Chapter 10: Emotional Development

Question 1

attachment

Answer 1

The strong, affectionate tie that humans have with special people in their lives, which leads them to feel pleasure when interacting with those people and to be comforted by their nearness in times of stress.

Question 2

Attachment Q-sort

Answer 2

A method for assessing the quality of attachment between ages 1 and 4 years through home observations of a variety of attachment- related behaviors.

Question 3

avoidant attachment

Answer 3

The attachment pattern characterizing infants who seem unresponsive to the parent when she is present, are usually not distressed when she leaves, and avoid the parent when she returns. Distinguished from
secure, resistant, and disorganized/disoriented attachment.

Question 4

basic emotions

Answer 4

Emotions such as happiness, interest, surprise, fear, anger, sadness, and disgust that are universal in humans and other primates and have a long evolutionary history of promoting survival.

Question 5

developmentally appropriate practice

Answer 5

Research-based standards devised by the National Association for the Education of Young Children that specify program characteristics that meet the developmental and individual needs of young children of varying ages.

Question 6

difficult child

Answer 6

A child whose temperament is characterized by irregular daily routines, slow acceptance of new experiences, and a tendency to react negatively and intensely. Distinguished from easy child and slow-to-warm- up child.

Question 7

disorganized/disoriented attachment

Answer 7

The attachment pattern reflecting the greatest insecurity, characterizing infants who show confused, contradictory behaviors when reunited with the parent after a separation. Distinguished from secure, avoidant, and resistant attachment.

Question 8

easy child

Answer 8

A child whose temperament is characterized by establishment of regular routines in infancy, general cheerfulness, and easy adaptation to new experiences. Distinguished from difficult child and slow-to-warm-up child.

Question 9

effortful control

Answer 9

The self-regulatory dimension of temperament, involving voluntary suppression of a dominant response in order to plan and execute a more adaptive response.

Question 10

emotion

Answer 10

A rapid appraisal of the personal significance of a situation, which prepares the individual for action.

Question 11

emotion-centered coping

Answer 11

A general strategy for managing emotion that is internal, private, and aimed at controlling distress when little can be done to change an outcome. Distinguished from problem-centered coping.

Question 12

emotional display rules

Answer 12

A society’s rules specifying when, where, and how it is appropriate to express emotions.

Question 13

emotional self-regulation

Answer 13

Strategies for adjusting our emotional state to a

comfortable level of intensity so we can accomplish our goals.

Question 14

empathy

Answer 14

The ability to take another individual’s emotional perspective and to feel with that person, or respond emotionally in a similar way.

Question 15

ethological theory of attachment

Answer 15

A theory formulated by Bowlby that recognizes the infant’s emotional tie to the caregiver as an evolved response that promotes survival.

Question 16

functionalist approach to emotion

Answer 16

A perspective emphasizing that the broad function of emotions is to energize behavior aimed at attaining personal goals.

Question 17

goodness-of-fit model

Answer 17

Thomas and Chess’s model, which states that an effective match, or “good fit,” between a child’s temperament and the child-rearing environment promotes more adaptive functioning, whereas a “poor fit” results in adjustment problems.

Question 18

inhibited, or shy, child

Answer 18

A child who tends to react negatively to and withdraw from novel stimuli. Distinguished from uninhibited, or sociable, child.

Question 19

interactional synchrony

Answer 19

A form of communication in which the caregiver responds to infant signals in a well-timed, rhythmic, appropriate fashion, and both partners match emotional states, especially positive ones.

Question 20

internal working model

Answer 20

A set of expectations about the availability of attachment figures, their likelihood of providing support during times of stress, and the self ’s interaction with those figures, which becomes a guide for
all future close relationships.

Question 21

problem-centered coping

Answer 21

A general strategy for managing emotion in which the individual appraises the situation as changeable, identifies the difficulty, and decides what to do about it. Distinguished from emotion- centered coping.

Question 22

prosocial, or altruistic, behavior

Answer 22

Actions that benefit another person without any expected reward for the self.

Question 23

resistant attachment

Answer 23

The quality of insecure attachment characterizing
infants who seek closeness to the parent before her departure, are usually distressed when she leaves, and combine clinginess with angry, resistive behavior when she returns. Distinguished from secure, avoidant, and disorganized/disoriented attachment.

Question 24

secure attachment

Answer 24

The attachment pattern characterizing infants who use
the parent as a secure base from which to explore and who are easily com- forted by the parent on being reunited after a separation. Distinguished from avoidant, resistant, and disorganized/disoriented attachment.

Question 25

secure base

Answer 25

The baby’s use of the familiar caregiver as the point from which to explore, venturing into the environment and then returning for emotional support.

Question 26

self-conscious emotions

Answer 26

Emotions—such as shame, embarrassment, guilt, envy, and pride—that involve injury to or enhancement of the sense of self.

Question 27

sensitive caregiving

Answer 27

Caregiving that involves responding promptly, consistently, and appropriately to infants and holding them tenderly and carefully.

Question 28

separation anxiety

Answer 28

An infant’s distressed reaction to the departure of the trusted caregiver.

Question 29

slow-to-warm-up child

Answer 29

A child whose temperament is characterized by inactivity; mild, low-key reactions to environmental stimuli; negative mood; and slow adjustment to new experiences. Distinguished from easy child and difficult child.

Question 30

social referencing

Answer 30

Actively seeking emotional information from a trusted person in an uncertain situation.

Question 31

social smile

Answer 31

The smile evoked by the stimulus of the human face. First appears between 6 and 10 weeks.

Question 32

Strange Situation

Answer 32

A laboratory technique for assessing the quality of infant– caregiver attachment between 1 and 2 years of age by observing the baby’s responses to eight short episodes, in which brief separations from and reunions with the caregiver occur in an unfamiliar playroom.

Question 33

stranger anxiety

Answer 33

Expression of fear in response to unfamiliar adults, which | appears in many babies in the second half of the first year.

Question 34

sympathy

Answer 34

Feelings of concern or sorrow for another’s plight.

Question 35

temperament

Answer 35

Early-appearing, stable individual differences in reactivity (quickness and intensity of emotional arousal, attention, and motor action) and self-regulation (strategies that modify reactivity).

Question 36

uninhibited, or sociable, child

Answer 36

A child who tends to display positive emotion to and approach novel stimuli. Distinguished from inhibited, or shy, child.