chp 10 emotional development (exam 2)

contact comfort

• overshadows all other factors

• shown in Harlow’s monkey study

  • baby monkeys prefer the cloth robot to the wire one that gave them food

• anti classical conditioning theory on emotional development (not attached because of food)

temperament profiles and defenition

how someone reacts to a situation, both genetic and biological basis

• predictable style of reactivity influenced by inborn tendencies and experiences in environment

• basic building blocks of emotions and personalities

1. easy

2. difficult

3. slow to warm up

attachment (def, perspectives, theorists)

lasting emotional tie between two people who each strive to maintain closeness to the other

THEORY: science of love

perspectives:

• ethological perspective

• behaviorist perspective

theorists:

• Ainsworth (strange situation perceiver)

• Bowlby (circle of security)

socioemotional selectivity theory

• social experience is linked with social goals

• social goals impacted by age → goals shift from future oriented to present oriented as we age

signaling behaviors

• used by infants to bring varegiver into contact/ get their attention

  • ex: crying, smiling..

resilience

ability to respond/ perform positively in the face of adversity

goodness of fit

• match between a child and parents temperament (their enivornment)

Theory of mind

• process of starting to take into account other’s povs

• awareness of one’s own mental process and the realization that others do not share their thoughts

  • HUGE impact on emotional development/ complexity

• stops egocentrism

self-conscious emotion/ secondary emotions

• emotions based on cognitive development and awareness of self

  • empathy, pride, embarrassment, shame, guilt

• allowed to be felt through the development of self-awareness

• develops around 18-24 months

social referencing

• how infants learn what to do if they don’t know how they should interpret an event

Harry Harlow’s primate study (what was it? + what did it prove/disprove?)

study of monkeys in isolation

• carry their blanket with them from their cage

  • disproves the behaviorist idea that attachment is not a learned behavior

• contact comfort

  • monkeys prefer the cloth monkey not the wire even though the wire is feeding them

    • disproves behaviorist idea that they want attachment based on food/necessity

• monkeys were not afraid of the monster after clinging to cloth mom for a second

  • disproves behaviorist idea that attachment makes a child weak or dependent

behaviorist theory on attachment

• love is learned (classical)

  • caregiver is associated with food

  • attachment is a learned behavior

• Watson- cautioned against too much parental love

  • “they’re just asking for attention”

  • it makes them weak and dependent

• disproved ^^ by harlow’s study

Bowlby’s theory of attachment (3 systems)

• innate, ethological perspective

1. care seeking system - seek closeness for comfort

2. exploratory system - follow curiosity for mastery (learning)

3. caregiving system - monitor person/ comfort persons feelings

^^ all felt through instinct

Circle of Security (OUTLINE/ parts)

TOP:

BOTTOM:

HANDS:

top of circle of security (what stage/ what do they need from caregiver)

• children’s ability/desire to explore their world

  • security allows them to explore/ get away from parent

• I need you (caregiver) to

  • watch over me

  • delight in me

  • help me

  • enjoy with me - engage and support what I’m doing

bottom of circle of security (what stage/ what do they need from caregiver)

• care seeking

• “Filling my cup”

• running back to the parent for support

• i need

  • protection, comfort

  • delight (in who they are) in me and coragnize my feelings

hands on circle of security (what are they/ what are the 4 requirements)

• caregiver

• secure base/ safe haven

• should give kid security to explore, but come back when needing help

ALWAYS BE:

• bigger

• stronger

• wiser

• kind

secure attachment (benefits)

• emotional

  • self- esteem

  • emotional regulation

• cognitive

  • helps with school performance (when home life is safe)

• social

  • social skills

  • less aggression

about 60% of kids get “good enough”

Mary Ainsworth’s Strange Situation Procedure

• not all attachments are the same

  • some secure some not

• caregivers provide a secure base

• learned behavior/ strategy

• Experiment (3 types of attachment):

  • secure attachment

  • insecure/avoidant attachment

  • insecure/ambivalent (anxious) attachment

• ^^ INTERNAL WORKING MODEL (IWM)

secure attachment (ainsowrth)

1. sad when parent leaves

2. quickly comforted when figure returns

3. can go back to exploring

• parent is a safe place

• parent is responsive

creates secure internal working model

insecure/ avoidant attachment (ainsworth)

1. appears calm when parent leaves

2. avoids/ignores figure when she returns

• act like they didn’t “notice” parent leaving

• strategy to protect from disappointment

• hide need for closeness (out of fear and want for closeness)

• parent doesn’t give connection

creates dismissing internal working model

insecure/ambivalent/anxious attachment (ainsworth)

1. extremely upset when parent leaves

2. seeks and rejects parent when they return

• parent is inconsistent so child clings/ rejects

• don’t calm down when parent comes back

• parent might normally be anxious themselves

• parent doesn’t give them autonomy or exploration

• creates

creates preoccupied internal working model

Preoccupied internal working model

• caused by anxious attachment

• worried about rejection. abandonment

• “are you ok?”/ “are you ok with me?”

dismissing internal working model

• caused by avoidant attachment

• parent dismisses their needs

• so they dismiss others emotions/needs in future relationships

secure internal working model

• created by secure attachment

• “You’re here, I’m worth it”

• affects relationship with others and self worth

earned security

• take past, reflect and learn and change current and future relationships

• necessary to fix inner working model

• can be learned through therapy, positive relationships

  • need a safe place for self-exploration

primary emotions

in infants (inborn)

• basic emotions

  • distress, attraction, disgust, anger, sadness, fear