-Basic facial expressions are similar across all cultures

-1 month= interest and joy

-infants can interpret others' facial and vocal expressions that carry emotional meaning...around 4 months

-learn the effects of their own emotions on others

- a social group's informal norms about when, where and how one should express emotions

Example: When the boss’s annoying favorite assistant fell on his face during the office talent show, everyone found it hilarious but few dared to laugh.

-modify emotion to meet appropriate social situation

Qualify, is when a person expresses their emotion, but smiles to explain something about the emotion. For example, if a person is sad and crying, they may smile as a way to express that they are okay and they will not cry or be sad for much longer. Amplify is when someone expresses an emotion more intensely than it is felt. For instance, someone may express more distress and grief at the loss of a relative than they actually feel. (Kalat 2006/7) “De-amplification involves partial suppression of the emotion, suggesting a desire to express one’s feelings, but with less intensity than is felt.” (Diefendorff, 2009) If someone is intensely angry at another person in the workplace for a huge mistake made, it may not be appropriate to express that emotion at the level it is felt. This person would use de-amplification to communicate that they are angry but at a level that is appropriate for that environment. Neutralize is when someone feels an emotion but shows nothing at all, while masking is when someone hides what they are really feeling but shows a different emotion altogether. Masking is often used a lot by employees and customers in business settings.

-The ability to adjust emotions to a desired state and level of intensity ex. "keeping cool"

-with age, increased emotional control--prefrontal cortex and hippocampus

-try to change the way they think about something making it less bothersome

-suppress troubling emotions

-treat child's feelings an unimportant

-wants childs negative emotions to disappear wuickly

-focus on how to get over an emotion than the meaning 

-feel negative emotions reflect badly on parent

Effects: Children learn that their feelings are wrong, inappropriate or invalid. The child doesnt understand where their emotiona are not recognized. May have difficultly regulating her own emotions and loss of emotional connection with parrent

-best

-nutures the child;s emotionl development

-shares the feelings the child is ecperiencing and sees emotions as a normal part of life

-child learn to trust their emotions and find positive ways to deal with them 

-John Gottman's

-attachment is based primarily on infant;s needs for safty and security--avoid predators

-as they grow, learn that safety is best provided by a particular individulal usually the mother

-inspired by Lorenz and Tinbergen

-built on Bowlby's theory

-Built way to measure attachment: Ainswoth Strange Situation

1. The mother and baby enter an unfarmiliar room; 2. the mother sits down, leaving the baby free to explore; 3. an adult stranger enters the room and converses with them mother than the child; 4. the mother exits the room; 5. the mother returns, greeting and comforting the baby and stranger leaves; 6. the mother leaves; 7. the stranger returns; 8. the mother returns and the stranger leaves.

250!

the distess when an infant is seperated from his caregiver

around 7/8 months peaks around 14 months then decreases

-increased cognitive ability

-The caution and wariness displayed by infants when encountering an unfamiliar person

-usually in the second half of the first year

-brought on by brain developent and increased cognitive abilities

-the intentional search for information about others' feelings to help explain the meaning of uncertain circumstances and events

-use social referencing to clarify the meaning of a situation and so to reduce our uncertainty about what is occuring

-around 8/9 months

-greater volatility of emotions in adolescence than later in life

-emotional respinses may be especially pronounced during adolescence and 

-laura carstensen

-as time horizons shrink with age, people become increasingly selective, investing greater resources in emotionally meaningful goals and activities

-endless time= future-oriented/ knowledge goals

-time ends= present/ emotional goals

easy babies- have a posiitive disposition. Their body functions operate regularly, and they are adaptable. They show curiosity about new situations, and their emotions are moderate or low in intensity ~40%

Difficult babies- have more negative moods and are slow to adapt to new situations. When confronted with a new situation, they tend to withdraw. ~10%

Slow-to-warm babies- are inactive, showing relatively calm reactions to their environment. Their moods are generally negative, and they withdraw from new situations, adapting slowly~15%

-gave infant monkeys the choice of cuddling a wire monkey that provided food OR a soft, terry cloth monkey that was warm but fif not provide food.

-Baby monkeys spent most of their time clinging to the cloth monkey, although moved to the wire monkey to nurse.

-preference for the warm cloth monkey provided contact comfort

Birth to 12-18 months

Positive: feelings of trust from enviornment support

Negative: fear and concern regarding others

-Secure attachment pattern: use the mother as a type of home base. CHildren at ease in the Strange situation as long as mothers are present. Explore independently, returning occasionally. Go to mother when she returns to seek contact. 2/3 in N. Amer

-Avoidant: children do not seek proximity to the mother; after the mother has left, they seem to avoid her when she returns, as if angered by her behavior

-Ambivalent: children display a combination of positive and negative reations to their mothers; they show great distress when the mother leaves, but upon her return they may simultaneously seek close contact but also hit and kick her

-disorganized-disoriented: children show inconsistent, often contradictory behavior, such as approaching the mother when she returns but not looking at her

-intimacy component: encompasses feelings of closeness, affection, and connectedness

-passion: moticational drives relating to sex, physical closeness and romance--intense, physiologically arousing feelings for attraction

-decision/commitment: both the initial cognition that one loves another person and the longer-term determination to maintain that love

-infinite generativity: the ability to create an infinite number of meaningful sentences using finite set of letters and words

-displacement: the ability to communicate about things in another time and place

-

overextension: words are used too broadly, overgeneralizing their meaning. Ex. refers to buses, trucks and tractors as carrs. Although wrong shows advances in child's thought process..developing mental categories and concepts

Underextension: using words too restictively- common in children just mastering spoken language. blanket is one specific blanket not all blankets

one word; refering to people or objects that constantly appear and disappear

100 utterances spokenby a child and divding the number of morphemes 

Wernicke-an area in the brain's left hemisphere involved in language comprehension

Broca-in the left frontal lobe of the brain with functions linked to speech production

-language-acquisition device: a neural system of the brain hypothesized to permit understanding of language structure and provide strategies for learning the particular characteristic of a language.

Pros-specific gene related to speech production identified

-language processing in infant brain structures similar to those in adult speech processing

con:uniqueness of speech countered by primate researchers; even with genetic priming, language use still requires significant social experience to be used effectively

the failure to retriece a word from memory, combinded with partial recall and the feeling that rerieval is imminent

-can often state one or more features

-horn

crystallized: the stroe of information, skills, and strategies that people have acquired through education and prior experiences and through their previous use of fluid intelligence..increase with age

ex. used to solve a puzzle or find the solution to a mystery

fluid: reflects information processing capabilities, reasoning, and memory. decline from middle adulthood

ex. a student asked to group a series of letters according to some criterion or to remember a set of numbers

-the process of concentrating on one limited aspect og a stimulus and ignoring other aspects

-usually focus on superficial elements...these elements come to dominate preschoolers' thinking leading to inaccuracy

-buttons: 4/5 year olds say the row that is longer has more buttons

conservation

-in concrete operational stage 7-12; the ability to sort objects or situations according to any characteristic, such as size, color, shape or type. 

ex. a child can look at his vegetables and eat everything except for the brocolli 

-concrete operational stage; the ability to recognize relationships among various things in a serial order. Height

Books put in order--put tallest one first

imaginary audience-in egocentric state; individual imagines and believes that multiple people are enthusiastically listening to or watching him or her...david elkind

personal fable-belief that he or she is highly special and unlike anyone else..could believe nothing bad could happen to them

-sternberg made up of: componential element, experimental element and contectual element

-componential aspect involves the mental components used to solve problems ex. selecting and using formulas, making use of what has been learned in the past

-experiential compenent refers to the relationship between intelligence, prior experience, and the ability to cope with new situations..insightful aspect which allows people to relate what they already know to a new situation and fatcs never before encountered

-contextual takes into account of the demands of everyday, real-world enviornments..adapting to on the job professional demands

1. musical intelligence

2. Bodily kinesthetic

3. Logical mathematical 

4. linguistic 

5. spatial

6.interpersonal 

7. intrapersonal

8. naturalistic 

-g factor is what IQ tests presumably measure; general mental ability

-s is the specific intelligence to a single activity 

-an overall developmental score that relates to performance in 4 domains: motor skills (balance and sitting); language use, adaptive behavior (alertness and exploration), and personal-social behavior (feeding and dressing)

-for infants age 2-30 months..compares to others of the same age

-motor

-language

-adaptive

-personal-social

-mental 

-motor

-behavioral

standford-identify children who would have problems with school or learning the material that was designed for children in their own age range. widely used. given orally

-fluid reasoning

-quantitative reasoning

-visual-spatial reasoning

-knowledge

-working memory

weschler- Wechsler adult intelligence---for children too. emphasize performance(5) and verbal skills(6) and give separate scores for sub tests in vocab, arithmetic, memory span, assembly of objects and other abilities

-stress is greater for girls in adolescence due to many conflicting demands of the traditional female role..often feel helpless

-girls higher levels of depression in adolescence may reflect gender differences in coping with stress

-girls may react to stress by turning inward, results in a sense of helplessness...boys externalize the stress and act more impulsively or aggressively or turn to drugs and alcohol

the belief that people are permanently male or females depending on fixed, unchangeable, biological factors

-concept developed around age 4/5

a cognitive framework that organizes information relevant to gender

-how preschoolers view the worlds...use increasing cognitive ability to tell what is right and appropriate for males and females

heter- the earliest stage in Piaget's theory of moral development in which rules are seen as inveriant and unchangeable 

-age 4-7; play games thinking there is only one way to play and every other way is wrong

-auto: age 10 that rules can be modified if people playing agree 

INFANCY:

-babbling

--crying-from birth

--cooing 1 to 2 months

--babbling around 6 months

--gestures 8 to 12 months

-recoginze sound changes, own language at 6 months

EARLY CHILDHOOD

-complex sentences at 2 to 3 years

-more sensitive to language sounds

-apply syntax rules

-dramatic vocab to age 6

ADOLESCENCE

-dialect

1. preconventional morality: The concrete interests of the individual are considered in terms of rewards and punishments

--Obeidience an punishment orientation: people stick to the rules inorder to avoid punishment, and obedience occurs for its own sake

--Reward orientation: rules are followed only for a person's own benefit. Obedience occurs because of rewards that are recieved.

2. Conventional morality: People approach moral problems as members of society. They are interested in pleasing others by acting as good members of society

--"good boy" morality: individuals show interest in maintaining the respect of others and doing what is expected of them

--authority and social-order-maintaining morality: people at this stage conform to societys rules and consider that "right" is what society defines as right

3. Postconventional morality: people use moral principles, which are seen as broader than those of any particular society

--morality of contract, individual rights and democratically accepted law: people do what is right because of a sense of obligation to laws that are agreed upon within society. Laws can be modified as part of changes in an implicit social contract

--morality of individual principles and conscience: at this final stage, a person follows laws because they are based on unviersal ethical principles. Laws that violate the principles are disobeyed.

-some believe that both male and females use similar "justice" and "care" orientations in making moral judgment

-kohlberg as their sense of justice grows

-perspective: focuses on how fairly or unfairly out actions distribute benefits and burdens among the members of a group

-differences in the way boys and girls are raised in our society lead to basic distinctions in how men and women view moral behavior. 

-boys view morality primarily in terms of broad principles such as justice or fairness

-girls see it in terms of responsibility toward individuals and willingness to sacrifice themselves to help specific individuals within the context of particular relationships--compassion is more common in women.

for women:

1. orientation toward individual survival--intial concentration is on what is practical and best for self. Gradual transition from selfisness to responsibility, which includes thinking about what would be best for others. ex. a first grader may insist on playing games of her choosing

2. goodness as self-sacrifice: initial view is that a woman must sacrifice her own wishes to what other people want. Transition from "goodness" to "truth", which takes into account needs of both self and others. ex. she must play the games her friend chooses even if she doesnt want to

3. Morality of nonviolence: a moral equivalence is established between self and others. Hurting anyone-including one's self- is see as immoral. Most sophisticated form of reasoning. ex. both people must have fun so look for something both will enjoy

rapport- to establish a relationship or connection with someone else, their style of speech tends to be cooperative, giving lots of positive feedback..women

report-men. its goal is to control the conversation, style of speech is competitive therefore interrupt more often

Congenital adrenal hyperplasia

-phonolog: the basic sound system of a language (phonemes)

-Morphology: The system of meaningful units involved in word formation (morphemes)

-syntax: The system that involves the way words are combined to form acceptable phrases and sentences

-sematics: The system that involves the way words are combined to form acceptable phrases and sentences

-seantics: the system that involves the meaning of words and sentences

-pragmatics: the system of using appropriate conversation and knowledge of how to effectively use language in context

Advanced directive

-active: medical staff/caregivers acts to end a person's life before death would normally occur..administrating a legal dose

-passive: removing respirators or other medical equipment that may be sustaining a patient's life to allow them to die naturally...Do not ressatate order

-specialized medical care for people with serious illnesses. it focuses on providing patients with relief from the symptoms, pain, and stress of a serious illness...whatever the diagnosis. Goal is to improve quality of life for both the patient and the family

-provided by a team of doctors, nurses and other specialists who work together with the patients other docors to provide an extra layer of support

care for the dying provided in institutions devotd to those who are terminally ill. 

provide a warm, suportive enviornment..not focused on extending the life but on making the final days comfortable 

1. denial

2. anger

3. bargaining

4. depression

5. acceptance

--limited to those who are aware they are dying and die in leisurly fashion

--not every person passes through each stage and some in a different order

-uniformity across cultures and languages- babbling

LAD

-grammer

--surface structure

--deep structure

-Pierre Paul Broca

--tan

--Broca's area

-Carl Wernicke

-Critical periods 18 mons- puberty; preschool = most important language develops rapidly and easily

language:

left brain vs right brain

left: language/logic

production-frontal:speaking/ writing

reception-temporal: listening/reading

right:emotion/prosody

front: emotional speech

back: understanding prosody

-language is complex learned skill, reinforced

PROBLEMS:

connot explain people creating noval sentences; children can learn syntax of native language without reinforcment; fails to explain language's extensive orderliness

-child-directed speech- parentese

--high frequency

--diminutives

--rate of speech slows

--increased prosody

-echoing

-recasting

-expanding

-labeling

INFANCY

-babbling and other vocalizations

--crying-from birth

--cooing-1-2 months

--babbling- around 6 months

--gestures-8-12 months

IQ of 120 or above

-nathan test

--precocity

--matching to their own drummer

--a passion to master

conver-gives one correct answer; is characteristic of thinking tested be standardized intelligence tests

-divergent-produces many answers to the same question and is characteristic of creativity

-regulation shifts from external sources to internal sources

-cognitive strategies for regulation and ability to shift focus increase

-ability to effectively cope with stress increases

-develop great capasity to modulate emotional arousal

-more adept with age at managing relationships

-in first 6 months--suprise, joy, anger, sadness, fear, disgust

-in first 18months to 2 year--empathy, jealousy and embarassed