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%

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60%

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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%

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70%

1 12 52 104

GdFrUnGdFrVerVBFrUnVBFrVer

% F

rien

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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