Chapter 10

high order set of feelings including shame, embarrasment, guilt, envy, and pride.

strategies we use to adjust the intensity or duration of our emotional reactions to a comfortable level so we can accomplilsh our goals.

requires voluntary effortful control

Relying on another person's emotional reaction to appraise an uncertain situation

The ability to dtect different emotions , to take another's emotional perspective and feel with that person or respond in a emotionally similar way

actions that benefit another person without any expected reward for the self

feelings of concern or sorrow for another's plight

early-appearing , stable individual differences in reactivity and self regulaton

variations in quickness anad intensity of emotional arousal, attention, and motor action

strategies that modify reactivity

Form of temperament in which the child quickly establishes regular routines in infancy , is generally cheerful, and adapts easily to new experiences

temperament style in which a child has irregulary daily routines , is slow to accept new experiences , and tends to react negatively and intensely.

Temperament style in which the child is inactive , shows mild, low-key reactions to environmental stimuli ; is negative in mood; and adjusts slowly to new experiences

the self regulatory dimension of temperment, involves voluntarily suppressing a dominant respionse in order to plan and execute a more adaptive response

set of expectations about the availabilty of attachment figures , their likelihood of providing support duirng times oof stress and the self's interaction with those figures

infants use parents as a secure base . may or may not cry when seperated and prefer her to a stranger. actively seek contact on parent's return and crying stops immediately

infants seem unresonsive to the parent when she is parent and not distressed when she leaves. React to stanger in same way as parent. fail to cling when picked up

before seperation, infants seek closeness to the parent and often fail to explore. when parents leave they are distressed and upon return combine clinginess with angry resistive behavior.not easily comforted

the greatest insecurity. confused contradictory behaviors . dazed facial experession, and a few cry out unexpectedly.

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