Psychology 3260: Personality & Social Development
Don Hartmann Spring 2006
Lecture 13: Emotions
(Milestones)
WEB Discussion Assignments & Due Dates
WEB Assignment #Group I II III IVCSI 02/03 (02/03)Growing Pain02/06 (02/06)Psyched 02/07 (02/07)Agrrrression 02/08 (02/07)Authoritarians 02/09 (02/08)Divas 02/10Peer Pressure 02/13Morally Distinguished 02/14Raging Hormones 02/15Bono 02/16Girlie 02/19
Note: Each discussion topic closes at 5:00 p.m. two days prior to the stated due data.
Panel Discussion ScheduleWednesday…Feb. 15th
Feb. 22nd Identity (Murquia et al.)Feb. 29th Mar. 08th: Gender (Marcus et al.)Mar. 15th
Mar. 29th: Bullying (Borski et al.)Apr. 05nd: Family topic (Kyle et al.) Apr. 12th
Apr. 19th
Get you time period now, they are going like hot cakes!
Handout Summary Handout*
WEB Date Date
11. Sup. Lect. #3: Method III ----- 01/1112. HO: Autobio. Term Paper ----- 01/1113. Lecture #4a: Method III ----- 01/1214. HO: Completed Class Locator 01/13 -----15. Sup. Lect: Term Paper ----- 01/1316. Code of Academic Conduct ----- 01/1817. Study Guide #2: Chpt. 2 ----- 01/1818. Lect. #7: Skinner ----- 01/1819. Lect. #8: Bandura ----- 01/1920. Study Guide #3 ----- 01/2421. Lect. #9: Piaget ----- 01/2522. Lect. 10: Peers I ----- 01/2723. Study Guide #4 ----- 01/3024. Study Guide #5 ----- 02/0325. Lect. #12:Peers II ----- 02/03-----*Handout date refers to the date the handout was distributed in class. WEB date
indicates the date the handout should have been included on the class WEB site. A dashed line indicates that the handout either was not distributed in class or was not placed on the WEB.
Friendships: Introduction Definition: Reciprocal relationship with
positive affect Distinct from popularity
Importance Source of social support Conflict resolution skills Preparation for adulthood Can have bad consequences as well: Quality
of friendships Developmental Changes: Increasingly
intimate and fewer in number with age
Friendships: Introduction Definition: Reciprocal relationship with
positive affect Distinct from popularity
Importance Source of social support Conflict resolution skills Preparation for adulthood Can have bad consequences as well: Quality
of friendships
George & Hartmann (1) Relationship between friendship and
popularity (George & Hartmann). 5th- & 6th-grade children administered a rating scale sociometric‑‑and children
were divided, by classrooms, into the bottom .25 (unpopular), middle .50 (average), and top .25 (popular)
Completed a questionnaire asking them to list up to 15 people who they considered to be their good friends
Results of George & Hartmann (2) Children reported a
mean ≈ 12 good friends
80% of friends within a year of age
Few children had reciprocated cross‑sex friends
70% in same school 10%
30%
50%
70%
Unpop. Aver. Pop.
% R
ecip
rocati
on
Popularity Group
Results of George & Hartmann (3)
Who is chosen as friends?
12% unpopular; 47% average; 41% popular
But remember than only 25% of the children are classified as popular
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
UNPOPKIDS
AVERKIDS
POP KIDS
Un Fr Av Fr Po Fr
Hartmann, Abbott, Pelzel, George, & Ward-Anderson
Friendship Stability: Length of Time X Verified Status X Friendship Status 0%
10%
20%
30%
40%
50%
60%
70%
1 12 52 104
GdFrUnGdFrVerVBFrUnVBFrVer
% F
rien
ds L
ost
Weeks
Hartmann et al.
Why Do Children Loose Friends? Lack of recent Contact (33%) Change in Interests (23%) Negative Personality (21%) Replaced by Other (21%) Conflict (13%) Third Party (10%) Violation of Trust (10%)
Pelzel, Barrett, & Hartmann
Feelings about their most significant friendship loss
What emotions did the loss precipitate? Anger, sadness, & confusion
How strong were the emotions? 2/3 stated experiencing strong negative feeling
How long did the feelings last? More than a month!
Summary of Peer Lab Friendship findings Children describe having a substantial number
of friendships A substantial minority of which are not in their
classroom almost all of which are same gender many of which are not reciprocated Popular children are over-represented on lists of good
friends Friendships are dynamic—many are changing
How dynamic varies depending on how we assess Friendship loss
Occurs for a variety of reason And most individuals experience some pain with their
most significant friendship loss
Introduction to Emotions Overlap with text: pp. 100-120 Lecture:
Introduction Issues Early Difficulties
Definition: the 5 aspects Socioemotional Milestones In Infancy Theoretical Explanations Practical Considerations
Emotions: Supplementary ReferencesSaarni, C., Mumme, D.L., & Campos, J.J. (1998).
Emotional development: Action, communication, and understanding. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3: Social, emotional, and personality development (5th ed., pp. 237-309). New York: Wiley.
Denham, S. A. (1998). Emotional development in young children. New York: Guilford Press.
And what emotion is this?
A Few Emotions
Theories of Emotions Have captivated scientists at least since
Darwin, and his “Discrete Emotions Theory”: Most basic emotions that we have are products of our evolutionary history that have adaptive value. Each discrete emotion is accompanied by a particular set of facial and bodily reactions and is apparent early in life.
Functional Approach: Goal oriented (functional) diffuse feeling of positivity/negativity that as a result of learning take more specific forms.
Because they both are current, both must have some utility.
Introduction Critical part of Social Development Issues in the Study of Emotions
Change in number and in expression: primary & secondary emotions
Early Development of Emotions
Infants go though various transformation of the basic or primary emotions —anger, sadness, joy, surprise and fear—that appear soon after birth. The transformations are from diffuse to specific, and increasing become associated with particular experiences and people. Implicated in the transformation are Cognitive changes (e.g., development of
causal attributions) Learning (e.g., what works to alleviate this
discomfort?)
Development of Self-Conscious Emotions
These more complex emotions—embarrassment, shame, guilt, envy, and pride—develop in the second year
Prsumably require self-recognition (e.g., passing the “rouge test”) as well as understanding of rules/standards
Development of Emotional Regulation
Developing self-soothing
Complying with Emotional Display Rules
Other Developmental Issues
How are emotional feelings transmitted?
How do we learn to identify & interpret emotions?
How does emotional development interacts with other development?
Problems with Studying Emotion
Some problems with the study of emotions—technical and definitional remedied by technological
developments
and reconceptualization of emotions and their role
Definitions The varied aspects of emotions:
what elicits them what receives them (receptors) the physiological states that are induced emotional expressions (that which is observable) the experience of emotion‑‑sometime referred to as
affect Our focus:
emotions as affective reactions to various external conditions and
as promoting contact with caregivers the knowledge function of emotions
Emotional Milestones (1) Social Smiling: 4‑6 weeks of age
Stranger Anxiety or wariness: 6‑15 months
Separation Anxiety or anger: 6‑8 months
Emotional Milestones (2)
Fear of Heights: 8 months
Social Attachments: 7‑10 months
Why be Concerned with Emotional Milestones
They may tell us something about the health of the organism
From a theoretical perspective: To test the theory To aid us in understand-
ing the phenomena Aid us in controlling the
phenomena
?
Mechanisms of Social Smiling—according to Learning Theory
Mechanisms: Smiling on the part of caregivers is
associated (via classical conditioning) with a variety of goodies, so caregiver smiling is a general conditioned reinforcer—like money!
Infant attempts to reinstate smiling. How? By smiling!
Following its occurrence in this manner, smiling is operantly reinforced
Problems with Learning Theory Notions of Social Smiling
Problems: How are initial smiles produced? What about the infant’s poor
ability to differentiate emotional expressions?
Stranger Anxiety—according to the Ethologists
Children are "prewired" to fear a variety of objects settings, etc. because fearful‑avoidant responses have been adaptive to the species survival
Evidence: children fear strangers more in strange situations and in the absence of their parents (e.g., Sroufe)
Once the infant makes approach response to caregiver in presence of feared object, behavior is reinforced by caregiver in the form of affectional and soothing responses
Combating fear of strangers (see Box 4.2, p. 128) Keep familiar folks near at hand and interact with them
pleasantly Make the setting familiar Don't be obtrusive Try looking less strange to the child
Summary of Emotional Milestone Lecture
Introduction Issues Early Difficulties
Socioemotional Milestones In Infancy Theoretical Explanations & Practical
Considerations Next Lecture: Emotion and Schooling Go in Peace
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