psychosocial dwarfism Know the section including all key terms and developmental patterns if applicable in the Development of Emotional Expression section DEVELOPMENT OF EMOTIONAL EXPRESSION Emotional expression is limited at first Babies earliest emotional life consists mainly of two global arousal states attraction to pleasant stimulation and withdrawal from unpleasant stimulation By the middle of the first year emotional expressions are well organized and specific and they tell us a great deal about the infant s internal state Facial expressions offer the most reliable cues of infant emotions Cross cultural evidence reveals that people around the world associate photographs of different facial expressions with emotions in the same way BASIC EMOTIONS and other primates and have a long evolutionary history of promoting survival happiness interest surprise fear anger sadness disgust are universal in humans Can all be directly inferred from facial expressions 1 Happiness Smile from birth In the early weeks babies smile when full during REM sleep and in response to gentle touches and sounds By the end of the first month infants smile at dynamic eye catching sights Infants express happiness first through smiling and later through laughter Babies smile and laugh when they achieve new skills displaying their delight in motor and cognitive mastery Smiling encourages caregivers to be affectionate and stimulating in response the baby smiles more SOCIAL SMILE broad grin evoked by the stimulus of a human face emerges between 6 10 weeks This change parallels the development of infant perceptual capacities especially sensitivity to visual patterns including the human face Laughter appears at 3 4 months reflecting faster processing of information and occurring at first in response to very active stimuli Like adults 10 12 month olds have several smiles which vary with context At the end of the first year the smile becomes a deliberate social signal 2 Fear Fear rises during the second half of the first year ex older infants hesitate before playing with a new toy and newly crawling infants show fear of heights STRANGER ANXIETY the most frequent expression of fear wariness in response to unfamiliar adults Not universal Depends on a baby s temperament past experiences with strangers and the current situation In cultures that practice a collective caregiving system infants show little stranger anxiety SECURE BASE return to for emotional support SELF CONSCIOUS EMOTIONS enhancement of our sense of self a familiar caregiver used as a point of reference from which to explore and a second higher order set of feelings which involve injury to or Include shame embarrassment guilt envy and pride Emerge in the middle of the second year as toddlers become firmly aware of the self as a separate Self conscious emotions require adult instruction in when to feel proud ashamed or guilty varies from unique individual culture to culture In western individualistic cultures most children are taught to feel pride over personal achievement In collectivist cultures such as China and Japan calling attention to purely personal success evokes embarrassment and self effacement and violating cultural standards by failing to show concern for others sparks intense shame As their self concepts develop children become increasingly sensitive to praise and blame or to the possibility of such feedback from parents and other important adults in their lives Quality of adult feedback influences early self evaluative reactions If a parent comments on the worth of
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