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| A rapid appraisal of the personal significance of a situation |
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| A perspective emphasizing that the broad function of emotions is to energize behavior |
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| Confidence in their own ability to control events in their surroundings |
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Happiness, interest, surprise, fear, anger, and disgust
universal in humans and primates
can be directly inferred from facial expressions |
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A smile at the sight of a human face
appears at 6-10 weeks |
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| Occurs during REM sleep or in response to gentle touches |
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| Infants distressed reaction to departure of caregiver |
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| fear in response to unfamiliar adults which appears in many babies in the 2nd half of the first year |
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| Baby uses caregiver as the point from which to explore the environment and to return to for the emotional support |
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Shame, embarrassment, guilt, envy, and pride;
That involve injury to or enhancement of the sense of self |
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| Emotional Self-Regulation |
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Strategies for adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals
*ex. you get in a fight with your friend but you have a test to study for so you put your emotions aside |
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| Society's rules of when, where, and how it is appropriate to express emotions |
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| Relying on another person's emotional reaction to appraise an uncertain situation |
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| The ability to take another individuals emotional perspective and to feel with that person or respond emotionally in a similar way |
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| Feelings of concern or sorrow for another's plight |
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| Early appearing, stable individual differences in reactivity and self-regulation |
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| temperament = regular routines in infancy, general cheerfulness, and easy adaptation to new experiences |
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| temperament = irregular daily routines, slow acceptance of new experiences, tendency to react negatively and intensely |
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| temperament = inactivity, mild, low-key reactions to environmental stimuli; negative mood; and slow adjustment to new experiences |
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| Thomas and Chess's model, which states that an effective match, or "good fit" between child's temperament and the child-rearing environment leads to more adaptive functioning, whereas a "poor fit" results in adjustment problems |
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| The strong affectionate tie that humans have with special people in their lives which leads them to feel pleasure when they are interacting with those people and to be comforted by them in times of stress |
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| Ethological view of attachment |
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| A theory formulated by Bowlby that recognizes the infant's emotional tie to the caregiver as an evolved response that promotes survival |
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| A set of expectations about the availability of attachment figures, their likelihood of providing support during times of stress, and the self's interaction with those figures, which becomes a guide for all future close relationships |
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| A lab technique for assessing the quality of infant-caregiver attach. between 1 and 2 yrs. by observing the baby's responses to 8 short episodes, in which brief separations from and reunions with the caregiver occur in an unfamiliar playroom |
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| a form of communication in which the caregiver responds to infant signals in a well timed rhythmic, appropriate fashion and both partners match emotional states, especially positive ones |
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| Identification of the self as a physically unique being, distinct from other people and objects |
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| Test with attachment using monkeys and metal structures |
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| Ethilogical view of attachment |
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| She created the "strange situation" |
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Classification of the self according to prominent ways in which people differ, such as age, sex, physical characteristics and goodness and badness
develops between 18-30 months |
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| the set of attributes, attitudes, and values that an individual believes defines who he or she is |
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| evaluations of one's own abilities, behavior, and appearance in relation to those of others |
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| Factors Contributing to Young Child's Theory of Mind: |
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| Language, cognitive abilities, Security of attachment and Maternal "mind-mindedness", make believe play, and social interaction |
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| A blend of what we imagine important people in our lives think of us; crucial to developing a self-concept based on personality traits |
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Ideal Self=what you think other people think or expect of you
Real Self=who you really are |
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your judgment about your own worth and feelings that go along with that
low self-esteem=depressed |
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| a well-organized conception of the self that defines who one is, what one values, and what directions one wants to pursue in life |
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| Extension of Erikson's Identity Stage Theory |
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| Emotional Component or Morality |
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| Powerful feelings cause us to empathize or feel guilty when another is in distress |
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| Cognitive Component of Morality |
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| Children's developing social understanding enables them to make increasingly profound judgments they believe to be right or wrong |
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| Behavioral Component of Morality |
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| Experiencing morally relevant thoughts and feelings increased the likelihood, but does not guarantee, that people will act in accordance with them |
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| Biological Theory of Moral Development |
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| Morality is rooted in human nature; emotions are all in our brain |
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Sigmund Freud
-morality emerges between age 3-6
-form a superego or conscience by identifying with the same-sex parent |
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| in moral development, the process of adopting societal standards for right actions as one's own |
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1. Tell the child how to behave
2. How it effects others
3. Reasons behind the rule/punishment |
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| Social Learning Theory of Moral Development |
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| Moral behavior is acquired just like any other set of responses: through reinforcement and modeling |
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Warmth and Responsive- more attentive and receptive
Competence and Power- they admire therefore imitate
Consistency between assertions and behavior- hypocrisy; children don't listen and do whatever's easiest |
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| In operant conditioning, removal of a desirable stimulus or presentation of an unpleasant stimulus, either of which decreases the occurrence of response |
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| Rewarding the child for doing something good |
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| Children make moral evaluations and decisions on the basis of concepts they construct about justice and fairness |
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Piaget's first stage of moral development, in which children view rules as handed down by authorities, as having a permanent existence, as unchangeable, and as requiring strict obedience
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a child's tendency to view rules as fixed external features of reality rather than as cooperative principles that can be modified at will
*ex. "You can't drink orange juice at night" |
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| Piaget's second stage of moral development, in which children view rules as flexible, socially agreed-on principles that can be revived to suit the will of the majority |
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| A standard of fairness based on mutuality of expectations, as expressed in the golden rule, "do unto others as you would have done unto you" |
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| A clinical interviewing procedure for assessing moral understanding in which individuals resolve hypothetical dilemmas that present conflicts between two moral values and justify their deicisions |
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| the capacity to imagine what other people may be thinking and feeling |
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| the degree to which morality is central to an individual |
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| standards that protect people's rights and welfare |
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| customs, such as table manners and rituals of social interaction, that are determined solely by consensus |
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| children act to fulfill a need or desire and unemotionally attack a person to achieve their goal |
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| is an angry, defensive response to a provocation or a blocked goal and is meant to hurt another person |
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| damages another's peer relationships through social exclusion, malicious gossip, or friendship manipulation |
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-she talks about sex differences and moral reasoning
-claimed that Kohlberg's approach underestimated the moral maturity of females |
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