Developmental Psychology 3

Emotion

Feeling, effect, that occurs in a state or in an interaction that is important to a person, especially to a well-being

Influence of emotions

Emotions are influenced by biological foundations, cognitive processes, and a person’s experience

Emotion Regulation

effectively managing arousal to adapt to circumstances and to reach a goal

Emotion Coaching parents

Parents that monitor children’s emotions

view negative emotions as teaching opportunities

assist them in labeling emotions

coach them on how to effectively deal with emotions

Emotion dismissing parents

Parents that deny, ignore, or attempt to change negative emotions

linked with poor emotional regulation

Emotional Competence

Having awareness of one’s emotional states

Emotion in Infancy

Primary Emotions

Self Conscious Emotions

Stranger Anxiety

Separation Protest

Primary Emotions

Emotions that appear within the first 6 months of life

Surprise, interest, joy, anger, sadness, fear, disgust

Self Conscious emotions

Require Self Awareness, consciousness, and a sense of “me”

Jealousy, empathy, pride, shame, guilt

What is a baby’s first emotion

Fear

Stranger Anxiety

Fear and Wariness of strangers

Emerges gradually, appearing around 6 months

Separation Protest

Crying when caregiver leaves

displayed 7-8 months, peaks at 13-15 months

Emotion In Early Childhood

Self-Conscious emotions begin to emerge

accompany the development of self-awareness

influenced by parents response to children’s behavior

Emotion in Middle and Late Childhood

Improved emotional understanding

Marked improvements in the ability to suppress or conceal negative emotional reactions

use of self-initiated strategies for redirecting feelingsC

Children Coping with Stress

as children age, they are more able to control their stress

by age 10 most children can use cognitive strategies to cope with stress

Acute Stress

Common response if a child experiences disaster

Dose-response effect

The more severe the disaster/trauma, the worse the adaptation and adjustment

Emotion in adolescence

Emotional highs and lows do increase during early adolescence

intensity of emotions may seem out of proportion to the events that elicit them

depression is more common in adolescence than in childhood, and it is increasing among adolescents

Emotion in Adulthood and aging

Like children, adults adapt more effectively when they are emotionally intelligent

Skilled at perceiving and expressing emotion, understanding emotion, using feelings to facilitate thought, and managing emotion effectively

Stress and Gender

Women and men differ in the way that they experience and respond to stress

women are more vulnerable to social stressors, and more likely to become depressed

men are more likely to respond in fight or flight manner

Positive and Negative Emotions

Older adults report experiencing more positive and less negative emotions than younger adults

Positive emotions increases with age at an accelerating rate

older adults feelings tend to mellow

Socioemotional Selectivity Theory

Suggests older adults become more selective about their activities and social relationships to maintain social and emotional wellbeing

Temperament

Individual difference in behavioral style, emotions, and characteristic ways of responding

How quickly emotion is shown, how strong, how long

Emotional Reactivity

Variations in the speed and intensity of responding with positive or negative emotions

Chess and Thomas 3 clusters of Temperament

Easy Child (40%)

• Generally positive mood, quickly establishes regular routines

Difficult Child (10%)

• Reacts negatively and cries frequently

Slow to warm up child (15%)

• Low activity level, somewhat negative, low intensity of mood

35% of children do not fit any of these patterns

Kagan’s studies of shy children vs social children

shyness is a feature of inhibition to the unfamiliar

beginning at 7-9 months inhibited children show avodicance

Rothbard and Bates 3 Dimensions of Emotion Development

Extraversion/Surgency: approach, pleasure, activity, smiling

Negative Affectivity: fear, frustration, sadness, discomfort, easily distressed

Effortful control (self-regulation): attentional focusing and shifting, inhibitory control, perceptual sensitivity, and low intensity pleasure

Developmental Connections in Temperament

Easy and Difficult Temperaments: likely to be well adjusted as young adults

Ability to control one’s emotions = greater resilience

Social Referencing

Reading emotional cues in others to determine how to act

Attachment

A close emotional bond between two people

Bowlby’s Phases of Attachment

Phase 1: (birth - 2m) Infants attach to human figures

Phase 2: (2-7m) attachment is focused on one figure (primary caregiver) as the baby learns to distinguish familiar and unfamiliar people

Phase 3: (7-24m) specific attachments develop and infants seek out contact

Phase 4: (24m+) children become aware of others feelings, goals, and plans and take them into account

Strange Situation

Observational measure of infant attachment

Infants experiences a series of introductions, separations and reunions with caregiver and adult stranger

Attachment styles of Children

Secure Children: use caregiver as a strong base to explore

Avoidant Children: avoid the caregiver

Resistant Children: cling to the caregiver then resist closeness

Disorganized Children: disorganized, disoriented

Attachment in Middle and Late Childhood

Attachment becomes more sophisticated including peers, teachers, and others

Higher level emotional regulation, and less difficulty in identifying emotions

Adolescence: 3 common stages of romantic involvement

Entry into romantic attractions and affiliations: 11-13 years

Exploring romantic relationships: 14-16 years

Consolidating Dyadic romantic bonds: 17-19 years

Adult Attachment Styles

Secure Attachment Style: positive view of relationships

Avoidant Attachment Styles: hesitant about getting involved in relationships

Anxious Attachment Styles: Demand Closeness, less trusting

Romantic Love

Aka passionate love, has stong components of sexuality and infatuation

Affectionante Love

Companionate love, involves a desire to have the other person near and deep, caring affection for the person

Sternberg’s Triangular Theory of Love

Passion

Intimacy

Commitment

Self Understanding

The cognitive representation of the self, the substance of self conceptions

Self Understanding in Infancy

rudimentary form of self recognition appears as early as 3 months

Mirror technique to test infants visual self recognition

infants develop conscious awareness of their bodies by their second year

Self Understanding in early childhood

Confusion of self, mind, body

concrete descriptions

physical descriptions

Unrealistic positive overestimations

Self Understanding in middle and late childhood

begin to include social references in their self descriptions

increased reference to social comparison

begin to distinguish between their real and ideal selves

Perspective taking

The ability to assume another persons perspective and understanding their thoughts and feelings

especially important in deciding if children will develop prosocial or antisocial behavior

Self Understanding in adolescence

begin thinking in more abstract and idealistic ways

increasingly likely to be self-conscious

Possible selves

what adolescents hope to be and what they dread becoming

Self understanding in adulthood

self awareness becomes more important

many still don’t have awareness of strengths and weaknesses, but can vastly improve

Adulthood Possible Selves

adults in their 20s mention many possible selves

as adults age, they often describe fewer possible selves, and more realistic ways many individuals continue to revise and adapt their possible selves

Life Review

Adults looking back at one’s experiences, evaluating them, and interpreting them

Reminiscence therapy

Discussion of past activities and experiences with another individual or a group

Self Esteem

Global evaluations of self

Self Concept

Domain-specific evaluations of the self

Issues in self esteem

Low self esteem has negative consequences in many areas of life such as becoming overweight, obesity, anxiety, depression, suicide, delinquency

Self Regulation

Involves the ability to control' one’s behavior without having to rely on others help

Self Regulation in infancy and early childhood

12-18m infants depend on caregivers fro signals about acceptable behaviors

at 2-3 years they being to comply with expectations

Self Regulation in middle and late childhood

Increased capacity for self regulation

deliberate attempts to manage one’s own behavior

leads to increased social competence and achievement

Self-control in Adulthood

Self control increases in early adulthood into the middle adult years

most older adults maintain self control

Selective optimization with compensation Theory

Links successful aging with the ability to produce new resources and allocate them effectively to tasks

Selection

Reduced capacity and loss of domain functioning require a reduction of performance in most life domains

Optimization

Maintaining performance in some areas is possible through continued practice

Compensation

Relevant when life tasks require a capacity beyond the older adults current potential

Erikson’s View of Identity

Adolescents go through the identity versus identity confusion developmental stage

Crisis

A period of identity development during which the individual explorers alternatives

Commitment

A personal Investment in identity

Identity diffusion

no crisis, not commitment

Identity foreclosure

Commitment but no crisis

Identity moratorium

in the midst of a crisis, but commitments are absent or only vaguely defied

Identity achievement

Has undergone a crisis and has made a commitment

Developmental changes in identity

during early adolescence, most young earth are primarily in the identity of statuses of diffusion, foreclosure, or moratorium

Formation cycle

Taking a look at everything, superficial, picking things you will like

Maintenance cycle

taking things picked in formation cycle, doing an indepth dive and making bigger conceptions

Ethnic Identity

Includes a sense of membership to a certain ethnic group and attitudes and feelings related to the membership

Bicultural identity

identifying in some ways one’s ethnic group and in other ways with the majority culture

Racial Identity

is the collective identity of any group of people socialized to think of themselves as a racial group

Personality

Trait theories state that personality consists of broad dispositions that produce characteristic response

Big FIve Factors of Personality

Openness to experience

Conscientiousness

Extraversion

Agreeableness

Neuroticism

Levinson’s seasons of a man’s life approach is a stage crisis view of development

developmental tasks must be mastered at each stage

end of teens should see a transition from dependence to independence, marked by formation of a dream

thirties, focus on family and career

by 40, a stable career; and midlife transition

Midlife Crisis

levinson viewed midlife as a crisi

Middle aged adult is suspended between past and future, trying to cope with the gap

Contemporary life-events approach

emphasizes that how life events influence develop depend not only on the event but also on

Contemporary life events framework

the influence on a life event depends on the event itself, on mediating variables, on the life stage, and sociohistorical context, and on the individual’s appraisal of the event and coping strategies

Generativity

Erikson argues middle-aged adults face the issue of generativity vs. stagnation

generativity is an adults desire to leave a legacy

stagnation develops when an individual senses he or she has done nothing for the next generation

Cumulative personality model

With time and age, people become more adept at interacting with their environment in ways that promote increased stability in personality

Gender typing

Acquisition of a traditional masculine or feminine role

Social Role Theory

gender differences result from the contrasting roles of women and men

Social cognitive theory of gender

proposes that children’s gender development occurs through cognitive processes

Gender Schema Theory

gender typing emerges as children gradually develop gender schemas of what gender-appropriate for their culture

Androgyny

the presence of positive masculine and feminine characteristics in the same person

Transgender

adopt different gender identity

Cisgender

those who gender identity and expression corresponds to the gender identity assigned at birth S

Sexual Scripts

Stereotpyes patters of expectations for how people should behave sexually

Climacteric

Midlife transition in which fertility declines, both in men and women

Menopause

when a womens menstrual periods cease, usually during the late 40s

Moral development

involves changes in thoughts, feelings behaviors regarding standards of right and wrong

Piaget’s Theory of Moral Thought

4-7: children display heteronomous morality (justice and rules as unchangeable)

7-10: children show features of first stage, and some of next

10, children show autonomous morality

Kohlberg’s Cognitive Developmental Theory

Preconventional Reasoning: good and bad in terms of rewards and punishments

Conventional Reasoning: moral standards judged on how they appear to others

Postconventional reasoning: alternative moral courses, explores options, decides then on personal code

Social Cognitive Theory

Emphasizes a distinction between moral competence and moral performance

Moral competencies

What individuals are capable of, and what they know

Moral performance

Actual behavior determined by motivation and rewards and incentives

Bandura

Moral development is best understood as a combination of social and cognitive factors

Psychoanalytic Theory

Guilt and the desire to avoid feeling guilty are the foundations of moral behavior

superego: moral branch of personality

Ego ideal: the component that rewards the child be conveying a sense of pride and personal value

Conscience: the component that punishes the child for behaviors disapproved of by the parents