10' Emotional Development

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10. Emotional Development

• 10.1 Emerging Emotions
• 10.2 Temperament
• 10.3 Attachment

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10.1 Emerging Emotions

• Basic Emotions
• Complex Emotions
• Recognizing and Using Others Emotions
• Regulating Emotions

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Basic Emotions

• happiness, surprise, sadness, anger, fear, and
  disgust are basic emotions worldwide
• 3 components to emotions subjective feeling,
  physiological change, and overt behavior

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Basic Emotions

• Basic emotions are common across cultures but
  complex emotions are culture dependent, i.e.,
  complex emotions are not experienced the same way
  in all cultures.

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Happiness

• 2 months--social smiles appear and infants smile
  when seeing another human face
• Social smiling can be accompanied by cooing, an
  early form of vocalization. Smiling and cooing
  are early ways of expressing pleasure.

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Laughter

• 4 months--laughter, first a response to physical
  states (being bounced) and later to psychological
  states (a novel event or seeing another person)

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Negative Emotion

• Distress is a negative emotion that is expressed
  early but is hard to verify.
• Anger appears around 4-6 months of age when their
  attempts to reach a goal are frustrated.
• Fear emerges at about 6 months, when infants
  become wary of unfamiliar adults, a reaction
  known as stranger wariness .

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Fear of Strangers

• Fear of strangers depends on a number of factors
  the infant exhibits less fear when the
  environment is familiar and more when it is not
• the amount of anxiety depends on the strangers
  behavior, infants need time to warm up to
  strangers. Being wary of strangers is a natural
  restraint to prevent wandering away from
  caregivers.

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Fear of Strangers

• Wariness of strangers gradually declines as
  infants learn to interpret facial expressions and
  recognize friendly behavior.
• Sometimes children development other fears which
  turn into phobias.

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Complex Emotions

• Guilt, embarrassment, and pride
• dont emerge until 18-24 months, because they
  are emotions that depend upon cognitive
  development. Complex emotions also depend upon
  understanding of self.

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Complex Emotions

• Shame and guilt appear in middle childhood.
• The conditions that bring about complex emotions
  like pride, envy or shame differ across cultures.

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Recognizing and Using Others Emotions

• Social referencing emerges at about 1 year.
  Infants in an unfamiliar environment often look
  at their parents to interpret the situation.
  Infants rely on their parents or others emotion
  to regulate their own emotion.

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Recognizing Emotion

• Preschool children understand links between
  emotions and behavior. They understand why
  people feel as they do, whether happy, sad, or
  angry. In elementary school, children comprehend
  mixed feelings.

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Recognizing Emotion

• The increased ability to see multiple emotions
  coincides with the decentered thinking that
  characterizes the concrete operational stage.
• As children develop they learn display rules,
  which are culturally specific standards for
  appropriate expression of emotion. Give an
  example from our culture.

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Learning Emotional Expression

• Children learn about emotions when parents talk
  about emotions, explaining how feelings differ
  and in what situations.
• Childrens growing understanding of emotions
  contributes to their ability to help others.
  Better understanding of emotions in others also
  contributes to childrens ability to play with
  peers and to see the impact their of behavior on
  others.

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Regulating Emotions

• Even infants regulate emotions (looking away when
  afraid) but older children know more ways to
  regulate emotions and use cognitive mechanisms.
• When children dont regulate emotions well, they
  typically have trouble interacting with peers and
  resolving conflicts.

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10.2 Temperament

• What is Temperament?
• Hereditary and Environmental Contributions to
  Temperament
• Stability of Temperament
• Temperament and Other Aspects of Development

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What Is Temperament?

• Temperament is the consistent mood or style of
  behavior, like personality
• Temperament has different dimensions (e.g.,
  emotionality, activity, sociability)

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Temperament Study

• Thomas and Chess discovered that about two-thirds
  of the infants in their longitudinal study could
  be placed in one of three groups easy,
  difficult, or slow-to-warm-up.
• They first evaluated infants along nine different
  dimensions. Using those dimensions, they could
  place infants into three groups.

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Temperament Study

• 40 of babies were easy babies, happy,
  cheerful, adjusted well to new situations, and
  had regular routines.
• 10 of babies were difficult babies, often
  unhappy, did not adjust well, were irregular in
  routine, and withdrew from novelty situations.
• 15 of babies were slow to warm up, tended to
  be unhappy, did not adjust well in new
  situations, but did not respond intensely.

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Temperament

• Buss and Plomin propose that temperament involves
  three dimensions emotionality, activity, and
  sociability.
• Emotionality refers to the strength of the
  infants emotional response, ease of triggering
  the response, and ease with which a non-emotional
  state returns.

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Temperament

• Activity refers to the tempo and vigor of a
  childs movements, busy/active or quiet.
• Sociability refers to a preference for being with
  people, contact, attention, involvement or
  solitude and quiet.
• Most theories of temperament include the same
  elements but differ in how to assemble them.

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Hereditary and Environmental Contributions to
Temperament

• Twin studies show genetic influence on
  temperament, correlation of .72 for identical and
  .38 for fraternal twins.
• Children more likely to have difficult
  temperaments when mothers are abrupt and lack
  confidence in handling them.

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Cultural Influences

• Japanese and Chinese infants are less likely to
  become upset and are soothed more readily than
  European American babies.
• Heredity may be involved but environment is also
  important. Japanese and Chinese mothers spend
  more time in physical contact with their babies,
  gently soothing them.

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Stability of Temperament

• Temperament is modestly stable throughout infancy
  and the preschool years.
• Temperament is somewhat stable throughout
  childhood, more so for difficult temperaments.

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Study Difficult Children

• Who were the investigators and what was their
  aim? How did they measure the topic?
• Who were the children and what was the design of
  the study?
• What were the results and what did the
  investigators conclude?

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Temperament

• Temperament is only moderately consistent over
  the years but it can shape development by helping
  to determine the experiences that parents provide
  their children. How?

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Temperament and Other Aspects of Development

• Looking for links between temperament and
  psychological adjustment. Examples
• Persistent children are more likely to succeed in
  school than active, distractible children

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Aspects of Development

• Shy, inhibited children have difficulty
  interacting with peers and do not cope
  effectively with problems.
• Anxious, fearful children are more likely to
  comply with parents rules when a parent is not
  present.

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Aspects of Development

• Children who are angry or fearful are more prone
  to depression.
• Longitudinal studies show that childrens
  temperament predicts aspects of adult life.
• What are some examples?
• Environment is also an important predictor.
• Give some examples.

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10.3 Attachment

• The Growth of Attachment
• Quality of Attachment

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The Growth of Attachment

• The dominant view comes from John Bowlby, when
  children form an attachment (social-emotional
  bond) to an adult, they are more likely to
  survive.
• The key person is typically the mother, but need
  not be.

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Attachment

• Bowlby theorizes that infant behaviors like
  crying, smiling, and clinging, are designed to
  elicit care-giving from adults and promote the
  development of an emotional bond between the
  infant and parent.

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Attachment

• Attachment behavior develops over the first
  several months after birth reflecting the
  infants growing perceptual and cognitive skills.
• Caregivers begin to recognize differing states of
  the infant and synchronize their behavior those
  states.

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Attachment

• By about 7 months, have identified a single
  attachment figure, usually the mother.
• The infant will look toward the mother for
  reassurance.

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Attachment

• Most babies soon become attached to fathers as
  well, even though their interaction with fathers
  is different than with mothers.
• Fathers engage in physical play, especially with
  sons and mothers are more likely to read or talk
  to babies.
• Babies more often choose to play with fathers but
  will seek out mothers when distressed.

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The Strange Situation

• Mary Ainsworth did the pioneering work on
  attachment using the Strange Situation.
• The mother and baby enter an unfamiliar room with
  toys, the mother leaves briefly, then returns
  while the experimenter observes the babies
  response to the events.
• Based on reaction to the separation and reunion
  the babies are categorized.

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Quality of Attachment

• Different types (secure versus insecure) four
  primary types
• Secure Attachment-the baby may or may not cry
  when the mother leaves but is excited to see her
  when she returns (60-65 of American babies)

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Quality of Attachment

• Avoidant Attachment-the baby is not upset when
  the mother leaves and when she returns, the baby
  may ignore her or look away (20).
• Resistant Attachment-the baby is upset when the
  mother leaves and remains upset even if she
  returns (5-10).
• Disorganized Attachment-the baby seems confused
  when the mother leaves and doesnt understand
  when the mother returns (5-10).

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Quality of Attachment

• Secure attachment and the differing forms of
  insecure attachment are observed worldwide.
• Secure attachments are the most common
  throughout the world.
• A secure attachment provides a solid base for
  social development.

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Attachment in Infancy
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Attachment Research

• Theorists believe that there are consequences of
  attachment
• Children with secure attachments have higher
  quality friendships and fewer conflicts than
  children who are insecurely attached.

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Attachment Research

• School children are less likely to have behavior
  problems if they have had secure attachment
  relationships.
• Children who have secure attachments as infants,
  interact more skillfully with peers and have more
  close friendships than children who were
  insecurely attached.

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Factors of Attachment

• Factors determining quality of attachment are
  quality of interaction between parents and child.
  Predictable, responsible parenting help infants
  internalize a working model of parents
  reliability and sensitivity regarding care.

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Result of Secure Attachment

• Training for mothers of newborns can help them
  respond with more sensitivity and affection
  paving the way for lifelong benefits associated
  with a positive internal working model of
  interpersonal relationships.

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