Examination of the limbic system's role in emotional experience using a human lesion model
Emotional development Emotional regulation The main psychosocial accomplishment Development of...
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10-Early Childhood: Psychosocial Development
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Emotional development
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Emotional regulationThe main psychosocial accomplishmentDevelopment of limbic system and prefrontal
cortex
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Erikson’s third stageInitiative vs. guilt (Shame and doubt)
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Emotional developmentSelf-concept
Appearance, personality, genderConnected to parents’ confirmation
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MotivationIntrinsic = Internal (e.g. personal enjoyment)Extrinsic = Outside (e.g. praise or paycheck)
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Seeking emotional balanceExternalizing problems
= Physical or verbal outburstsMale aggression
Internalizing problems= guilt, shame, worthlessnessFemale anxiety
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PlayUniversal & timelessBest playmates are peers (Which children
prefer)
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Types of playSolitary
Child plays aloneOnlooker
Child watches others playParallel
Children play side-by-sideNo interaction
AssociativeInteract, share materialNot reciprocal
CooperativeInteractiveTaking turns
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Sociodramatic playCooperative playAct out roles, themes & stories
E.g. playing house or dress-up Cops & robbers
HelpsRehearse social rolesRegulate emotions by pretendingDevelop self-concept
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Challenges for parentsParenting styles
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Baumrind’s 3 parenting stylesAuthoritarian
Parent expects unquestioning obedienceOften in low income familiesChildren are often:
Obedient (but not happy), guilty, depressed, leave home before age 20
PermissiveNever disciplinesChildren are often:
Unhappy (lack self control), immature, continue living at home
AuthoritativeParent listens to child, sets limits, and enforces rulesChildren are often:
Successful, articulate, happy, generous
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Neglectful/uninvolved parentingParents don’t care
Not quite the same as being permissiveChildren are often:
Immature, sad, lonelySocial & cognitive problems
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Moral developmentEmpathy & AntipathyParental discipline
Physical punishmentPsychological controlExclusion & conversation
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Moral emotionsEmpathy
Leads to pro-social behavior Helping others
AntipathyLeads to antisocial behavior
Intentional desire to harm others
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Four types of aggression:Instrumental aggression
Using aggression as an instrument to get somethingReactive aggression
Retaliation for an actionRelational aggression
Non-physical (verbal)Destroys another’s self-esteem and social support
systemBullying
Done to dominate someoneUnprovoked, repeated physical or verbal attackGenerally on someone unlikely to defend themselves
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Parental disciplineChildren gradually come to understand
things from another person’s point of viewExplanations and discussion after
misbehavior help children learnChildren may disconnect a misdeed from the
punishment“Wait until your dad gets home!”
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Physical punishment (Spanking)Increases obedience temporarilyLater negative effects
Increases possible later aggressionIncreases resentmentBecomes less effective
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Psychological punishment (& control)GuiltGratitude
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Exclusion & conversationTime out (Exclusion)
One minute for each year of ageOnly works if child wants to be with others
ConversationCreates an internal standard of right and
wrong
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Becoming boys and girls
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Sex and genderSex = BiologicalGender = Cultural
Based on sex roles
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Sex role developmentPsychoanalyticBehaviorismCognitive
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PsychoanalyticPhallic stage
Penis becomes the focusOedipus Complex
Boy’s unconscious desire to replace dad for mother’s loveElectra Complex
Girl’s unconscious desire to replace mother for dad’s love Wants to marry daddy
Both sexes cope with this by identifying with the same-sex parent and trying to become like them
Superego developsConscienceBased on parents’ moral standards
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BehaviorismOperant conditioning
Gender-appropriate behaviors are rewarded (reinforced)
Social learning theoryChildren internalize the roles they observe in
others
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Cognitive theoryFocuses on children’s understandingGender schema
General beliefs about sex differences Boys are like this Girls are like this Children then think and behave accordingly
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