Lifespan Psych Chapter 6

1. Socioemotional
Development In Infancy
Chapter 6
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

2. 6 - 2
Chapter Outline
• Emotional and personality development
• Social orientation/ understanding and
attachment
• Social contexts
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

3. 6 - 3
Emotional and Personality Development
• Emotional development
• Temperament
• Personality development
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

4. 6 - 4
Emotional Development
• Emotion: Feeling, or affect, that occurs when
a person is in a state or interaction that is
important to him or her
– Play important roles in:
• Communication with others
• Behavioral organization
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

5. 6 - 5
Emotional Development
• Biological and environmental influences
– Certain brain regions play a role in emotions
– Emotion-linked interchanges
• Provide the foundation for the infant’s developing
attachment to the parent
– Social relationships
• Provide the setting for the development of a rich
variety of emotions
– Relationships and culture provide diversity in
emotional experiences
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

6. 6 - 6
Emotional Development
• Early emotions
– Primary emotions: Present in humans and other
animals and emerge early in life
– Self-conscious emotions: Require self-awareness,
especially consciousness and a sense of “me”
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

7. 6 - 7
Emotional Development
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
• Emotional expression and social relationships
– Crying
• Basic cry: Rhythmic pattern usually consisting of :
– A cry
– Briefer silence
– Shorter inspiratory whistle that is higher pitched than the
main cry
– Brief rest before the next cry

8. 6 - 8
Emotional Development
• Anger cry: Variation of the basic cry, with more excess
air forced through the vocal cords
• Pain cry: Sudden long, initial loud cry followed by
breath holding
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

9. 6 - 9
Emotional Development
– Smiling
• Reflexive smile: Smile that does not occur in response
to external stimuli
• Social smile: In response to an external stimulus
– Fear
• Stranger anxiety: Fear and wariness of strangers
• Separation protest: Distressed crying when the
caregiver leaves
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

10. 6 - 10
Emotional Development
• Emotional regulation and coping
– Caregivers’ actions and contexts can influence
emotional regulation
– Soothing a crying infant helps infants develop a
sense of trust and secure attachment to the
caregiver
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

11. 6 - 11
Temperament
• Individual differences in behavioral styles,
emotions, and characteristic ways of
responding
– Describing and classifying temperament
• Chess and Thomas’ classification
– Easy child: Generally in a positive mood
» Quickly establishes regular routines in infancy
» Adapts easily to new experiences
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

12. 6 - 12
Temperament
– Difficult child: Reacts negatively and cries frequently
» Engages in irregular daily routines
» Slow to accept change
– Slow-to-warm-up child: Low activity level
» Somewhat negative
» Displays a low intensity of mood
• Kagan’s behavioral inhibition
• Rothbart and Bates’ classification
– Extraversion/surgency
– Negative affectivity
– Effortful control
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

13. 6 - 13
Emotional and Personality Development
– Biological foundations and experience
• Biological influences
– Contemporary view - Temperament is a biologically based but
evolving aspect of behavior
• Gender, culture, and temperament
– Parents may react differently to an infant’s temperament
depending on gender
– Cultural differences in temperament were linked to parent
attitude and behaviors
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

14. 6 - 14
Emotional and Personality Development
– Goodness of fit: Match between a child’s
temperament and the environmental demands
the child must cope with
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

15. 6 - 15
Personality Development
• Trust
• Developing sense of self
• Independence
– Autonomy versus shame and doubt
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

16. 6 - 16
Social Orientation/Understanding
and Attachment
• Social orientation/ understanding
• Attachment and its development
• Individual differences in attachment
• Caregiving styles and attachment
• Developmental social neuroscience and
attachment
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

17. 6 - 17
Social Orientation/Understanding
• Social orientation
– Face-to-face play
• Locomotion
• Intention and goal-directed behavior
• Social referencing: Reading emotional cues in
others to help determine how to act in a
particular situation
• Infants’ social sophistication and insight
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

18. 6 - 18
Attachment and its Development
• Attachment: Close emotional bond between
two people
– Freud - Infants become attached to the person
that provides oral satisfaction
– Harlow - Contact comfort preferred over food
– Erikson - Trust arises from physical comfort and
sensitive care
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

19. 6 - 19
Attachment and its Development
– Bowlby - Four phases of attachment
• Attachment to human figures
• Focus on one figure
• Specific attachments develop
• Become aware of others’ feelings
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

20. 6 - 20
Individual Differences in Attachment
• Strange situation: Observational measure of
infant attachment
• Requires the infant to move through a series
of:
– Introductions
– Separations
– Reunions with the caregiver and an adult stranger
in a prescribed order
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

21. 6 - 21
Individual Differences in Attachment
• Securely attached babies: Use the caregiver
as a secure base from which to explore the
environment
• Insecure avoidant babies: Avoiding the
caregiver
• Insecure resistant babies: Cling to the
caregiver, then resist the caregiver by fighting
against the closeness
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

22. 6 - 22
Individual Differences in Attachment
• Insecure disorganized babies: Being
disorganized and disoriented
• Interpreting differences in attachment
– Developmental cascade model: Involves
connections across domains over time that
influence developmental pathways and outcomes
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

23. 6 - 23
Caregiving Styles and Attachment
• Maternal sensitivity linked to secure
attachment
• Caregivers of insecurely attached infants tend
to be:
– Rejecting
– Inconsistent
– Abusive
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

24. 6 - 24
Figure 6.8 - Regions of the Brain Proposed as Likely
to be Important in Infant Mother Attachment
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

25. 6 - 25
Developmental Social
Neuroscience and Attachment
• Connections of attachment and the brain
involve:
– Neuroanatomy of the brain
– Neurotransmitters
– Hormones
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

26. 6 - 26
Developmental Social
Neuroscience and Attachment
• Important role in maternal attachment
behavior
– Prefrontal cortex
– Subcortical regions of the amygdala
– Hypothalamus
• Role of hormones and neurotransmitters
– Emphasized the importance of oxytocin and
vasopressin
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

27. 6 - 27
Social Contexts
• Family
• Child care
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

28. 6 - 28
Figure 6.9 - Interaction Between Children and
their Parents: Direct and Indirect Effects
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

29. 6 - 29
Family
• Constellation of subsystems
• Transition to parenthood
– Adjustment of parents during infant’s first years
• Infant care competes with parents’ other interests
• Overall increase in marital satisfaction
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

30. 6 - 30
Family
• Reciprocal socialization: Bidirectional
– Children socialize parents, just as parents socialize
children
– Scaffolding: Parents time interactions so that
infants experience turn taking with the parents
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

31. 6 - 31
Family
• Managing and guiding infants’ behavior
– Being proactive and childproofing the
environment
– Engaging in corrective methods
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

32. 6 - 32
Family
• Maternal and paternal caregiving
– Maternal interactions centre on child-care
activities
• Feeding, changing diapers, bathing
– Paternal interactions tend to be play-centered
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

33. 6 - 33
Figure 6.11 - The Increase in the Number of U.S.
Fathers Staying at Home Full-Time with their Children
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

34. 6 - 34
Child Care
• Parental leave
• Variations in child care
– Factors that influence the effects are:
• Age of the child
• Type of child care
• Quality of the program
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

35. 6 - 35
Figure 6.12 - Primary Care Arrangements in the United
States for Children Under 5 Years of Age with Employed
Mothers
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

36. 6 - 36
Child Care
– Strategies parents can follow:
• Quality of parenting is a key factor in child’s
development
• Monitor child’s development
• Take some time to find the best child care
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.