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Social & Personality Development (4Social & Personality Development (4thth ed.)ed.)

ShafferShaffer

Chapter 4Chapter 4

Early Social and Emotional Early Social and Emotional Development IDevelopment I

University of GuelphPsychology 3450 — Dr. K. Hennig

Winter 2003 Term

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Chapter 4 in outlineChapter 4 in outline

Emotional DevelopmentEmotional Development Temperament and DevelopmentTemperament and Development What are Emotional Attachments?What are Emotional Attachments? How do Infants Become Attached?How do Infants Become Attached? Two Attachment-Related Fears of IntimacyTwo Attachment-Related Fears of Intimacy Reactions to the Loss of an Attachment Reactions to the Loss of an Attachment

ObjectObject

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EMOTIONAL DEVELOPMENTEMOTIONAL DEVELOPMENTWhat is an emotion?What is an emotion?

Defn. “episodic, relatively short-term [vs. moods], biologically based patterns of perception [of an internal or external stimulus], [subjective] experience, physiology, action, and communication that occur in response to specific physical and social challenges and opportunities.... more flexible... than reflexes” (Keltner & Gross, 1999)

antecendent -> emotional experience -> expression(stimuli/situation -> subjective experience -> behavior)

e.g., anger as a blocked goal (frustration) -> mobilized energy (adaptive if you break the frustrating object?)

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What are emotions? (contd.)What are emotions? (contd.) subjective experience of emotion - e.g., “when afraid

our senses are sharpened, our muscles primed to move us quickly out of harm’s way, and our cardiovascular system tuned to provide increased oxygen and energy to large muscle groups that may be called upon to flee [or fight]” - e.g., high spinal chord damage

Emotions are: intrapersonal - used in judgment, decision-making (good-

bad), values and morals,physical safety(heights) interpersonalinterpersonal - expression/communication (e.g., audience - expression/communication (e.g., audience

effects, grief mobilizing community, well-being, cultural effects, grief mobilizing community, well-being, cultural guidelines or display rules)guidelines or display rules)

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Experience and expression/recognition Experience and expression/recognition of emotion (e.g., anger) - interpersonal of emotion (e.g., anger) - interpersonal aspectaspect Communication of emotion to species membersCommunication of emotion to species members Does the wolf have direct, subjective access to the corresponding emotional state?Does the wolf have direct, subjective access to the corresponding emotional state? How do you How do you

know what othersknow what othersfeel?feel?

anger-anger-appeasementappeasementconjunctionconjunction

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Cross-species similarity?Cross-species similarity?

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Basic emotionsBasic emotionsDo babies have subjective feelings?Do babies have subjective feelings?

fear joy sadness

fearfear: brows level, drawn in and up, eyelids : brows level, drawn in and up, eyelids lifted, mouth retractedlifted, mouth retracted

surprisesurprise: brows raised, mouth rounded in an : brows raised, mouth rounded in an ovaloval

joyjoy: smile, cheeks lifted, twinkle in eyes: smile, cheeks lifted, twinkle in eyes sadnesssadness: inner corner of brows raised, mouth : inner corner of brows raised, mouth

corners drawn down corners drawn down

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Primary emotion displays Primary emotion displays (contd.)(contd.) Primary emotions (2.5 - 7 mos.): interest, disgust, angerPrimary emotions (2.5 - 7 mos.): interest, disgust, anger Universal and thus hard-wiredUniversal and thus hard-wired Experience of control over people, object, and events elicits surprise Experience of control over people, object, and events elicits surprise

and joy displaysand joy displays

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Self- conscious and -evaluative Self- conscious and -evaluative emotionsemotions Damage or enhancement to our sense of self Damage or enhancement to our sense of self

• embarrassment - requires self-recognition (SR)embarrassment - requires self-recognition (SR)– SR at 18 mos. in mirror/ photograph (see C. 6)SR at 18 mos. in mirror/ photograph (see C. 6)

• shame, guilt, envy, pride - require SR + knowledge of shame, guilt, envy, pride - require SR + knowledge of rules & standards of evaluation (by age 3)rules & standards of evaluation (by age 3)

But, what kind of self-awareness is involved?But, what kind of self-awareness is involved?• emotional display depended on the mothers’ emotional display depended on the mothers’

reactions to outcomes (Alessandri & Lewis,1996) reactions to outcomes (Alessandri & Lewis,1996) • yet, displayed only in their presence (anticipated yet, displayed only in their presence (anticipated

reactions of adult evaluators)reactions of adult evaluators)• internalization of rules not until early childhoodinternalization of rules not until early childhood• thus SR at 18 mos. = a “present self” thus SR at 18 mos. = a “present self”

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Social construction of complex Social construction of complex emotionsemotions

complex emotions - constellations of several complex emotions - constellations of several distinguishable elements that typically accompany such distinguishable elements that typically accompany such episodes; often turn on subtle differences in situations episodes; often turn on subtle differences in situations (may co-occur)(may co-occur)

envyenvy - feeling of inferiority, longing, resentment, - feeling of inferiority, longing, resentment, disapproval, as well as self-disapproval of the ill-will one disapproval, as well as self-disapproval of the ill-will one holds towards achievements, possessions, etc. of the holds towards achievements, possessions, etc. of the envied otherenvied other

jealousyjealousy - fear of loss, distrust, anxiety, and anger in - fear of loss, distrust, anxiety, and anger in the context of close relationshipsthe context of close relationships

historical shift away from the term “envy” in favour of historical shift away from the term “envy” in favour of jealousy, owing to envy’s moral tonejealousy, owing to envy’s moral tone

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What are emotions for?What are emotions for? Two views (Read Gross avail. on the website)Two views (Read Gross avail. on the website) Emotions as Emotions as nonfunctionalnonfunctional, even disruptive , even disruptive

(Freud), also Plato, Buddhism, Christianity(?)(Freud), also Plato, Buddhism, Christianity(?) vices: pride, lust, envy, gluttony, anger, sloth are vices: pride, lust, envy, gluttony, anger, sloth are

considered emotions but not avarice, greedconsidered emotions but not avarice, greed cardinal virtues: prudence, fortitude, & temperance cardinal virtues: prudence, fortitude, & temperance

(resisting emotional temptations) but not justice(resisting emotional temptations) but not justice

Perhaps once adaptive but no longer (Darwin)Perhaps once adaptive but no longer (Darwin) our physical and social environments have changedour physical and social environments have changed technology amplifies consequences of expression (e.g., technology amplifies consequences of expression (e.g.,

irritable swipe: where scarcely raised a welt, now a fatal irritable swipe: where scarcely raised a welt, now a fatal car accident or gun-related homicidecar accident or gun-related homicide

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The adaptive function of The adaptive function of emotionsemotions Emotions are solutions to survival-relevant Emotions are solutions to survival-relevant

problems - e.g., problems - e.g., forming attachmentsforming attachments, maintaining , maintaining cooperative relationships, that’s why we have cooperative relationships, that’s why we have them!them!

intrapersonal functionsintrapersonal functions facilitate decision-makingfacilitate decision-making prepare the individual for rapid motor responsesprepare the individual for rapid motor responses give clues as to whether something is good or badgive clues as to whether something is good or bad

interpersonal functionsinterpersonal functions provide information about behavioral intentions, i.e., an provide information about behavioral intentions, i.e., an

expressive-communicative functionexpressive-communicative function flexibly script complex human behaviorflexibly script complex human behavior

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Emotions and the selfEmotions and the selfWhat is love?What is love?•emotions are evaluations, judging the

relevance of events to the self and its goals/projects

• emotions are about what the self is about

• guided by social norms and display rules, conventions re. what events go with what emotions

• emotion -> expression in context of a culture -> alters behavior of others

• role of mastering one’s language

• having a self extends the range & complexity of one’s goals & projects (vs. a sublinguistic organism)

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Conscious OR unconscious (automatized) emotional responses? BOTH!

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Affects and their regulationAffects and their regulation What is missing in the Terminator & Spack?What is missing in the Terminator & Spack?

What it is to be... blind, a bat, a conscious person What it is to be... blind, a bat, a conscious person (Optional reading: Searle on consciousness)(Optional reading: Searle on consciousness)

affect (or emotion) regulation - the capacity to affect (or emotion) regulation - the capacity to control and modulate our affective responses control and modulate our affective responses overall goal of flexible functioningoverall goal of flexible functioning do we have conscious control over our emotions?do we have conscious control over our emotions?

• hiding our disappointment when receive an hiding our disappointment when receive an unattractive gift; cracking a joke when anxiousunattractive gift; cracking a joke when anxious

“the ways individuals influence which emotions they have, when they have them, and how they experience and express these emotions” (Gross, 1999, p. 557)

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Historical perspectivesHistorical perspectivesThe rationality of emotionalityThe rationality of emotionality

Western tradition of rationalism as an ideal Western tradition of rationalism as an ideal standard to guide behavior meant that affects standard to guide behavior meant that affects were devalued (Spock, Piaget?).Two views:were devalued (Spock, Piaget?).Two views:

1)1) Stoic ideal of the sage - acts on right reason Stoic ideal of the sage - acts on right reason and is free from the (corrupting) passionsand is free from the (corrupting) passions associated virtues: emotional detachment and associated virtues: emotional detachment and

self-sufficiencyself-sufficiency emotions beyond controlemotions beyond control

2)2) Aristotle (Goldilocks principle) - affects have Aristotle (Goldilocks principle) - affects have value but need cultivation, i.e., regulationvalue but need cultivation, i.e., regulation

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E.g., Controllability?E.g., Controllability?What is it to be in love?What is it to be in love?

we “fall” in or are “struck by” love, they we “fall” in or are “struck by” love, they “clicked” - something that happens to us “clicked” - something that happens to us and over which we have little control (i.e., and over which we have little control (i.e., an automatic response)an automatic response)

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Understanding who we are:Understanding who we are:The possibility of self-alienationThe possibility of self-alienation

ConstitutionalSelf

Self-Understand

ing/Interpretati

on

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Socialization and self-Socialization and self-regulationregulation Cultural emotional display rules specify what Cultural emotional display rules specify what

circumstances under which various emotions circumstances under which various emotions should/not be expressedshould/not be expressed smile&say thanks when grama gives you underwearsmile&say thanks when grama gives you underwear

At 7 mos. mothers serve as models, mainly At 7 mos. mothers serve as models, mainly displaying joy, interest, and surprise; and displaying joy, interest, and surprise; and respond selectively to their infant’s emotionsrespond selectively to their infant’s emotions initially most attentive to baby’s expressions of initially most attentive to baby’s expressions of

interest or surprise; less responsive to baby’s negative interest or surprise; less responsive to baby’s negative emotionsemotions

babies are trained to display more pleasant and fewer babies are trained to display more pleasant and fewer unpleasant facesunpleasant faces

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Regulating emotionsRegulating emotions

defn. - defn. - American babies learn that intense American babies learn that intense

emotional expression is valued, so long as emotional expression is valued, so long as positivepositive

Kenyan babies learn to restrain both positive Kenyan babies learn to restrain both positive & negative emotions& negative emotions

Babies develop strategies to control their Babies develop strategies to control their emotions:emotions: turn bodies away from unpleasant stimuliturn bodies away from unpleasant stimuli sucking objectssucking objects

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Regulating emotions (contd.)Regulating emotions (contd.) Most often depend upon caregivers for Most often depend upon caregivers for

soothingsoothing note. 6-mo-old boys have greater disregulation and note. 6-mo-old boys have greater disregulation and

express more negative emotionexpress more negative emotion

By end of first year develop other strategies:By end of first year develop other strategies: rocking themselves, chewing on objects, moving rocking themselves, chewing on objects, moving

away from unsetting people or eventsaway from unsetting people or events

By 18-24 mos. more likely to try control the By 18-24 mos. more likely to try control the actions of people or objects that upset themactions of people or objects that upset them

begin to cope with the frustrations of waiting begin to cope with the frustrations of waiting for snacks, gifts by distracting themselvesfor snacks, gifts by distracting themselves

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Regulating emotions (contd.)Regulating emotions (contd.) Fear is difficult to regulate; likely to learn how to Fear is difficult to regulate; likely to learn how to

obtain soothing from caregiversobtain soothing from caregivers Parents can talk with preschoolers and help Parents can talk with preschoolers and help

them devise effective strategiesthem devise effective strategies 2-to 6-yr-olds improve by directing attention 2-to 6-yr-olds improve by directing attention

away, thinking pleasant thoughts, reinterpreting away, thinking pleasant thoughts, reinterpreting the cause of their distressthe cause of their distress

Children that express a lot of neg. emotion Children that express a lot of neg. emotion and/or do not learn to regulate are at risk for and/or do not learn to regulate are at risk for alienating their caregivers when they “act out”alienating their caregivers when they “act out”

May seek to intensify one’s emotionsMay seek to intensify one’s emotions

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Acquiring emotional display Acquiring emotional display rulesrules Socialization requires we regulate emotions (i.e., Socialization requires we regulate emotions (i.e.,

suppress the unacceptable) but also replace suppress the unacceptable) but also replace them (outwardly) with the display called forthem (outwardly) with the display called for

By 3 yrs limited ability to hide true feelingsBy 3 yrs limited ability to hide true feelings Lewis et al. found 3 yr-olds that had lied about peeking Lewis et al. found 3 yr-olds that had lied about peeking

showed subtle signs of anguish detectable when view showed subtle signs of anguish detectable when view in slow motion but not for uninformed judges to in slow motion but not for uninformed judges to discriminate from non-liarsdiscriminate from non-liars

Preschoolers typically display it like it isPreschoolers typically display it like it is Girls are esp. encouraged to act “nice” - more Girls are esp. encouraged to act “nice” - more

motivated and skilled at compliance with rulemotivated and skilled at compliance with rule

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Emotional displays (contd.)Emotional displays (contd.) Increasing ability to display pos. emotional reactions after receiving a Increasing ability to display pos. emotional reactions after receiving a

disappointing giftdisappointing gift Esp. communal culturesEsp. communal cultures

girls

boysfrequencyof pos. emotionalbehavior

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Recognizing and interpreting Recognizing and interpreting emotionsemotions Shortly after birth respond to another infant’s Shortly after birth respond to another infant’s

cry (responsive contagion)cry (responsive contagion) expression (display) -> recognition: babies expression (display) -> recognition: babies

prefer to look at happy faces than neutral, sad, prefer to look at happy faces than neutral, sad, or angry - but may be due to ease of or angry - but may be due to ease of discriminationdiscrimination

some evidence that 3-mo-olds can some evidence that 3-mo-olds can discriminate mother’s happy, sad, or angry discriminate mother’s happy, sad, or angry expression when paired with their respective expression when paired with their respective vocal tone; become gleeful at mom’s happy vocal tone; become gleeful at mom’s happy expression and distressed at mom’s angerexpression and distressed at mom’s anger

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Major milestone:Major milestone:Towards end of first yearTowards end of first year

Joint attention - occurs when adult and infant are Joint attention - occurs when adult and infant are attending to a third entity (and each is aware that attending to a third entity (and each is aware that the other is similarly attending); shared mental the other is similarly attending); shared mental statestate

Stranger anxiety and attachment properStranger anxiety and attachment proper Social referencing - between 8 and 10 mos. begin Social referencing - between 8 and 10 mos. begin

to monitor parents’ emotional reactionsto monitor parents’ emotional reactions will typically approach and play with unfamiliar toys if a will typically approach and play with unfamiliar toys if a

nearby stranger is smiling, but avoid if stranger appears nearby stranger is smiling, but avoid if stranger appears fearfulfearful

vocal expressions convey similar meaningvocal expressions convey similar meaning in 2nd year look to companions after their appraisalin 2nd year look to companions after their appraisal

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Conversations about emotionsConversations about emotions Toddlers begin to talk around 2 yrs, including Toddlers begin to talk around 2 yrs, including

emotion wordsemotion words Families that talk about emotions have 3-yr-olds Families that talk about emotions have 3-yr-olds

that are better at interpreting others’ emotions that are better at interpreting others’ emotions and settling disputes 3 yrs laterand settling disputes 3 yrs later relationship between emotional understanding and relationship between emotional understanding and

social competencesocial competence

Steady improvement in recognition and Steady improvement in recognition and interpretation (causes) of others’ emotionsinterpretation (causes) of others’ emotions at 4 - 5 yrs can correctly infer a person’s state from at 4 - 5 yrs can correctly infer a person’s state from

expressive body movements, and offer expressive body movements, and offer interpretations (typically external vs. internal)interpretations (typically external vs. internal)

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Emotional understanding Emotional understanding (contd.)(contd.)

Grade school children increasingly rely on internal Grade school children increasingly rely on internal (needs, desires, moods, motives) and situational (needs, desires, moods, motives) and situational information to interpret emotionsinformation to interpret emotions the same situation (e.g., big dog) will elicit a different the same situation (e.g., big dog) will elicit a different

emotional response from different individualsemotional response from different individuals 9-yr-old can understand a person can have more than 9-yr-old can understand a person can have more than

one emotion at once and beginning to integrate one emotion at once and beginning to integrate contrasting facial, behavioral, and situational cuescontrasting facial, behavioral, and situational cues

Emerge at Piaget’s Concrete operational phase - Emerge at Piaget’s Concrete operational phase - can integrate more than one piece of information at can integrate more than one piece of information at a timea time emotional development depends on cognitive devel’mt?emotional development depends on cognitive devel’mt?

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Communicative role of Communicative role of emotionsemotions

smile or interest = “I am eager to have a relationship smile or interest = “I am eager to have a relationship with you”with you”

fear or sadness = “I need your attention and comfort”fear or sadness = “I need your attention and comfort” anger = “stop what you are doing!”anger = “stop what you are doing!” joy = “keep interacting with me”joy = “keep interacting with me”

Emotions are adaptive in promoting social Emotions are adaptive in promoting social contact and helps caregivers to adjust their contact and helps caregivers to adjust their behavior to the infant’s needs; get to know each behavior to the infant’s needs; get to know each otherother

Infants ability to infer emotion enables them to Infants ability to infer emotion enables them to infer how to feel/behave in situationsinfer how to feel/behave in situations

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TEMPERAMENT & TEMPERAMENT & DEVELOPMENTDEVELOPMENT TemperamentTemperament (defn) - an individual’s (defn) - an individual’s

tendency to respond in predictable ways to tendency to respond in predictable ways to environmental events that many believe environmental events that many believe are the building blocks of adult are the building blocks of adult personalitypersonality

Attributes:Attributes: activity levelactivity level irritability/negative emotionalityirritability/negative emotionality soothabilitysoothability fearfulnessfearfulness sociabilitysociability

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Thomas & Chess (1977) Thomas & Chess (1977) profilesprofiles

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StabilityStability Is the “fearful” 8-mo-old who upset by a Is the “fearful” 8-mo-old who upset by a

strange face likely to remain wary of strangers strange face likely to remain wary of strangers at 24 mos. and shun playmates at 4?at 24 mos. and shun playmates at 4?

E.g., behavioral inhibition (Kagan) - measured E.g., behavioral inhibition (Kagan) - measured at 4 mos. were less sociable with strange at 4 mos. were less sociable with strange adults and peers at 4, 5.5, and 7.5 yrs.adults and peers at 4, 5.5, and 7.5 yrs.

greater electrical activity in rt. cerebral greater electrical activity in rt. cerebral hemisphere of the brain (the center for hemisphere of the brain (the center for negative emotions)negative emotions) however, only those on the extremes are show long-however, only those on the extremes are show long-

term stabilityterm stability

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Child rearing and Child rearing and temperamenttemperament

““Goodness of fit” between parent and Goodness of fit” between parent and infantinfant difficult baby (cranky, fusses a lot, difficult difficult baby (cranky, fusses a lot, difficult

routine) - parents remain calm, exercise routine) - parents remain calm, exercise restraint, allow children to respond to novelty restraint, allow children to respond to novelty at their own paceat their own pace

easy for parents to become irritable, impatient, easy for parents to become irritable, impatient, demanding, and punitive; but in response demanding, and punitive; but in response infants will remain difficult and display problem infants will remain difficult and display problem behaviorsbehaviors

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WHAT ARE ATTACHMENTS?WHAT ARE ATTACHMENTS?John BowlbyJohn Bowlby

Attachments (defn) - “the strong affectional Attachments (defn) - “the strong affectional ties that we feel for the special people in ties that we feel for the special people in our lives” (text, p. 116)our lives” (text, p. 116)

Securely attached - take pleasure in their Securely attached - take pleasure in their interactions and feel comfortable in interactions and feel comfortable in partner’s presence during times of stress or partner’s presence during times of stress or uncertaintyuncertainty

Reciprocal - mutual attachmentReciprocal - mutual attachment

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Early Studies: EthologyEarly Studies: Ethology filial imprinting - the filial imprinting - the

young quickly learn to young quickly learn to recognize their parents, recognize their parents, stay close, be wary of stay close, be wary of strangersstrangers

importance of importance of discriminating between discriminating between own offspring and other own offspring and other young of same species, young of same species, may attack young not may attack young not their owntheir own

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Emotional bonding (contd.)Emotional bonding (contd.) Traditional routine (1976) vs. extended contact Traditional routine (1976) vs. extended contact

moms (extra 5 hrs/day including 1 hr. skin-to-moms (extra 5 hrs/day including 1 hr. skin-to-skin contact)skin contact) 1 mon. later extended-contact moms stood nearer, 1 mon. later extended-contact moms stood nearer,

soothed their infants more, & held babies closer soothed their infants more, & held babies closer while feedingwhile feeding

1 yr later - extended-contact babies outperformed 1 yr later - extended-contact babies outperformed the traditional group on mental & physical the traditional group on mental & physical developmentdevelopment

Hormonal mediation hypothesis - but present Hormonal mediation hypothesis - but present fathers also become engrossed fathers also become engrossed OROR

reinterpretation of emotional arousal?reinterpretation of emotional arousal?

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BECOMING ATTACHED?BECOMING ATTACHED?Three phases of attachment Three phases of attachment

asocial phase (0-6 wks) - any kind of stimulation asocial phase (0-6 wks) - any kind of stimulation produces a favourable reactionproduces a favourable reaction

indiscriminate attachments (6 wks - 6 mos) - prefer indiscriminate attachments (6 wks - 6 mos) - prefer human company to talking puppets, enjoy human company to talking puppets, enjoy everyone’s attention but prefer a regular caregivereveryone’s attention but prefer a regular caregiver

specific attachments (7-9 mos) - begin to protest specific attachments (7-9 mos) - begin to protest only when separated from one particular only when separated from one particular individual, usu. mom. Now crawling, will try to individual, usu. mom. Now crawling, will try to follow behind. Secure base for explorationfollow behind. Secure base for exploration

multiple attachments - within weeks begin forming multiple attachments - within weeks begin forming attachments with others (dad, sibs, grama); attachments with others (dad, sibs, grama); hierarchy or serving different functions?hierarchy or serving different functions?

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Harlow’s monkeysHarlow’s monkeys

Attachment Attachment vsvs. feeding . feeding systemssystems Freud - mother as Freud - mother as

primary object of primary object of security given that she security given that she feeds (satisfies the feeds (satisfies the infant’s “oral” pleasures)infant’s “oral” pleasures)

Learning theory - mother Learning theory - mother as a secondary as a secondary reinforcer, becomes reinforcer, becomes associated with pleasure associated with pleasure (comfort, food, warmth) (comfort, food, warmth)

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PrerequisitesPrerequisites Cognitive developmental contributionsCognitive developmental contributions

attachment formation depends upon the capacity to attachment formation depends upon the capacity to discriminate familiar from strangerdiscriminate familiar from stranger

object permanence (memory)object permanence (memory)

Ethological theoryEthological theory humans are born with a number of innate tendencies humans are born with a number of innate tendencies

• reciprocal attachment seeking - caregiving systemreciprocal attachment seeking - caregiving system contribute to the survival of the speciescontribute to the survival of the species

• imprintingimprinting• [or long-range purpose of self-other [or long-range purpose of self-other

understanding]understanding]

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Ethological theory (contd.)Ethological theory (contd.) Infants are “relationship seeking”Infants are “relationship seeking”

baby’s baby’s kewpie dollkewpie doll appearance makes appearance makes infant appear cute and lovable to infant appear cute and lovable to caregivers (large forehead, chubby caregivers (large forehead, chubby cheeks, soft rounded features)cheeks, soft rounded features)

may help to elicit positive attention may help to elicit positive attention that will promote attachments (though that will promote attachments (though a majority of unattractive babies a majority of unattractive babies become securely attached)become securely attached)

early smiling, cooing, sucking, & early smiling, cooing, sucking, & grasping reflexes may be strong grasping reflexes may be strong signals to caregivers (also reinforce signals to caregivers (also reinforce caregiving)caregiving)

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Happiness Happiness

Happiness binds parent and baby and fosters Happiness binds parent and baby and fosters competence.competence.

Social smileSocial smile Evoked by the stimulus of the human faceEvoked by the stimulus of the human face First appears between 6 and 10 weeksFirst appears between 6 and 10 weeks

LaughterLaughter first appears around 3 to 4 months in first appears around 3 to 4 months in response to active stimuli.response to active stimuli.

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Attachment-related fearsAttachment-related fears Stranger anxiety (peaks 8 to 10 mos)Stranger anxiety (peaks 8 to 10 mos)

keep familiar companions availablekeep familiar companions available arrange for companions to respond positively to arrange for companions to respond positively to

strangerstranger make the setting more familiarmake the setting more familiar be a sensitive, unobtrusive strangerbe a sensitive, unobtrusive stranger appear less strangeappear less strange

Separation anxiety (peaks 14 to 18 mos) - Separation anxiety (peaks 14 to 18 mos) - gradually decreasesgradually decreases generalized anxiety disordersgeneralized anxiety disorders

Reactions to loss: protest, despair, detachmentReactions to loss: protest, despair, detachment

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Social & Personality Development (4Social & Personality Development (4thth ed.)ed.)

ShafferShaffer

Chapter 4Chapter 4

Early Social and Emotional Early Social and Emotional Development IDevelopment I

University of GuelphPsychology 3450 — Dr. K. Hennig

Winter 2003 Term