Transcript Emotional Development

Emotional Development
What is an emotion?

What do you think???
What are the 6 basic emotions?
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Sadness
 Happiness
 Anger
 Disgust
 Surprise
 Fear
How do we define emotions?
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We often describe our emotions by the
physiological sensations we experience at
the time of the emotions.
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E.g., if you feel fear, you may describe this
fear response by describing how fast your
heart is racing.
Why use physiology to describe
emotions?
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Our bodies undergo significant changes while
we are experiencing different emotions. We
can use this information to describe what
we’re feeling.
Theories of emotion incorporate both
parasympathetic & sympathetic NS responses
in defining emotions.
Classic Theories of Emotion
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1. James-Lange theory of emotion – argues we
experience physiological sensations in response to an
event & our perception of these changes –defines the
emotion.
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(E.g., We feel sad because we cry, we feel angry because
hour heart races!!!)
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Problem : Similar patterns of autonomic activity are
produced for different emotions (fear, anger).
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For example, how do you tell the difference between
anxiety & anger? The pattern of activity is similar, but
the emotions are distinctly different.
2. Cannon-Bard Theory:
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Cognitive aspect of emotion is independent from
physiological aspect of emotion.
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Problem: Theoretically, changes in the intensity of
autonomic arousal should have no effect on emotional
experience, but they do.
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E.g., While spinal cord injury patients report being
able to experience emotions, they report the emotions
are perceived less intensely than before the injuries.
3. Schachter and Singer’s Theory
of Emotions
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Argues we experience a given emotion based on
our cognitive appraisal (label) of our
physiological sensations.
Researchers were interested in determinants of
anger, fear, & euphoria. They explored
interdependence between:
 External environment
 Internal events (e.g., adrenaline)
 Subjective feelings
Schachter & Singer’s Classic Study
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Four groups of Ss participated in the study.
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Three groups of Ss were given a shot of
epinephrine (activates sympathetic arousal for 2030 min.), whereas the fourth group was given a
placebo injection.
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All Ss were told they received “suproxin,” a
harmless drug.
Experimental groups in Schacter &
Singer study (1962)
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Group 1: Epinephrine informed- were told side effects
of drug (those relating to epinephrine such as increased
HR).
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Group 2: Epinephrine uninformed- those told
nothing of possible side effects.
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Group 3: Epinephrine Misinformed- those
misinformed of possible side effects (e.g., numb feed,
headache).
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Group 4: Placebo—Ss were given saline shot.
Changing the social context of emotion.
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Following injections & instructions, each
subject was placed in a situation that was
designed to promote either euphoria or
anger.
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Note: Ss in the misinformed group did not
participate in the anger condition (see next
slide).
Creating Anger or Euphoria:
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Anger condition—Ss were placed in a room
with an angry confederate & required to fill out a
questionnaire. The angry confederate was surly,
cursed, & generally annoying.
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Euphoria condition-Ss were placed in a room
with a happy confederate who did silly things
(building paper planes, throwing wads of paper,
jumping up on desk, etc.)
Results of Study
•
Euphoria
Anger
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Placebo
Euphoria
Anger
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E-informed
Little emotion
Little emotion
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E-uninformed
Euphoria
Anger
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E-misinformed
Euphoria
XXX
Summary of Results
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1. Ss who knew they were feeling the effects of
the drug, showed less intense emotional responses
in both conditions. They didn’t attribute their
physiological activity to the situation, but to the
drug.
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2. Ss who were either uninformed or misinformed
appeared to rely on the contextual cues from the
situation (euphoric or angry) to label their
physiological sensations & hence emotions.
Serious Flaw of Schacter & Singer Study
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Ss who were given placebo injections instead of
epinephrine, showed about as much euphoria in
the euphoria condition & as much anger in the
anger condition as did Ss given epinephrine.
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If epinephrine had nothing to do with the results of
the study, then the data don’t support the theory.
The jury is still out on this one!!!
Can we misattribute our emotions based on
our physiological sensations?
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Yes!!! according to Aron & Dutton bridge study (1974):
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A young attractive female approached individual male Ss after
they had crossed a wobbly suspension bridge high above a rocky
river.
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The female asked each male to fill out a questionnaire.
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When the S finished, the female gave him a piece of paper with
her phone # & invited him to call her.
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In contrast to a control group (a solid bridge not far above water),
the males in the experimental group were more likely to call the
female.
Emotions-criteria
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1. Subjective reactions to environment
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2. Usually experienced as pleasant (positive
valence) or unpleasant (negative valence).
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3. Often accompanied by physiological
responses.
4. Expressed behaviorally!!!!!!
Do infants come into the world with
the ability to express basic emotions?
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Yes!!!
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However, certain emotions exist earlier than
others & expressions become more wellorganized over time (facial feedback).
Which facial expressions appear
first in infancy?
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Startle
 disgust (in response to bitter tastes)
 distress (in response to pain)
 Smile (unrelated to any event)
When does the first “true”
smile occur?
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At 4 to 6 weeks, most infants produce the first
“true” smile in response to some event.
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By 3 mos. infants can reliably display facial
expressions of anger, interest, surprise, &
sadness (Izard et al., 1995).
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More sophisticated emotions (pride, guilt) appear
in the 3rd year of life.
How can researchers determine whether
young infants experience emotions?
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Baby’s facial expressions & bodily movements are
coded.
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Areas of the face heavily involved in emotion (lips,
eyelids, forehead) are scored as are specific movement
patterns.
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Most sophisticated coding system--Maximally
Discriminative Facial Movement coding system
(MAX).
Do infants display emotions in response
to particular external events?
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Yes!!!
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Evoking anger in 7-month-olds by offering
teething biscuits & then withdrawing them
before they reach the mouth (Sternberg,
Campos, & Emde, 1983).
Are there gender differences in infants’
emotional expressiveness?
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Yes!!!!
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Boys - more emotionally expressive than girls!!!
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6 month-old boys displayed both more positive &
negative expressions of emotion than girls
(Weinberg, 1992).
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Boys cry longer than girls when upset.
Why are adult females more emotionally
expressive than adult males?
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Socialization!!!
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We encourage girls to be more emotionally
expressive than boys.
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Girls enhanced verbal ability seems to
facilitate discussions regarding emotional
information with the parents.
Specific emotions: Smiling & Laughter
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Newborns- first smiles are reflex smiles
(Wolff, 1987); related to internal states (not
related to gas).
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When do newborns smile most?
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When sated, during REM sleep, in response
to gentle touch & sound, & when rocked.
Smiling
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By end -1st month, infants smile in response
to external factors (mom’s face, light
touch).
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Social Smile- big grin accompanied by
cooing. Occurs between 6 & 10 weeks.
What do babies smile the most at?
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Human faces!!!
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3-mos. babies shown a “human” face &
puppets with faces that varied in likeness to
humans, almost only smiled to the human face
(Ellsworth et al., 1993).
Mom’s face is preferred
 to all others.
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Duchenne smiles!!!
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Are genuine smiles often made when babies
experience pure joy interacting with mom
or caregiver.
Wrinkles surround eyes,
 Wide upturned lips making
 whole face light’s up.
Smiling: later infancy
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Infants learn the importance of smiling to
modify their parents’ behavior.
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Smiling is used to facilitate communication &
improve the parental bond.
Fear:
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Is rare in early infancy, does not occur until
about 6 mos.
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Corresponds to when infants start crawling &
improving their depth perception.
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Most salient fear is stranger anxiety, the fear
infants show in reaction to unfamiliar adults.
Stranger Anxiety
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Onset: 8 - 9 months
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Variability in severity of stranger anxiety.
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Influenced by:
 familiarity of setting
 mother’s response to strangers
 child’s perceived control in situation
 stranger’s characteristics (age, distance)
What is Attachment?
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Strong affectionate ties-- we feel for people
we’re close to & experience pleasure &
comfort from such relationships.
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6-mos. infants become attached to people
who have responded to their physical &
emotional needs.
How attachment evolves
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1. Preattachment phase (Birth to 2months): smiling,
crying, & eye-contact with caregiver facilitate newborn
closeness to humans.
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2. Attachment-in-the-making phase (2-7months):
Babies smile, laugh, & babble more to mom than
strangers.
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3. Clear-cut phase of attachment (7-24 months):
Attachment to familiar caregiver is present. Separation
anxiety occurs when caregiver leaves.
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4. Goal-corrected partnership (24 months on):
Separation anxiety begins to wane.
Measuring attachment
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It is thought that the caregiver who the child is attached
to serves as a secure base (a safe haven).
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The strange situation is used to measure attachment
(between 1 & 2 yrs). If attachment has developed, than
infants & toddlers should use parent as a secure base.
If attachment has occurred,infants and toddlers should use
parent as the secure base from which to explore
unfamiliar territory. When parent leaves, child should
show separation anxiety & an unfamiliar adult should
be less comforting than the parent/caregiver.
Strange Situation-events
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Events
Attachment Behaviors observed
1. Experimenter introduces parent &
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baby to playroom Then leaves
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2. Parent is seated while baby plays with toys
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3. Stranger enters, is seated, talks to Mom
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4. Parent leaves room. Stranger responds to
Baby to comfort her
5. Parent returns, greets baby (offers comfort).
Stranger leaves room.
6. Parent leaves room.
7. Stranger enters room and offers comfort.
8. Parent returns, greets baby, offers comfort
If necessary, and tries to reinterest baby in toys
Parent as secure base
Reaction to stranger
Separation Anxiety
Reaction to reunion
Separation Anxiety
Ability to be soothed by
stranger
Reaction to reunion
Types of Attachment
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1. Secure Attachment – parent is secure
base. Child cries when parent is gone, & is
comforted when parent returns (65% of US
babies have this pattern).
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2. Insecure-Avoidant attachment – Infants
are unresponsive to parent when present &
unaffected when parent leaves. They often
avoid the parent when parent greets them.
(About 20 % of American babies show this
pattern.)
3. Insecure-Resistance attachment:
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Infants seek closeness with parent before parent
leaves & shows angry responses upon parents
return. Infants are hard to comfort while being
held (5-10% show this).
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4. Insecure-Disorganized attachment – Infant
is confused & shows contradictory behaviors
when parent returns (flat affect). 5-10 % shown
pattern.
Factors that affect Attachment Security
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1. Having the opportunity to establish a close
relationship with a caregiver.
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2. Warm, responsive parenting should lead to
greater attachment.
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3. Infant characteristics influence attachment
relationship
Parenting style and secure attachments
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Securely attached infants have caregivers
consistently available to attend to the infant’s
needs (feeding).
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Mom does not ignore distress cries from baby,
but immediately comforts child.
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Style of parenting--sensitive care
Parenting style & insecure attachments
1. Insecure-Avoidant Attachment –
caregivers—unavailable & rejecting of
child.
2. Insecure-resistant Attachment –
caregivers are inconsistent (sometimes
showing affection, other times distant from
child).
3. Insecure-disorganized
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Caregiver may neglect or abuse child. This
dysfunctional form of parenting is often
linked to maternal depression.
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Depressed mothers are uninvolved with
infant care, making little eye-contact, and
being detached and hostile toward the child.