Objective sheet for Exam 3 Chapter 10 Emotional Development 1 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 personal significance of situations feeling o Triggered because important to individual Functionalist approach emotion energizes behavior to prepare for action central to personal goals how why we attain them 2 Know the section including all key terms and developmental patterns if applicable in the Development of Emotional Expression section 1st appearance of basic emotions middle of 1st year about 6 months Basic emotions happiness interest surprise fear anger sadness disgust all universal in humans cross culturally emotions promoted survival in historic times Happiness o Babies start smiling from birth not socially but in response to things they want more of o They smile socially starting at 6 to 10 weeks happy that another person is present o Social smile broad grin evoked by stimulus of human face o Babies start to laugh at 3 to 4 months o Angry expressions increase in frequency and intensity from 4 to 6 months Anger Fear o First dears 6 to 12 months o Stranger anxiety wariness to unfamiliar adults 8 to 12 months not universal Depends on temperament past experience w strangers current situation o Secure base point from which to explore venturing into the environment and then returning for emotional support to caregiver Self conscious emotions involve injury to or enhancement of our sense of self guilt shame embarrassment envy pride Emotional self regulation refers to strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals Problem centered coping appraising the situation as changeable identifying the difficulty and deciding Emotion centered coping internal private and aimed at controlling distress when little can be done about what to do about it the outcome Emotional display rules specify when where and how it is appropriate to express emotions 3 Same for Understanding and Responding to Emotions of Others Begins early by 3 4 months babies have expectations of caregiver Social referencing relying on another person s emotional reaction to appraise an uncertain situation o Caregiver s expression especially voice important o Caregivers can use this referencing to teach children how to react Empathy involves a complex interaction of cognition and affect the ability to detect different emotions to take another s emotional perspective and to feel with that person or respond emotionally in a similar way Prosocial altruistic behavior actions that benefit another person without any expected reward for the self Sympathy feelings of concern or sorrow for another s plight 4 You don t need to memorize the specifics of the Milestones of Emotional Development p 419 but again know the general developmental patterns 5 Know the section on Temperament and Development you don t need to worry about memorizing the dimensions of temperament in Table 10 1 but you will need to know the categories that Thomas and Chess describe e g easy child difficult child slow to warm up child Temperament early appearing stable individual differences in reactivity self regulation o Reactivity quickness intensity of emotional arousal attention and motor action o Self regulation strategies that modify reactivity Thomas Chess performed a study that was the 1st influential model that impacted psychological adjustment Results 40 were considered easy adapted easily cheerful 10 difficult slow to accept new experiences reactive future risk for problems 15 slow to warm up adjusted slowly to new experiences inactive fearful 35 unclassified Effortful control capacity to voluntarily suppress a dominant response in order to plan and execute a more adaptive response Inhibited shy children react negatively to and withdraw from novel stimuli Uninhibited sociable children display positive emotion to and approach novel stimuli Stability of temperament o Develops with age not very stable o Overall low to moderate stability o Prediction after age 3 emotion attention and action are better established o Brain development frontal lobes o Stability of temperament is influenced by experience Temperament child rearing o Goodness of fit model explains how temperament and environment together can produce favorable outcomes Involves creating child rearing environments that recognize each child s temperament while encouraging more adaptive functioning Good fit more adaptive functioning Poor fit adjustment problems Positive sensitive increase emotion regulation Matching temperament child rearing earlier is better 6 Know the section on Development of Attachment up to the multiple attachments section p 437 You don t need to worry about anything after that page Attachment strong affectionate tie w special people in our lives which leads to pleasure when interact w them comfort by their nearness during stress o Develops around 2nd half of 1st year o Early bond is important BUT influenced by continuing parent child relationship o Importance of emotional development Experiments with rhesus monkeys food or security Maternal care and attachment depends on emotion not hunger satisfaction Ethological Theory of Attachment 1 Preattachment 2 Attachment in the making 3 Clear cut attachment separation anxiety tends to increase between 6 15 months 4 Formation of a reciprocal relationship Internal working model set of expectations about the availability of attachment figures their likelihood of providing support during times of stress and the self s interaction with those figures The model becomes a vital part of personality serving as a guide for all future close relationships The Strange Situation Attachment separation reunion episodes and the responses during reunions for children 1 and 2 years of age o Secure attachment 60 explore freely in caregiver s presence o Insecure o Avoidant 15 show little no distress upon separation avoid contact with caregiver upon reunion may show more positive behavior with stranger o Resistant 10 thoroughly distressed by separations don t settle easily upon reunions Mix proximity seeking and angry behaviors o Disorganized disoriented 15 confused contradictory behaviors dazed fearful facial expressions frozen postures o Middle SES attachment are slightly lower than secure SES Usually stable for middle SES
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