moving onto the last section…
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Psych 125 Human Development Christopher Gade Office: 1031-G Office hours: Tu 12-1:30 and by apt. Email: [email protected] Class: T 1:30-4:20 Room 2210. Moving Onto the Last Section…. In this class, we’re covering development in three different sections Physical based lifespan development - PowerPoint PPT PresentationTRANSCRIPT
Psych 125Human Development
Christopher GadeOffice: 1031-G
Office hours: Tu 12-1:30 and by apt.Email: [email protected]
Class: T 1:30-4:20 Room 2210
Moving Onto the Last Section…• In this class, we’re covering development in three
different sections
– Physical basedlifespan development
– Cognitive basedlifespan development
– Socioemotionalbased lifespandevelopment
Socioemotional Processes• Emotional
Development• Personality and
Identity Development
• Sexuality and Gender Identity Development
• Moral and Spiritual Development
Today’s Topic: Emotions and Development• Emotion – a psychophysiological state of mind
resulting from an interaction between an individual and their internal/external environment– Critical in social interaction and the formation and
severance of bonds– Can be positive or negative in valence– Manifests in a variety of forms (joy, fear, sadness, etc.)– Exists in a variety of arousal levels (subtle strong)– Impacts and relates to physiological levels of arousal– Often changes behavior but behaviors can also change
emotions
The Nature and Nurture of Emotions
• Emotions seem to be something that’s ingrained within our biology– Brain regions dedicated to
emotions• Amygdala, frontal lobe, and
hippocampus– Physiological systems that
directly react to various emotions• Vagus nerve• Sympathetic and
parasympathetic nervous system
The Nature and Nurture of Emotions
• Emotions also appear to be impacted by the social world– Findings with infant
behavior and adult interaction
– Cultural studies on displays of and regulation of emotions
– A side note on cultural research on emotions…
Goldberg’s Discrete Emotions ApproachIn order to test the biological inevitability of emotions psychologists argue that these emotions need to meet specific criteria
• Should emerge early in life, before one has had much experience• Should be similar across cultures (i.e. universal)• Should have its own biological signature, and perhaps facial expression
How Do We “Develop” Emotions• Our range of emotional expression• Our recognition of emotions– Within ourselves– Within others
• Our ability to control our emotions• Our regulation of our emotion-related behaviors• Our ability to recognize the impact of our
emotions and emotion-related behaviors– Our own– Others
Emotional Development
Across the Lifespan
• Infancy– Primary emotions – the six basic
emotions appear to be in tact at birth• Joy, anger, sadness, fear, surprise,
and disgust– Self-conscious emotions –
emotions that require self-awareness. These develop between ages 1 and 2• Empathy, jealousy, embarrassment,
pride, shame, guilt– Emotional attachments also
begin to form
Expressing Emotions As An Infant• Infant emotional output is dominated by two
discrete emotion behaviors– Crying – an expression of sadness or discontent that an
infant naturally expresses at birth• Basic cry – rhythmic pattern of crying that usually displays
basic needs (hunger, exhaustion, fatigue)• Anger cry – basic cry with more air passed through the lungs• Pain cry – loud cry mixed with holding of breath
– Smiling – an expression of happiness or content that an infant naturally expresses at birth• Reflexive smile – uncontrolled reflex that exists at birth• Social smile – results from stimuli or social anticipation;
develops greater frequency and complexity with age
Emotional Abilities in Infancy• Limited range of emotional
expression• Minimal recognition of emotions
within themselves• Little to no recognition of emotions in others• Little to no ability to control emotions• Little to no ability to regulate emotion-related
behaviors• No ability to recognize the impact of emotions
and emotion-related behaviors on others
Emotional Development Across the Lifespan• Childhood– Greater complexity in emotions
(self-conscious emotions)– Greater recognition of situations
that might incur emotions– Better recognition of emotions in others– Slightly better control of emotions and emotional
reactions• Delay of Gratification Study
– Experience of stressors can be controlled, but excessive stress at this stage can cause emotional problems in adolescence and beyond
Emotional Development Across the Lifespan
• Adolescence– Increases in emotional range– Increase in negative emotions• Physiological cause• Social factor causes
– Recognition of emotions within themselves– Some ability to recognize emotions in others– Limited ability to control emotions– Little ability to regulate emotion-related behaviors– Growing recognition of the impact of emotion-related
behaviors on others
Emotional Development
Across the Lifespan
• Adulthood– A large range of emotional
skills and complexity exist across adults• EQ
– As we age, most people tend to pursue social environments that produce more stable and positive emotional states• Socioemotional selectivity
theory – as we age, we select social networks that are more positive and spend more time with familiar individuals
Looking Closer at Individual Differences
• Temperament – an individual’s behavioral style and way of responding with respect to emotions
• Temperament in childhood (Chess and Thomas)– Easy child – positive reactions, adapts routines, and
adapts to new experiences– Difficult child – negative reactions, irregular
routines, slow to adapt to new experiences– Slow-to-warm-up child – low activity, and minimal
(somewhat negative) reactions– Undefined child – fits none of the qualifications
The Impact of Early Temperament• Temperament in childhood and adulthood can be
measured in three dimensions (Rothbart and Bates)– Extraversion/surgency – positive interaction, anticipation, and
sensation seeking– Negative affectivity – proclivity for negative responses and
distress– Self regulation – ability to recognize emotions and soothing
abilities to regulate emotions• It can also be described as inhibited or uninhibited– video
• Childhood temperament often carries over into adulthood– A continuation of Mischel’s delay of gratification work
Where Does Temperament Come From?• Biology– Studies with amygdala
activity and temperament– Sibling studies (heritability)
• Environment– Activity level studies (4
years21 years)– Cultural studies on
temperament– Parenting studies and
“goodness of fit”
Other Developments ofEmotion and Temperament
• Gaze following• Theory of mind• Social referencing – the ability to
detect the emotion of others and other cues in order to determine how to appropriately act in a situation
• Attachment – the ability to form an emotional bond between individuals– Harry Harlow’s work in the importance of
physical comfort (http://www.youtube.com/watch?v=hsA5Sec6dAI)
Attachment Differences in Infants• Mary Ainsworth’s work with the “strange situation”– http://www.youtube.com/watch?v=36GI_1PBQpM– Securely attached – close attachment to primary caregiver,
stressed when caregiver leaves, and relieved when caregiver returns (over 50%)
– Insecure avoidant attached – weak attachment to primary caregiver, unbothered when caregiver leaves, and uncaring when caregiver returns
– Insecure resistant attached – close but tumultuous relationship with primary caregiver, upset when caregiver leaves, and angry when caregiver returns
– Insecure disorganized – fearful in all conditions• Linked to parenting styles• Long-term implications?
Attachment in Later Years• In adolescence, our attachment types and their
manifestations undergo a slight change– Objects of attachment and attachment types with
extend beyond the parents/primary caregiver– New classifications of attachment types emerge• Secure-autonomous (securely attached)• Dismissing-avoidant attachment (insecure-avoidant)• Preoccupied-ambivalent attachment – attachment seeking
mixed with anger and conflict• Unresolved-disorganized attachment – fear based
attachment seeking– Attachment types predict a number of health related
behaviors (sexual activity, drug use, etc.)
Attachment in Adulthood• Attachment styles in adulthood closely resemble those
that we see in infancy– Secure– Anxious– Avoidant
• Securely attached individuals tend to describe securely attached upbringings, but longitudinal studies don’t show as much correlation
• Traumatic and difficult experiences in life are usually much better predictors of adult attachment than childhood attachment styles
• Attachment styles are fairly consistent once we reach adulthood, but can occasionally change
Reviewing Emotions and Attachment• Our emotions, our temperament, and our
attachment styles are constantly evolving over time• As we grow, we become more complex in this area• As we age, we also become more set in our
emotional, temperamental, and attachment styles/abilities
• Two good predictors of these three at adulthood are the three at a younger age and stressful/traumatic experiences
Onto the Next Class…• In the next class
we’ll look at personality and identity development (chapter 11)
• Try to read the chapter before we meet at that time