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Lifespan > Ch 6 > Flashcards

Ch 6 Flashcards

1
Q

Generalized Distress Response

A

More basic attraction to pleasant and withdrawal from unpleasant

  • Responses are mostly uncensored and caregivers must help to manage emotions
  • Infants
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2
Q

Toddler Distress Responses

A

More complex and sophisticated

-Emotions are more recognizable

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3
Q

Erikson’s Theory

A

Ego is in charge of censoring emotion

  • Ego is conscious rational part
  • Demands on ego vary across culture and life
  • Ego must continually alter to meet age-graded changes
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4
Q

Basic Trust vs Mistrust Stage

A

1st year

-Need responsiveness from sympathetic and loving caregiver

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5
Q

Autonomy vs Shame/Doubt Stage

A

2nd year

-Need suitable guidance, reasonable choices, and tolerance and understanding from caregiver

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6
Q

First Appearance of Happiness

A
  • Smile from birth
  • Social smile 6-10wks
  • Laugh 3-4 months
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7
Q

First Appearance of Fear

A
  • Increase in fear second half of 1st year

- Stranger anxiety 8-12 months

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8
Q

First Appearance of Anger

A
  • General Distress from birth

- Anger 4-6 months (increases in intensity and freq in toddlerhood)

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9
Q

Social Referencing

A

Use caregiver’s reaction to gauge new situations (8-10 months)
Recognize other’s facial expression 4-5 months

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10
Q

Self-Conscious Emotions

A

Shame, embarrassment, guilt, pride, envy

  • Middle of 2nd year
  • Children become aware of self as separate and unique
  • Need adult instruction
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11
Q

Emotion Self-Regulation

A

Adjust own state of emotional intensity

  • Requires effortful control (voluntary)
  • Grows over 1st year with brain development and w/ caregiver help
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12
Q

Parent Contribution to Emotion Regulation (Early Months)

A
  • Lift to shoulder, rock gently, stroke back or head, soft talking, distract and reorient attention
  • Initiating face to face play and joint attention to expand tolerance for stimulation
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13
Q

Parent Contribution to Emotion Regulation (4-6 months)

A

Read kids emotions early and respond w/ sympathy

-Reinforce/model pos emotions and seek caregiver as secure base

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14
Q

Parent Contribution to Emotion Regulation (18mo-2yrs)

A

Use and encourage emotion related vocab

  • When kids don’t get what the want and act up, don’t give in
  • Offer distracting alternative
  • Later discussion on how to handle adult refusal
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15
Q

Temperament

A

Epigenetic and early appearing stable individual differences in reactivity and self-regulation

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16
Q

Reactivity

A

Speed and intensity of emotional arousal, attention and motor activity
-Component of temperament

17
Q

Self-Regulation

A

Strategies modifying reactivity

-Component of temperament

18
Q

New York Longitudinal Study

A

Thomas and Chess 1956

  • Supported 3 clusters of characteristics
  • Temperament can buffer or exaggerate the neg impacts of stress in the home
19
Q

Thomas and Chess 1977

A

Parenting practices can influence temperament

-Temperament is plastic but somewhat stable

20
Q

Effortful Control

A

Rothbart

-Voluntary suppression of dominant response to execute a more favorable one

21
Q

Easy Temperament

A

Quickly est routines in infancy, cheerful, adapts easily to new experiences
-40%

22
Q

Difficult Temperament

A

Irregular routines, slow to accept new experiences

  • Tend to react negatively and intensely
  • 10%
23
Q

Slow to Warm Temperament

A

Inactive, mild to low-key reactions to stimuli

  • Neg, in mood and adjust slowly
  • 15%
24
Q

Hard to classify

A

Do not fit into one category

-35%

25
Q

Stability of Temperament

A

Develop with age

-Development of effortful control and frontal lobe cause change in temperament

26
Q

Goodness of Fit Model

A

The impact of a child’s temperament on development depends on how their temperament fits demand of social context
-Favorable if there is a match

27
Q

Attachment

A

Ainsworth

  • An affectional tie that an infant forms with caregiver
  • Bowlby
28
Q

Insecure Avoidant

A

Avoids connection w/ caregiver

-Seems not to care about caregiver’s presence, departure or return

29
Q

Secure

A

May or may not cry at separation

-Gets comfort and confidence from presence of caregiver

30
Q

Insecure Resistant

A

Anxiety and uncertainty

-Very upset at separation, resists and seeks comfort from caregiver

31
Q

Disorganized

A

Inconsistent reactions to caregiver’s departure and return

32
Q

Predictors of Secure Attachment

A

Parents responsive, sensitive, and consistent

  • Synchrony
  • Infants use relationships to develop working model
33
Q

Synchrony

A

Well-timed responsiveness to infant emotions

34
Q

Attachment and Later Development

A

Secure attachment related to pos. outcomes in social, moral, confidence, emotion regulation, academic areas in preschool and middle childhood

Lifespan (5 decks)

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