Ch 12. Emotional & Moral Development

Primary Emotions

innate and universal basic emotions: happiness, sadness, fear, and anger

Secondary Emotions

emotions that build on primary emotions and include experience, learning, and culture (ex. shame, guilt, confusion)

Social Smile

smile evoked by a human face, normally first evident in infants 6 weeks after birth

Use Operation Conditioning to explain the influence of the 10-month-old child's (about smelly feet) interactions

Positive Reinforcement is observed; adults encourage emotional expressions via laughing, child learns to keep doing it

Use Erikson's theory (Psychosocial) to explain the relevance of a caregiver's response to an infant's anger/sadness.

Revolves around Trust vs. Mistrust; a caregiver who is responsive, empathetic, and consistent in their care will help the infant feel secure and understood

Separation Anxiety

infant's distress when a familiar caregiver leaves; most obvious between 9 and 14 months

Stranger Wariness

infant's expression of concern; fear of unfamiliar people expressed in various ways

Theory of Mind

person's theory of what other people might be thinking; first occurs before age 4

Emotion Regulation

ability to control when and how emotions are expressed

Explain the relevance of an adult's response to a child's emotional/neuronal development.

Early emotional support and sensitive caregiving are essential for healthy development of the brain and emotional well-being; lays foundation for shaping neural connections, secure relationships, etc.

Initiative vs. Guilt

Erikson's third stage; young children undertake new skills and activities and feels guilty when they do not succeed at them

Broaden-and-Build Model

Fredrickson's model of positive emotion; positive emotions each increase each other and build a foundation for other positive perspectives and experiences

Dark Triad

psychopathology, narcissism, and Machiavellanism; when combined, make a person selfish and destructive

Emotional Intelligence

ability to recognize, understand, and regulate emotions; includes awareness of others' emotions and one's own

Morality

ability to distinguish between right and wrong

Empathy

feeling the same emotions as someone else

Prosocial Behavior

"for other people" - doing something for others without expecting any reward

Antisocial Behavior

"against other people" - doing something that needlessly hurts others

Psychological Control

disciplinary technique involving threatening to withdraw love/support, using a child's feelings of guilt and gratitude to the parents

Time-out

disciplinary technique in which a person is separated from other people and activities for a specified time

Induction

disciplinary technique in which parent tries to get the child to understand why a certain behavior was wrong

1st Stage of Fowler's Faith Theory

Intuitive-projective faith (ages 3-7); faith is magical, illogical, imaginative, and filled with fantasy

2nd Stage of Fowler's Faith Theory

Mythic-literal faith (ages 7-11); individuals take the myths and stories of religion literally, believing simplistically in the power of symbols

Preconventional Moral Reasoning

Kohlberg's first level of moral reasoning; emphasizing one's own rewards and punishments (very egocentric)

Conventional Moral Reasoning

Kohlberg's second level of moral reasoning; emphasizes social rules and current, observable practices

Postconventional Moral Reasoning

Kohlberg's third level of moral reasoning; emphasizes moral principles (questioning "what is" to decide "what should be")

Defining Issues Test (DIT - James Rest)

series of questions designed to assess respondents' level of moral development by having them rank possible solutions to moral dilemmas

Burnout

state of exhaustion and depression that may overcome professional helpers; when they lose their empathy for people who are suffering