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Lecture 6

PSY210H1F Lecture 6

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Justin Mc Neil

PSY210H1F L6; Oct. 23, 2012 o What happens when childs cues not met Emotional Development o Mother & child brought in, interact normally, then th Final exam not cumulative Dec. 18 mothers face displays no emotion for 2min Examine what happens when childs emotional cues Emotional Intelligence Tests - Answers not paid attention to o Exchanging agree, reaching, pointing, smiling Dont bring up bad things from past Use empathy to imagine being that person working to coordinate emotions & intentions What we should do, & what we would do, are 2 dif things Then ask mother to not respond Baby tries hard to get mothers attention, ask Must select a mature response pts to a level of emotional maturity whats happening w screeching sounds React w (-)ve emotions, stress, lose control of posture What are emotions? Rapid appraisal of personal significance of situation o Given comfort immediately after Functionalist approach: emotions prepare us for action Mostly done w the primaryy aregiver Mother/child interactions reciprocal o Universal, primary emotions Happiness, sadness, interest, disgust How will children solicit the attention of an unresponsive Develop early in life, have fnal purpose caregiver? o Normal interaction o Secondary, self-conscious emotions Based upon social expectations o Still face Cognitive, affective elements o Normal interaction o Compel us into a response Still Face Paradigm Emotion reactions = instant, more influenced by biology, hard to inhibit; faster than cognitive processes Infants sensitive to violations of social reciprocity How do children cope w distress? A lot of our reality is based on emotion Feeling raw emotion & ability to express it are dif o Attempt to re-acquire attention Emoting happiness more trying to continue cycle thru list of emotional reactions Primary Emotions o Distress! Happiness Helps establish relations w caregiver Usually receive comfort Tells us the child is able to contribute & pan social interactions o Indicate ready to interact w caregiver (able to receive cues) o Thru continued social interaction bond w caregiver 6-10 wks: babies respond to caregivers w smiles, laughter Trying to manage emotional states Anger Trying to manage (-)ve emotionality o Everyone manages differently Response to thwarted needs Contingent on intentional bhvr Emotional Self-Regulation o Not sure how to use that anger to rectify the situation How do we cope w emotions? need intentential bhvr, to understand cause & effect Piagets sensorimotor stage o Feeling something wed rather not feel Fear Requires dif cognitive abilities o Effortful control Stranger anxiety react dif to stranger than caregiver Primes child to fear envtal stimuli o Attention o Focusing & shifting Use caregiver as secure base to explore to world o Inhibit bhvrs o Retreat for safety, security, etc o Planning Secondary Emotions Extent to which with cope w things relates to how many abilities we have to deal w (-)ve emotionality Guilt (regretting action weve done, wishing we hadnt so wouldve avoided hurting someone) Shame (feel diminished due to an action we have done, think Infants: Limited ability to regulate emotions others view us as less so we view ourselves as less), embarrassment) o Can look away from bad things Envy, pride (understand we each have dif comparabilities, Overwhelmed easily Parents need to manage envt to prevent overstimulation inflates sense of self if better) o More complex in nature o prevent prolonged stress of infant o Have to understand others, relationship to others, that Children: others are distinct from us o Broaden social understandings Age 2: language, can talk about feelings Social emotions based on social understanding o Able to express desire for things mine, & desire to not do things no Develop later in infancy/toddlerhood o Brought in social interactions o Contingent on differentiating self from others o Others have expectations that one may or may not meet o Cant usue language to regulate emotions extremely Receptive to verbal exchanges from adults More (-)ve emotionality: less ability to self-regulate How Do We Measure Emotion in Infants? Still Face Paradigm o Very intense, child difficult to comforto Limited receptibility to bargaining, etc, from parents Children are better able to explain conflicting cues o terrible twos o Understand that 2 emotions can exist at once o Understand that facial expression can mask true feelings Older children: Highly developed emotion regulation skills Empathy & Sympathy Can feel emotion w/o expressing it Empathy o Realize conseqs for actions Raw ability to detect emotion in others, take anothers Dont want to feel embarrassed perspective, respond in a similar way o Relates to secondary emotions Mixture of affective (Hoffman primarily affective, Helps to internalise emotional states empathy at core of moral actions/bhvrs, emotion fnal) & Begin to experience more self-conscious emotions cognitive factors o Shift perspectives Sympathy o Coercion, begging Concern for plight of another More sophisticated coping Stems from empathy, unless emotional distress occurs o Problem-centered coping Hoffman primary basis for motivation, wont happen Trying to attack source of (-)ve emotions w/o empathy o Emotion-centered coping Evolutionarily predisposed to understand how others feel Reduce own (-)ve emotionality w/o removing Understanding how context affects bhvr & what we should do, source of problem planning = Cognitive o Massive coping-centred research Caring = Affective Understanding Emotions of Others Development of Empathy Minds Eye Test decoding complex emotion from pics of Hoffman: Stages of Empathy ppls eyes Stage 0: Newborn reactive cry Humans accurate at discerning emotion Stage 1: Egocentric empathic distress o Social creatures Stage 2: Quasi-egocentric empathic distress o Understanding subtle emotional cues
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