components of emotion: facial expressions physiological factors (e.g., heart rate, hormone levels)...
TRANSCRIPT
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Components of Emotion:
• Facial expressions
• Physiological factors (e.g., heart rate, hormone levels)
• Subjective experience/feelings
• Cognitions that may elicit or accompany subjective experience
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• Structuralist Theories
– Basic emotions (e.g., anger, fear, surprise, sadness, joy, disgust) are the product of evolution—adaptive for survival and reproductive success
– Universal across cultures
– Discrete• Each emotion corresponds to a unique pattern of
facial expression, physiological arousal, subjective experience, and cognitions
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• Functionalist Theories
– Emotions are not as discrete as structuralist theories claim
• Emotions are often blended
• There is not a one-to-one correspondence between emotions and patterns of facial expression, physiological arousal, subjective feelings, and cognitions
– Ex: smiling may not always indicate happiness; physiological changes such as increases in heart rate are not specific to one emotion
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– “Basic emotions” are not necessarily culturally universal
• Emotional experience is influenced by the social/cultural environment
– “Emotion is thus the person’s attempt or readiness to establish, maintain, or change the relation between the person and the environment on matters of significance to that person” (Saarni, Mumme, & Campos, 1998, p. 238)
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Identifying Others’ Emotions
• Between about 4 and 7 months, infants can discriminate some emotional expressions
– Assessed using preferential looking or habituation paradigms
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• At about 7 months, infants “match” facial expression of emotion with vocal expression (intermodal perception)
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• Between 8 and 12 months, some infants engage in social referencing
– Use adults’ facial or vocal cues to interpret novel or ambiguous situations
• Ex: visual cliff
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Labeling Facial Expressions of Emotion
– Can distinguish happiness first
• Two-year-olds are skilled at identifying happiness
– Learn to distinguish different negative emotions (anger, fear, sadness) by late preschool/early school years
• Anger and sadness first, followed by fear, surprise, and disgust
– Learn to identify self-conscious emotions by early to mid-elementary school years
• Pride, shame, guilt
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Understanding Causes of Emotion
• Between 2 and 3, children can identify happy situations
• By age 4, can identify sad situations– Fear- and anger-inducing situations are harder, but children
get better at identifying them in the preschool and elementary school years
• Ability to identify situations that elicit complex emotions often emerges after age 7– Pride, guilt, shame
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Understanding of Real and False Emotions
• Between ages 4 and 6, children become better able to understand that one’s appearance (e.g., facial expression) may not match one’s true emotion
– Display Rules: Informal norms concerning the appropriate expression (or masking) of emotions
• May be used for different reasons
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• Emotion regulation
– Processes or strategies that modify emotional reactions
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Development of ER: Patterns of Change
• Role of Caregivers
– Parents help infants and young children regulate negative emotions
• Ex: distract a frustrated infant
– Over time, infants and young children gradually become better able to regulate emotions independently
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• Use of cognitive strategies to regulate emotions increases with age
– Ex: mental distraction; focus on positive aspects of a situation
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• Use of effective strategies to regulate emotion increases with age
– Ex: problem-focused vs. avoidant strategies; realistic vs. unrealistic strategies
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Individual Differences in ER
• Often assessed using tasks designed to elicit negative emotions (e.g., anger)
– Infants:• Arm Restraint• Inaccessible Toy
– Toddlers and Preschoolers (24 months and older) • Inaccessible toy/snack • Compliance (e.g., clean-up task)• Resistance to Temptation• Delay of Gratification
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• Observe children’s level of distress and their coping strategies
– Ex: distraction; seeking assistance; focusing on forbidden object; “venting”
• Coping strategies that decrease distress are considered to be more effective strategies (i.e., more effective emotion regulation)
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• Emotion regulation skills are positively related to children’s social competence and negatively related to behavior problems
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Socialization of Emotions and ER
• Emotions expressed in the family are related to children’s emotional development and adjustment
– Positive emotions expressed by parents are positively related to children’s expression of positive emotions, understanding of others’ emotions, and social skills and negatively related to aggression
– Negative emotions expressed by parents (anger, sadness) are positively related to children’s expression of negative emotions and behavior problems and negatively related to social skills
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• Parents’ reactions to children’s emotions are also related to children’s emotions and adjustment
– Parents who criticize or dismiss children’s feelings (e.g., of anxiety, sadness) have children who are less emotionally and socially competent
• Exs: less sympathetic toward others, less able to cope with stress, express more negative emotions and problem behaviors such as aggression
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• Parents who talk to their children about emotions have children who show greater understanding of others’ emotions
• Parents who “coach” their children about ways of coping with and expressing emotions appropriately have children who are more socially competent and less likely to show problem behaviors