Ch 4

emotion

emotion

the 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

-has important roles in communication w others and behavioral organization (positive/negative)

display rules

rules governing when, where, and how emotions should be expressed

-they are not universal

self-conscious emotions

what are later-developing emotions called because they involve the emotional reactions of others

ex: jealousy, empathy, embarrassment, pride, shame, guilt

occur during the second half of the first year of life

basic cry

a rhythmic pattern that usually consists of a cry, followed by a briefer silence, then 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

anger cry

a variation of the basic cry, with more excess air forced through the vocal cords

pain cry

a sudden long, initial loud cry followed by holding of the breath; no preliminary moaning is present. The pain cry may be stimulated by physical pain or by any high-intensity stimulus

reflexive smile

a smile that does not occur in response to external stimuli and appears during the first month after birth, usually during sleep

social smile

a smile that occurs in response to an external stimulus, typically a face in the case of the young infant. Social smiling occurs as early as 2 months of age

stranger anxiety

an infant shows fear and wariness of strangers

there is less stranger anxiety in familiar settings

separation protest

crying when the caregiver leaves. Peaks at 15 months of age

social referencing

“reading” emotional cues in others to help determine how to act in a particular situation. Helps infants interpret ambiguous situations more accurately

temperament

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

reactivity

variations in the speed and intensity with which an individual responds to situations with positive or negative emotions

self-regulation

involves variations in the extent or effectiveness of an individual’s control over emotions

easy child

this child is generally in a positive mood, quickly establishes regular routines in infancy, and adapts easily to new experiences

difficult child

this child reacts negatively and cries frequently, engages in irregular daily routines, and is slow to accept change

slow-to-warm-up child

this child has a low activity level, is somewhat negative, and displays a low intensity of mood

goodness of fit

the match between a child’s temperament and the environmental demands the child must with

ex of lack of fit would be if an active child is made to sit for long periods of time

trust

infants learn to ________ when they are cared for in a consistently nurturant manner. If the infant is not well fed and kept warm on a consistent basis, a sense of mistrust is likely to develop

attachment

a close emotional bond between two people

Harry Harlow

This person tested with monkeys to see if them preferred mothers made of wire or cloth. The cloth mother was preffered

internal working model of attachment

a simple mental model of the caregiver, their relationship to him or her, and the self as deserving of nurturant care

Strange Situation

an observational measure of infant attachment in which the infant experiences a series of introductions, separations, and relationship

Securely attached babies

babies that use the caregiver as a secure base from which to explore the environment. When they are in the presence of the caregiver, securely attached infants explore the room and examine toys that have been placed in it. When the caregiver departs, securely attached infants might protest mildly; when the caregiver returns, these infants reestablish positive interaction with her, perhaps by smiling or climbing onto her lap. They often resume playing with the toys in the room

Insecure avoidant babies

babies that show insecurity by avoiding the caregiver. In the Strange Situation, these babies engage in little interaction with the caregiver, are not distressed when she leaves the room, usually do not reestablish contact with her upon her return, and may even turn their back on her. If contact is established, the infant usually leans away or looks away

insecure resistant babies

babies that often cling to the caregiver and then resist her by fighting against the closeness, perhaps by kicking or pushing away. In the Strange Situation, these babies often cling anxiously to the caregiver and don’t explore the playroom. When the caregiver leaves, they often cry loudly and then push away if she tries to comfort them upon her return

insecure disorganized babies

babies that are disorganized and disoriented. In the Strange Situation, these babies might appear dazed, confused, and fearful. To be classified as disorganized, babies must show strong patterns of avoidance and resistance or display certain specified behaviors, such as extreme fearfulness around the caregiver

developmental cascade model

model that can include connections between a wide range of biological, cognitive, and socioemotional processes (attachment, for example), and also can involve social contexts such as families, peers, schools, and culture. Further, links can produce positive or negative outcomes at different points in development, such as infancy, early childhood, middle and late childhood, adolescence, and adulthood”

reciprocal socialization

socialization that is bidirectional. Children socialize their parents just as parents socialize their children. Can be referred to as transactional

scaffolding

parents time interactions in such a way that the infant experiences turn-taking with the parents. Used to support children’s efforts at any age