week 10, ch 9: emotional development

Emotions

are feelings or affect triggered in situations that are important to you.

Amygdala

is the brain structure, especially in the limbic system, most involved in emotion.

Prefrontal cortex

Maturation of the allows for improved emotional regulation and communication.

Six

There are universally experienced basic emotions: happy, anger, surprise, disgust, sadness, and fear.

Blood pressure

Basic emotions involve subjective feelings and physiological changes such as increased .

Voice

Overt behaviors expressing emotions include facial expressions and tone of .

Smiles

At around 1 month, infants display reflexive that may be true or reflexive.

Social

Between 2 and 3 months, infants begin to show smiles directed at people.

Anger

By 4–6 months, infants can express the emotion of .

Fear

Around 6 months, infants commonly display the emotion of .

Stranger

Distress in the presence of an unfamiliar adult is called anxiety.

Self

Self‑conscious emotions such as pride and guilt require development of a sense of .

Seven

There are complex self‑conscious emotions including pride, guilt, embarrassment, empathy, despair, and jealousy.

Words

Understanding self‑conscious emotions is aided by learning to label abstract reactions.

States

Parents talking with children about mental improves their understanding of emotions.

Nine

The ability to experience regret and relief typically develops around age .

Restraint

In Asian cultures, emotional is favored over overt displays of emotion.

Sad

By 6 months, infants can differentiate happy faces from faces.

Afraid

In social referencing, a 12‑month‑old is less likely to play with a new toy if their caregiver appears .

Annoying

By 18 months, infants weigh conflicting information, playing less when an adult describes a toy as .

Looking

Infants regulate their emotions by thumb sucking, using a security blanket, or away from unpleasant scenes.

Soothing

A two‑way communication system for emotion regulation involves infant distress signals followed by caregiver .

Regulation

Diverting attention to less emotional stimuli is an example of cognitive .

Easy

The temperament category for infants who adjust easily and follow routines is called the child.

Difficult

Infants who react intensely and have irregular routines are called children.

Surgency

Rothbart’s temperament dimension involving happiness, activity, and seeking stimulation is called extraversion or .

Affect

Rothbart’s dimension characterized by anger, fear, frustration, and shyness is called negative .

Effortful

Rothbart’s dimension involving focused attention and inhibitory control is known as control.

Heredity

Greater similarity in temperament among monozygotic versus dizygotic twins indicates a role for .

Goodness

The concept of how well a child’s temperament matches environmental demands is called of fit.

DRD4

Variants of the gene influence attention, motivation, and novelty‑seeking in temperament.

Inhibition

Kagan’s term for initial avoidance or distress to unfamiliar stimuli is behavioural .

Pre‑attachment

Bowlby’s stage from birth to 2 months, when infants recognize their mother’s smell and sound, is called .

Secure

In Ainsworth’s Strange Situation, infants upset when the caregiver leaves but soothed on return demonstrate attachment.

Disorganized

Infants who appear confused and disoriented during caregiver separation and return are classified as attachment.

Oxytocin

The hormone supports maternal behaviors and is released during birth and breastfeeding.

Available

Secure infants tend to have caregivers who are responsive and .

Unavailable

Avoidant attachment often results from caregivers who are rejecting or .

Secure

Adults who describe childhood experiences objectively and value caregiver relationships are classified as adults.

Play

Unstructured, unsupervised allows children to experiment, regulate emotions, and problem‑solve.