HDFS 3312: CHILD DEVELOPMENT- CHAPTER 10: EMOTIONAL DEVELOPMENT

c. use their parents' facial expressions to interpret unfamiliar situations

4. Most 12-month-olds ______________. a. cannot distinguish happy faces from sad faces b. can distinguish real smiles from "fake" smiles c. use their parents' facial expressions to interpret unfamiliar situations

b. more likely to be embarrassed when recognized publicly for individual accomplishments

3. Compared with U.S. children, Asian children are ______________. a. more likely to express emotions outwardly b. more likely to be embarrassed when recognized publicly for individual accomplishments c. particularly likely to express anger

a. anger

1. Which of the following is a basic emotion? a. anger b. pride c. embarrassment

b. Anxious children are more likely to comply with a parent's rules and requests.

10. Which of the following statements accurately describes links between temperament and other aspects of development? a. Children with a difficult temperament always have behavioral problems. b. Anxious children are more likely to comply with a parent's rules and requests. c. Children who are less skilled in regulating emotions and behavior are prone to problems in adolescence but not in adulthood.

a. evolved to increase the infant's odds of survival

11. According to the evolutionary perspective, attachment ______________. a. evolved to increase the infant's odds of survival b. is learned through reinforcement and punishment c. has no adaptive value

b. attachment in the making

12. When Emma is upset, her mom can soothe her more quickly than other people can, even though Emma savors attention from lots of people. She's still comfortable with strangers. Which of Bowlby's stages of attachment best describe Emma? a. preattachment b. attachment in the making c. true attachment

b. resistant

13. In the Strange Situation, a baby with ______________ attachment is upset when the mother leaves and remains upset when she returns, sometimes to the point of being inconsolable. a. avoidant b. resistant c. secure

b. are more prone to anxiety and aggressive behavior

14. Compared with children who have secure attachment relationships, children with insecure attachment relationships ______________. a. have higher quality friendships b. are more prone to anxiety and aggressive behavior c. do not differ

a. Secure attachment is most likely when parents are sensitive and responsive.

15. Select the statement that correctly describes Influences on the quality of attachment. a. Secure attachment is most likely when parents are sensitive and responsive. b. When children are in day care, they are less likely to develop a secure attachment relationship. c. Secure and preoccupied adults are most likely to development secure attachment relationships with their children.

b. wariness of strangers

2. The first kind of fear to emerge in infancy is ______________. a. fear of snakes and spiders b. wariness of strangers c. fear of imaginary creatures

a. When children are less skilled in regulating their emotions, they tend to be less popular with peers.

5. Which of the following statements about emotion regulation is correct? a. When children are less skilled in regulating their emotions, they tend to be less popular with peers. b. Infants are unable to regulate their emotions. c. School-age children and adolescents are relatively more skilled at regulating emotions, mainly because they no longer resort to cognitive strategies.

a. easy

6. Hannah is happy, usually adjusts well to new situations, and has regular routines for eating and sleeping. Hannah fits in which of the temperamental categories described by Thomas and Chess? a. easy b. slow-to-warm-up c. difficult

b. activity

7. Which of the following is not one of the temperamental dimensions proposed by Rothbart? a. effortful control b. activity c. negative affect

b. temperament may make some children particularly susceptible to environmental influence

8. Research on the impact of heredity and environment on temperament shows that ______________. a. the impact of heredity is greater in infancy than in childhood b. temperament may make some children particularly susceptible to environmental influence c. temperament is due to a few specific genes

b. is linked to personality directly and indirectly

9. Temperament ______________. a. is moderately stable in infancy but becomes less stable in the preschool years b. is linked to personality directly and indirectly c. is stable from infancy through adulthood

stranger wariness

At about 6 months, infants become wary in the presence of an unfamiliar adult, a reaction known as stranger wariness. Fear of strangers increases over the first two years but how wary an infant feels around strangers depends on a number of factors First, infants tend to be less fearful of strangers when the environment is familiar and more fearful when it is not. Infants are less afraid of strangers that they see at home than strangers that they see when visiting someone for the first time. Second, the amount of anxiety depends on the stranger's behavior. Instead of rushing to greet or pick up the baby, as Nicole did in the vignette, a stranger should talk with other adults and, in a while, perhaps offer the baby a toy. Handled this way, many infants will soon become curious about the stranger instead of afraid. Wariness of strangers is adaptive because it emerges at the same time that children begin to master creeping and crawling Being wary of strangers provides a natural restraint against the tendency to wander away from familiar caregivers. However, as youngsters learn to interpret facial expressions and recognize when a person is friendly, their wariness of strangers declines.

Infants Expression of Emotions

Basic: Experienced by people worldwide; include a subjective feeling, a physiological response, and an overt behavior; Birth to 9 months; Happiness, anger, fear Self-conscious: Responses to meeting or failing to meet expectations or standards; 18 to 24 months; Pride, guilt, embarrassment

When can infants first identify emotions in others?

Perhaps as early as 4 months, and definitely by 6 months, infants begin to distinguish facial expressions associated with different emotions. Ex: happy, smiling face from a sad, frowning face and when they hear happy-sounding voices, they tend to look at happy faces, not ones that appear frustrated or angry. Like adults, infants are biased toward negative emotions. They attend more rapidly to faces depicting negative emotions (e.g., anger) and pay attention to them longer than emotionless or happy faces. Infants and young children are attentive to potentially frightening stimuli (e.g., snakes, spiders), even when they've never been exposed to them previously and thus have no reason to fear them. But they quickly learn to fear such stimuli, perhaps because these skills evolve to help early humans detect and avoid threats in their environments. Also like adults, infants use others' emotions to direct their behavior. Infants in an unfamiliar or ambiguous environment often look at their mother or father, as if searching for cues to help them interpret the situation, a phenomenon known as social referencing. If a parent looks afraid when shown a novel object, 12-month-olds are less likely to play with the new toy than if a parent looks happy. Infants' use of their parents' cues is precise. If two unfamiliar toys are shown to a parent, who expresses disgust at one toy but not the other, 12-month-olds will avoid the toy that elicited the disgust but not the other toy. And if 12-month-olds encounter an unfamiliar toy in a laboratory setting where one adult seems familiar with the toy but another adult does not, infants will look at the knowledgeable adult's expression to decide whether to play with the toy By 18 months, they're even more sophisticated: When one adult demonstrates an unfamiliar toy and a second adult comments, in an angry tone, "That's really annoying! That's so irritating!" 18-month-olds play less with the toy, compared to when the second adult makes neutral remarks in a mild manner. These youngsters apparently decided that it wasn't such a good idea to play with the toy if it might upset the second adult again. Thus, social referencing shows that infants are remarkably skilled in using other people's emotions to help them direct their own behavior. Although infants and toddlers are adept at recognizing others' emotions, their skills are far from mature. Adults are much more skilled than infants—and school-aged children, for that matter—in recognizing the subtle signals of an emotion, and adults are better able to tell when others are "faking" emotions; they can distinguish the face of a person who's really happy from the face of a person who's faking happiness. Thus, facial expressions of emotion are recognized with steadily greater skill throughout childhood and into adolescence.

Factors Determining Quality of attachment

the most important is the interaction between parents and their babies. A secure attachment is most likely when parents respond to infants predictably and appropriately Infants develop an internal working model, a set of expectations about parents' availability and responsiveness, both generally and in times of stress. When parents are depend- able and caring, babies come to trust them, knowing they can be relied on for comfort. That is, babies develop an internal working model in which they believe their parents are concerned about their needs and will try to meet those needs securely attached infants expect parents to respond but insecurely attached infants do not—and they look longer at the trials that violate their expectations of maternal behavior. According to modern attachment theory (e.g., Cassidy, 1994), parents have internal working models of the attachment relationship with their own parents, and these working models guide interactions with their own infants. • Secure adults describe childhood experiences objectively and value the impact of the parent-child relationship on their development. • Dismissive adults sometimes deny the value of childhood experiences and sometimes cannot recall those experiences precisely, yet they often idealize their parents. • Preoccupied adults describe childhood experiences emotionally and often express anger or confusion regarding relationships with their parents. many studies show that parents' secure attach- ment representations are associated with sensitive caregiving, and, in turn, with secure attachment in their infants

temperament is an important influence on development. Consider these examples:

• Persistent children are likely to succeed in school, whereas active and distractible children are less likely to succeed • Shy, inhibited children often have difficulty interacting with their peers, often do not cope effectively with problems, and are less likely to help a stranger in distress • Anxious, fearful children are more likely to comply with a parent's rules and requests, even when the parent is not present • Children who are frequently angry or fearful are more prone to depression • Children who are uninhibited and lack self-regulation are prone to alcohol-, drug-, and gambling-related problems as adults