At approximately what age does a baby begin to demonstrate social referencing Quizlet

a. By 3 months, infants can distinguish facial expression of happiness, surprise, and anger.
b. By 7 months, they are able to identify also fear, sadness and interest.
c. By 5-7 months, they start to perceive emotional expression as meaningful, and also to demonstrate that they can relate facial expression of emotion and emotional tones of voice to events in the environment.
d. By 14 months, children are able to apply information gathered through social referencing even an hour later.
e. Children better understand social referencing if they see both vocal and facial expression cues, but vocal cues alone are better than facial cues alone.
f. By 3 years, children are able to label a narrow range of basic emotions. The ability and complexity of emotions they can label increases over time.
g. Ability to label emotions helps children respond appropriately to others and their own emotions.

a. Children's understanding of the kinds of emotions that certain situations tend to evoke in others helps them regulate their own responses.
b. By age 3: children can identify situations that evoke happiness.
c. By age 4-5: can identify situations that evoke sadness, anger, fear, or surprise.
d. By age 7: identify situations that evoke complex emotions such as pride, embarrassment, guilt, shame and jealousy.
e. Ability to understand that memories evoke emotions, as well as affect behaviour in the present starts at 3 and increases up to 5 years old.
f. Children in elementary school and beyond increase their understanding of decreased emotional intensity over time, experiencing of two or more emotions at the same time, and cognitive mechanisms to increase or reduce fears and modulate positive/negative emotions.
g. By age 10: understand emotional ambivalence, and realize that people can have a mixed feelings about events, others and themselves.

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Primary: From birth, infants show interest, disgusts, and contentment. Other basic emotions that emerge in the 2-7 month period are anger, sadness, joy, and surprise.

Secondary: Later in their second year, infants begin to display complex emotions such as embarrassment, shame, guilt, envy, and pride.

Self-conscious emotions, including embarrassment, shame, guilt, envy, and pride, are called so because each involve some damage or enhancement to our sense of self.

Self-evaluative emotions, including shame, guilt, and pride, may require both self- recognition and an understanding of rules or standards for evaluating one's conduct. Young children often experience these under adult supervision (anticipating their reaction), and in rule-breaking situations, a parent's reaction has the power to make children feel shameful, guilty, or both.

'Temperament' refers to a person's characteristic mode of responding emotionally and behaviourally to environmental events, including such attributes as activity level, irritability, fearfulness, and sociability.
Core dimensions include:

o Fearful distress: wariness, distress, and withdrawal in new situations or in response to novel stimuli.

o Irritable distress: fussiness, crying, and showing distress when desires are frustrated-sometimes called frustration/anger.

o Positive affect: frequency of smiling, laughing, willingness to approach others and to cooperate with them (~sociability).

o Activity level: amount of gross motor activity, for example kicking and crawling.

o Attention span/persistence: length of time child orients to and focuses on objects
or events of interest.

o Rhythmicity: regularity/predictability of bodily functions such as eating, sleeping,
and bowel functioning.

o Psychoanalytic theory: I love you because you feed me. Proposed by Freud, this theory suggests meeting of needs (including feeding) led to greater attachments with mothers. Erikson's caregiving (trust v mistrust) also explains attachments, perhaps to father,

o Learning theory: I love you because you reward me. Once the mother (or any caregiver) becomes the secondary reinforcer for pleasurable sensations (e.g. food, warmth, touch, dry diapers etc.), the infant will attach, and will smile/coo/babble to attract the attention of the attached (Harlow's monkeys).

o Cognitive developmental theory: To love you, I must know you will always be there. Infants must be able to discriminate people, as well as have object permanence. Around nine months when infants have object permanence, they will be upset about separation.

o Ethological theory: Perhaps I was born to love. Proposes that attachment is partly innate, and babies and caregivers are reciprocally attractive to each other. Strong emotional bonds will only form, however, with time and effort, learning how to appropriately respond to each other.

What age does social referencing start?

Is social referencing present at birth?

What is social referencing in infants?

What is the earliest age at which children engage in referencing with others?