PSY 520 Final Exam Questions With Correct Answers

PSY 520 Final Exam Questions With
Correct Answers

Emotional |Development |- |CORRECT |ANSWER✔✔-• |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 |- |CORRECT |ANSWER✔✔-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 |- |CORRECT |ANSWER✔✔-• |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

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.

| Video |on |infant |temperament: |InfantTemperament.mov



Implications |for |parenting |from |NY |study |- |CORRECT |ANSWER✔✔-• |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 |- |CORRECT |ANSWER✔✔-− |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) |- |CORRECT |ANSWER✔✔-• |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

− |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