PSYCH 2410 1st Edition Lecture 16Outline of Theories of Emotional DevelopmentI. Development of EmotionII. Components of EmotionIII. Theories of Emotional Development IV. Emotional MilestonesV. Development of Emotional RegulationOutline of Emotion RegulationI. Individual Differences in Emotional Reactivity and RegulationII. TemperamentIII. Stability of TemperamentEmotion RegulationI. Individual Differences- Differences: how easily upset, how expressive or timid, how quick to express emotionso These come from both nature and nurtureII. Temperament- New York Longitudinal Study: interviewed parents repeatedly and in depth about their infant’s specific behavior o Identified 9 dimensions of behavior Activity: time active vs. inactive Rhythmicity: regularity of biological cycles Approach/withdrawal: response to novelty, bold vs. shy Adaptability: response to environmental change Intensity: strength of emotional reactions Threshold: sensitivity to stimulation Mood: predominant quality, positive or negative Distractibility: ability to focus attention Attention Span: response to challenges and obstacleso Babies categorized into three groups Easy (40%): positive mood, regular rhythmic in body functions, adaptable,reactions mild, high threshold Show to warmup (15%): withdraw from novelty, slow to adapt, reactions to mild, low in activity Difficult (10%): negative mood, active, irregular rhythm, unadaptable, withdraw from novelty, intense emotional reactionso Halo Effects: interviewers biased by previous knowledge of the participants Parental interviews: social desirability bias, negative biaso More modern views: Measure positive and negative emotions separately Differentiate different types of negative emotionality Assess different styles of regulatory capabilitiesIII. Stability of Temperament Over Time- Higher “fearful distress” in infancy=more fear of novel situations at 2, more social inhibition at age 4.5- Tendency for negative emotion at 3, more negativity at 6 and 8- Greater ability to focus attention in preschool=greater ability to focus attention at ages 11 and 12- Activity level is less stable- Amount of reactivity can change drastically during
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