Psych 210 Chp 4

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*Emotion*
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feeling or affect that occurs when a person is in a state or an interaction that is important to him or her, especially to his or her well-being.
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Psychologists classify the crowd range of emotions in many ways, but almost all classifications designate an emotion as either positive (pleasant) or negative (unpleasant).
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Positive emotions- happiness, joy, love, and enthusiasm Negative emotions-anxiety, anger, guilt, and sadness
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Emotions are influenced by both _____ foundations and by a person's _______
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1) biological 2) experiences (babies born blind from birth have never observed the smile or frown on anther persons face and frown in the same way that children with normal vision do.)
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Moreover, facial expressions of basic emotions such as happiness, surprise, anger, and fear are the _____ across cultures
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1) same
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Display rules-rules governing when, where, and how emotions should be expressed-are *NOT universal*.
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**researchers found that East Asian infants display less frequent and less intense positive and negative emotions than do non-latino white infants. **East asian parents *encourage* their children to show emotional *reserve* rather than being emotionally expressive
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Emotions infants express in the first 6 months of life include:
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1) surprise 6) fear 2) interest 7) disgust 3) joy 4) anger 5) sadness
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other emotions that appear in infancy normally towards the 2nd half of the first year or during the second year:
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1) jealousy 2) empathy 3) embarrassment 4) pride 5) shame 6) guilt (these emotions have been called self-conscious or other-concious emotions because they involve the emotional reactions of others)
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\"self-conscious emotions*
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emotions that don't occur until after the first year -Jerome Kagan concluded that the structural immaturity of the infant's brain makes it unlikely that emotions that require thought-such as guilt, pride, despair, shame, empathy and jealousy
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Not only do parents change their emotional expressions in response to those of their infants, but infants also modify their emotional expressions in response to those of their parents.
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because of this coordination, the interactions between parents and infants are described as *reciprocal* or *synchronous*
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_____ and ______ are two emotional expressions that infants display when interacting with parents.
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1) cries 2) smiles
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_______ is the most important mechanism newborns have for communicating with their world.
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1) crying
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*Basic Cry*
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A rhythmic pattern that usually consists of a cry, followed by a briefer silence, than a shorter whistle that is somewhat higher in pitch than the main cry, then another brief rest before the next cry ***some experts believe that hunger is one of the conditions that incite the basic cry
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*Anger Cry*
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A variation of the basic cry, with more excess air forced through the vocal cords
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*Pain Cry*
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A sudden long, initial loud cry followed by the holding of the breath -pain cry may be stimulated by physical pain or by any high-intensity stimulus
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recent study showed that mothers emotional reactions (anger and anxiety) to crying increased the risk of subsequent attachment insecurity
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Another study found that problems in infant soothability at 6 months of age were linked to insecure attachment at 12 months of age
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*Reflexive Smile*
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a smile that does not occur in response to external stimuli and appears during the first month after birth, usually during sleep
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*Social Smile*
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A smile that occurs in response to an external stimulus, typically a face in the case of the young infant. occurs as early as two months of age
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One of a baby's earliest emotions is _______
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1) fear typically appears at about 6 months and peaks at about 18 months
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*Stranger Anxiety*
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an infant shows fear and wariness of strangers
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*Separation Protest*
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crying when the caregiver leaves (fear of being separated from caregiver) -tend to peak at about 15 months anomy U.S infants
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*Social Referencing*
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involves \"reading\" emotional cues in others to help determine how to act in a particular situation
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Caregivers' actions influence the infants' _________ __________ of emotions
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*neurobiological regulation*
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By soothing the infant, caregivers help infants modulate their emotions and reduce the level of stress hormones
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psychologists believe it is a *good strategy* for a caregiver to *soothe an infant* before the infant gets into an *intense, agitated, uncontrolled state*
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*Temperament*
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individual differences in behavioral styles, emotions, and characteristic ways of responding -refers to individual differences in how quickly the emotion is shown, how strong it is, how long it lasts, and how quickly it fades away.
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*3 basic types, or clusters, of temperament*: by Alexander Chess and Stella Thomas
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1) Easy Child 2) Difficult Child 3) Slow-to-warm-up child
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1) *Easy Child*
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child is generally in a positive mood, quickly establishes regular routines in infancy, and adapts easily to new experiences.
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2) *Difficult Child*
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child reacts negatively and cries frequently, engages in irregular daily routines, and is slow to accept change
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3) *Slow-to-warm-up child*
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child has a low activity level, is somewhat negative, and displays a low intensity of mood
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KAGAN's *Inhibition to the unfamiliar*
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Inhibited children react to many aspects of unfamiliarity with initial avoidance, distress, or subdued affect, beginning around 7 to 9 months. **shyness/inhibition in infancy/childhood was linked to social anxiety at age 21.
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Mary Rothbart and John Bates stress that ________ ________ is an important dimension of temperament.
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*effortful control* (self-regulation)
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An inhibited temperament is associated with a unique physiological pattern that includes a high and stable heart _____, high levels of the hormone _____, and high activity in the frontal lobe of the brain
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1) rate 2) cortisol
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*Goodness of fit*
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refers to the match between a child's temperament and the environmental demands the child must cope with. -baby Jason is active toddler who is made to sit still for long periods and Jack is slow-to-warm up toddler who is abruptly pushed into new situations on regular basis -both toddlers face a lack of fit between their temperament and environmental demands.
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*Personality*
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the enduring personal characteristics of individuals
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Erik Erikson (stages of life) first stage
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1rst year of life-characterized by the trust vs. mistrust stage of development
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2nd stage= Autonomy vs. shame and doubt
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autonomy builds as infant's mental and motor skills develop -independence is an important issue in the 2nd yr of life -can walk, climb, open and close, drop, push and pull, hold and let go
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SOCIAL ORIENTATION: Infants start to interpret the meaning of facial expressions
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*Face-to-Face* play often begins to characterize caregiver-infant interactions when the infant is about 2 or 3 months of age. -between 18 and 24 months, children markedly increase their imitative and reciprocal play-for example, imitating nonverbal actions like jumping and running
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LOCOMOTION:
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as infants develop the ability to crawl, walk, and run they are able to explore and expand their social world. -these self-produced locomotor skills allow the infant to independently initiate social interactions on a more frequent basis.
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INTENTION, GOAL DIRECTED BEHAVIOR: ______ _________ and gaze-following help the infant understand that other people have intentions
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1) Joint Attention by first birthday infants begun to direct caregivers attention to objects that capture their attention
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*Attachment*
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a close emotional bond between two people
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Harlow's study on monkeys
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Harlow removed monkeys from their mothers at birth and placed half with the \"wire\" mother and \"cloth\" mother -regardless of which mother fed them, the monkeys spent more time with the cloth mother -this study demonstrated that feeding is NOT the crucial element in the attachment process and that COMFORT is important.
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*Bowlby's 4 phases based on conceptualization of attachment*
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1) *Phase 1: from birth to 2 months*-infants instinctively direct their attachment to human figures. Strangers, siblings, and parents are equally likely to direct smiling or crying from infant 2) *Phase 2: from 2 months to 7 months*- attachment focused on one figure, usually the primary caregiver-gradually distinguish between familiar and unfamiliar people 3) *Phase 3: From 7 to 24 months*-Specific attachment develops. with increased locomotor skills, babies actively seek contact with regular caregivers 4) *Phase 4: From 24 months on*- children become aware of other people's feelings, goals, and plans and begin to take into account their own actions
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Bowlby argued that infants develop an *Internal Working Model* of attachment
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a simple mental model of the caregiver, their relationship to him or her, and the self as deserving of nurturant care.
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*Strange Situation*
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an observational measure of infant attachment in which the infant experiences a series of introductions, separations, and reunions with the caregiver and an adult stranger in a prescribed order.
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*Securely attached babies*
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babies that use the caregiver as a secure base from which to explore the environment
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*Insecure Avoidant Babies*
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babies that show insecurity by avoiding the caregiver
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*Insecure Resistant Babies*
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babies that often cling to caregiver and then resist her by fighting against closeness, perhaps by kicking or pushing away
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*Insecure Disorganized Babies*
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Babies that show insecurity by being disorganized and disoriented.
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Developmental cascade model
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involves connections across domains over time that influence developmental pathways and outcomes
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THE FAMILY:
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family can be thought of as a constellation of *subsystems*- a complex whole made up of interrelated, interconnecting parts-defined in terms of generation, gender, and role -father and child represent one subsystem, the mother and father another; the mother, father, and child represent yet another -these subsystems have *reciprocal* influences on each other
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Transition to parenthood:
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In a longitudinal study-couples from late pregnancy until 3 yrs after baby was born, couples enjoyed more positive marital relations before the baby was born than afterward. -Still, almost one-third reported increase in marital satisfaction
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*The Bringing Home Project*
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workshop for new parents that emphasizes strengthening their relationship with each other, understanding and becoming acquainted with the baby, resolving conflict, and developing parenting skills
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*Reciprocal Socialization*
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socialization that is bidirectional, meaning that children socialize with parents, just as parents socialize with children
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*Scaffolding*
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process in which parents time interactions in such a way that the infant experiences turn-taking with the parents. -IMP. form of reciprocal socialization
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