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Psychology 306 Exam 3 > 2/23 Lecture > Flashcards

2/23 Lecture Flashcards

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1
Q

Immorality: Bad behavior

A
  • Bad behavior in one domain does not predict bad behavior in another: Cheaters in classroom and cheaters on the playground
  • No evidence of increases or decreases across development
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2
Q

Parenting predicts Bad behavior

A

Physical punishment by parents predicts

  • more antisocial behavior
  • more aggression
  • less internalized sense of morals
  • greater likelihood of abusing one’s own child/spouse
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3
Q

Conduct Disorder

A
  • Characterized by aggressive and antisocial behavior
  • Subset of children with CD also are characterized as having “callous-unemotional traits”
  • Kids with low prosocial traits which is the most concerned with bad behaviors
  • Don’t care about other people’s thinking, causing harm to other people
  • Hard to recognize fear of other people
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4
Q

Psychopathy

A
  • Approximately 10% of children with CD show CU traits
  • CU traits predict adult psychopathy
  • Psychopathy afflicts 1% of the adult population
  • Successful psychopath: CEO or successful in business (society production)
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5
Q

Psychopaths and Moral/Conventional Distinction

A
  • Done in prison
  • Prisoner who are either psychopaths or not psychopaths
  • Do not distinguish differences on moral and conventional wrong
  • Do not distinguish differences on moral and conventional wrong
  • “All of the things are morally wrong”- they all want to get out of prison
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6
Q

Monkeys attachment

A
  • Cloth mother: warmth and comfort
  • Wire mother: nourishment
  • With the present of cloth mother: explore world
  • Physical contact with mom
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7
Q

John Bowlby

A
  • Attachment with nanny
  • Early belief of institution of children
  • What happen with the kids without parents in hospital for two weeks but only stranger
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8
Q

Mary Ainsworth

A

The Strange Situation

  • Test whether a given child was born in an attachment
  • Present of a mum and a stranger
  • Present of stranger without mum
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9
Q

Secure Attachment

A

When mum left, babies are sad. When mum is back, babies are happy and mum comforts.

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10
Q

Insecure-Avoidant

A

Distressed when mum leaves, and ignore her when mum comes back

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11
Q

Insecure Ambivalent

A

Sad when mum leaves, and angry with mum but approaches her

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12
Q

Insecure-Disorganized/disoriented

A

Hard to be one of the category or combination of above; very mad but very easy to calm down

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13
Q

Close contacts: Babies in Israeli community villages- attachment study

A

Infants who went home with parents at night have secure attachment (60%), the infants who stay over night (20%) without parents

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14
Q

Close contacts: Soft vs hard carriers (13 months attachment study)

A
  • 83% of infants who use soft carriers with secure attachment
  • 39% of infants who use hard carrier with secure attachment
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15
Q

Insightful parenting: Secure attachment: specific parenting behaviors

A
  • Be sensitive to baby’s signals
  • Adjust to baby’s mood
  • Accepting of baby even in difficult times
  • Be physically and psychologically available
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16
Q

Insightful parenting: Parents of insecure-avoidant babies

A
  • Don’t respond to baby’s signals
  • Not much physical contact
  • Angry and irritable when together
17
Q

Insightful parenting: Parents of insecure-ambivalent

A

*Unaffectionate and inconsistent

18
Q

Insightful parenting: Parents of insecure-disorganized/disoriented

A
  • neglect or physical abuse
  • depressed mothers
  • 82% of abused infants
19
Q

Infant Temperament Profiles

A

Jerry Kagan

  • “Easy” Temperament: Secure
  • “Slow-to-Warm-Up” Temperament: Avoidant
  • Difficult” Temperament: Ambivalent
20
Q

Intervention study for difficult babies

A

6 months babies in Netherlands

  • One group with parent training, and another group without
  • 6 months later, 63% with trained parent’s baby has secure attachment (vs 22% of control group without parent training)
  • Parent problems loom larger than child problems (Parent characteristics)
21
Q

Internal Working Models

A
  • Assess attachment security at 12 months
  • Then, at 3 years brought kids in for a memory
  • Secure attached: remember more about positive events than negative events
  • Insecure attached: remember more about negative events than positive events
22
Q

Susan Johnson

A
  • Habituate with the parent holding the child at first and the parent herself walk up
  • Then, either parent walks far away from baby or the parent walk closely with baby when baby cries
  • Secure attached: look longer when they saw parent walk away
  • Insecure: surprised and look longer when they saw parent come back
23
Q

Emotions

A
  • Positive or negative
  • Physical changes: heart beat
  • Physical manifestation of emotions: facial expressions
24
Q

Relevance of emotions

A
  • Tell other what you feel
  • Predict behavior
  • Signal for yourself to be adaptive to recognize someone’s emotions
25
Q

Expressing Emotions: Do babies have feelings

A
  1. Videotaped babies in different situations
  2. Select examples of “peak emotions”
  3. Asked undergraduates to guess what the baby was feeling
    * Naive participants were quite accurate
    * Break down every emotions into sets of facial expressions
    * Ability to categorize emotions improved with training (Micro-expression)
26
Q

Joy

A
  • Internal states: reflexive smiling in newborns (sleeping)

* Social smiles by 2 months: only happen when they are awake

27
Q

Social smiles

A
  • Babies show social smiles “Duchenne smiles” to familiar people
  • Babies show social smiles to people instead of other objects
28
Q

Fear

A
  • Some weariness between 3-7 months
  • More apparent fear response after 7 months
  • Stranger anxiety
  • Separation anxiety
  • Nonsocial fears
29
Q

Understanding others’ emotions

A

*4-7 months can discriminate among happy, sad, and angry faces
*Habituation trials: Happy Helen, Happy Helen, Happy Helen
Test trials: Happy vs Sad Helen
Finding: Look longer at Sad Helen

30
Q

Social referencing: Emotional Eavesdropping

A
  • Child sees adult interact with toy
  • Another adult expresses anger or not
  • Half the time the angry person then leaves the room
  • Children imitate action on toys when angry person is absent
31
Q

Preschoolers and Older children

A

Preschoolers: can apply labels for others’ emotions and can understand the causes of emotions
Older children: can identify more complex emotions and have more complex scripts for emotions

32
Q

Abuse children

A
  1. Children living in abusive homes
  2. Nonmaltreated children
    * If you live in a home which you always perceive angry faces, it takes less angry faces for you to recognize that person is angry; better telling all emotions especially anger
    * Adaptive because it happens often
33
Q

Neglect children

A
  1. Children who had been institutionalized
  2. Children living in their bio families
    * Institutionalized children hard to identify and understand emotions other than anger
    * The longer they stay in institution, they more you are lack in emotion identification
    * Institutionalized children were similar in what they found easy vs hard emotions

Psychology 306 Exam 3 (11 decks)

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