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Summary 10

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Summary for Developmental & Educational Psychology (IBP)

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Developmental Psychology – Chapter 10 (pp. 418-445) – Emotonal Development

Walter Michel’s Marshmallow test: designed to determine how well children can delay
gratficaton/have self-control in terms of gratficaton
 Decision can have lifelong consequences
 Decision has biological basis: diferences in prefrontal cortex between
high-delay/low-delay preschoolers

The Development of Emotons

Emotons – neural and physiological responses to the environment, subjectve feelings,
cognitons related to those feelings, and the desire to taee acton

Emotons have several components:
 Neural responses
 Physiological factors, including heart rate, breathing rate, and hormone levels
 Subjectve feelings
 Emotonal expressions
 Desire to taee acton, including the desire to escape, approach, or change
people/things in the environment

Situaton (e.g. dog)  Subjective feeling (e.g. fear)  physiological factors (e.g. heart racing)
 emotional eppression (e.g. raised eyebrows, pulled bace mouth)  desire to take action
(e.g. getng away from dog)  neural response (e.g. producton of hormones/mobilizaton
of muscles)

Theories on the Nature and Emergence of Emoton

Discrete emoton theory – here emotons are viewed as innate and discrete from one
another from very early in life, and each emoton is believed to be paceaged with a specific
and distnctve set of bodily and facial reactons (held by Tomeins, azard, and others)
 First put forward by Darwin: expressions for certain basic emotonal states are innate
to the species and therefore are similar across all peoples, incl. babies
 Adherents: infants express a set of recognizable, discrete emotons before they´ve
been actvely taught about them
 Adherents: observatons around the world of similar emotonal facial expressions

Functonalist perspectve – argues that the basic functon of emotons is to promote acton
toward achieving a goal. an this view, emotons are not discrete from one another and vary
somewhat based on the social environment (held by Campos, and others)
 Emotons are response to how an environment is appraised and whether factors in
the environment are promotng or hindering the well-being
 Appraisal process occurs at subconscious level in both children & adults
o Excepton: when realizing that emotons can be faeed  another way of
achieving the goal

 both agree that cogniton & experience shape emotonal development

, The Emergence of Emotons

Happiness
 First clear sign: smile (refexive, evoeed by biological state)
o During 1st month: smiling primarily in REM phase
o After 1st month: smiling when stroeed
o Between 3rd and 8th weee of life: smiling in reacton to external stmuli
o After 3/4 months of age: laughing & smiling during variety of actvites
o Around same tme: exhibitng social smiles – smiles that are directed at
people; they first emerge as early as 6 to 7 weees of age
 early social smiles promote care from parents & other adults and strengthen
the infant´s relatonship with other´s
 Expression of happiness when realizing they´re able to control event
 At 7 months of age: smiling at familiar people (motvates parents to contnue
interactng  prolongs positve social interactons)
 Expression of happiness increases across 1st year of life
 by late 1st year: cognitve development allows to taee pleasure from
unexpected/discrepant events

Fear
 by 4 months of age: seemingly wary unfamiliar objects/events
 by age of 6/7 months: appearance of inital signs of fear (e.g. of strangers)
o refects shift in recogniton that strangers don´t provide same
comfort/pleasure as family members
o fear of strangers is quite variable, is most clearly by 8 months, and lasts tll
age 2
 fear of strangers & novel situatons: adaptve
 at 8 months (increasingly to 13/15 months) of age: separaton anxiety – feelings of
distress that children, esp. infants & toddlers, experience when they´re separated, or
expected to be separated, from individuals to whom they´re emotonally aaached
(varies with context)
 in preschool years: fear of imaginary creatures (development of cognitve ability to
represent imaginary phenomena)
 school age: ability to diferentate between real and imaginary fears  now: fearing
real-life issues

Anger
 response to frustratng/threatening situaton & is an interpersonal experience
 functonalist perspectve: individual is more lieely to be angry with another person &
in certain contexts
 blended with other emotons (e.g. sadness)
 at 4 months: moderate anger (steadily increasing in intensity over subsequent year)
 by 1st year: frequent & clear expression of anger  peaeing around 18-24 months
 from age 3-6 years: less negatve emotons are expressed (due to increasing ability to
express oneself with language & regulate one´s emotons)

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