2
PSY 520 Final Exam with verified detailed || || || || || || ||
solutions
Emotional Development - ✔✔• Self-regualtion: Modulate emotional reactions || || || || || || ||
• Theory of Mind: Being able to understand people's thoughts, feelings, and emotions. How kids
|| || || || || || || || || || || || || || ||
are able to connect with others when they are able to take other people's perspectives, share, give
|| || || || || || || || || || || || || || || || ||
and take. || ||
• Pre-teens in this day and age have difficulty reading emotions in others. Being in a camp for 5
|| || || || || || || || || || || || || || || || || || ||
days without technology improved their social abilities and reading emotions.
|| || || || || || || || || ||
• A functional approach to emotion: Emotions serve an important function. Argument that
|| || || || || || || || || || || || ||
emotions prepare us to respond. Emotions are the assessment of the value or importance of an
|| || || || || || || || || || || || || || || ||
event. For example, if you asses something as positive, it can prepare you for future action.
|| || || || || || || || || || || || || || || ||
Emotions have to roles in infants: || || || || ||
|| Emotional Self-Expression ||
|| Emotional Self-Regulation ||
Emotional Self Regulation - ✔✔How we express our feelings to others. || || || || || || || || || ||
|| Temperament
− There are some aspects of temperament that are agreed upon: individual differences in
|| || || || || || || || || || || || || ||
emotional expression (intensity), biological component (a minimal part of temperament are
|| || || || || || || || || || ||
partially biologically based), but temperament is also grounded in the environment that you are
|| || || || || || || || || || || || || ||
being raised. ||
NY Longitudinal Study - ✔✔• What kinds of temperament exist?
|| || || || || || || || ||
• One of the first studies to look at temperament longitudinally
|| || || || || || || || || ||
• Participants (infancy→adulthood)
|| ||
|| Every 3 months, 6 months, then annually
|| || || || || || ||
• Parental interviews
|| ||
|| Found 9 dimension of temperaments based on parental report
|| || || || || || || ||
,2
|| Does your infant sleep and eat on a regular schedule? How does your infant adapt to novelty?
|| || || || || || || || || || || || || || || || ||
|| 1. Activity level
|| ||
− Low to high
|| || ||
|| 2. Biological rhythms
|| ||
− Regular or irregular
|| || ||
|| 3. Approach/withdrawal
||
|| 4. Adaptability
||
− Quickly or slowly
|| || ||
|| 5. Mood ||
− Positive to negative
|| || ||
|| 6. Intensity of Reaction
|| || ||
− High or low
|| || ||
|| 7. Sensitivity
||
− Bright light, loud noises, and touch
|| || || || || ||
|| 8. Distractibility
||
|| 9. Persistence
||
• Based on these Thomas and Chess defined 4 temperament type
|| || || || || || || || || ||
|| Easy (40%) ||
− Temperament was relatively stable through development
|| || || || || ||
− Positive mood, low intensity of reaction, good adaptability
|| || || || || || || || ||
|| Difficult (10%) ||
− Negative mood, high intensity of reaction, poor adaptability, irregular biological rhythms
|| || || || || || || || || || ||
|| Slow to warm up (15%)
|| || || ||
− Slow adaptability (Ex: give them a new gift, they watch you play with it first and then might
|| || || || || || || || || || || || || || || || || || ||
approach) ||
|| Average (35%) ||
− Not high or low on any of these dimensions and hard to characterize.
|| || || || || || || || || || || || ||
,2
|| Video on infant temperament: InfantTemperament.mov
|| || || ||
Implications for parenting from NY study - ✔✔• Goodness of Fit: The fit between the infants || || || || || || || || || || || || || || || ||
temperament and your adult caregiving and parenting. It is important to match temperament type. || || || || || || || || || || || || ||
Difficult infant, wonderful fit would be warm, sensitive, patient caregiving, poor fit would be
|| || || || || || || || || || || || || || ||
impatient, cold short parent. || || || ||
Temperament is heritable to some degree but biology is not destiny because temperament can be
|| || || || || || || || || || || || || || || ||
affected by parenting. || || ||
|| It's important to know that you can adjust your baby's temperament through your parenting.
|| || || || || || || || || || || || ||
Emotional Display rules - ✔✔− Strategies used to adapt to our environment. || || || || || || || || || || || ||
− Emotional display rules are expectations for when it is appropriate to express certain emotions.
|| || || || || || || || || || || || || || ||
− Video: The display rule of showing gratitude when receiving a gift, including gifts you don't
|| || || || || || || || || || || || || || || ||
want. What would you do? || || || ||
• 5 Year Old: Cry, I don't want that
|| || || || || || || ||
• 7 Year Old: I'd say thanks for the gift
|| || || || || || || || ||
• 11 Year Old: She's not there: I'd throw it, She is there: Thanks Grandma, you shouldn't have.
|| || || || || || || || || || || || || || || || || ||
• Emotional Display rules come in around 7 years
|| || || || || || || ||
Holder (2010) - ✔✔• Temperament: Early developing personality traits
|| || || || || || || ||
• Temperament: Heritable, observable, stability, and continuity
|| || || || || || ||
• Goal: To assess the relation between children's temperament and happiness
|| || || || || || || || || ||
• Hypothesis:
||
|| Children with extraversion should be happier || || || || ||
|| Children with neuroticism should be less happy || || || || || ||
• Methods:
|| ||
|| Participants: 311 children ages 9-12, and their parents || || || || || || ||
|| Measures
, 2
− Piers-Harris 2: Self concept
|| || || ||
− The Faces Scale
|| || ||
− Subjective Happiness Scale
|| || ||
− Oxford Happiness Scale
|| || ||
− Emotional Activity and Sociability Temperament Survey
|| || || || || ||
|| Procedure
− Permission from school districts, principals, teachers, and parents
|| || || || || || || ||
− Parents rated children's temperament and happiness
|| || || || || ||
− All 5 questionnaires administered in classrooms to children (self-report)
|| || || || || || || || ||
|| Result
− Support for hypotheses:
|| || ||
• Less shy, emotional, and anxious = happier
|| || || || || || ||
• More social = happier
|| || || ||
• Activity = happier
|| || ||
• Free from anxiety = happier
|| || || || ||
|| Discussion
− Temperament traits were predictors of children's happiness. Children who had neurotic traits
|| || || || || || || || || || || || ||
were less happy, and those with extraversion were more happy.
|| || || || || || || || || ||
− Activity was also a predictor of happiness, and was thus a significant component of
|| || || || || || || || || || || || || || ||
temperament in children. || ||
Holder (2009) Paired Study - ✔✔• Leisure includes non-work activities: enhances well-being
|| || || || || || || || || || ||
• Passive leisure are negatively correlated with well-being, active are positively correlated with
|| || || || || || || || || || || || ||
well-being
• Goal: Determine relation between active and passive leisure and positive well-being in children.
|| || || || || || || || || || || || ||
• Methods
||
|| Participants: 514 students 8-12, and parents || || || || ||
|| Measures
PSY 520 Final Exam with verified detailed || || || || || || ||
solutions
Emotional Development - ✔✔• Self-regualtion: Modulate emotional reactions || || || || || || ||
• Theory of Mind: Being able to understand people's thoughts, feelings, and emotions. How kids
|| || || || || || || || || || || || || || ||
are able to connect with others when they are able to take other people's perspectives, share, give
|| || || || || || || || || || || || || || || || ||
and take. || ||
• Pre-teens in this day and age have difficulty reading emotions in others. Being in a camp for 5
|| || || || || || || || || || || || || || || || || || ||
days without technology improved their social abilities and reading emotions.
|| || || || || || || || || ||
• A functional approach to emotion: Emotions serve an important function. Argument that
|| || || || || || || || || || || || ||
emotions prepare us to respond. Emotions are the assessment of the value or importance of an
|| || || || || || || || || || || || || || || ||
event. For example, if you asses something as positive, it can prepare you for future action.
|| || || || || || || || || || || || || || || ||
Emotions have to roles in infants: || || || || ||
|| Emotional Self-Expression ||
|| Emotional Self-Regulation ||
Emotional Self Regulation - ✔✔How we express our feelings to others. || || || || || || || || || ||
|| Temperament
− There are some aspects of temperament that are agreed upon: individual differences in
|| || || || || || || || || || || || || ||
emotional expression (intensity), biological component (a minimal part of temperament are
|| || || || || || || || || || ||
partially biologically based), but temperament is also grounded in the environment that you are
|| || || || || || || || || || || || || ||
being raised. ||
NY Longitudinal Study - ✔✔• What kinds of temperament exist?
|| || || || || || || || ||
• One of the first studies to look at temperament longitudinally
|| || || || || || || || || ||
• Participants (infancy→adulthood)
|| ||
|| Every 3 months, 6 months, then annually
|| || || || || || ||
• Parental interviews
|| ||
|| Found 9 dimension of temperaments based on parental report
|| || || || || || || ||
,2
|| Does your infant sleep and eat on a regular schedule? How does your infant adapt to novelty?
|| || || || || || || || || || || || || || || || ||
|| 1. Activity level
|| ||
− Low to high
|| || ||
|| 2. Biological rhythms
|| ||
− Regular or irregular
|| || ||
|| 3. Approach/withdrawal
||
|| 4. Adaptability
||
− Quickly or slowly
|| || ||
|| 5. Mood ||
− Positive to negative
|| || ||
|| 6. Intensity of Reaction
|| || ||
− High or low
|| || ||
|| 7. Sensitivity
||
− Bright light, loud noises, and touch
|| || || || || ||
|| 8. Distractibility
||
|| 9. Persistence
||
• Based on these Thomas and Chess defined 4 temperament type
|| || || || || || || || || ||
|| Easy (40%) ||
− Temperament was relatively stable through development
|| || || || || ||
− Positive mood, low intensity of reaction, good adaptability
|| || || || || || || || ||
|| Difficult (10%) ||
− Negative mood, high intensity of reaction, poor adaptability, irregular biological rhythms
|| || || || || || || || || || ||
|| Slow to warm up (15%)
|| || || ||
− Slow adaptability (Ex: give them a new gift, they watch you play with it first and then might
|| || || || || || || || || || || || || || || || || || ||
approach) ||
|| Average (35%) ||
− Not high or low on any of these dimensions and hard to characterize.
|| || || || || || || || || || || || ||
,2
|| Video on infant temperament: InfantTemperament.mov
|| || || ||
Implications for parenting from NY study - ✔✔• Goodness of Fit: The fit between the infants || || || || || || || || || || || || || || || ||
temperament and your adult caregiving and parenting. It is important to match temperament type. || || || || || || || || || || || || ||
Difficult infant, wonderful fit would be warm, sensitive, patient caregiving, poor fit would be
|| || || || || || || || || || || || || || ||
impatient, cold short parent. || || || ||
Temperament is heritable to some degree but biology is not destiny because temperament can be
|| || || || || || || || || || || || || || || ||
affected by parenting. || || ||
|| It's important to know that you can adjust your baby's temperament through your parenting.
|| || || || || || || || || || || || ||
Emotional Display rules - ✔✔− Strategies used to adapt to our environment. || || || || || || || || || || || ||
− Emotional display rules are expectations for when it is appropriate to express certain emotions.
|| || || || || || || || || || || || || || ||
− Video: The display rule of showing gratitude when receiving a gift, including gifts you don't
|| || || || || || || || || || || || || || || ||
want. What would you do? || || || ||
• 5 Year Old: Cry, I don't want that
|| || || || || || || ||
• 7 Year Old: I'd say thanks for the gift
|| || || || || || || || ||
• 11 Year Old: She's not there: I'd throw it, She is there: Thanks Grandma, you shouldn't have.
|| || || || || || || || || || || || || || || || || ||
• Emotional Display rules come in around 7 years
|| || || || || || || ||
Holder (2010) - ✔✔• Temperament: Early developing personality traits
|| || || || || || || ||
• Temperament: Heritable, observable, stability, and continuity
|| || || || || || ||
• Goal: To assess the relation between children's temperament and happiness
|| || || || || || || || || ||
• Hypothesis:
||
|| Children with extraversion should be happier || || || || ||
|| Children with neuroticism should be less happy || || || || || ||
• Methods:
|| ||
|| Participants: 311 children ages 9-12, and their parents || || || || || || ||
|| Measures
, 2
− Piers-Harris 2: Self concept
|| || || ||
− The Faces Scale
|| || ||
− Subjective Happiness Scale
|| || ||
− Oxford Happiness Scale
|| || ||
− Emotional Activity and Sociability Temperament Survey
|| || || || || ||
|| Procedure
− Permission from school districts, principals, teachers, and parents
|| || || || || || || ||
− Parents rated children's temperament and happiness
|| || || || || ||
− All 5 questionnaires administered in classrooms to children (self-report)
|| || || || || || || || ||
|| Result
− Support for hypotheses:
|| || ||
• Less shy, emotional, and anxious = happier
|| || || || || || ||
• More social = happier
|| || || ||
• Activity = happier
|| || ||
• Free from anxiety = happier
|| || || || ||
|| Discussion
− Temperament traits were predictors of children's happiness. Children who had neurotic traits
|| || || || || || || || || || || || ||
were less happy, and those with extraversion were more happy.
|| || || || || || || || || ||
− Activity was also a predictor of happiness, and was thus a significant component of
|| || || || || || || || || || || || || || ||
temperament in children. || ||
Holder (2009) Paired Study - ✔✔• Leisure includes non-work activities: enhances well-being
|| || || || || || || || || || ||
• Passive leisure are negatively correlated with well-being, active are positively correlated with
|| || || || || || || || || || || || ||
well-being
• Goal: Determine relation between active and passive leisure and positive well-being in children.
|| || || || || || || || || || || || ||
• Methods
||
|| Participants: 514 students 8-12, and parents || || || || ||
|| Measures
