dev elopement of emotions
TRANSCRIPT
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The development of emotions
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Outline
I: Introduction
II: Development of emotion responding
III: Development of emotional appraisal
IV: Individual differences
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I: Introduction
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I: Introduction
Philosophers view emotions skeptically.
Plato: emotions are like drugs -- corrupt
reason
Stoics: emotions need to be moderated
Darwin: emotions like fossils -- vestiges of
prior adaptations that are no longer useful
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Emotions: A modern view
The case of Phineas Gage.
Brain injury disrupted his emotions, making a reasonedexistence impossible.
Emotions now viewed as central to healthy social and
cognitive functioning
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What is an emotion?
An emotions is an:
Automatic, patterned response to an
event that includes
Behavioural-facial expressions and
Conscious appraisal of the eliciting event.
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DANGER!!
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What is an emotion?
An emotions is an:
Automatic, patterned response to an
event that includes
Behavioural-facial expressions and
Conscious appraisal of the eliciting event.
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Language suggests we experience a variety
of distinct emotions.
Are there distinct patterns associated with
different emotions?
If so, are there some innate patterns?
II: Development of emotional responses
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Language suggests we experience a variety
of distinct emotions.
Are there distinct patterns associated with
different emotions? YES
If so, are there some innate patterns? YES
II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
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II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
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Basic emotions like sadness, surprise,
disgust, fear, happiness are innate and
universal.
Evidence?
II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
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Methods
II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
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Methods
II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
Facial Affect Coding System
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Methods
II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
Facial Affect Coding System
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Methods Cross-cultural studies
II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
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Methods Cross-cultural studies
II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
Converging judgements about expressed emotion
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Methods Developmental studies
II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
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Methods Developmental studies
Disgust & Happiness
II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
Disgust: Steiner & Sour liquid
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Methods Developmental studies
Disgust & Happiness
II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
Disgust: Steiner & Sour liquid
YUCK!!
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Methods Developmental studies
Disgust & Happiness
II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
Happiness
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Methods Developmental studies
Disgust & Happiness
II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
Happiness
Early organized expression Newborns smile in their sleep
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Criticisms: Is emotional expression enough?
Saarni & Campos: Need to examine
whether emotions are expressed
meaningfully in appropriate contexts.
II: Development of emotional responses
Ekman & Izard: Differential
Emotions Theory
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Emphasis on the functional development ofemotion Do infants express emotions in
functionally appropriate ways?
If this more stringent criteria is adopted,newborn dont seem as well-organized.
II: Development of emotional responses
Saarni & Campos: Social
Context Approach
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Hiatt, Campos, and Emde, 1979
10 to 12 month olds placed in contexts
thought to elicit 3 different basic emotions.
Happiness: playing with an attractive toy.
Fear: exposure to a stranger.
Surprise: object disappearance/appearance.
II: Development of emotional responses
Saarni & Campos: Social
Context Approach
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2 conditions for discrete emotions
(1) The predicted expression must occur moreoften than any non-predicted emotion in
response to a particular context.
(2) The predicted expression must bedisplayed more often in its appropriateeliciting circumstance than in non-predictedcircumstances.
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Design & research questions.
Co
n
t
e
x
t
Happy Fear Surprise
Happy Happy
Fear Fear
Surprise Surprise
Emotion expressed
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Findings
For happiness, both conditions were met.
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Findings for happiness.
Co
n
t
e
x
t
Happy Fear Surprise
Happy 80 45 20
Fear 10
Surprise 10
Totals 100
Emotion expressed
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Findings for fear
Stimuli meant to elicit fear elicited
significantly more non-fear emotions
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Findings for surprise.
Stimuli thought to elicit surprise did elicit
surprise more often than non-predicted
emotion. However, surprise elicited as often by
fearful and happy contexts.
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Findings for surprise
Co
n
t
e
x
t
Happy Fear Surprise
Happy 20
Fear 30
Surprise 10 30 50
Totals 100 100 100
Emotion expressed
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Findings summarized.
Co
n
t
e
x
t
Happy Fear Surprise
Happy 80 45 20
Fear 10 25 30
Surprise 10 30 50
Totals 100 100 100
Emotion expressed
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Conclusions
Infants may be born with the elements ofemotional expression.
However, it is only in the course ofdevelopment that the elements becomefunctionally organized.
If the elements of emotion need to beorganized, what brings about thisorganization?
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1. Understanding intentions
Izard
Externality of causation and emotional
response to inoculation.
Young infants exhibit sadness and distress.
Older infants exhibit anger and distress.
Understand that something unpleasant is
happening to them rather than just
happening.
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2. Development of the self
Self-recognition @
24 months.
Leads to self-conscious emotions
including pride,
guilt, andembarrassment.
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3. Emotion Regulation
Emerges in infancye.g., self-distraction
Predicts compliance @ 3yrs
Later in development, is associated withsocial competence Cole, Zahn-Waxler,& Smith, 1994
Induced negative emotion in high, medium,and low-risk boys and girls
Experimenter either present or absent
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0
5
10
15
20
25
30
35
High Risk
Med Risk
Low Risk
NegativeE
motion
Boys
Exp Present
Boys
Exp Absent
Girls
Exp Absent
Girls
Exp Present
Cole, Zahn-Waxler, & Smith, 1994
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0
5
10
15
20
25
30
35
High Risk
Med Risk
Low Risk
NegativeE
motion
Boys
Exp Present
Boys
Exp Absent
Girls
Exp Absent
Girls
Exp Present
Cole, Zahn-Waxler, & Smith, 1994
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III: Development of emotional appraisal
Infants born capable of some basic appraisal
However, much about the emotional
significance of things needs to be learned
Ambiguity
Inborn affective map needs elaboration
How does this happen?
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Social Referencing
Sorce, Emde, Campos,
Klinnert, 1981.
Visual-cliff If mothers express fear,
infants do not cross
When mothers smile, most
infants cross
Infants internalize caregivers
affective map
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IV: Individual differences
Temperament
Refers to a variety of infant attributes
including:
Fearfulness
Irritability
Activity level
Concerns the "how" as opposed to the
"what" of behaviour.
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A biological basis for temperament?
Many argue yes.
Evidence?
Heritability studies.
Cross-temporal stability.
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1. Heritability studies
MZ vs. DZ twins.
Higher concordance amongst MZ vs. DZ
twins for social smiling and fearfulness.
Moderate heritability.
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2. Temporal stability
Kagan
Behavioural inhibition:
Fear responses to novel situations and
people
Children studied longitudinally
Measured at 21 months, 4, 6, & 8 years.
Evidence of stability
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3. Correlated traits
Behavioural and emotional characteristics
seem to co-occur
Over-active children are often low infearfulness.
Under-active children often moody,
resistant to change.
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3 categories of child temperament
Thomas & Chess, 1991
Easy temperament (good mood, flexible,
regular): 60% of infants.
Difficult temperament (active, inflexible,
and irritable): 15% of infants
Slow-to-warm-up (quiet, moody, passive
resistance to change): 23% of infants
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Summarizing temperament
Temperament concerns the how rather
than the what of behaviour.
Biologically derived.
Described in terms of both attributes and
broader profiles.
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Summarizing emotional
development Emotions are complex and multifaceted.
Structural and functional considerations.
Infants born with some basic emotions.
Cognitive, social and language development
transforms our emotional nature.
Emotions become more differentiated and
controlled.
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The Development of Social
Attachments
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Outline
I: Stages of attachment
II: Formation of Attachments
III: Attachment Theory
IV: Attachment and Temperament
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I: Stages of attachment (p. 402)
Pre-attachment (0-2 months)
Attachment in the making (2-7 months)
Clear-cut attachments (7-36 months)
Reciprocal partnership (36 months onward)
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II: The formation of attachments
I F i f A h
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Psychoanalytic theory: Freud
Psychosexual personality theory
For infants, libidinal pleasure orally derived
Feeding provides oral stimulation
Leads to attachment
I: Formation of Attachment
I F i f A h
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Social-Learning Theory
Primary and secondary drives
Mother associated w. positive
reinforcement
Satisfaction of primary drives.
Eventually, simply the presence of the
mother becomes reinforcing
Development of a secondary drive.
I: Formation of Attachment
I F i f A h
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Is feeding important?
Harry Harlow
Too much emphasis on
feeding. Research on rhesus
monkeys.
Orphans prefer terry-
cloth not feeding
mother.
I: Formation of Attachment
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III: Attachment Theory
John Bowlby
Critical of psychoanalytic and S-L theory
Proposed an Ethological Theory
Attachment is a "behavioural system that
has evolved over millions of years
What is a behavioural system?
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III: Attachment Theory
A behavioural system is an organized set of
behaviours that is goal-directed, activated
by particular eliciting circumstances, andturned off when goal attained.
Example: Feeding
And (according to Bowlby) attachmentHow?
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III: Attachment Theory
Comprised of a set of behaviours (e.g., crying,
distress, following, clinging, calling, etc.)
Goal-directed (i.e., maintain proximity withcaregiver).
Turned on by eliciting circumstances (i.e.,
separation, danger)
Turned off when goal attained (i.e., proximity with
mother)
Attachment is
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The internal working model
Around 12 months, infants begins to form a model
of the relationship they have with their care-giver.
Timing coincides with developing understanding ofobject permanence.
Includes a concept of the self, the caregiver, and the
relationship.
Forms a template that guides the establishment of
future attachment relationships.
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Measuring attachment
Ainsworth: The Strange Situation (p. 405).
Assessed the extent to which infants use
mother as a secure base. Focus on reunion episodes.
How does the infant utilize mother to re-
establish a feeling of security?
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Four attachment classifications
Secure; 65%
Settle quickly upon reunion.
Avoidant; 20%
Avoids contact with mother upon reunion.
Resistant; 10%
Fails to settle after reunion.
Disorganized; 5%
No clear reunion strategy.
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These categories describe 2
dimensions
Expressed emotion
A lot
Resistant
Little
Avoidant
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These categories describe 2
dimensions
Expressed emotion
Organized/disorganized
A lot
Resistant
Little
Avoidant
Disorganized
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Factors affecting the quality of
attachment Behaviour of principle care-giver (Nurture)
Ainsworths care-giving hypothesis.
Evidence?
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Ainsworths Baltimore study
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Ainsworths Baltimore study
(A) sensitive.
(B) accepting of their role as mother
(C) co-operative
(D) emotionally accessible
Mothers ofsecure infants
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Ainsworths Baltimore study
(A) misinterpret infant signals
(B) inconsistent
Mothers ofresistant infants
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Ainsworths Baltimore study
(A) impatient with their babies
(B) unresponsive
(C) do not enjoy close contact
(D) express negative feeling about their
infants.
Mothers ofavoidant infants
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Sensitivity hypothesis: Further evidence
Meta-analysis: De Wolff & van IJzendoorn, 1997
Question: Is maternal sensitivity associated with
infant attachment status? 66 studies reviewed
All had examined parental antecedents of security.
Association confirmed but weak relationship.
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Criticisms
Thompson (1997)
Hypothesis not very precise.
Parents play many roles in relationships.
Sensitivity to what?
Why does sensitivity promote secure
attachment?
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Other maternal predictors
Being affectionate, non-intrusive (Bates et al.)
Negativity, tension (Moss et al.)
Interactive synchrony (Isabella et al.)
Criticism: Unclear how these
predictors relate to Bowlbys
conception of attachment.
Need for greater specificity.
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IV: Attachment and temperament.
Attachment theory maintains that strange
situation behaviour reflects the quality of
the infants caregiving But, might strange situation behaviour
simply reflect differences in temperament?
Some argue yes. Evidence?
Ainsworths Attachment Classifications
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Temperament
profile
Percent of
infants
Attachment
classification
Percent of 1-
year-olds
Easy 60 Secure 65
Difficult 15 Resistant 10
Slow to warmup
23 Avoidant 20
Vs.
Thomas & Chesss Temperament Profiles
Ainsworths Attachment Classifications
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Temperament
profile
Percent of
infants
Attachment
classification
Percent of 1-
year-olds
Easy 60 Secure 63
Difficult 15 Resistant 8
Slow to warmup
23 Avoidant 29
Vs.
Thomas & Chesss Temperament Profiles
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Conclusions
Suggests that strange-situation behaviour
indexes biologically-based differences in
emotionality, not care-giving.
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Criticisms
Temperament is dispositional
Cross-situationally and cross-temporally
stable. Higher concordance for MZ than DZ twins
True of attachment?
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Criticisms
Temperament is dispositional
Cross-situationally and cross-temporally
stable. Higher concordance for MZ than DZ twins
True of attachment?
Not cross-situationally stable:Father-infant and mother-infant
attachments can be different
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Criticisms
Temperament is dispositional
Cross-situationally and cross-temporally
stable. Higher concordance for MZ than DZ twins
True of attachment?
Not cross-situationally stable:Father-infant and mother-infant
attachments can be different
Not cross-temporally stable:Mother-infant attachment can
change over time
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Criticisms
Temperament is dispositional
Cross-situationally and cross-temporally
stable. Higher concordance for MZ than DZ twins
True of attachment?
Not cross-situationally stable:Father-infant and mother-infant
attachments can be different
Not cross-temporally stable:Mother-infant attachment can
change over time
Concordance for attachment
not higher among MZ than DZ twins
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Conclusions
Biological and care-giving factors contribute to
the establishment of attachment.
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Summary
In the course of the 1st year, infant form
their first relationships.
Emotions are an important foundation forthe formation of attachment.