Social And Personality Development 6th Edition By David R. Shaffer – Test Bank

Social And Personality Development 6th Edition By David R. Shaffer – Test Bank

Chapter 4:

EMOTIONAL DEVELOPMENT AND TEMPERAMENT

Chapter Outline

● AN OVERVIEW OF EMOTIONS AND EMOTIONAL DEVELOPMENT

Two Theories of Emotions and Emotional Development

● APPEARANCE AND DEVELOPMENT OF DISCRETE EMOTIONS

Sequencing of Discrete Emotions in the First Year

Development of a Positive Emotion: Happiness

Development of Negative Emotions

Fear and fearful reactions

Development of Self-Conscious Emotions

Parental influence on self-conscious emotions

Later Developments in Emotional Expressivity

● IDENTIFYING AND UNDERSTANDING OTHERS’ EMOTIONS

Early Identification and Interpretation of Emotions

Social referencing

Emotions, emotional understanding, and early social development

Later Developments in Identifying Others’ Emotions

Understanding the Causes of Emotions

Parental Contributions to Early Emotional Understanding

● LEARNING TO REGULATE EMOTIONS

Early Socialization of Emotions and Emotional Self-Regulation

Emerging Cognitive Strategies for Regulating Emotions

Learning and Abiding by Emotional Display Rules

● EMOTIONAL COMPETENCE, SOCIAL COMPETENCE, AND PERSONAL ADJUSTMENT

● TEMPERAMENT AND DEVELOPMENT

What is Temperament and How is it Measured?

Measurement of temperament

Hereditary and Environmental Influences on Temperament

Hereditary influences

Environmental influences

Stability of Temperament

Early Temperamental Profiles and Later Development

Temperamental profiles and children’s adjustment

Child Rearing and temperament

Cross-Cultural Variations in the Developmental Implications of Temperament

• SUMMARY

Annotated Web Link

Temperament

Information about behavioral individuality in infants, children and adults

-Test Bank-

Multiple Choice Questions

4-1, p.  102  WWW

According to developmentalists who study emotions, an emotion consists of

a. a positive or negative feeling

b. physiological responses that accompany a feeling

c. thoughts that accompany a feeling

*d. all of these

4-2, p. 102

Which of the following is not a component of an emotion?

a. a positive or negative feeling

b. physiological responses

c. a goal

*d. none of these

4-3, p. 102

Sue opens her birthday package, finds the arts materials she hoped to receive, and her heart pounds.  She feels really good, which prompts her to turn and say, “Thank you Grandma for these art materials.”  Of these reactions, which would not be considered a component of Sue’s happy emotion:

a. her desire to thank her grandmother

b. her pounding heart

*c. the act of unwrapping the gift

d. the thought that her wish was granted

e. all of these

4-4, p. 103

_____ proposes that basic emotions that humans display are products of evolution and have adaptive value.

*a. discrete emotions theory

b. primary emotions theory

c. secondary emotions theory

d. the functionalist perspective on emotions

4-5, p. 104

_____ proposes that newborns and young infants emit global displays of positive or negative affect and that even simple emotions must develop over time.

a. discrete emotions theory

*b. the functionalist perspective on emotions

c. primary emotions theory

d. secondary emotions theory

4-6, p. 104

_____ proposes that the most basic purpose of emotions is to influence behavior or promote some action toward achieving a goal.

a. primary emotions theory

b. secondary emotions theory

*c. the functionalist perspective on emotions

d. discrete emotions theory

4-7, p. 104-105

Which of the following observations implies that young infants experience and convey distinct emotions?

a. adults observing the same facial expressions agree about the babies’ emotions

b. adults correctly deciphering the meaning of babies’ coos, cries, and “blurts” of excitation

*c. both of these

d. none of these

4-8, p. 105