psyc 101 final

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 David Hume NURTURE Improve by experience Learn through observation Sir Charles Darwin Evolution by natural selection Drew parallels between human prenatal growth and other animals' Biographical sketch of infant Diary of his own child's development Recorded systematic observations Sigmund Freud -Nurture Behavior is motivated by innate, unconscious, instinctual drives Believed development is largely driven by biological maturation Type of drive changes over development Universal stages (DISCONTINUOUS) Emphasized early development First to observe Infantile amnesia (believed that children forget lustful, hateful memories when adults) Never actually studied children Behaviorist Theory Nurture Skinner and Watson argues that children's development is determined by environmental factors, especially the rewards and punishments that follow the children's actions All behavior results from "stimulus" and "response" No attention to mental phenomena "Thoughts, concepts, desires.." Most scientific approach to studying the mind Ivan Pavlov Classical Conditioning - pairing, association of two things like fear experiment Nurture overcomes nature Experience overcomes genetics BF Skinner: Operant Conditioning Self initiated actions recur when reinforced by rewarding consequences Positive reinforcement may be used to shape behavior BEHAVIOR CAN BE SHAPED IT IS NOT INHERENT roughly changing of behavior by the use of reinforcement which is given after the desired response Watson - Little albert Nurture is all that matters, can overcome nature Little Albert Study Can you teach a baby fear? Put baby with rat and paired it with a loud noise Baby becomes terrified of rats and fuzzy things Eugenics Belief that human race can be improved by selecting for traits in population, by controlling reproduction ALL NATURE - in other words all genetically programmed It is a movement that is aimed at improving the genetic composition of the human race. (Social Darwinism) WHO supported this idea? Galton (a half-cousin of Darwin) and Adolf Hitler Skinner's Utopia - Walden Two No free will or soul Behavior is determined by environment entirely and highly plastic People should be shaped, for the betterment of humanity Basic learning mechanism of behaviorism All about nurture Behavior can be shaped through training it is not pre-configured at birth Paired association (stimulus + response) Reward + punishment Skinner, Pavlov, Watson Jean Piaget (Father of Modern Developmental Psychology) Founded cognitive development and child cognition Studied nearly every aspect of child cognition Observed and experimented with his own children Didn't give kids enough credit But he is right about children are bad at some things and children are active learners Conservation of liquid quantity, cylinder experiment Piaget's Theory Development happens in stages (Discontinuous) 4 stages A child's capacity to understand concepts is limited by their stages We all go through the same stages, same order Learning is a constructive process (active learning) Leo Vygotsky Child in cultural context IS a unit of study Development is internalizing social and cultural formation Leo emphasises how cultural and social context can influence a child's development. Kids learn with the help of those around them. He believed that adults help "scaffold" a child's learning and development. The environment the child grows up in affects what he/she learns. Social interaction as a mechanism