Emotional Development

1. Emotional Development

2. What is an emotion? • What do you think???

3. What are the 6 basic emotions? • Sadness • Happiness • Anger • Disgust • Surprise • Fear

4. How do we define emotions? • We often describe our emotions by the physiological sensations we experience at the time of the emotions. • E.g., if you feel fear, you may describe this fear response by describing how fast your heart is racing.

5. Why use physiology to describe emotions? • Our bodies undergo significant changes while we are experiencing different emotions. We can use this information to describe what we’re feeling. Theories of emotion incorporate both parasympathetic & sympathetic NS responses in defining emotions.

6. Classic Theories of Emotion • 1. James-Lange theory of emotion – argues we experience physiological sensations in response to an event & our perception of these changes –defines the emotion. • (E.g., We feel sad because we cry, we feel angry because hour heart races!!!) • Problem : Similar patterns of autonomic activity are produced for different emotions (fear, anger). • For example, how do you tell the difference between anxiety & anger? The pattern of activity is similar, but the emotions are distinctly different.

7. 2. Cannon-Bard Theory: • Cognitive aspect of emotion is independent from physiological aspect of emotion. • Problem: Theoretically, changes in the intensity of autonomic arousal should have no effect on emotional experience, but they do. • E.g., While spinal cord injury patients report being able to experience emotions, they report the emotions are perceived less intensely than before the injuries.

8. 3. Schachter and Singer’s Theory of Emotions • Argues we experience a given emotion based on our cognitive appraisal (label) of our physiological sensations. • Researchers were interested in determinants of anger, fear, & euphoria. They explored interdependence between: • External environment • Internal events (e.g., adrenaline) • Subjective feelings

9. Schachter & Singer’s Classic Study • Four groups of Ss participated in the study. • Three groups of Ss were given a shot of epinephrine (activates sympathetic arousal for 20-30 min.), whereas the fourth group was given a placebo injection. • All Ss were told they received “suproxin,” a harmless drug.

10. Experimental groups in Schacter & Singer study (1962) • Group 1: Epinephrine informed- were told side effects of drug (those relating to epinephrine such as increased HR). • Group 2: Epinephrine uninformed- those told nothing of possible side effects. • Group 3: Epinephrine Misinformed- those misinformed of possible side effects (e.g., numb feed, headache). • Group 4: Placebo—Ss were given saline shot.

11. Changing the social context of emotion. • Following injections & instructions, each subject was placed in a situation that was designed to promote either euphoria or anger. • Note: Ss in the misinformed group did not participate in the anger condition (see next slide).

12. Creating Anger or Euphoria: • Anger condition—Ss were placed in a room with an angry confederate & required to fill out a questionnaire. The angry confederate was surly, cursed, & generally annoying. • Euphoria condition-Ss were placed in a room with a happy confederate who did silly things (building paper planes, throwing wads of paper, jumping up on desk, etc.)

13. Results of Study • Euphoria Anger • Placebo Euphoria Anger • E-informed Little emotion Little emotion • E-uninformed Euphoria Anger • E-misinformed Euphoria XXX

14. Summary of Results • 1. Ss who knew they were feeling the effects of the drug, showed less intense emotional responses in both conditions. They didn’t attribute their physiological activity to the situation, but to the drug. • 2. Ss who were either uninformed or misinformed appeared to rely on the contextual cues from the situation (euphoric or angry) to label their physiological sensations & hence emotions.

15. Serious Flaw of Schacter & Singer Study • Ss who were given placebo injections instead of epinephrine, showed about as much euphoria in the euphoria condition & as much anger in the anger condition as did Ss given epinephrine. • If epinephrine had nothing to do with the results of the study, then the data don’t support the theory. The jury is still out on this one!!!

16. Can we misattribute our emotions based on our physiological sensations? • Yes!!! according to Aron & Dutton bridge study (1974): • A young attractive female approached individual male Ss after they had crossed a wobbly suspension bridge high above a rocky river. • The female asked each male to fill out a questionnaire. • When the S finished, the female gave him a piece of paper with her phone # & invited him to call her. • In contrast to a control group (a solid bridge not far above water), the males in the experimental group were more likely to call the female.

17. Emotions-criteria • 1. Subjective reactions to environment • 2. Usually experienced as pleasant (positive valence) or unpleasant (negative valence). • 3. Often accompanied by physiological responses. 4. Expressed behaviorally!!!!!!

18. Do infants come into the world with the ability to express basic emotions? • Yes!!! • However, certain emotions exist earlier than others & expressions become more well-organized over time (facial feedback).

19. Which facial expressions appear first in infancy? • Startle • disgust (in response to bitter tastes) • distress (in response to pain) • Smile (unrelated to any event)

20. When does the first “true” smile occur? • At 4 to 6 weeks, most infants produce the first “true” smile in response to some event. • By 3 mos. infants can reliably display facial expressions of anger, interest, surprise, & sadness (Izard et al., 1995). • More sophisticated emotions (pride, guilt) appear in the 3rd year of life.

21. How can researchers determine whether young infants experience emotions? • Baby’s facial expressions & bodily movements are coded. • Areas of the face heavily involved in emotion (lips, eyelids, forehead) are scored as are specific movement patterns. • Most sophisticated coding system--Maximally Discriminative Facial Movement coding system (MAX).

22. Do infants display emotions in response to particular external events? • Yes!!! • Evoking anger in 7-month-olds by offering teething biscuits & then withdrawing them before they reach the mouth (Sternberg, Campos, & Emde, 1983).

23. Are there gender differences in infants’ emotional expressiveness? • Yes!!!! • Boys - more emotionally expressive than girls!!! • 6 month-old boys displayed both more positive & negative expressions of emotion than girls (Weinberg, 1992). • Boys cry longer than girls when upset.

24. Why are adult females more emotionally expressive than adult males? • Socialization!!! • We encourage girls to be more emotionally expressive than boys. • Girls enhanced verbal ability seems to facilitate discussions regarding emotional information with the parents.

25. Specific emotions: Smiling & Laughter • Newborns- first smiles are reflex smiles (Wolff, 1987); related to internal states (not related to gas). • When do newborns smile most? • When sated, during REM sleep, in response to gentle touch & sound, & when rocked.

26. Smiling • By end -1st month, infants smile in response to external factors (mom’s face, light touch). • Social Smile- big grin accompanied by cooing. Occurs between 6 & 10 weeks.

27. What do babies smile the most at? • Human faces!!! • 3-mos. babies shown a “human” face & puppets with faces that varied in likeness to humans, almost only smiled to the human face (Ellsworth et al., 1993). • Mom’s face is preferred • to all others.

28. Duchenne smiles!!! • Are genuine smiles often made when babies experience pure joy interacting with mom or caregiver. • Wrinkles surround eyes, • Wide upturned lips making • whole face light’s up.

29. Smiling: later infancy • Infants learn the importance of smiling to modify their parents’ behavior. • Smiling is used to facilitate communication & improve the parental bond.

30. Fear: • Is rare in early infancy, does not occur until about 6 mos. • Corresponds to when infants start crawling & improving their depth perception. • Most salient fear is stranger anxiety, the fear infants show in reaction to unfamiliar adults.

31. Stranger Anxiety • Onset: 8 - 9 months • Variability in severity of stranger anxiety. • Influenced by: • familiarity of setting • mother’s response to strangers • child’s perceived control in situation • stranger’s characteristics (age, distance)

32. What is Attachment? • Strong affectionate ties-- we feel for people we’re close to & experience pleasure & comfort from such relationships. • 6-mos. infants become attached to people who have responded to their physical & emotional needs.

33. How attachment evolves • 1. Preattachment phase (Birth to 2months): smiling, crying, & eye-contact with caregiver facilitate newborn closeness to humans. • 2. Attachment-in-the-making phase (2-7months): Babies smile, laugh, & babble more to mom than strangers. • 3. Clear-cut phase of attachment (7-24 months): Attachment to familiar caregiver is present. Separation anxiety occurs when caregiver leaves. • 4. Goal-corrected partnership (24 months on): Separation anxiety begins to wane.

34. Measuring attachment • It is thought that the caregiver who the child is attached to serves as a secure base(a safe haven). • The strange situation is used to measure attachment (between 1 & 2 yrs). If attachment has developed, than infants & toddlers should use parent as a secure base. If attachment has occurred,infants and toddlers should use parent as the secure base from which to explore unfamiliar territory. When parent leaves, child should show separation anxiety & an unfamiliar adult should be less comforting than the parent/caregiver.

35. Strange Situation-events • Events Attachment Behaviors observed • 1. Experimenter introduces parent & • baby to playroom Then leaves • 2. Parent is seated while baby plays with toys Parent as secure base • 3. Stranger enters, is seated, talks to Mom Reaction to stranger • 4. Parent leaves room. Stranger responds to Separation Anxiety Baby to comfort her 5. Parent returns, greets baby (offers comfort). Reaction to reunion Stranger leaves room. 6. Parent leaves room. Separation Anxiety 7. Stranger enters room and offers comfort. Ability to be soothed by stranger 8. Parent returns, greets baby, offers comfort If necessary, and tries to reinterest baby in toys Reaction to reunion

36. Types of Attachment • 1.  Secure Attachment – parent is secure base. Child cries when parent is gone, & is comforted when parent returns (65% of US babies have this pattern). • 2. Insecure-Avoidant attachment – Infants are unresponsive to parent when present & unaffected when parent leaves. They often avoid the parent when parent greets them. (About 20 % of American babies show this pattern.)

37. 3. Insecure-Resistance attachment: • Infants seek closeness with parent before parent leaves & shows angry responses upon parents return. Infants are hard to comfort while being held (5-10% show this). • 4. Insecure-Disorganized attachment – Infant is confused & shows contradictory behaviors when parent returns (flat affect). 5-10 % shown pattern.

38. Factors that affect Attachment Security • 1.  Having the opportunity to establish a close relationship with a caregiver. • 2.  Warm, responsive parenting should lead to greater attachment. • 3.  Infant characteristics influence attachment relationship

39. Parenting style and secure attachments • Securely attached infants have caregivers consistently available to attend to the infant’s needs (feeding). • Mom does not ignore distress cries from baby, but immediately comforts child. • Style of parenting--sensitive care

40. Parenting style & insecure attachments 1. Insecure-Avoidant Attachment – caregivers—unavailable & rejecting of child. 2. Insecure-resistant Attachment – caregivers are inconsistent (sometimes showing affection, other times distant from child).

41. 3. Insecure-disorganized • Caregiver may neglect or abuse child. This dysfunctional form of parenting is often linked to maternal depression. • Depressed mothers are uninvolved with infant care, making little eye-contact, and being detached and hostile toward the child.