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 9 Just the lecture slides 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 Cognition leads to learning essential for survival can impair learning Social affects behavior of others regulates own behavior Health influences well being growth stress related to diseases Functionalist approach to emotion emphasizes that the broad function of emotions is to energize behavior aimed at attaining personal goals 1 Emotions arise from ongoing exchanges between the person and the environment 2 In this view emotions are central in all our endeavors cognitive processing social behavior and physical health Know the section including all key terms and developmental patterns if applicable in the Development of Emotional Expression section Basic emotions happiness interest surprise fear anger sadness disgust are universal in humans and other primates and have a long evolutionary history of promoting survival they can be directly inferred from facial expressions Happiness smile from birth Social smile broad grin evoked by the stimulus of a human face Anger and sadness from 4 6 months angry reactions increase as babies become more capable of intentional behavior Fear stranger anxiety wariness in response to unfamiliar adults not universal 8 12 months A toddler s level of stranger anxiety is most likely affected by past experiences with strangers Self conscious emotions involve injury to or enhancement of our sense of self shame guilt embarrassment Appear at the end of the second year Emotional self regulation strategies for adjusting our emotional state to a comfortable level to accomplish our goals requires voluntary effortful management of emotions Same for Understanding and Responding to Emotions of Others o Around 3 to 4 months infants become sensitive to the structure and timing of face to face interactions and expect their social partner to respond in kind to their gaze smile or vocalization o From 5 months on infants perceive facial expressions as organized patterns and can match the emotion in a voice with the appropriate face of a speaking person understandings that permit infants to actively seek emotional information from trusted caregivers You don t need to memorize the specifics of the Milestones of Emotional Development p 419 but again know the general developmental patterns Birth 6 months social smile laughter happiness and emotional expression 7 12 months anger 1 2 months self conscious emotions emerge begin to use language 3 6 years begins to conform to emotional display rules empathy 7 11 years uses internal strategies conformity to and conscious awareness of emotional display rules improve 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 o Temperament refers to early appearing stable individual differences in reactivity and self regulation Reactivity refers to variations in quickness and intensity of emotional arousal attention and motor action Self regulation refers to strategies that modify reactivity Temperament develops with age it is not very stable low to moderate Better after age 3 Structure of temperament o The easy child 40 percent of the sample quickly establishes regular routines in infancy is generally cheerful and adapts easily to new experiences o The difficult child 10 percent has irregular daily routines is slow to accept new experiences and tends to react negatively and intensely The difficult pattern places children at high risk for adjustment problems in early and middle childhood o The slow to warm up child 15 percent is inactive shows mild low key reactions to environmental stimuli is negative in mood and adjusts slowly to new experiences Slow to warm up children tend to show excessive fearfulness and slow constricted behavior in the late preschool and school years Understand the different styles of attachment and how they can affect life both as a child and as an adult o Which types of attachment are most common Are all cultures the same Secure Upset when caregiver leaves happy when he or she returns Resistant ambivalent Upset when caregiver leaves simultaneously seeks comfort and is upset when caregiver returns Avoidant Not upset when caregiver leaves little reaction when he or she returns Disorganized added in 1988 Inconsistent behaviors In strange situation experiement results 66 secure Some effects of attachment in childhood are that toddlers generally react more positively toward securely attached children Securely attached children also have better relationships with peers in adolescence Secure attachments are the norm across different cultures but there are cultural differences in attachment Chapter 11 Social Development and the Self Any lecture material we covered What is social cognition and how does it relate to developmental psychology Social cognition how children come to understand their multifaceted social world researchers who study this seek answers to questions like when do infants discover they are separate beings How do children understand their own mental lives with age How does the mark and mirror test measure self awareness How do animals differ from humans If baby touched rubbed their noses or foreheads that were marked with red dye they indicated awareness of their facial appearance b t 18 24 months Younger babies touched the mirror as if the red mark had nothing to do with them Chimps and dolphins have self awareness babies have self awareness sooner than chimps Understand scale errors and the theoretical explanations for why children can tend to make them o Scale errors attempting to do things that there body sizes makes impossible For ex try to make a dolls clothes fit them Explanation Young preschoolers are still learning to process physical information about their own bodies in the same way they do for other
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