PSY 520 Week 7 MANOVA project (Graduate Statistics) Grand Canyon
University
Emotional Development - (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 - (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 - (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 - (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 - (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) - (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
− 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 - (answer)• 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
− Piers-Harris 2: Self concept
− The Faces Scale
− The Children's Questionnaire
− The Parent's Questionnaire
Procedure
University
Emotional Development - (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 - (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 - (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 - (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 - (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) - (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
− 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 - (answer)• 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
− Piers-Harris 2: Self concept
− The Faces Scale
− The Children's Questionnaire
− The Parent's Questionnaire
Procedure
