Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
184 Cards in this Set
- Front
- Back
|
What is emotion?
|
feeling or affect that involves:
physiological arousal conscious experience behavioral expression |
|
|
What do emotions involve for infants?
|
reacting and behaving in accordance with how you feel at that very moment
possibly no actual cognition |
|
|
What is emotional regulation?
|
managing arousal to adapt and reach a goal
instead of just throwing a tantrum |
|
|
How do emotions function as communication tools between infants and caregivers?
|
infants react to parents’ expressions
parents react to infants’ wails |
|
|
Different kinds of cries
|
basic
anger pain |
|
|
Basic cry sounds like...
|
cry, then silence, rhythmic
|
|
|
Anger cry sounds like...
|
basic cry, but with more excess air blowing through vocal cords
|
|
|
Pain cry sounds like..
|
sudden, loud cry without preliminary noises
followed by breath suppression |
|
|
Expressions in...
newborns |
distress and interest
|
|
|
Expressions in...
4-10 week olds |
emergence of “social smile”
|
|
|
social smile
when does it develop? |
in response to other people
4-10 weeks |
|
|
Expressions in...
2mos |
Joy and anger
because baby now has comparative experience? |
|
|
Remember the alzheimer’s patients and their emotions?
|
yeah, that’s interesting
|
|
|
expressions in...
3-4mos |
sadness
laughter which require cognitive development to recognize incongruity |
|
|
why might sadness and laughter not develop until 3-4mos?
|
perhaps they require cognitive development in order to recognize incongruities?
|
|
|
expressions in...
5-9mos |
fear and disgust
|
|
|
expressions in...
8mos |
shyness
|
|
|
expressions in 2yos
|
contempt and guilt
shame, embarrassment, pride based on cognitive dissonance? |
|
|
why do complex emotions like contempt, guilt, shame, etc appear around 2yso?
|
these emotions may require cognitive dissonance, and thus the ability to think in multiple dimensions...
|
|
|
why do expressions/emotions appear in graduated steps?
|
expressions may be dependent on cognition, which improves in steps...
|
|
|
forms of fear in infants
|
stranger anxiety
separation anxiety |
|
|
stranger anxiety
when does it develop? |
around 6mos, then intense by 9mos
depends on exposure to strangers (more = less anxiety in a given situation) |
|
|
separation anxiety
when does it develop? |
around 6mos
lessened by having multiple caregivers at home |
|
|
attachment theory
|
the reason stranger and separation anxiety appear around 6mos
and the reason why babies don’t actually like you, per se, until around the same time once they prefer you, they start to dislike others |
|
|
Adaptive functions for emotionality
|
control of arousal
social referencing finding a state conducive to learning contextual functions coping strategies |
|
|
control of arousal
|
necessary adaptation of emotionality
safeguarding against uncomfortably high levels of excitement or distress controlling the fight or flight response |
|
|
social referencing
|
necessary adaptation of emotionality
infant reads emotional cues from others to learn how to act |
|
|
finding a state conducive to learning
|
necessary adaptation of emotionality
learning occurs best when your’e not too emotionally aroused like the way novel situations distract learners |
|
|
contextual functions of emotionality
|
necessary adaptation of emotionality
infants learn to adapt to differnent contexts which require emotional regulation |
|
|
coping strategies for emotionality
|
sucking thumbs, avoidance, etc
infants learn to change behavior or environment in order to adapt |
|
|
Erikson’s stages of psychosocial development
|
trust v. mistrust
autonomy v. shame initiative v. guilt industry v. inferiority identity v. confusion intimacy v. isolation generativity v. stagnation integrity v. dispair |
|
|
trust v. mistrust
|
Erikson
0-1 year learning appreciation of interdependence and relatedness |
|
|
autonomy v. shame
|
erikson
1-3 years willpower |
|
|
initiative v. guilt
|
erikson
3-6 yrs learning purpose, empathy, resilience |
|
|
industry v. inferiority
|
erikson
6-12 yrs competence |
|
|
identity v. confusion
|
erikson
12-19 yrs fidelity to self and ideals |
|
|
intimacy v. isolation
|
erikson
20-25 yrs learning to love and sense the complexity of relationships |
|
|
generativity v. stagnation
|
erikson
26-64 yrs learning to care for others and have empathy |
|
|
integrity v. despair
|
erikson
old age wisdom, sense of identity strong enough to withstand physical disintigration |
|
|
Erikson’s Trust v. Mistrust,
Applied |
if the infant is not well fed and kept warm, a sense of mistrust develops
development of knowledge of self |
|
|
erikson: knowledge of self
|
part of trust v. mistrust stage
around 18mso, infants can recognize their own reflections, etc |
|
|
what is temperament
|
the enduring traits of personality
stable through life temperament as a child may relate to personality type that arises in adulthood |
|
|
goodness of fit
|
the degree to which temperament of child and parent match up
|
|
|
Chess and Thomas
|
Temperament styles
|
|
|
Temperament styles
|
Easy child
difficult child slow to warm child shy and inhibited child |
|
|
why do we have ‘revised’ classifications of temperament
|
the old ones didn’t really take into account the context of behavior
|
|
|
‘revised’ classifications of temperament
|
positive affect and approach
negative affectivity effortful control |
|
|
positive affect and approach
|
revised’ classification of temperament
the extent to which a child is sociable and outgoing |
|
|
negative affectivity
|
revised’ classification of temperament
the extent to which a child is easily distressed or introverted |
|
|
effortful control
|
revised’ classification of temperament
the extent to which a child is capable of managing arousal |
|
|
harlow’s monkeys
|
wire cage mommy experiment
research on attachment showed that security and comfort is the key, not just getting fed |
|
|
John Bowlby
|
Attachment researcher
”attachment is a four-factor evolutionary development” |
|
|
Bowlby’s four factors
evolution of attachment |
Proximity Maintenance
Safe Haven Secure Base Separation Distress |
|
|
Proximity Maintenance
|
desire to be near people we’re attached to
Bowlby’s four-factor evolution |
|
|
Safe Haven
|
returning to an attachment figure for comfort and safety in face of a threat
Bowlby’s four-factor evolution |
|
|
Secure Base
|
attachment figure acts as a base of security from which the child can explore
Bowlby’s four-factor evolution |
|
|
Separation Distress
|
anxiety at absence of attachment figure
Bowlby’s four-factor evolution |
|
|
Mary Ainsworth
|
Strange situation, etc. Also three kinds of insecure babies
|
|
|
Ainsworth’s three kinds of insecure babies
|
insecure avoidant
insecure ambivalent disorganized |
|
|
Insecure avoidant babies
|
avoid the caregiver
freak out when she leaves Ainsworth |
|
|
Insecure ambivalent babies
|
cling to caregiver
fight her leaving won’t focus on anything when she’s gone Ainsworth |
|
|
Disorganized babies
|
Disoriented
strong patterns of avoidance and resistence child leans away stupid, catchall attachment style Ainsworth |
|
|
Cultural Differences in attachment styles
|
Japanese children more likely to be ambivalent
German children more likely to be avoidant because of in-group cohesion, or attempts to foster independence, etc |
|
|
How to develop good attachment with your child?
|
respond to their needs
(feed, comformt, change) so they have a favorable experience and thus better attachment |
|
|
Phases of attachment
|
Preattachment / Asocial - 0-2mos
attachment in the making - 2-6mos clear-cut attachment - 7-12mos formation of reciprocal relationships - 24mos goal-corrected partnership - 48mos |
|
|
Preattachment
|
attachment phase
0-2mos child is asocial no preference among caregivers as long as needs are met |
|
|
Attachment-in-the-making
|
attachment phase
2-6mos prefer familiar people but out-of-sight... lack of object permanence |
|
|
Clear-cut attachment
|
attachment phase
7-12mos protesting separation engaging in goal-directed behavior ”pick me up” development of stranger/separation anxieties |
|
|
Formation of reciprocal relationships
|
attachment phase24mos
caregiver and child contribute to maintaining the relationship |
|
|
Goal-corrected partnershp
|
attachment phase
48mos child negotiates relationship and realizes caregiver has her own goals that may be different as egocentrism disappears |
|
|
Reciprocal socialization
|
children and parents socialize each other
children introduce parents to unknown or forgotten concepts mutual gaze or eye contact play an important role |
|
|
Working parents stats
|
into the 70s, 88% of preschool kids had stay-at-home moms
today, 75% have working mothers |
|
|
advantages of daycare
|
safe place to spend day
with qualiified adults fosters curiosity, social competence |
|
|
worries about daycare
|
if it’s not the parents, who is the child becoming attached to???
but these fears are largely unfounded tho with +20hrs of daycare there is a higher rate of insecure attachment (but look at the confounding factors involved with this) |
|
|
confounding factors with increased daycare
|
when there’s more than twenty hours of daycare involved, the daycare itself may not be the issue re: attachement....
|
|
|
Appropriate child/caregiver ratios in day care
|
regulations are much higher than seems appropriate...
|
|
|
4 primary forms of child abuse
|
physical abuse
sexual abuse neglect psychological maltreatment |
|
|
why do younger children see mor maltreatment than older children?
|
babies are 100% dependent
children can flee or defend or retaliate |
|
|
risk factors for abuse and neglect
|
girls
younger children difficult temperaments poorer families larger families disabilities |
|
|
bio v. adoptive parents and neglect
|
bio parents are more likely to neglect than adooptive
more likelihood of poverty younger single, etc.... |
|
|
effects of abuse and neglect
|
impaired intellectual functioning
school performance emotional development social skills NEUROLOGICAL IMPAIRMENT due to poor nutrition and low brain development |
|
|
Child psychopathologies
|
depression
anxiety ptsd aggressivenss adhd oppositional-defiant disorder conduct disorder neuroticism |
|
|
oppositional-defiant disorder
|
would be antisocial personality disorder in adults
cannot obey authority may be due to bad experiences with authority |
|
|
conduct disorder
|
would be something like sociopathy in adults...
|
|
|
primary preventions of abuse and neglect
|
education directed at entire populations
parenting skills classes state programs available to assist... |
|
|
secondary preventions of abuse and neglect
|
targeting high-risk groups for intervention
social services aid in support of impoverished parents.. woefully few of these programs available |
|
|
tertiary preventions of abuse and neglect
|
targeting people who have already committed abuse or neglect
child social services pulling child, training parent, enforcement... |
|
|
Self concept
|
the schema about the self
knowledge about who we are beliefs about our attributes and capacities |
|
|
self concept - internal or external attributes?
|
children tend to be more external in how they describe themselves
perhaps because adults describe things in more simplistic, surface ways as we get older, we begin to describe psychological and personality characteristics so children begin seeing themselves that way |
|
|
self concept - general or context-specific capacities?
|
children will be more general
if they’re good at math, think they must be good at everything and the reverse, of course as you get older, you understand capacity as context-specific |
|
|
self concept - different views of capacity?
|
general v. context-specific as child ages
|
|
|
Self concept - conservation of self
|
understanding that one can be a good kid sometimes and a bad kid sometimes...
|
|
|
Components of self esteem
|
worthiness
competence |
|
|
development of self esteem
|
based on self-concept
thus subject to generalization giving way to context-specific views and comparison to others |
|
|
kinds of social comparison?
|
upward social comparison
downward |
|
|
specification of self esteem
|
social comparisons
comparing performance to task difficulty |
|
|
relationship of performance to task difficulty
|
in later childhood, self esteem based on performance begins to be dependent on task difficulty
because this requires decentration? |
|
|
Gender identity
|
part of the self concept related to gender
gender socialization begins pre-birth... |
|
|
Gender processes and related agess
|
gender labeling - 2.5yos
gender stability - 3-4yos gender consistency - 4-5yos |
|
|
sex segregation
|
2yos begin showing gendered toy preferences....
and it spirals from there as toy preferences become social groups? |
|
|
why do we have sex/gender differences?
|
omfg
but really -- there are physical differences which can lead ot behavioral differences and then we socialize genders with self-fulfilling prophecy effects |
|
|
Social inconsistencies
|
people don’t know how to deal with tomboys and other children who don’t fit simple schemas about childhood
i mean, what am i supposed to do when she doesn’t react favorably to socializing like “normal” girls? |
|
|
Diana Baumrind
|
Demandingness / Responsiveness
and the resulting 4 main parenting styles |
|
|
2 most important characteristics of parenting
|
Demandingness
Responsiveness leads to 4 main parenting styles |
|
|
4 main parenting styels
|
outgrowth of demandingness/responsiveness
authoritarian permissive authoritative uninvolved |
|
|
Authoritarian Parenting Style
|
high demand, low response
more likely to use corporal punishment |
|
|
Permissive Parenting Style
|
high response, low demand
consider self as resource for child but not responsible for shaping behavior |
|
|
Authoritative Parenting Style
|
high demand, high response
recognizes child’s needs and interests as important shares reasons for rules firm and consistent rules, but not excessive control willing to negotiate responsibilities |
|
|
Uninvolved Parenting Style
|
low demand, low response
possibly neglectful, tries to avoid child consistent with depressed, addicted, resentful parent |
|
|
Effects of Authoritarian Parenting Style
|
feeling of low self-control
low indepenedence agressiveness anxiety possible resistance to authority |
|
|
Effects of Permissive Parenting Style
|
immaturity
demandingness rebelliousness impulsivity aggression social incompetence |
|
|
Effects of Authoritative Parenting Style
|
friendliness
cooperation responsibility |
|
|
Effects of Uninvolved Parenting Style
|
Noncompliance
aggressiveness withdrawal insecure attachment |
|
|
Emotion regulation v. Aggression?
|
child’s harmful or hurtful behavior may be an attempt to regulate emotion
child must understand taht others can feel pain, that actions can cause distress, etc, in order for it to be aggressiveness |
|
|
A child is “aggressive” when they understant
|
that others have experiences and feel pain
that actions can cause distress which actions cause distress how to use action to create distress how to cause distress in others to achieve a goal |
|
|
how to regulate an encounter with a scary monster
|
avoid the situation (play elsewhere)
escape (run to mom) distraction (take attention away) [may be unconscious -- look for odd behavior as an indicator that child may be trying to distract themselves from fear] |
|
|
Temperament’s affects on emotional regulation
|
effects of emotional intensity
and ability to use regulatory processes |
|
|
types of aggression
|
instrumental
hostile |
|
|
decrease in physical aggression decreases....
|
around 2-4 yrs
then boys use more physical and verbal aggression while girls use more relational aggression |
|
|
Boys and aggression
|
more physical
more verbal |
|
|
Girls and aggression
|
relational aggression
cause damage to relationships withdraw friendships exclude from in-groups |
|
|
What is discipline
|
any attempt to modify a child’s behavior
by punishing bad and rewarding good |
|
|
purpose of discipline
|
help child learn self-control
to behave accordingly with the norms and laws of society |
|
|
discipline and ages
|
through toddlerhood there’s very little discipline
(it has no damned effect anyway, since the chlid won’t realize that actions have consequences) after age 2, discipline accounts for about half of all parent/child interaction |
|
|
2 reasons children behave
|
compliance
internalization |
|
|
compliance v. internalization
|
follow rules so i don’t get punished
v. behave because i see myself as a good person, and recognize what good people do... |
|
|
Effective discpline
|
(causing internalization of rules)
consistency immediacy non-threatening supportive |
|
|
Discipline styles
|
power assertion
love withdrawal inductive reasoning |
|
|
power assertion
|
discipline style
physical force or threats, taking away (or granting) privileges if overused will lead to compliant behavior, rather than internalized behavior |
|
|
Spanking
|
power assertion discipline
more common in children under 7 (simple behavioral modifiers stop having much effect) doesn’t teach right and wrong - discipline requires dialog regarding reasons for the discipline |
|
|
Love withdrawal
|
discipline style
ignoring or isolating child witholding affection effective short term (time out) but can harm internalization and emotional development in the long term |
|
|
Inductive reasoning
|
discipline style
reasoning and verbal communication used to modify behavior once kids are able to use logic... many types |
|
|
types of inductive reasoning
|
explanation of rules and consequences
moral persuasion personal appeals character attribution |
|
|
inductive reasoning discipline:
Moral Persuasion |
that’s not what good girls do....
|
|
|
inductive reasoning discipline:
Personal Appeals |
it would make me happy if you...
|
|
|
inductive reasoning discipline:
Character attribution |
a good boy like you would...
note subtle distinction with the simple right/wrong of moral persuasion |
|
|
aspects of divorce
|
ideas about divorce have changed
divorce is an abstract concept, compared to the concrete concept of “family” as people who live together children may blame themselves due to pre-causal reasoning and egocentrism |
|
|
precauseal reasoning, egocentrism, and divorce
|
children may blame themselves for divorces
due to inability to understand that mom and dad have a relationship that is different from the relationship they have with the child |
|
|
divorce factors which affect children
|
socio-economica changes
(two households, perhaps with both parents now working) social disruption (lost sense of “home”) attending new schools decreased contact with existing friends caregivers in shitty moods |
|
|
Easy adjustment to divorce...
|
if:
low conflict between parents (at least in front of kid) effective parenting from each parent individually child continues strong relationship with each parent the child is of a more change-tolerant temperament |
|
|
big difference in relationship to friends
|
family relationships are based on authority
peer relationships are based on equality |
|
|
toddlerhood friendships
|
kids start prefering playing with certain other kids in toddlerhood
friendships are fragile little opportunity to have a consistent relationship over time depend on: play preferences sharing style environmental context |
|
|
friendships at end of toddlerhood
|
3yos distinguish friends from playmates and prefer spending time with friends v. new peers
though is stilll dependent on who is available to play with 3yos don’t call friends and arrange dates |
|
|
friendships as kids enter school
|
when kids start having regular time together, friendships become based on mutual interests
by the end of childhood, 50% of social interactions are with friends |
|
|
imaginary friends facts
|
65% of 7yos report having or having had them
|
|
|
benefits of imaginary friends
|
practing verbal communication and social skills
|
|
|
why do imaginary friends disappear?
|
adult expectations
social norms peer pressure |
|
|
why do imaginary friends appear?
|
perhaps egocentrism
(kids may be attempting to explain the sudden internal voice they seem to have as cognition develops) |
|
|
stages in development of play
|
solitary - 2yos
onlooker behavior - 2yos parallel play - 3-4yos associative play - 3-4yos cooperative play 5-6yos |
|
|
play - solitary
|
2yos
playing alone, even with other kids around |
|
|
play - onlooker behavior
|
2yos
watching other playing, but no real participation |
|
|
play - parallel play
|
3-4yos
playing at the same time and place as others, on purpose, but still doing it separately |
|
|
play - associative play
|
3-4yos
playing with other kids, but each has her own rules |
|
|
play - cooperative play
|
5-6yos
finally playing together with a common goal and with social interaction kids may make up a set of rules to whatever game they’re playing, and will play along |
|
|
main ways of coping with stress
|
emotion-focused coping
problem-focused coping |
|
|
emotion-focused coping
|
throughout life
efforts to reduce negative emotions due to stress like crying without trying to solve a problem |
|
|
problem-focused coping
|
later childhood
child begins learning to modify the environment to solve the stressor |
|
|
Resilience
|
children’s ability to bounce back from stressful situations
|
|
|
Resilient children...
|
can bounce back more quickly from stressful situations
tend to have higher intelligence tend to have more positive relationships with peers and family tend to have better social skills |
|
|
non-resilient children...
|
can’t bounce back so quickly from stressful situations
have low self esteem and poor self concept may develop psychological disorders |
|
|
chicken or egg on non-resilient children
|
resilience and depression are interconnected....
|
|
|
main emotional disturbances with children
|
Antisocial behavior
depression |
|
|
aspects of antisocial behavior in children
|
uncooperative
aggressive irresponsible defiant |
|
|
aspects of depression in children
|
persistent negative mood
lack of pleasure in life changes in appetite trouble sleeping |
|
|
Normative family changes
|
reduced interactions due to school and other activities
reduced supervision |
|
|
Reduced supervision
|
latchkey kids...
more likely to be truant, engage in risky behaviors use drugs... |
|
|
Siblings v. Only Children
|
normative family changes...
children with siblings tend to spend more time with their siblings than with their parents in later childhood they share space and responsibilities but only children still end up being rather motivated... |
|
|
identifying childhood depression
|
6-7yos may complain of being sad
7-8yos may feel helpless or pessimistic(which is really uncommon for kids) older kids may understand the feelings but become less likely to admit feelings show in other ways... |
|
|
ways depression manifests in older children
|
they may recognize the feelings but not admit it
instead we see psychosomatic complaints related to the depression stressor complain of boredom have poor grades be withdrawn be irritable |
|
|
Depression and sex
|
no differnece in early childhood
in late childhood, girls are twice as likely to experience than boys |
|
|
disorders and sex
|
depression and anxiety more common in girls
cognitive disorders more likley in boys |
|
|
peer rejection
|
10-15% of kids have no friends
may be overtly rejected or simply neglected |
|
|
peer rejection v. neglect
|
differnece in being ostracized and in being reasonably liked by peers but with no real friends
|
|
|
effects of peer rejection
|
may become aggressive, depressed, abused/neglected
|
|
|
effects of peer neglect
|
may become less or more popular year to year
may have poor social skills, be shy, withdrawn |
|
|
Definition of bullying
|
intensional aggression over time without provocation
includes physical and verbal aggresion, public humilation |
|
|
stats on bullying
|
30% of kids are involved
13% are bullies 11% are bullied 6% are both |
|
|
ending bullying
|
unfortunately, it may come down to changing the bullied child
targets of bullies will be bullied by others even if one bully is removed child must get out of the “rejected category” |
|
|
Effects of bullying
|
target: poor school performacne, social problems
both: poor mental health, violent behavior, increased aggressiveness |
|
|
social comptence
|
social, emotional, cognitive skills for social adaptation
|
|
|
Kohlberg’s moral development stages
|
preconventional:
Obiedience and punishment individualism and exchange conventional: interpersonal relationships mantaining social order postconventional:social contract and individual rights universal principles |
|
|
moral realism
|
letter of the law over the purpose of the law
|
|
|
immanent justice
|
childhood idea that punishment immediately follows wrongdoing
|
|
|
autonomous morality
|
being moral for yourself? fuckit, i don’t even care anymore
|
