Problem 2 notes: Emotions (updated)
Emotion: feeling or affect that occurs when people are engaged in an interaction that is important to them – esp one
that influences their well-being
o (Leman) Subjective reactions to environment
o Usually expressed cognitively as pleasant or unpleasant
o Generally accompanied by physiological arousal
o Often expressed in some form of behaviour
Communication with world is primary aspect of emotions in infants
1. Genetic Maturational view (Ekman)
Emotions are the products of biological factors – “genetic blueprints”
High degree of accuracy across cultures as to which emotions were represented some emotions are universal
Individual differences in temperament play central role in how intensely children react to emotional situations and how
well they regulate their emotions
o Evidence: Identical twin studies – (identical twins develop at the same time, not true for fraternal twins)
2. Learning perspective
Emotions are the product of learned experiences - useful for explaining individual differences in emotional expression
Different emotions have “fixed” ages on which they onset
Frequency and intensity of the emotion is dependent on the child, environment and their temperament
Parent’s reactions to emotional displays can reinforce certain patterns
o (eg- positive reactions to smiling = more smiling;
o dismissing/punishing emotions can interfere with development)
Fear responses can also be elicited and reinforced by learning experiences
o (operant conditioning: climb high ladder = fall;
o observing others, how mother reacts to a spider etc)
5. Functionalist view of emotions (contemporary approach)
1. Emotions are relational rather than strictly internal, intrapsychic phenomena – a child’s emotions cannot be
separated from the situations in which they are evoked
o Use information from other’s emotional signals to guide our behaviour
o Roles of emotions in parent-child relationships
eg- @12 months – parent’s facial expression (smiling or fearful) determines child’s willingness to
explore unfamiliar environment
eg- use of humour to diffuse conflict
2. Emotions are linked with an individual’s goals in a variety of ways
o Eg- overcoming obstacle = happiness; giving up on goal = sadness; facing difficult obstacles = frustration/
anger
3. Emotions help individual to adapt to their environment
4. Emotions help to establish and maintain social relationships
Emotional competence:
1) expressivity: more frequent positive emotions; less frequent negative emotions
2) knowledge: ability to correctly identify other people’s feelings and the factors responsible for those emotions
3) regulation: ability to adjust one’s experience and expression of emotional arousal to appropriate level of intensity for
the situation
Infant emotions – function?
o Adaptive; promote social contact; help caregivers adjust their behaviour to the infant’s needs and goals
o Help infants and companions to get to know each other
Emotional competence is crucial to children’s social competence: ability to achieve personal goals in social situations
while still maintaining positive relationships with others
Emotion: feeling or affect that occurs when people are engaged in an interaction that is important to them – esp one
that influences their well-being
o (Leman) Subjective reactions to environment
o Usually expressed cognitively as pleasant or unpleasant
o Generally accompanied by physiological arousal
o Often expressed in some form of behaviour
Communication with world is primary aspect of emotions in infants
1. Genetic Maturational view (Ekman)
Emotions are the products of biological factors – “genetic blueprints”
High degree of accuracy across cultures as to which emotions were represented some emotions are universal
Individual differences in temperament play central role in how intensely children react to emotional situations and how
well they regulate their emotions
o Evidence: Identical twin studies – (identical twins develop at the same time, not true for fraternal twins)
2. Learning perspective
Emotions are the product of learned experiences - useful for explaining individual differences in emotional expression
Different emotions have “fixed” ages on which they onset
Frequency and intensity of the emotion is dependent on the child, environment and their temperament
Parent’s reactions to emotional displays can reinforce certain patterns
o (eg- positive reactions to smiling = more smiling;
o dismissing/punishing emotions can interfere with development)
Fear responses can also be elicited and reinforced by learning experiences
o (operant conditioning: climb high ladder = fall;
o observing others, how mother reacts to a spider etc)
5. Functionalist view of emotions (contemporary approach)
1. Emotions are relational rather than strictly internal, intrapsychic phenomena – a child’s emotions cannot be
separated from the situations in which they are evoked
o Use information from other’s emotional signals to guide our behaviour
o Roles of emotions in parent-child relationships
eg- @12 months – parent’s facial expression (smiling or fearful) determines child’s willingness to
explore unfamiliar environment
eg- use of humour to diffuse conflict
2. Emotions are linked with an individual’s goals in a variety of ways
o Eg- overcoming obstacle = happiness; giving up on goal = sadness; facing difficult obstacles = frustration/
anger
3. Emotions help individual to adapt to their environment
4. Emotions help to establish and maintain social relationships
Emotional competence:
1) expressivity: more frequent positive emotions; less frequent negative emotions
2) knowledge: ability to correctly identify other people’s feelings and the factors responsible for those emotions
3) regulation: ability to adjust one’s experience and expression of emotional arousal to appropriate level of intensity for
the situation
Infant emotions – function?
o Adaptive; promote social contact; help caregivers adjust their behaviour to the infant’s needs and goals
o Help infants and companions to get to know each other
Emotional competence is crucial to children’s social competence: ability to achieve personal goals in social situations
while still maintaining positive relationships with others
