EMOTIONS: THE FOUNDATION OF PERSONALITY

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EMOTIONS THE FOUNDATION OF PERSONALITY
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EMOTIONS

• SUBJECTIVE FEELINGS AS SADNESS, JOY, AND FEAR
  WHICH MOTIVATE HUMAN BEHAVIOR
• ACCOMPANIED BY CERTAIN NEUROCHEMICAL PROCESSES IN
  THE BODY, AND ARISE IN RESPONSE TO VARIOUS
  EXPERIENCES
• EMOTIONAL REACTIONS TO EVENTS AND PEOPLE, WHICH
  ARE INTIMATELY TIED WITH COGNITIVE PERCEPTIONS,
  FORM A FUNDAMENTAL ELEMENT OF PERSONALITY

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DEVELOPMENT OF EMOTIONS

• PHYSICAL SELF-RECOGNITION
• RECOGNIZE THEMSELVES IN MIRRORS OR PICTURES BY 18
  MONTHS (ABOUT THE TIME PIAGET SAID OBJECT
  PERMANENCE IS FULLY DEVELOPED
• (ROUGE ON NOSE) 18 MONTHS TOUCH THEIR NOSE
• SELF-DESCRIPTION
• 19-30 MONTHS, CHILDREN USE EITHER NEUTRAL
  DESCRIPTIONS (LIKE LITTLE OR CURLY HAIR) OR
  EVALUATIVE ONES (LIKE GOOD OR DIRTY) ABOUT
  THEMSELVES
• THEY BECOME DISTINCT PHYSICAL BEINGS
• EMOTIONAL RESPONSE TO WRONG DOING
• CHILDREN SHOW THAT THEY ARE UPSET BY A PARENTS
  DISAPPROVAL AND WILL STOP DOING SOMETHING THEYRE
  NOT SUPPOSED TO DO, AT LEAST WHILE THEYRE BEING
  WATCHED
• THE BEGINING OF MORAL UNDERSTANDING

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SHOWING EMOTION

• CRYING
• SMILING
• LAUGHING
• MUTUAL REGULATION MODEL
• BABIES TRY TO GE RESULTS
• SOCIAL REFEREDCING
• LEARN TO INTERPRET OTHER PEOPLES EMOTIONAL AND
  COGNITIVE REACTIONS SOME TIME AFTER 6 MONTHS

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EMOTIONAL EXPRESSION

• INTEREST, NEONATAL SMILE, STARTLED RESPONSE,
  DISTRESS, AND DISGUST ARE PRESENT AT BIRTH
• SOCIAL SMILE APPEARS AT ABOUT 4 TO 6 WEEKS
• ANGER, SURPRISE, AND SADNESS ARE SEEN AT ABOUT 3
  TO 4 MONTHS
• FEAR EMERGES AT ABOUT 5 TO 7 MONTHS
• SHAME AND SHYNESS APPEAR AT ABOUT 6 TO 8 MONTHS
• CONTEMPT AND GUILT EMERGE AT ABOUT 2 YEARS OF AGE

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TEMPERMENT

• AN INDIVIDUALS BEHAVIORAL STYLE AND
  CHARACTERISTIC WAY OF RESPONDING
• AN IMPORTANT INFLUENCE ON SOCIOEMOTIONAL
  DEVELOPMENT

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COMPONENTS OF TEMPERMENT

• ACTIVITY LEVEL
• HOW MUCH A PERSON MOVES
• RHYTHMICITY, OR REGULARITY
• PREDICTABILITY OF CYCLES LIKE HUNGER, SLEEP, AND
  ELIMINATION
• APPROACH OR WITHDRAWAL
• RESPONSE TO A NEW STIMULUS
• ADAPTABILITY
• HOW EASILY AN INITIAL RESPONSE IS MODIFIED IN A
  DESIRED DIRECTION TO A NEW OR ALTERED SITUATION

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COMPONENTS OF TEMPERMENT

• THRESHOLD OF RESPNSIVENESS
• HOW MUCH STIMULATION IS NEEDED TO EVOKE A
  RESPONSE
• INTENSITY OF REACTION
• HOW ENERGETICALLY A PERSON RESPONDS
• QUALITY OF MOOD
• PREDOMINANTLY PLEASANT, JOYFUL, AND FRIENDLY OR
  UNPLEASANT, UNHAPPY, AND UNFRIENDLY
• DISTRACTIBILITY
• HOW EASILY AN IRRELEVENT STIMULUS CAN ALTER OR
  INTERFERE WITH A PERSONS BEHAVIOR
• ATTENTION SPAN AND PERSISTENCE
• HOW LONG A PERSON PURSUES AN ACTIVITY AND
  CONTINUES IN THE FACE OF OBSTACLES

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TEMPERAMENTTHREE BASIC TYPES

• EASY CHILD
• GENERALLY IN A POSITIVE MOOD
• QUICKLY ESTABLISHES REGULAR ROUTINES IN INFANCY
• ADAPTS EASILY TO NEW EXPERIENCES
• DIFFICULT CHILD
• TENDS TO REACT NEGATIVELY AND CRY FREQUENTLY
• ENGAGES IN IRREGULAR DAILY ROUTINES
• SLOW TO ACCEPT NEW EXPERIENCES
• SLOW-TO-WARM-UP CHILD
• LOW ACTIVITY LEVEL
• SOMEWHAT NEGATIVE
• SHOWS LOW ADAPTABILITY
• DISPLAYS A LOW INTENSITY OF MOOD