chapter 10

Question 1

Be familiar with the development of basic emotions (happiness, anger, sadness, and fear) in early childhood.

Answer 1

• Happiness: smile from birth; social smile 6-10 weeks; laugh 3-4 months
• Anger: general distress from birth; anger 4-6 months; increases with age
• Sadness: less common than anger; often a response to a disruption in caregiver-infant communication
• Fear: first fears 6-12 months; stranger anxiety 8-12 months; temperment plays a role

Question 2

Describe the course of emotional regulation from infancy through adolescence.

Answer 2

• Infancy: develops over 1st year, with brain development; caregivers important
• Early Childhood: learns strategies for self-regulation; personality affects ability; fears common
• Adolescence: rapid gains; fears shaped by culture; coping skills lead to emotional self-efficacy

Question 3

What prerequisite skills are required for empathy? How might the development of empathy be impacted by temperament and parenting practices?

Answer 3

Empathy requires self-awareness.
Temperament: moderately heritable; social, assertive, good at emotional regulation leads to high empathy.
Parenting: warm, sensitive, empathetic parents lead to high empathy; help children learn to regulate negative emotions

Question 4

Define social referencing. How can social referencing be used to teach children about their world?

Answer 4

• Relying on another person’s emotional reaction to appraise an uncertain situation.
• Helps evaluate safety and security; guides actions; aids in gathering information about others.

Question 5

How do social experiences and advances in cognitive development impact emotional understanding?

Answer 5

• Social experiences: caregivers model, label, talk, and scaffold emotional thought; Siblings and friends negotiate and act out emotions in play.
• Cognitive development: as children age, they judge causes of emotions better; balance external and internal factors; recognize thinking and feeling are connected; consider conflicting cues; appreciate mixed emotions

Question 6

Define three patterns of temperament: easy child, difficult child, slow-to-warm-up child.

Answer 6

• Easy child: quickly estabilshes regular routines in infancy, is generally cheerful, and adapts easily to new experiences
• Difficult child: has irregular daily routines, is slow to accept new experiences, and tends to react negatively and intensely
• Slow-to-warm-up child: is inactive, shows mild, low-key reactions to environmental stimuli, is negative in mood, and adjusts slowly to new experiences

Question 7

Be familiar with the environmental, genetic, and the goodness-of-fit (between the parenting style and the child) influences on temperament.

Answer 7

Environmental: cultural variations, nonshared environment
Genetic: responsible for about halof of individual differences
Goodness of fit: combines genetics and environment

Question 8

Describe the factors that effect attachment

Answer 8

• opportunity for attachment
• quality of caregiving: sensitive caregiving, interactional synchrony, cultural norms
• infant characteristics
• family circumstances
• parents’ internal working models (parents parent like they were raised)

Question 9

Describe Bowlby’s four stages of attachment

Answer 9

1. Preattachment: (birth-6 weeks) built in signals (crying, grasping etc) help bring newborns into close contacy with other humans. Babies recognize mom’s smell, sound etc but don’t mind being left with strangers
2. Attachment in the making: (6w-6/8 mos.) Infants respond more quickly to mom than others. Begin to develop sense of trust.
3. Clear cut attachment: (6/8mos.-18 mos.) Seperation anxiety
4. Formations of a reciprocal relationship: (18mos- 2+) Development of internal working model and growth of representation and language allows baby to understand leaving and predict return

Question 10

Explain: secure base, stranger anxiety, separation anxiety, internal working model, & sensitive caregiving

Answer 10

Secure base: baby’s use of familiar caregiver as the point from which to explore, venturing into the environment and then returning for emotional support
Stranger anxiety: expression of fear in response to unfamiliar adults
Separation anxiety: an infant’s distressed reaction to the departure of the trusted caregiver
Internal working model: a set of expectations about the availability of attachment figures, their liklihood of providing support during times of stress, and the self’s interaction with those figures which becomes a guideline for all future close relationships
Sensitive caregiving: Caregiving that involves responding promptly, consistently and appropriately to infants and holding them tenderly and carefully

Question 11

Know the details of Ainsworth’s “Strange Situation” studies, and the evidence for “secure”,
“resistant”, “avoidant”, and “disorganized/disoriented” attachment.

Answer 11

Details: 1. researcher introduces parent and baby to playroom and then leaves. 2. Parent is seated while baby plays with toys. 3. Stranger enters, is seated, and talks to parent. 4. Parent leaves room. Stranger responds to baby, and offers comfort if baby is upset. 5. Parent returns, greets baby and comforts if necessary. Stranger leaves. 6. Parent leaves. 7. Stranger returns and offers comfort. 8. Parent returns, greets baby, comforts if necessary and tries to reinterest baby in toys

Question 12

Seven-week-old LaDonna breaks into a broad grin at the sight of a human face. LaDonna is displaying

Answer 12

A. Social smile.

Not: laughter, a sense of self-efficacy or a self conscious emotion

Question 13

Jorge is slow to accept new experiences, tends to react negatively and intensely, and has irregular daily routines. He probably belongs to which temperament classification?

Answer 13

C. Difficult

Not: A) a combination of easy, difficult, and slow to warm up; easy; or slow-to-warm-up

Question 14

Baby Emerson grasps her mother’s hair, gazes into her eyes, and smiles. These actions bring Emerson into close contact with her mother, which comforts her. Emerson is in which of Bowlby’s attachment phases?

Answer 14

D. preattachment

Not: formation of a reciprocal relationship, clear cut attachment, or attachment in the making

Question 15

Baby Malika does not cry when her mother leaves, reacts similarly to a stranger as she does her mother, and shows no interest in her mother when she returns. Malika is displaying characteristics of

Answer 15

A. avoidant attachment

Not: secure attachment, resistant attachment or disorganized/disoriented attachment

Question 16

Which types of attachment quality are relatively stable?

Answer 16

B. Secure and disorganized/disoriented

Not: avoidant and resistant; secure and avoidant; or secure and resistant

Question 17

Know the details of Ainsworth’s “Strange Situation” studies, and the evidence for “secure”,

Answer 17

Secure: infants use parent as secure base. May or may not cry when seperated. If they cry it is because mom is gone and they prefer mom to stranger. When mom returns, they actively seek contact and crying is reduced immediately.

Question 18

Know the details of Ainsworth’s “Strange Situation” studies, and the evidence for “resistant”,

Answer 18

Resistant: Baby stays close to parent and often fails to explore. When mom leaves, usually distressed, and when she returns combines clinginess with angry, resistive behavior like struggling, pushing or hitting. May continue to cry when being held and cannot be comforted easily.

Question 19

Know the details of Ainsworth’s “Strange Situation” studies, and the evidence for “avoidant”,

Answer 19

Avoidant:Unresponsive to parent when present. Not distressed when she leaves. Reacts similarly to stranger. When reunited with mom, avoids or is slow to greet mom, and often fails to cling when picked up.

Question 20

Know the details of Ainsworth’s “Strange Situation” studies, and the evidence for “disorganized/disoriented” attachment.

Answer 20

Disorganized/disoriented: Greatest insecurity. Shows confused contradictory brehaviors at reunion. Most express dazed facial expression and a few cry out unexpectedly after having calmed down.