HD 101 1nd Edition Lecture 16 Outline of Last Lecture I. IQ Improvement from Early Intervention ProgramsII. Three Theories of Language DevelopmentIII. Getting Ready to TalkIV. Starting to TalkV. Individual Differences in Language DevelopmentVI. Supporting Early Language Outline of Current Lecture II. Psychosocial Stages during Infancy and ToddlerhoodIII. First Appearance of Basic EmotionsIV. Understanding Emotion of OthersV. Social ReferencingVI. Self-Conscious RegulationVII. Emotional Self-RegulationVIII. TemperamentIX. Structure of TemperamentX. Stability of TemperamentXI. Genetic and Environmental Influences on TemperamentCurrent Lecture- Psychosocial Stages during Infancy and Toddlerhood:o First year. Erikson’s stage; basic trust versus mistrust. Needed from caregivers; responsiveness.o Second year. Erikson’s stage; autonomy versus shame/doubt. Needed from caregivers; suitable guidance and reasonable choices.- First Appearance of Basic Emotions:o Happiness. Smile; from birth. Social smile; 6-10 weeks. Laugh: 3-4 months.o Anger. General distress; from birth. Anger; 4-6 months.These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.o Fear. First fears; second half of first year. Stranger anxiety; 8-12 months.- Understanding Emotions of Others:o Emotional contagion/operant conditioning. Early infancy.o Recognize others’ facial expressions. 4-5 months.o Social referencing. Around 8-10 months.- Social Referencing:o Relying on others’ emotional reactions to appraise situation.o Caregivers can use to teach children how to react to everyday events.- Self-Conscious Emotions:o Shame.o Embarrassment.o Guilt.o Envy.o Prideo Emerges middle of second year.o Children become aware of self as separate and unique.o Require adult instruction about when to feel emotions.- Emotional Self-Regulation:o Adjusting own state of emotional intensity.o Requires effortful control.o Grows over first year, with brain development.o Caregivers contribute to child’s self-regulation style.- Temperament:o Reactivity. Speed and intensity of; emotional arousal, attention, and motor activity.o Self-regulation. Strategies modifying reactivity.- Structure of Temperament:o Easy – 40%.o Difficult – 10%.o Slow-to-warm up – 15%.o Unclassified – 35%.- Stability of Temperament:o Develops with age. Low to moderate stability. Better indicator after age 3.- Genetic and Environmental Influences on Temperament:o Genetic influences. Responsible for about half of individual differences. Ethnic and sex differences.o Environmental influences. Nutrition. Caregiving. Cultural variations. Gender stereotyping. Role of