Dev 9- Emotional Development

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  • Created by: freya_bc
  • Created on: 27-02-18 16:17
Darwin, 1872
Basic/primary emotions happiness, anger, disgust, sadness, fear and surprise)
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. Izard, 1992
General agreement that positive emotions are expressed in response to positive events from a young age
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Meltzoff and Moore 1977
Infants as young as 12 days old copy facial expressions
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Caron et al, 1986; 1988
habituation paradigm- 4-5 month Infants can discriminate between the emotional expression of others
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Haviland & Lelwicka (1987
10 week olds respond with happy/angry expressions when their mother is happy/angry
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Smith 2006; Baron-Cohen et al. 2013
defined affective empathy and cognitive empathy
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Dunn (1988);
Toddlers attempt to comfort siblings in distress Deliberate teasing and hurting Suggest basic understanding of their ability to affect the emotional states of others
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Wellman, 1990
One of the first concepts to be integrated into a child’s Theory of Mind - emotions
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Smiley & Huttenlocher, 1989
can talk about emotions from about 2 years
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Dunn, 1991)
By age 3 children ask questions about mental states and emotions
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Harris, 1987)
5 year olds have a basic understanding of the relationship between situations and emotions - but only basic ones (those obviously related to facial expressions) (Harris, 1987)
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Graham, 1988
An understanding of less physically obvious emotions is dependant on conversation. how they talk with care givers etc- emotions talked about more are understood earlier
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Harter (1983)
asked children if ackow mixed feelings/2 at once 6yo- one follow another, 8- same valence e.g sad anger, 10yo- 2 opposites
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Meerum Terwogt et al (1986
Reversed demands of procedure (explain emotional reactions) same results bc Early ToM construction is based on simple perceptions of cause and effect relationships between events and emotional reactions
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Gnepp, (1983)
When presented with conflicting emotional and situational cues, young pre-schoolers base judgements on facial expression alone They are unaware of the conflict Bias decreased with age
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Kieras et al., (2005)
3-5 yo rate fave and least fave toy- measures of effortful control too slow down motor rep and suppress initate motorIf have small dif between best and worst toy response better effortful control- important for display rules need inhibitory control
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Carlson and Wang (2007)
display rules- Emotion regulation and inhibitory control related Even after controlling for age and verbal ability Executive control of attention, action, and emotion are skills that develop in concert in the preschool period
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Lazarus & Folkman (1984)
2 types of coping behaviours; Problem-focused – aim to remove the actual problem Emotion-focused- aim to cope with the resultant emotion
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Rothbaum et al (1982);
Primary and Secondary coping strategies We use problem-solving strategies first Emotion-focused strategies are used; If PS ones fail We see that PS won’t work before we attempt to use them (e.g. bereavement) We foresee negative emotional ...
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....
repercussions of using PS methods (e.g. removing emotional support from a loved one)
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Band & Weisz (1988)
6 year olds can use Primary strategies inc; Avoidance Asking help of others Direct behavioural intervention It’s not until much later (10) that children start to use secondary strategies Why? Social factors (not confronted with social restrictions...
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...
aware of consequences of their primary attempts
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Ferguson and Stegge, 1998
They foster self-improvement & strengthen social relationships
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(Harter & Whitesell, 1989
Real guilt and shame are felt when social norms are internalised (about 8 years
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Harris, 1989
Recognising fake emotions is difficult so this is a cognitive discovery rather than a refinement of their observational skills
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Saarni, 1979
The deliberate concealment of emotions begins at about age 7 and lying
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Malatesta & Wilson (1988)
Surfeit bias- a certain emotion is over used by an individual Deficiency bias- under use of a specific emotion
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Goldsmith, 1993
IDs from temperaments- naturally more pos/neg
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Kagan (1994)
Inhibited vs. uninhibited – a personality trait Uninhibited demonstrate more positive emotions Suggest that whether inhibited children retain their temperamental style depends on environmental factors (and their resultant emotional awareness)
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Magai & McFadden (1995)
Parents play an important role in the socialisation of emotions & the development of a full emotional repertoire Especially in terms of containing emotions (& the development of guilt and shame) & developing empathy skills imitation key
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Tronick & Giannino (1987
Parental depression
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Cummings et al (1991)
Anger in children that witness angry confrontations between parents
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Baron-Cohen et al. 1985
ToM
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Baron-Cohen, 2013
cog empathy
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Harms et al. 2010
emo recog inapprop in ASD
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Sheppard et al. 2016)
Emotion expression production
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Mazefsky et al. 2013
Emotion regulation
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Bird et al. 2010
Overlap of symptoms between alexythymia and ASD social dif in autism explained by alex instead
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Risko et al. 2012; Harms et al. 2010
More complex, dynamic emotions more likely to reveal difficulties
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Pelphrey et al. 2002
Individuals with ASC tend not to integrate facial features. TD more systematic search pattern Don’t integrate features WCC- difficulty to join up into higher order meaning in ASD
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Humphreys et al. 2006
ASD dif processing emotion blends ** surprised ® with fear- (L) ASD more dif to distinguish dif facial expressions
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Ashwin et al., (2006)
autism stuggle more with fear disgust angry- less so with sad and surprise in comparison but still always scoring over 50%
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Cassidy et al. 2015; Speer et al. 2007
Eye movements and recognition differ
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Freeth et al. 2010; Cassidy et al. 2015
Delay in looking to socially pertinent information rather than absence
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Golan et al., (2008)
Autistic children rely more on verbal content than other cues What she says is “Im so pleased to see you”- sarcastic when put with facial expression ASD error to say interested bc rely on verbal cues and didn’t account social con/fac no integrate
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Baron- Cohen et al., 1999; Loveland et al., 2001)
what behaviours are appropriate in different social situations
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Baron-Cohen et al., 1993)
not situations which cause basic emotions such as happiness and sadness: having a birthday party vs grazing a knee no dif here in ASD
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Cassidy et al. 2014; 2015
Adults with autism have difficulty with complex emotion recognition, not emotional understanding
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Pillai et al. 2014; Cassidy et al. 2014; 2015)
Autistic adults have difficulty successfully working out what happened to someone from their response
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Sheppard et al., (2016)
Similar RM paradigm, but autistic and neurotypical people’s reactions filmed in response to 4 social prompts NT participants then inferred what situation cause the response NT participants more successful at inferring what happened to NT than a targe
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....
NT participants rated autistic and NT targets as similarly expressive NT participants gave different explanations for NT and ASD reactions
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Milton (2012)
Autistic people also have difficulty successfully recognising others emotions, interpreting and predicting others behaviour, and responding appropriately Additionally, autistic people may be less readable by non-autistic people = double empathy prob
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Sasson et al., (2017)
NT (neurotypical) peers less likely to want to interact with autistic people based on a brief sample of behaviour Occurs within seconds, do not change with exposure, and persists in adult and child groups- doesn’t change with exposure
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Heldey et al. 2018; Pelton and Cassidy, 2017
Associated with depression and self-harm
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Mazefsky et al., (2013)
Suggests difficulties in emotion regulation Underlying factors: Less goal directed and more internally driven responses Poor problem solving, rigidity, impaired ToM Sensory hyper-responsivity Different presentation of co-occurring mood disorders- dep
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Cassidy et al. 2014; Lecavalier, 2006)
Irritability, aggression, self-injury, suicidal gestures, anxiety and impulsivity common in ASD
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McCrimmon et al., (2016)
Reduced resilience – adapting to life’s challenges? Children with ASD did not score lower on emotional intelligence (EI) or resilience than TD children EI and resilience correlated in ASD
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Card 2

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. Izard, 1992

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General agreement that positive emotions are expressed in response to positive events from a young age

Card 3

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Meltzoff and Moore 1977

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Card 4

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Caron et al, 1986; 1988

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Card 5

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Haviland & Lelwicka (1987

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