PSYCH211 Chapter Notes - Chapter 1: Reinforcement

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

Document Summary

A few questions: differences between infancy/toddlerhood & early childhood. Lots of lecture content: what she mentioned explicitly in class. Better at discussing/understanding emotions (gain more emotion words) Understand causes, consequences, behavioural signs of emotions: e. g. By 3 or 4yrs can understand why someone is sad: (cid:862)he dropped his i(cid:272)e (cid:272)rea(cid:373). Because he dropped his i(cid:272)e (cid:272)rea(cid:373) earlier. (cid:863) Predict emotional reactions: 2 or 3yos can predict basic emotions (happiness, sadness, etc. , preschool/school-aged can predict more complex emotions (anger, shame, etc. ) I(cid:374)fa(cid:374)(cid:272)(cid:455)/toddlerhood (cid:894)2 e(cid:373)otio(cid:374)al (cid:858)(cid:271)u(cid:272)kets(cid:859): (cid:374)egati(cid:448)e a(cid:374)d positi(cid:448)e e(cid:373)otio(cid:374)s(cid:895) As they progress, they can predict more emotions. Emotional regulation: video (kids getting scared on snapchat, kids tried to (cid:272)lose off se(cid:374)ses, ra(cid:374) a(cid:449)a(cid:455), sa(cid:455) (cid:862)i(cid:859)(cid:373) s(cid:272)ared! (cid:863) or (cid:862)(cid:374)o! (cid:863, ability to manage the experience and expression of emotion. E. g. emotional masking: 3 to 4 use strategies for adjusting emotions. Restrict sensory input or change their goals. Effortful control (important part of emotional regulation)