Why do theorists refer to embarrassment shame and guilt as self conscious emotions quizlet?

Recommended textbook solutions

Myers' Psychology for AP

2nd EditionDavid G Myers

900 solutions

Social Psychology

10th EditionElliot Aronson, Robin M. Akert, Samuel R. Sommers, Timothy D. Wilson

525 solutions

HDEV5

6th EditionSpencer A. Rathus

380 solutions

Social Psychology

10th EditionElliot Aronson, Robin M. Akert, Timothy D. Wilson

525 solutions

Recommended textbook solutions

Myers' Psychology for the AP Course

3rd EditionC. Nathan DeWall, David G Myers

955 solutions

Consumer Behavior: Buying, Having, Being

13th EditionMichael R Solomon

449 solutions

Myers' Psychology for AP

2nd EditionDavid G Myers

900 solutions

Social Psychology

10th EditionElliot Aronson, Robin M. Akert, Timothy D. Wilson

525 solutions

1. Anger from frustration (poor nurturance): rage/fury, inferiority, resentment, hatred, indignation (pride), anger towards self= inferiority and anger directed to others= bitterness or hatred
2. Anxious fear (unpredictability): anxiety from concern to dread, anxiety from fear of people leading to shyness/ withdrawal= child thinks of themselves as unworthy or unpopular
3. Love (reciprocal relationship, satisfaction/joy): jealousy, shame, guilt, pity, sympathy/empathy, sadness/sorrow, grief, pride and indignation, embarrassment

- Ages 4- 6 years old
- In early childhood, emotions that were formed earlier are further refined and sometimes transformed, and the control of emotional expression by the child becomes a very important part of the pre-schooler's social and family life. 3 main factors influence these developments
(1) Expanding context: pre-schoolers experience a wider environmental context, social and spatial, peers play a bigger role, learn to behave differently in different places ie display rules
(2) Growing mental powers: increasing abilities in thought and memory, cognitive capacity increases, theory of mind increases, language effective mental tool to think more clearly about emotions and to imitate and pretend and internalizing family values and standards
(3) Growing self awareness: gain knowledge and awareness of self, developing ToM, children try to live up to expectations, can see self in relation to time past and future clearer

- Normal group at 3 years will have basic feelings of shame, guilt and pride, which grow and develop in early and middle childhood, will also internalize into their sense of self their parents standards set for them (so failure to meet them= guilt/shame, and meeting them= pride).
- Neglected group: reared without affection they struggle to internalize standards, have not been loved so can't experience love lost, do not experience shame, guilt or pride and cannot be induced to behave in reference to these feelings. Motivation is low, more swayed by consequences than conscience obvious in middle childhood
- Inconsistent care group: love has been intermittent resulting in weak development of shame, guilt, and pride. Have little security to draw on in new challenges, no confident sense of pride in achievements, success has little inner meaning. They don't feel much shame when they fail, making failure acceptable. Seek attention and then when they get it they don't want it.

- A 2 factor model including the emotion generation sequence and the emotion regulation sequence
- Emotion generation: (1) start out selecting a situation (ie party vs movies) the choices will result in different emotional experiences (2) then you deal with aspects (what to focus on, what the possible features are, etc) (3) the meaning are derived, you have volition in that context and you make what is going on in that context, once you have that meaning, that appraisal comes a response (4) response, can be behavioural, what you say and do
- Emotion regulation: select the situation, situation modification, attentional deployment, then cognitive change, then response modulation. It also feeds back, your response affects the situation you are in and it keeps looping back in that way

There is always a large average group, the zero is the mean of the entire sample, the 1,2,-1 etc are the standard deviations. The average group had each strategy around the mean. Used the average group as a reference point, found that last 3 groups (conceal/suppress, disengage, none) had higher scores on depression inventory compared to average group. The average group was associated with lower anxiety. Social anxiety was also higher in disengage group, and lower in adjustment group.

1) adjusting propensity group: tend to adjust/adapt and the rest is average
2) suppress propensity group: tend to suppress and rest is average
3) conceal/suppress group: not that many in this category and they tend to be older, 2 SD above they tend to conceal/suppress the majority of the time
4) disengage: very low on engagement and average on the rest, disengage the majority of the time
5) none: don't do any of the strategies, doing something else, small group

- They are starting to seep into business, education, health, economics,
- There are many many strategies including situation selection, situation modification, attentional deployment, suppression, reappraisal, emotional awareness, etc etc.
- What is not emotional regulation, some of these things are different ways to identify the same process, ex. positive refocusing is similar to reappraisal, this is just cognitive change, we can group things together
- Look at what the essential components are, many "strategies" are examples of other behaviours or don't directly effect emotion

- looked at the perceptions of effort
- hills are perceived as steeper, distances as further away, and weights heavier when people are in a low mood, fatigued, less physically fit, stressed,
- but the mere presence of one other person effects ones estimate of steepness, distance, etc. hill seems less steep, distances less far, and weight less heavy
- presence of another conveys that resources will be shared

- really strong connection between mothers and daughters, would expect load sharing to happen
- there were 69 mothers with approximately 1 year old kids
- they measured sympathetic nervous system (mom), and the HR of the infants
- starts with a calm down/baseline period for both mom and baby, then the mother does a spontaneous speech, then there is a Q and A (mother is given positive or negative feedback or control), then reunion period with baby and rest period together, then there are interviews, then the infant is offered a toy (how much did the infant avoid the toy or mother)
- mom has an experience that the infant does not know about, and how does that translate into the infant's physiological reactivity
- Results: mother was most aroused in the negative evaluations condition, the infant picked up that mom did something stressful 5-10 minutes age when they were in the negative condition. In this negative condition can see co-regulation, with the negative they start off not together at all then come together.

1. Not just more negative emotion (also not aregulation)
2. But can be greater sensitivity, easier activation (things that most people would not be triggered by are easy triggers for you, amplifying and dampening process is off balance)
3. Narrow ER repertoire (a smaller tool kit, if all you ever use if expressive suppression you are not working with a full kit, this works sometimes but it is not always effective, the broader the repertoire the more flexibly you use strategies which leads to better functioning)
4. Emotions inappropriate for context (laughing at a funeral, this is not the time or place but it is part of the release, people often find they cannot stop)
5. Difficulty getting out of emotional states (emotion to mood more easily, hard to disengage, emotions often spill over, you have to inhibit the first thing to be able to do the next)

- Tested it using a state space grid, use this as a way to look at all the possibilities, code the affective expression in parent-child (or other pairs) conflict
- Look at the changes in their dyadic states, categories are hostile, negative, neutral and positive
- Low rigidity: covered more space (greater dispersion), plot points are smaller meaning they don't get stuck/more transitions, and there is lower mean durations
- High rigidity: fewer cells (less dispersion, covers less space), fewer transitions, and longer durations

Sets with similar terms