Psyc 101 Final - UCSD Walker

Emotion

- Transient feeling

- Physiological correlation

- Thoughts

- Desire to take action

Why have emotions?

1. Motivate action

2. Promote survival

3. Communicate feelings

Darwin's theory of emotion

- Universal across all cultures

- Innate

- Facial expressions = direct link to inner emotional states

Facial expressions

- indicate internal feelings

- expressed by facial postures

- easily identified and distinguished from one another

FACS (Facial Action Coding System)

- Each emotion corresponds to distinct muscle combo

- Facial expressions are a window to underlying emotion

Discrete Emotions Theory

- Innate

- Signature neural and physiological reactions for each emotion

- Emotions are distinct

Functionalist approach

-Emphasizes context

- Cog, social and physical experiences interact

-Emotions continuous and interpreted

Benefits of functionalist view

- differentiate between nuances of a single emotion --> fear of dying vs fear of failure

Wobbly Bridge Experiment

Showed interaction of misattributing physiological effects from different emotions

Cross Cultural Studies

1. Early theory: not innate, just mimics

2. Later studies form Papua New Guinea showed otherwise

3. Since many arguments for universality and innateness

Olympic Blind Study

compelling evidence for emotions being innate

Positive emotions in infants

1. smiling

2. happiness

smiling

- 1 mo

- limited in ability, possibly reflexive and prenatal

- Social smiles appear in 6 wks

Happiness

- 2 mo smile for controlled event

- 7 mo smile more at familiar people

Negative emotions

- Newborns present but can be difficult to differentiate

- 2 mo expresses anger and sadness distinct from pain/distress

Self-conscious emotions

- require sense of self and understanding of others' reactions to us

- guilt, shame, pride

Mirror or Rouge task

tests children sense of self using a mirror and red makeup

guilt

associated with empathy for others, regret and remorse

shame

focus on self, feels like hiding

Doll experiment

tests children on their way of reasoning for guilt and shame when a doll was broken through their care

Coy smile

- (gaze away, head aversion or both)

-elicited by social attention

-form of showing embarassment

sympathy

acknowledging feelings and expressing compassion

empathy

understanding and feeling another's feelings

emotional contagion

tendency to catch and feel emotions that are similar to and associated with those of others (yawning)

Jealousy in infants

study showed that infants become distressed when affection is expressed towards others

Still face experiment

infants show distress when change in responsiveness by primary caregiver changes to distant and cold

Recognition of others' emotions

- preference for emotional speech

- respond to tone

- negativity bias (response to negative emotions more powerful and consistent)

attachment

close, enduring, emotional bond to caregivers

1940's parenting style

- highly influenced by behaviorism

- prepare child for tough world

- social contact not important

- reward/punishment shapes behavior

Dr.Spock

- who came up with the arguments against behaviorism

Harlow's monkey studies

- challenged behaviorist

- showed preference in cloth mother do to comfort and security rather than food

ww2, children and effects

- children were feed but had little social interaction due to high volume of orphaned children at the time

- highly disorganized emotionally and behavior conduct issues

John Bowlby

- he observed children in intuitions that separated mothers from children

Mothers in prison debate

controversial topic about good or bad for children to stay with mothers in prison-----overall beneficial to keep them together for baby's sake

Bowlby's Theory of attachment

- mother-child relationship important

- infant uses primary caregiver as secure base

Bowlby's 4 phases

1. Pre-attachment

2. Attachment-in-the-making

3. Clear cut attachment

4. Reciprocal relationships

Pre-attachment

- birth to 6 wks

- infant produces innate signals that bring caregiver and interaction is comforting

Attachment-in-the-making

- begin attending preferentially a\to familiar people

- infants learn whether or not caregiver is trustworthy

Clear cut attachment

- actively seek comfort from caregivers

- experience distress at parting and happiness at reunion

- caregiver = secure base

Reciprocal relationships

- separation distress declines

-child creates reciprocal relationship with parents

Usual outcome of 4 phases of bowlby's attachments

1. enduring emotional tie

2. developed internal working model of attachment

Strange situation

tests children's separation anxiety along with willingness to initiate play and explore environment confidently

Attachment categories

1. Securely attached

2. Insecure/Resistant

3. insecure/avoidant

4. Disorganized'disorientated

securely attached

-effectively use parent as secure base

-some distress when parent leaves

-happy to see return of parent

insecure/resistant

-clingy, less explorative

- very upset when parent leaves

- seeks contact but resists efforts for comfort

insecure/avoidangt

-child is indifferent to before/after separation

-behaves similarly to parent and stranger

-does not greet for reunion

disorganized/disorientated

- no consistent coping

- confused

- wants to approach parent, but fears

- linked to high-risk and abusive relationships

what causes individual differences in attachment?

1. genetics

2. experience

parental sensitivity

recognizing and acknowledging child's needs

day care?

- good or bad debate

- daycare is fine and evidence is clear for that

Major dimensions of parenting styles

1. responsiveness

2. demandingness

Parenting styles

1. Authoritarian

2. Permissive

3. Authoritative

4. rejecting and negecting

Authoritarian parents

- rely on obedience

- expect obedience without discussion or explanation

permissiven parents

- don't discipline

- want to be child's friend

rejecting-neglecting parents

- tend to be focused on their own needs

-minimal interaction

-do not monitor or set limits

authoritative parents

- set clear limits and firmly enforces rules

-allows independence

3 basic aspects of self

- physical

- social characteristics

- internal/mental characteristics

susan harter

- interview children

- make composite statements which are common and representative universally throughout kids same age

self concept in adolescence

- common belief my feelings and experiences are unique, social, weird

- spotlight effect

Mindset theories

1. Fixed

2. Growth

Belief in a just world

- growth mindset

- everything happens for a reason on the amount of work you have done

- people deserve what they get based off of work

major aspects of identity

- ethnicity

- sexual orientation

- gender identity

Differences in gender

- IQ

-Spatial

- Verbal

Socialized differences in gender

- Men = assertive

- Women = affiliative

Biological sex

depends on sex chromosomes

gender

behavioral, psychological expression of a biological sex

Theoretical perspectives of gender

- biological

- socialization

- cognitive

biological perspective

- evolution

- influence of hormones

- sex differences in brain organization

evolution

1. every individual is the same with trait variation

2. some traits passed by parent to child

3. individuals do not always have the same number o foffspring

why does evolution matter?

- mind = product of brain

- brain biological organ

- brains and mind are partially shaped by natural selection

evolutionary perspective of gender

- hunter = male

- female = gatherer

influence of sex hormones

- androgens present or absent = male or female

brain-hormone connections

- estrogen and testosterone affect prenatal development

social learning theory

- children observe what is appropriate for their gender

- attend to same-gender more than other

gender socialization

- bedroom decorations

- explicit teachings

(boys play x)

- implicit teachings (types of convo)

-degree of gender typing (household)

media and stereotypes

- male vs female characters

- highly stereotypical

self-socialization

- understanding of what boy or girl means and their acquisition of gender-related behavior

Kohlberg's theory

1. Identity

2. Stability

3. Constancy

Identity

- 30 mo

- establish gender identity but don't think its permanent

stability

- 3 to 4 yrs

- gender is stable over time

- may be determined by superficial appearance or activities

constancy

- 5 to 7 years

- realization that gender does not change

- but superficial changes in appearance and activities don't make you a certain gender

Kohlberg's theory problem

- kids seek out same-gender models to self socialize

- so they show preferences before gender constancy

perceptual discrimination

- infants use appearances to tell the differences between the sexes

gender concepts

- by 2 to 3

- associate objects and activities with certain genders

- recognize gender group they belong to

- use gender terns

gender types play

- increase in sex-typed play and time with same-sex peers

-universally gender segration

- avoid peers who violate gender typical patterns of behavior

early social preferences

- gender influences types of friends wanted more than race

childhood culture

- historically constant

- geographically spread

- children establish a new culture for themselves

peer relationships

- same age and status

Piaget & Vygotsky view of peer relationships

- learn differently in these reciprocal relationships

- equality, reciprocity and intimacy

when do friendships begin?

- can have friends before 2

- have peer preferences

- most imposed by caregivers

school aged relationships

- 6 to 8 yrs

- based on choice and similarity

- late childhood and early adolescence

- based on mutual liking, closeness and loyalty

- friend's interests define you

why does friendship change?

- discontinuous: qualitative change (perspective taking abilities alter)

-continuous: quantitate change (mode of expression, complexity of interpretation)

friendship differences: females

- smaller circles

- more intimate, intense, supportive and emotional

- hard to resolve conflict

friendship differences: males

- larger networks

- less intimate, intense, emotional, supportive

- easier to resolve conflict

Genie - Extreme deprivation

Learned words, but never learned grammar. There is a sensitive period for language learning.

Kitten Carousel

Showed they needed both motor and visual experience

There is a critical period for motor/visual development in kittens

Plato

(NATURE), wrote story about the boy: Meno: Socrates and the Boy

How do we come to know abstract concepts?

Boy must already know geometry if he could answer questions

Recollection of Human Soul/memory

Our soul already knew everything, living is just recalling

NATURE-Genetics

Born with knowledge

Strict discipline and self-control

Aristotle

(NURTURE)

Born with nothing and after observations, we learn - blank slate

Process of pair associations

All knowledge comes from experience

Child-rearing should adjust to needs of child

Descartes & Noam Chomsky

(NATURE)

Cognition as a mental organ, our knowledge grows by itself

Descartes: We do not learn to grow arms

Chomsky: Cognitive Revolution - We HAVE to think about the mind and mental processes

Development is not just simple responses to stimuli

John Locke

NURTURE

Blank Slate, learn through experience

Mind as tabula rasa (translates to "blank slate")

Important of early strict parenting and later freedom