PSYCH211 Lecture Notes - Lecture 19: Problem Solving

• School: University of Waterloo
• Department: Psychology
• Course: PSYCH211
• Professor: Shaylene Nancekivell

Document Summary

Emotion and cognition: better at discussing emotions, understand the causes, consequences and behavioural signs of emotions (cid:862)he is sad, he (cid:373)isses his (cid:373)other(cid:863, predict emotional reactions. 6-(cid:455)ear old"s ca(cid:374) predict (cid:373)ore co(cid:373)ple(cid:454) e(cid:373)otio(cid:374)s like a(cid:374)ger. Strategies used: they turn away, close their eyes, cover their ears, sa(cid:455)i(cid:374)g (cid:374)o, i"(cid:373) scared: regulation: the ability to manage the experience and expression on emotion. 3 to 4 use strategies for adjusting emotions. Restrict sensory input or change their goals: remove themselves from situation/engage in a situation/reflect, effortful control on the situation. Ability to inhibit impulses and shift attention. Emotional masking look happ(cid:455) (cid:449)he(cid:374) sad (e. g. , recei(cid:448)ed a prese(cid:374)t (cid:455)ou did(cid:374)"t like) Requires understanding that emotion expressions can be different than emotional experiences. U(cid:374)dersta(cid:374)d (cid:455)ou"re i(cid:374) co(cid:374)trol of (cid:455)our o(cid:449)(cid:374) e(cid:373)otio(cid:374)al e(cid:454)pressio(cid:374)s. Children whose parents are good at discussing emotions are better at: negotiate conflict, helps with perspective-taking, helps with emotional regulation. Positive models of regulation: childre(cid:374) lear(cid:374) fro(cid:373) pare(cid:374)t"s (cid:373)odel.