Lecture 8 Emotional Devt Moral Devt.pdf

2023-2024 ASSOC PROF SETOH PEIPEI [email protected] ASST PROF LUO LIZHU [email protected] PSYCHOLOGY, NANYANG TECHNOLOGICAL UNIVERSITY COURSE SYLLABUS & HOMEWORK HP 2300: DE VE L OP ME NTAL P SY CHOL OGY AY 2 02 3-2 4 S emes t er 2 Infants and young children Developmental topics Tutorials Tutoria...

2023-2024 ASSOC PROF SETOH PEIPEI [email protected] ASST PROF LUO LIZHU [email protected] PSYCHOLOGY, NANYANG TECHNOLOGICAL UNIVERSITY COURSE SYLLABUS & HOMEWORK HP 2300: DE VE L OP ME NTAL P SY CHOL OGY AY 2 02 3-2 4 S emes t er 2 Infants and young children Developmental topics Tutorials Tutorial presentations MASTERY ENGAGEMEN T The Newborn; Perceptual Development Quiz APPLICATION Cognitive Development: I - Piaget’s Theories; II – Piager Revisited Introduction & Methods; Prenatal Development Motor Development; Infant Cognition Jan 16 Jan 30 Jan 23 Preparations for Language, First Words and Sentences Early Conceptual Devt; Theory of Mind Feb 6 Feb 13 Feb 20 Attachment and Temperament Quiz Feb 27 QUIZ Achievement Moral Development; Early Emotional Development Mar 12 Mar 19 Peer Relationships and Gender Development Social Devt: Environmental Contexts & the Modern Family Mar 26 Apr 2 Apr 9 Online Session: Born to be Good Apr 16 Apr 29 FINAL EXAM Emotional Development Outline 1. What are emotions? 2. Expressing emotions 3. Understanding emotions 4. Regulating emotions 5. Individual differences in emotional development What are emotions? Emotions are complex reactions to the environment: Subjective feeling Desire to take action, control environment Physiological response Cognition Where do emotions come from? Discrete emotions theory: Emotions are innate Emotions tied to specific body/facial reactions Emotions and reactions present at birth Where do emotions come from? Discrete emotions theory: Emotions are innate Emotions tied to specific body/facial reactions Emotions and reactions present at birth Functionalist theory: Emotions have functions Environment influences emotions Emotions emerge with experience Expressing emotions When do babies begin to express emotions? At birth! Newborns can express: Interest Disgust Distress à Generalized negative response Expressing emotions Positive emotions that appear in the first year: 1 month: Smiles triggered by environment 2-3 months: Voluntary, social smiles 3-4 months: Laughter 7 months: Preference for familiar people Expressing emotions Negative emotions become more distinct: 4-8 months: Anger distinct from other distress Expressing emotions Negative emotions become more distinct: 4-8 months: Anger distinct from other distress 6-7 months: Fear of strangers 7-12 months: Fear of loud toys, sudden movements 8-15 months: Separation anxiety Expressing emotions 18-24 months: Self-conscious emotions Pride Embarrassment Shame (focus on self) Guilt (focus on other) Emerge with a sense of self Require some amount of cultural learning Understanding emotions When do children begin to understand the emotions of others? Three components: Identifying emotions Understanding causes of emotions Understanding real and false emotions Identifying emotions Emotional contagion: Present in very young infants Indicates an awareness of emotion, but not necessarily any understanding Identifying emotions 4-7 months: Can tell apart some emotional expressions, but do not necessarily know what they mean 7 months: Begin to connect emotions to facial expressions and tone of voice 8-12 months: Begin to relate emotions to their causes in the world à Permits social referencing Identifying emotions Early childhood (2-5 years): Huge increase in ability to identify emotions Appearance of emotion language Can label simple emotions (happy, sad, fear, surprise, anger) Can use situational information Identifying emotions Middle childhood (6-10 years): Can label more complex emotions (pride, shame, guilt) Recognize that someone can feel two conflicting emotions at once Understanding causes of emotions Children identify the causes of different emotions at different ages: 2-3 years: Happiness 4 years: Sadness 4-6 years: Fear, anger 7 years: Shame, guilt, pride, jealousy Children who live in dangerous environments can identify fear, anger earlier Understanding fake emotions 3 years: Attempt to disguise negative emotions 5 years: Understand difference between external and internal emotions Involves two changes: Skill: Become better at inhibiting/masking Learning: Gradual increase in awareness of display rules Display rules Govern what kinds of emotional expressions are considered appropriate Vary dramatically across cultures Children begin to learn display rules from infancy (Malatesta & Haviland, 1982) Continue to learn culturally specific display rules throughout early and middle childhood! Regulating emotions So it isn’t always appropriate to just express what you are feeling… Necessary to regulate emotions by initiating, inhibiting, or modulating various components of emotions: Internal feelings Behavior Physiological processes Cognitions Regulating emotions Three developmental patterns: Caregiver to self Behavioral to cognitive Selection of appropriate strategies Regulating emotions Caregiver to self: Birth - 5 months: Parents regulate arousal 6 months: Self-soothe; avert attention 1 - 2 years: Behavioral distraction 3 - 4 years: Language Regulating emotions Behavior to cognitive: Young children attempt to distract themselves by engaging in different behaviors Older children use more cognitive strategies: Thinking about something else Reappraise the situation – Was it really that bad? Plan ways to solve a problem – Are there other ways to reach my goal? Individual differences in emotion Individual differences: Some more expressive Some better at regulating Some better at selecting appropriate strategies Factors: Temperament (genes) Socialization Individual differences in emotion Socialization: Role of parents 1. How children view self and others Positive: Parents validate child’s emotions, discuss why the child feels that way Children’s emotions are valid à More self-esteem See others’ emotions as valid à More empathy Individual differences in emotion Socialization: Role of parents 1. How children view self and others Negative: Parents dismiss child’s feelings, react with hostility Leads to more aggression, more negative emotions, poor coping strategies Individual differences in emotion Socialization: Role of parents 2. Level of emotional arousal Parents very intense à Children more intense Parents very positive à Children more positive Individual differences in emotion Socialization: Role of parents 3. Models of emotion and regulation Discussion of emotion à Learn to recognize emotions When and how to express à Learn to inhibit negative impulses (hitting) Strategies for regulation Discussion of emotion during childhood leads to more introspection, better coping strategies in adulthood Individual differences in emotion Poor regulation, negative emotionality predict: More antisocial behavior More unemployment Anxiety and/or depression Difficulties socially and academically Conclusions Some emotions are present at birth. Others become apparent across development. Children develop greater understanding of their own and others’ emotions over time. Children develop more sophisticated strategies for regulating their emotions as they get older. Conclusions Individual differences in emotion regulation à Interaction between genes and socialization. Emotional competence predicts many aspects of future adjustment. Moral Development I Singapore Crimes Geylang Bahru murder of 4 children in 1979 https://www.youtube.com/watch?v=SRSYfGBBZ68 Chin Swee Road Toddler murder, 2019. https://www.youtube.com/watch?v=aGpbBflQTb0 Questions When do children come to understand what is moral and what is not? How do they come to understand this? Normative Development Major Concern Reasoning about what is right and wrong Major Assumption Development is due to cognitive abilities Although there are some social influences Major Method Response to moral dilemmas Piaget Before 5 Years Premoral By Around 10 Years Moral development complete Kohlberg Is moral development really complete by 10 years? The Heinz dilemma A man named Heinz has a wife who is dying from a special kind of cancer. A drug that might save her was discovered by a local pharmacist, but the pharmacist was charging ten times what the drug was worth…far more money than Heinz had. Heinz went to everyone he knew to borrow the money, but he could only get together about half of what the drug cost. He ask the pharmacist if he could pay him the rest later, but the pharmacist refused saying, “I discovered the drug and I’m going to make the money from it.” Heinz got desperate and broke into the store to steal the drug for his wife. Was it ok for Heinz to do this? Why or Why not? Kohlberg’s Stages Level 1: Preconventional Morality Stage 1 - Punishment and Obedience Orientation Ignore intentions Focus on consequences Stage 2 – Instrumental Purpose Orientation What is right is what satisfies needs Exchange theory Kohlberg’s Stages Level 2: Conventional Morality Stage 3 - “Good Boy or Girl” Orientation Win approval of others by being a good person Stage 4 - Social Order Maintaining Orientation Personal duty is important Kohlberg’s Stages Level 3: Postconventional Morality Stage 5 - Social-Contract Orientation Laws are flexible instruments for human purposes Follow when consistent with human rights Stage 6 - Universal Ethical Principle Orientation Self-chosen ethical principles Abstract values Video Examples of Responses to Heinz Dilemma Based on the children’s responses, write down which level and stage you think they are in. Why? Developmental Trends Stage theory Qualitative Changes Progress through stages in order All responses consistent with current stage Not everyone makes it to Stage 6 Development not complete by age 10 Kohlberg’s Moral Reasoning Developmental Trends Stage 6? 80 70 % at Stage 60 Sta ge 1 Sta ge 2 Sta ge 3 Sta ge 4 50 40 30 Sta ge 5 20 10 0 10 12 14 16 18 20 22 Age in Years 24 26 28 30 32 34 36 Limitations to Kohlberg’s Theories Vague and inconsistent Kohlberg changed the number of stages several times; practitioners have a hard time classifying individuals into just one stage Cross-culturally invalid Not all cultures progress through his stages Gender biases Based on data only from middle-class boys Gillian’s Theory of Moral Development Pluralistic Approach to Moral Development Moral Development II *not in exams* https://www.sgbabylab.com/ *not in exams* A Systematic Examination of Pre-schoolers’ Moral Compass in a Multifaceted Moral Scenario Kristy LEE and Peipei SETOH Division of Psychology, School of Social Sciences, Nanyang Technological University, Singapore Introduction Methodology A wealth of research aims to shed light on the development of early moral sensitivities. Pre-school children were found to: Enforce moral norms by protesting, tattling on and admonishing third-party norm violations (Hardecker et al., 2016). Sacrifice personal gains to avoid affiliation with wrongdoers (Tasimi & Wynn, 2016). Incur a resource cost to watch the punishment of uncooperative agents (Mendes et al., 2018). SAMPLE 40 five- to six-year-olds (22 males) in Singapore. PROCEDURE  Moral Scenario  Protest & Tattle On-scene enactment by actresses. Please do not touch my clock. Children’s spontaneous responses were coded from video recordings. Results Protest & Tattle The girl in orange broke the clock! No! Don’t touch the clock! No, she tell lies! 8 (20%) protested during clock play and false accusation. 28 (70%) tattled to the clock owner. Resource Distribution See, it’s so fun! DISOBEDIENCE Chance Research Aim To examine pre-schoolers’ responses to moral transgressions committed by a human adult in a multifaceted moral scenario. On-scene Enactment by Human Adults Puppet Show Authenticity. Conveys realistic expectations about the cost of retaliation from a human transgressor. Elicits costly responses to third-party transgressions.  Altruistic Morality DISOBEDIENCE DISHONESTY Multifaceted Not me! She broke the clock! DISHONESTY ORANGE – Naughty Distribution YELLOW – Nice [Quantity] Children distributed equally between actresses on a  Resource Distribution Methodological & Theoretical Contributions HARM DESTRUCTION OF PROPERTY significant proportion of trials, t(39) = 4.81, p <.001, d =.76. [Quality] Children distributed more favorable compositions of HARM 1 torn, 2 perfect Single-faceted Allows examination of different moral components in a plot-driven scenario. Includes violations of other moral foundations, beyond harm-based transgressions. 2 torn, 1 perfect 4 distribution trials Children distributed 4 sets of 6 items each (3 desirable, 3 undesirable) between actresses. items (i.e., more desirable than undesirable items) to Nice on a significant proportion of trials, t(39) = 6.49, p <.001, d = 1.03. [Item Desirability] Children were more likely to distribute desirable items to Nice, and inversely, more likely to distribute undesirable items to Naughty, p’s <.001. Moral Evaluations & Justifications Justifications for negative evaluations of Naughty (Numbers in each response category)  Moral Evaluations & Justifications Children were asked to: - Rate each actress on goodness. - Give reasons for their ratings. 2 3 Neutral 4 15 13 REFERENCES Hardecker, S., Schmidt, M. F. H., Roden, M., & Tomasello, M. (2016). Young children's behavioral and emotional responses to different social norm violations. Journal of Experimental Child Psychology, 150, 364–379. Mendes, N., Steinbeis, N., Bueno-Guerra, N., Call, J., & Singer, T. (2018). Preschool children and chimpanzees incur costs to watch punishment of antisocial others. Nature Human Behavior, 2, 45–51. Tasimi, A., & Wynn, K. (2016). Costly rejection of wrongdoers by infants and children. Cognition, 151, 76–79. FOOTNOTES , One-sample t-tests against 0.5 test value; Generalized Linear Mixed Models with item desirability as fixed effect, 1|participant/trial as nested random effects, and actress recipient of each item as outcome variable; One-way repeated measures ANOVA. Error bars on figures denote SEM. Contact Peipei Setoh: [email protected] Support: MOE2016-SSTRG-017 and NTU SUG M4081490.100 to PS Conclusion Overall, children demonstrated keen moral sensitivities across all measures in a multifaceted moral scenario. [Moral Evaluations] Children rated Nice as significantly higher on goodness than Naughty, F(1, 38) = 70.50, p <.001, 𝜂 =.65. [Justifications] Children cited disobedience and destruction of property as top reasons for negative evaluations of Naughty. *not in exams* *not in exams* Moral Development II “Born to be Good” in Week 13, and it is examinable material.