Human Development Psychology Ch 6

Front 1

During the first two years, what are the 2 related aspects of personalty development?

Back 1

Close ties to others and a sense of self

Front 2

Erikson believed that a healthy outcome during infancy depends on the quality of what?
Relieving discomfort, waiting patiently until baby has had enough milk, and weaning when the infants shows less interest in breast or bottle.

Back 2

Care giving

Front 3

In Erikson's theory, the psychological conflict of infancy, which is resolved positively when the balance of care is sympathetic and loving

Back 3

Basic trust vs mistrust

Front 4

Explains an infant who expects the world to be good and gratifying, so he feels confident about venturing and exploring

Back 4

Trusting infant

Front 5

Explains an infant who cannot count on the kindness and compassion of others, so she protects herself by withdrawing from people and things around her

Back 5

Basic mistrust

Front 6

In Erikson's theory, the psychological conflict of toddlerhood, which is resolved favorably when parents provide young children with suitable guidance and reasonable choices

Back 6

Autonomy vs Shame and doubt

Front 7

Basic trust and autonomy grow out of warm, sensitive parenting and reasonable expectations for impulse control starting when?

Back 7

In the second year

Front 8

How will an infants outcome be if a parent is over- or undercontrolling?

Back 8

The child will feel forced and shamed or will doubt his ability to control his impulses and act competently on his own

Front 9

Happiness, interest, surprise, fear, anger, sadness, and disgust.
Universal in humans and other primates and have a long evolutionary history of promoting survival

Back 9

Basic emotions

Front 10

Expressed first in blissful smiles and later through exuberant laughter

Back 10

Happiness

Front 11

Between 6 and 10 weeks, parents communication evokes this broad grin

Back 11

The social smile

Front 12

When does laughter appear?

Back 12

3-4 months

Front 13

Expressions of what (responses to pain, removal of object, brief separation) are less frequent than anger

Back 13

Sadness

Front 14

What is condition that impairs all aspects of development?

Back 14

When caregiver- infant communication is seriously damaged

Front 15

What two basic emotions rise during the second half of the first year?

Back 15

Anger and fear

Front 16

The most frequent expression of fear.
A response to unfamiliar adults

Back 16

Stranger anxiety

Front 17

A point from which to explore, venturing into the environment and then returning for emotional support.
Babies use their familiar caregiver

Back 17

Secure base

Front 18

Encounters with strangers lead to 2 conflicting tendencies. What are they?

Back 18

Approach ( indicated by interest and friendliness) and
Avoidance (indicated by fear)

Front 19

Feeling happy or sad when babies sense these emotions in others.
Fairly automatic.

Back 19

Emotional contagion

Front 20

According to emotional contagion, infants start to view others as this.
An awareness belived to lay the foundation for understanding others' thought and feelings

Back 20

"like me"

Front 21

Begins at 8-10 months.
When infants actively seek emotional info from a trusted person in and uncertain situation.
Helps young children move beyond simply reacting to others' emotional messages

Back 21

Social referencing

Front 22

Humans are capable of a second, higher order set of feelings.
These include guilt, shame, embarrassment, envy, and pride.
Each involves injury to or enhancement of our sense of self

Back 22

Self-conscious emotions

Front 23

When do self- conscious emotions appear?

Back 23

end of second year- 18-24 months

Front 24

Besides self- awareness, self- conscious emotions require an additional ingredient. what is it?

Back 24

Adult interaction in when to feel proud, ashamed, or guilty

Front 25

Refers to the strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals.

Back 25

Emotional self- regulation

Front 26

Requires voluntary, effortful management of emotions.

Back 26

Emotional self-regulation

Front 27

What is the outcome when parents respond angrily or wait to intervene until the infant has become extremely agitated?

Back 27

They reinforce the baby's rapid rise to intense distress and may result in an anxious,reactive child with a reduced capacity for regulating emotion

Front 28

When parents are emotionally sympathetic but set limits (don't give in to temper tantrums), and suggest better ways to handle refusals, children acquire what in their preschool years?

Back 28

More effective anger regulation strategies and social skills

Front 29

Early appearing, stable individual differences in reactivity and self-regulation

Back 29

Temperament

Front 30

Refers to the quickness and intensity of emotional arousal, attention, and motor activity

Back 30

Reactivity

Front 31

Refers to strategies that modify a reactivity

Back 31

Regulation

Front 32

When describing someone as cheerful and up-beat, or active and energetic, or calm, cautious, and prone to anger, we are describing what?

Back 32

Temperament

Front 33

What to researchers' nine dimensions served as the first influential model of temperament?

Back 33

Thomas and Chess's

Front 34

What are the three types of children?

Back 34

Easy child, difficult child, and slow to warm up child

Front 35

A child that is quickly to establish regular routines in infancy, is generally cheerful, and adapts easily to new experiences is said to be what kind of child?
Includes 40% of children

Back 35

Easy child

Front 36

When a child has irregular routines, is slow to accept new experiences, and tends to react negatively and intensely, is said to be what kind of child?
Includes 10% of children

Back 36

Difficult child

Front 37

When a child is inactive, shows mild, low key reactions to environmental stimuli, has a negative mood, and adjusts slowly to new experiences, is said to be what kind of child?
Includes 15% of children

Back 37

Slow to warm up child

Front 38

How many children did not fit into any of the types of children categories?
They showed unique blends of temperamental characteristics

Back 38

35%

Front 39

The capacity to voluntarily suppress a dominant response in order to plan and execute a more adaptive response.
The self regulatory dimension of temperament

Back 39

Effortful control

Front 40

Children who react negatively to and withdraw from novel stimuli

Back 40

Inhibited, shy, children

Front 41

Children who display positive emotion to and approach novel stimuli

Back 41

Uninhibited, sociable, children

Front 42

At what age do children improve substantially on tasks requiring effortful control?

Back 42

2.5-3 years

Front 43

What type of children (inhibited/uninhibited) experience high heart rates, stress hormones, and stress symptoms?
They also have higher right hemisphere frontal cortex activity

Back 43

Inhibited, shy children

Front 44

What type of children (inhibited/uninhibited) experience lower heart rates, stress hormones, and stress symptoms?
They also have higher left hemisphere frontal cortex activity.

Back 44

Uninhibited, sociable children

Front 45

How does temperament develop and after what age is it a better indicator?

Back 45

Develops with age, after age 3

Front 46

On average, how many individual differences have been attributed to differences in genetic make up?

Back 46

Half

Front 47

Which sex is more active and daring, more irritable when frustrate, and more impulsive?

Back 47

Boys

Front 48

Nutrition, care giving, cultural variations, gender stereotyping, and role of siblings are all examples of what?

Back 48

Environmental influences on temperament

Front 49

Describes how temperament and environment together can produce favorable outcomes.
Involves creating child rearing environments that recognize each child's temperament while encouraging more adaptive functioning

Back 49

Goodness-of-fit model

Front 50

The strong affectionate tie we have with special people in our lives that leads us to feel pleasure when we interact with them and to be comforted by their nearness in times of stress.

Back 50

Attachment

Front 51

In Erikson's theory,which perspective regards feeding as the primary contexts in which caregivers and babies build attachment?

Back 51

Psychoanalytic Perspective

Front 52

A theory that recognizes the infant's emotional tie to the caregiver as an evolved response that promotes survival.
The most widely accepted view

Back 52

Ethological theory of attachment

Front 53

What are the four phases of attachment?

Back 53

Preattahcment phase
Attachment-in-the-making phase
Clear- cut attachment
Formation of a reciprocal relationship

Front 54

An attachment phase from birth to 6 weeks.
Includes built in signals, like grasping, smiling, crying, and gazing into the adult's eyes.
Helps being newborn babies into close contact with other humans, who comfort them

Back 54

Preattachment Phase

Front 55

A phase of attachment from 6 weeks to 6-8 months.
Infants respond differently to a familiar caregiver than to a stranger.
Infants will learn that their own actions affect the behavior of those around them, they begin to develop a sense of trust but they still do not protest when separated from her.

Back 55

Attachment-in-the-making Phase

Front 56

The expectation that the caregiver will respond when signaled

Back 56

Sense of trust

Front 57

Attachment phase from 6-8 months to 18 months.
Babies display separation anxiety depending of infant temperament and current situation.

Back 57

Clear-cute attachment Phase

Front 58

When babies become upset when their trusted caregiver leaves.
Increases between 6-15 months.

Back 58

Separation anxiety

Front 59

Phase of attachment from 18 months-2 years and on.
Rapid growth in representation and language permits toddlers to understand some of the factors that influence the parent's coming and going to predict her return.

Back 59

Formation of reciprocal relationship

Front 60

A set of expectations about the availability of attachment figures and the likelihood of providing support during times of stress.
Becomes a vital part of personalty serving as a guide for all future close relationships

Back 60

Internal working model

Front 61

A lab procedure designed by Mary Ainsworth,that assesses attachment between 1 and 2 years of age.
It takes the baby through 8 short episodes in which brief situations from and reunions with the parent occur in an unfamiliar playroom

Back 61

Strange Situations

Front 62

These infants use the parent as a secure base. When separated, they may or may not cry, but if they do, it's because the parent is absent and they prefer her over the stranger. When parent returns, that seek contact, and crying is reduced.
About 65% of infants

Back 62

Secure Attachment

Front 63

These infants seem unresponsive to the parent when she is present. When she leaves, they usually aren't distressed and they react to the stranger in same way as to parent. During reunion, they avoid or are sloe to greet parent.
About 20% of infants

Back 63

Avoidant Attachment

Front 64

These infants seek closeness to the parent before separation and often fail to explore. When parent leaves, that are distressed and on return they combine clinginess with angry, resistive behavior (hitting behavior).
About10% of infants

Back 64

Resistant Attachment

Front 65

This pattern of attachment reflects the greatest insecurity. At reunion, these infants show confused, contradictory behaviors ( looking away while parent holding them or approaching parent with flat emotion).
About 5% of infants

Back 65

Disorganized/ disorientated Attachment

Front 66

What is the most common attachment quality in all societies studies?

Back 66

Secured Attachment

Front 67

Opportunity for attachment, quality of care giving, infant characteristic's, and parents' internal working models are all factors that may influence what?

Back 67

Attachment security

Front 68

Responding promptly, consistently, and appropriately to infants and holding them tenderly and carefully.

Back 68

Sensitive caregiving

Front 69

What type of characteristics are only weakly related to attachment quality because many child attributes can lead to secure attachment?

Back 69

Infant characteristics

Front 70

Described as reconstructed memories affected by many factors, including relationship experiences over the life course, personality, and current life satisfaction.

Back 70

Internal working models

Front 71

Early rearing experiences do not destine us to become sensitive or insensitive parents, what does?

Back 71

The way we view our childhoods

Front 72

Who are some other attachments that infants can have?

Back 72

Fathers, siblings, grandparents, and/or professional caregivers

Front 73

How to mothers and fathers play differently with their infant?

Back 73

Mothers more often provide toys, talk to infants, and gently play games (pat a cake) and fathers tend to engage in highly arousal physical play with bursts of excitement

Front 74

Secure attachment is related to positive attachment where?

Back 74

Later years, preschool, middle childhood

Front 75

What type of caregiving determines whether attachment security is linked to later development?

Back 75

Continuity of caregiving

Front 76

What does a secure attachment in infancy launch in the parent-child relationship?

Back 76

On a positive path

Front 77

Perception that combines information from more than one modality, or sensory system, resulting in an integrated whole

Back 77

Intermodal perception

Front 78

Self development key that starts from birth.
Aided by intermodal perception

Back 78

Self-awareness

Front 79

Identification of the self as a physically unique being-as well established.
Around age 2.
Children point to themselves and refer to themselves by name

Back 79

Self-recognition

Front 80

The ability to understand another's emotional state and feel with that person, or respond emotionally in a similar way.
Aided by self-awareness and self-conscious emotions.

Back 80

Empathy

Front 81

Begins to develop at 18-30 months.
They classify themselves and others on the basis of age (baby,boy,man), sex (boy, girl), physical characteristics( big, strong), and even goodness vs badness (good girl, tommy mean).
Used to organize behavior

Back 81

Categorical self

Front 82

Self awareness contributes to this.
Inhibiting impulses, managing negative emotions, and behaving acceptably.

Back 82

Effortful control

Front 83

To behave in this way child need:
Awareness of self as separate and autonomous,
confidence in directing owns actions,
and memory for instructions

Back 83

Effortful control

Front 84

Between 12-18 months.
Toddlers show clear awareness of caregivers' wishes and expectations and can obey simple request and commands.

Back 84

Compliance

Front 85

What increases compliance?

Back 85

Warm, sensitive care giving.

Front 86

Waiting for an appropriate time and place to engage in a tempting act

Back 86

Delay of gratification