2009-04-29

Covered Chapters 11, 12, 13, 14.

• Note: 15 & 16 not on exam, not on final.

Emotion:

How we measure them

• Physiological (changes in respiration, heart rate, blood pressure,

respiration)

• Expressive (smiles, grimace, cries, other facial)

• Experiential:verbal behavior (subjective feelings, cofnitive

judgements). How does x make you feel.

○ Example: what would happen if gotten toy didn’t like. Looking

at development of cognitive awareness.

• Use emotions to regulate oer actions

• influence cog processing

• initiate, maintain, terminate ineractions

• When start to recipocate emotions (smiling in response to

caregiver), emotional connection/ties form between 2 individuals

○ Will develop better stragegies with age.

 Attachment: firm, close, enduring, emotional bond between baby &

primary caregiver.

• One earliest foms of social development.

• what is this bond, how is it created and measured?

○ Harlow’s research on creature comfort.

 First step in saying, emotional bonds critical, not

physiological.

○ Bowlby’s research on uman development of attachment

 How attachment develop.

 Phases of attachment Formation (Primarily in

Sensorimotor stage)

 Wnts to be comforted, don’t care who gives it.

Little social interaction – just want to be taken

care of.

 Start to see attachment & beigin to show

increasing preference to most familiar &

responsive. KEY: family & responsive

  Specific clear-cut attachment. Separatinon

anxiety, stranger anxiety – will look to caregiver

to see reaction (social referencing)

 see goal-orentied partnership. Tolerate parental

absences. Start to coordinate freiendships and

relationships with others.

○ Ainsorth’s research on different types of attachment.

 Strange situation, characterized different typs of

attachment

 Differences in attachment

• Different patterns of ways that children

form bonds with parntes differ with parental

styles

○ See physical behavior. Could probably

tell from physiological changes

• Securely attached: predominant one, upset

when mom leaves, unhappy with stranger is

in, cams down with return of mom

 • ancxious resistant: when mm comes back,

tends to resist

• anxious avoidant: avoid mom al together.

• Disorganized attachment

 Stability of attachment:

• No. Seems that ne attachment style can

change. Tends to happen later on with

romantic relationships & situational &

cultural

• Identification: psychological process in which children try to look,

act, feel, and be like significant people in their social evironment.

○ Tend to see familial patterns due to children imitation of

others

 essential to process of socialization

• Self:

○ Object: self-concept, begin to distinguish own behavior frmm

others in frist year o life. Around time to attachment

formation. Whn begin to notce relative permanence of others

in life, can distinguish own actions.

  categorical self – schemas

 social comparison, see later in elementary into

middle & high school. I am X compared to Y.

○ Subject: includes child’s sense of agency, individuality,

stability, reflection

 Big different in dhilcdren who are securevly versus

insecuraely attached.

 Infants born with decire to gain control of their world

 mastery orientation: smth I am able to do, can do it.

 learned helplessness: in paradigm, punish animal fr not

doing anything, then result is animal that does not do

anything. Can also happen when no one demands of

you.

• Delopemtn of identity:

○ 3 main views:

○ Bandura - Social learning view

 delveop based on observation & imitation and use

adults as model.
 ○ Freud – psychodnamic view

 Oedipus complex for boys: ID with father, and devl self-

identity tis way. Learn by surpressing desire to kill with

father, overidentifywith father

 electra complx for girls: kill mother & kill father.

Overitendity with mother

○ Kohlberg: cognitive view: own desires drive structuring.

 identity as concept development

 active structuring of the environment – construct

what/who it is you think you are. Then behave

accordingly.

○ Theories: data can be used to fit all theories.

• Sex-role identity

○ Bandura: rewards/punishments for sex-typical/atypical

behavior. Girls: rewards for pink things, Boys: rewards to toy

trucks, rough play.

 comes from school, media, neighborhood.

 ○ Kohlberg: gender schema theory; I am a girl, therefore I shd

want to do girl things.

 see sex-role through development of

 ID (I am girl)

 stability (I am still girl at age 4)

 constancy (

 How does this theory deal wit transsexual ID --?

• With development of sense of self, (I am me, have these feelings,)

○ See development of Pro-social behavior

○ Include imitation & operant conditioning

○ Strategies:

 Reward (operant conditioning)

 Not very effecive (think abt contingencies, losing

smth want,

 Explicit modeling (imitation)

 More likely to see prosocial behavior as long as 2

weeks later.
  Induciton (combination of operant conditioning, and

SOME modeling) In induction, change stimulus (kid next

to you) by placing own child in other kid’s position.

 explains to child, who someone feels, and why

smth shd be done abt it.

• How do these three interact?

○ Parenting patterns:

 Demanding, undemanding

○ Think about attachment – Parenting styles make sense.

○ Erikson: become attached to peole who reliably attend to

their needs and who otherwise fotter a sense of trust.

 attention, (see authorative, indulgent)

○ Bowly: provides balance between infant’s need for safety and

varied learning experiences (see top 2)

• Variabin in patterns of attachment

○ Parental behaviors: moter’s senstivyty to their inants signals

of ned seems to be reated to higher levels of secure

attachment – see why authoritative is better. See culture and

family
○ Characteristscs of the child:

○ Temperament: stabily, early appearing constellation of

indiviual personally attributes believed to have a heredity

basis.

 Chess & Thomas. Will have more parents who are more

responsive to them. Different children, will be more

easy to ignore demands b/c it’s not as rewarding.

 Parenting, self regulation, and self control

 difference between regulation & control:

• self-regulation: childrens ability to learn to

monitor and direct own avitive to achieve

certain goals. Want to get an a, then own

ability to monitor and direct behavior to et

good grade. Self-directed

• self-control: to comply with expectations of

others (I expect to wait before can get

M&m).
• if highly responsive parent & demanding,

will have children who are self-regulating

but also learn to comply with expectations

of others.