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Chap 9.1 Emotional Development - Coggle Diagram
Chap 9.1 Emotional
Development
Emotions
subjective feeling
desire to take action
and control environment
anger => taking it out on someone
sad => desire to cheer yourself up
happy => desire to hold on to the moment
cognition
physiological response
Eg. sweating
Theories
Discrete Emotions
Theory
emotions are
hardwired
and
innate
present and distinct from
each other at birth
tied to specific facial or body reaction
and links are present at birth
Functionalist Theory
emotions have functions and
serve particular goals
goals and associated emotions
are defined by the environment
Eg. feeling ashamed for
doing badly in school
form goal of doing better to
avoid disappointing parents
not present at birth but emerge with experience as one learns to associate emotional reactions with events
Expressing Emotions
Innate
Interest
Disgust
Distress
Lack of support for
discrete emotions theory
generalised negative response that only becomes more differentiated (fear, anger, sadness) later on
Positive Emotions
smiles triggered by environment
voluntary,
social smiles
2-3 months
typically directed at
people that they like
Laughter
Preference
Negative Emotions
Anger
4 to 8 months
valuable when it grabs
caregiver's attention
Causes
occurs when interesting
event or object is removed
String pull
experiment
arms are restrained
caregiver leaves
for period of time
blocked goals
(later on)
Fear of strangers
6 to 7 months
Fear of loud toys,
sudden movement
7 to 12 months
Separation Anxiety
begins at
6 to 7 months
peaks at
8 to 10 months
declines over the
second year
classic fear of unfamiliar adults
being visibly upset
whimpering
reaching for a parent when
approached by strangers
normal product of development
Self-conscious
emotions
Pride
Puzzle doing
experiment usually ends on good note so child feels good after the study
Round :one:
puzzle researcher allows
child to complete puzzle
Round :two:
Puzzle researcher purposely lets
timer ring before child completes puzzle
smiling
downcast eyes
refusal to
admit failure
Embarrassment
Name Calling
Experiment
researcher and parent point
to child and call her name
only children that can recognise themselves
can manifest self-conscious emotions like embarassment
Shame
emphasised by
Eastern cultures
Guilt
emphasised by
Western cultures
Characteristics
involves enhancing or harming
a child's sense of self
occur at the age of 2
involves understanding expectations
and values of one's culture
eg. winning a fight in the playground :check: :no_good:
Identifying Emotions
Identifying
Emotions
Emotional
Contagion
"situation where you
catch other's emotions"
4 to 7 months
Can
differentiate
emotional expressions
but may not understand them
7 months
connect emotions to
facial expressions
and
tone of voice
8 to 12 months
relate emotions to causes
allows social referencing
Eg. Visual Cliff
Still face paradigm
baby
Recap: Theory of Mind
young babies still inherently
interested in face schemas
Middle childhood
(6 to 10 years)
able to label more complex emotions
can recognise someone feeling
two or more conflicting emotions
Early childhood
(2 to 5 years)
identifying emotions aids with
emotion regulation
huge increase in ability
to identify emotions
emotional language
label emotions
Understanding causes
Happiness :smiley:
2 to 3 years
Sadness :frowning_face:
4 years
Fear and anger
4 to 6 years
Shame, guilt, pride, jealousy
7 years
Understanding
fake emotions
3 years
attempt to disguise
negative emotions
learning what their culture considers appropriate for emotion expression
learning what are consequences
of emotion expression
learning skills for
suppressing emotions
5 years
understanding difference between
external
and
internal emotions
changes
involved
inhibiting original reactions while
masking with fake external reactions
learning about
display rules
of ones culture