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psych final part 2
child psych Final
| Question | Answer |
|---|---|
| what are emotions?? | characterized by a motivational force or action tendency and by changes in physiology, subjective feelings, and overt behavior |
| historically, the description of emotion | shifted from an outward to an inward movement |
| Philosophical- phenomenological psychology model of emotions | concept and construct of "QUALIA" -primitive subjective experiences that arent fully describable >taste of a strawberry, bread, or chicken >love or being in love -its difficult to describe affect to a person who is emotionally blind |
| emotions components | -subjective affect -facial expressions -physiological arousal -associated behavior -brain processes |
| emotion as impulses for action and thought | action readiness- impulse to action of emotion-relevant behavior motor explosion- non adaptive response (ex;jump for joy) physiological arousal- behavioral excitation and inhibition >arousal as the basis for feelings and action readiness for emotions |
| physiological arousal | changes in the SNS - Increased heart rate, breathing, muscle tension, blood vessel dilation, perspiration, reduced digestive processes, reduced urinary tract function |
| physiological inhibition | changes in PNS -decreased heart rate, breathing, muscle contraction, blood vessel contraction, perspiration, increased digestive processes, increased urinary tract function |
| zones of optimal functioning | Yerkes-Dodson Law (represented by and inverted U) -changes for each individual -each curve has a zone of optimal arousal >ex: zone where an athlete might perform best |
| emotional education | children learn to label their affective feelings |
| what is emotional intelligence(EQ) about? | a better predictor than IQ of how well people will do in life -especially in social lives |
| what does EQ involve? | -self awareness -altruism -personal motivation -empathy -ability to love and be loved -behavioral regulation and control -rules and pragmatics of life |
| EQ a function of nature or nurture? | -not fixed at birth -a skill that must be learned through experience, observation, and practice |
| delay of gratification (Walter Mischel) | preschoolers ability to delay gratification - predictor of future social emotional, and academic competence |
| Coverants (covert operants) | drives behavioral control and regulation -self control: any productive behavior to control later behaviors and the probability of success in those later behaviors |
| Mirror Neurons | activated when one observes another performa given goal-directed action |
| empathy and the relationship to pain centers in the brain | activates some pain-processing brain regions -only areas that process subjective pain (anterior insula and anterior cingulate) |
| facial expression- emotional signaling | -external indicator of internal emotional feelings -emotional signals are mainly used during interpersonal situations -means of communicating and satisfying social motives |
| Ekman's Universality hypothesis | emotional facial expressions are universal across cultures -innate facial expressions; emotional signaling across primates |
| what are the assumptions of Discrete Emotions Theory? | -emotions are innate and discrete from one another from very early in life - each emotion is packaged with a specific and distinctive set of bodily and facial reactions |
| What does the Functionalist Approach maintain about emotions? | emotions are not discrete from one another and vary somewhat based on the social environment |
| between Discrete emotions theory and functionalist approach to emotions which is better supported by research? | neither. research supports both to some degree and no one theory has emerged as definitive |
| what are emotions? | characterized by a motivational force or action tendency and by changes in physiology, subjective feelings, and overt behavior |
| what are the basic questions that debates on emotion typically address? | -the nature of emotions -are they innate or partly learned? -when and in what form do different emotions first emerge during infancy? |
| rule compliance development- Graznya Kochanska | -ability to appreciate standards and rules begins to emerge quite early in childhood -development of conscience when kids start showing ability to consistently play by the rules |
| 8 biologically primitive primary emotions- Robert Plutchik | anger fear sadness disgust surprise curiousity acceptance joy |
| Izard's 10 basic evolutionary based emotions- emerge within 2-7 months | interest, joy, surprise, distress, anger, disgust, contempt, fear, shame, guilt |
| facial feedback hypothesis based on 10 basic emotions | pattern of facial muscles is informational basis for emotional feelings -these emotions emerge without facial expression precursors |
| are emotional expression and subjective experience congruent processes? | yes |
| What does Izard note about the facial expression feedback hypothesis | suggests which emotions with different functions also impact facial expression |
| according to Izard what is each emotion linked to? | a brain process and a corresponding behavioral response |
| research on infant's emotions | researchers use elaborate coding and classifying systems to find emotional meaning of infant's facial expressions |
| why is it difficult to make interpretations on infant's emotions? | particularly to differentiate among the many negative emotions expressed by young infants |
| why are negative expressions more difficult to interpret than positive affects? | seems to be more variability in the expression of negative affect -positive affect is much clearer |
| Happiness and smiling | smiling is typically the first clear sign of happiness expressed by infants -meaning of smiles appear to change with age -social smiles emerge as early as 6-7 weeks |
| Distress | 1st negative emotion discernible by infants -by 2 months, facial expressions of anger or sadness can be differentiated from distress/pain |
| fear as a universal motive- Susan Mineka | evolved to motivate escape and avoidance repsonses (fight or flight) -some fears can occur without prior experience |
| self-conscious emotions | feelings such as guilt, shame, embarrassment, and pride -relate to our sense of self and perception of others reactions to us |
| how do emotions change from early to middle childhood? | important sources of happiness and pride come from peer acceptance and goal achievement |
| school age kid's fears are linked to... | concrete real-life issues -not imaginary creatures/situations |
| what does emotional self regulation involve? | process of initiating, inhibiting or modulating internal feeling states -emotion related physiological processes -emotion related cognitions or behaviors |
| emergence of self regulation during childhood | -long and slow process -involves physical and psychological development -combo of biology and environment |
| how do parents help infants regulate their emotional arousal? | by controlling their exposure to stimulating events |
| by 6 months how can infants reduce their distress? | -averting their gaze -self soothing (thumb sucking) |
| between ages 1 and 2 how do infants reduce distress? | -turn attention to non distressing objects or people |
| who do kids in early childhood rely on most often in respect to emotional regulation and delay of gratification? | more likely to rely on themselves and less on parents |
| what strategy to kids rely on most often to manage their emotional arousal and to regulate their expression of negative emotions? | -behavior strategies in younger kids >distracting themselves with play or noise -mental distraction in older kids >reframe situations in a positive light |
| how do kids select appropriate strategies for behavioral control? | aided by: -increasing capacity to distinguish between stressors that can and cannot be controlled -ability to choose the best strategies for managing stressor reactions |
| social competence | ability to achieve personal goals in social interactions -simultaneously maintaining positive relationships with others |
| Temperament | differences in the various aspects of children's emotional reactivity |
| 6 dimensions of infant temperament | 1. fearful and irritable distress 2. attention span 3. persistence 4. activity level 5. positive affect 6. rhythmicity |
| Chess and Thomas' three temperamental categories | -the easy child -the difficult child -the slow to warm up child |
| The easy child | -regular eating, sleeping, elimination cycles -positive approach response to new situations -good mood most of the time; smiles often |
| the difficult child | -irregular eating, sleeping, elimination cycles -negative approach response to new situations -frequent and loud crying or tantrums -slow adaptation to change |
| the slow to warm up child | -negative responses of mild intensity when expose to new situations -slowly accepts with repeated exposure -fairly regular biological routines -problems vary in these children |
| Mary Rothbart's infant temperament research | focused on assessing both positive and negative emotions as seperate temperament components |
| rothbart in comparison to Thomas and Chess | more assessment of ranges of behavioral complexity |
| temperamental stability | kids as infants showed behavioral inhibition with novel stimuli also showed heightened levels of fear in novel situations at age 2 and more social inhibition at age 4 1/2 |
| temperament and social adjustment- behavioral inhibition | New Zealand longitudinal study found that young kids who were negative, impulsive, and unregulated presented more behavioral adjustment problems (unemployment and conflict with roommates) as young adults peers with other temperaments |
| behavioral inhibition in infancy | -temperamentally based style of responding -tendency to be particularly fearful and restrained -associated with problems such as anxiety, depression, and social withdrawal at older ages |
| behavioral inhibition- limbic/autonomic connection | -kagen attributs much of the inhibition to higher levels of limbic/autonomic nervous system reactivity as the underlying cause of behavioral inhibition -impacted by environmental factors |
| Hemispheric hypothesis- Nathan Fox and Richie Davidson | identified the presence of cerebral hemispheric differences regarding inhibited, uninhibited, and normal infants |
| 3 inherited personality traits evident in childhood | emotionality activity level sociability |
| emotionality | tendency for easy and intense physiologically arousal in upsetting situations -3 key emotionality variables: distress, anger, and fear |
| activity level | overall output of energy -vigor: intensity -tempo: speed |
| sociability | -desire for other people's attention to share activities -desire for the responsiveness and stimulation from social interaction -value of interacting with others |
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