Chapter 4 Flashcards
Social Smile
A smile evoked by a human face, normally first evident in infants about 6 weeks after birth
Cortisol
The primary stress hormone; fluctuations in the body’s cortisol level affect human emotion
Separation Anxiety
An infant’s distress when a familiar caregiver leaves, most obvious between 9 and 14 months
Stranger Wariness
An infant’s expression of concern- a quiet stare while clinging to a familiar person, or a look of fear- when a stranger appears
Self-Awareness
A person’s realization that they are a distinct individual whose body, mind, and actions are separate from those of other people
What part of the brain is directly connected to emotional self-regulation?
The anterior cingulate gyrus
Temperament
Inborn differences between one person and another in emotions, activity, and self-regulation. Measured by the person’s typical responses to the environment.
Synchrony
A coordinated, rapid, and smooth exchange of responses between a caregiver and an infant.
Still-Face Technique
An experimental practice in which an adult keeps their face unmoving and expressionless in face-to-face interaction with an infant
Attachment
According to Mary Ainsworth, “an affectional tie” that an infant forms with a caregiver- a tie that binds them together in space and endures over time.
What are examples of proximity-seeking in attachment?
Approaching and following the caregiver
What are examples of contact-maintaining in attachment?
Touching, snuggling, holding
Preattachment Stage
Birth to 6 weeks.
Newborns signal that they need others. When people respond positively, the newborn is comforted and learns to seek more interaction. Newborns are also primed by brain patterns to recognize familiar voices and faces
Attachment in the Making Stage
6 weeks to 8 months
Infants respond preferentially to familiar people by smiling, laughing, and babbling. Their caregiver’s touch, expressions, and gestures are comforting, often overriding the impulse to cry. Trust (Erikson) develops.
Classic Secure Attachment Stage
8 months to 2 years
Infants greet the primary caregiver, play happily whenever they’re present, show separation anxiety. Both the infant and the caregiver seek to be close to each other (proximity) and frequently look at each other (contact). Physical touch is frequent.
Attachment as Launching Pad Stage
2 to 6 years
Young children seek caregiver’s praise and reassurance as their social world expands. Interactive conversations and games are common. Children expect caregivers to comfort and entertain.
Mutual Attachment Stage
6 to 12 years
Children seek to make their caregivers proud by learning whatever adults want them to learn, and adults reciprocate. In concrete operational thought (Piaget), specific accomplishments are valued by adults and children.
New Attachment Figures Stage
12 to 18 years
Teens explore and make friendships on their own, using working models of earlier attachments as a base. With more advanced, formal operational thinking (Piaget), shared ideals and goals become more influential
Attachment Revisited Stage
18 years +
Adults develop relationships with others, especially those with romantic partners and their own kids, influenced by earlier attachment patterns. Past insecure attachments from childhood can be repaired, although this doesn’t always happen
Secure Attachment (Type B)
A relationship in which an infant obtains both comfort and confidence from the presence of their caregiver
How many toddlers are Type B, or have secure attachment?
50-70%
Insecure-Avoidant Attachment (Type A)
A pattern of attachment in which an infant avoids connection with the caregiver, seeming to not care about the caregiver’s presence, departure, or return
How many toddlers are Type A, or have insecure-avoidant attachment?
10-20%
Insecure-Resistant/Ambivalent Attachment
Pattern of attachment in which an infant’s anxiety and uncertainty are evident, as when the infant becomes very upset at separation and both resists and seeks contact on reunion
How many toddlers are Type C, or have insecure-resistant/ambivalent attachment?
10-20%
Disorganized Attachment (Type D)
Type of attachment marked by an infant’s inconsistent reactions to the caregiver’s departure and return
How many toddlers are Type D, or have disorganized attachment?
5-10%
Strange Situation
Laboratory procedure for measuring attachment by evoking infants’ reaction to the stress of various adults’ comings and goings in an unfamiliar playroom
Reactive Attachment Disorder
Disorder where the child never forms a single attachment, not even an insecure one
Social Referencing
Seeking information about how to react to an unfamiliar or ambiguous object or event by observing someone else’s expressions and reactions. The other person becomes a social reference.
Trust vs. Mistrust
Erikson’s first crisis of psychosocial development. Infants learn basic trust if the works is a secure place where their basic needs are met.
Autonomy vs. Shame and Doubt
Erikson’s second crisis of psychosocial development. Toddlers either succeed or fail in gaining a sense of self-rule over their actions and bodies.
Social Learning
The acquisition of behavior patterns by observing the behavior of others
Proximal Parenting
Caregiving practices involving being physically close to the baby, with frequent holding and touching
Distal Parenting
Caregiving practices involving remaining distant from the baby, providing toys, food, and face-to-face communication with minimal holding and touching
Working Model
In cognitive theory, a set of assumptions that the individual uses to organize perceptions and experiences
Scheme
An organized conception of something
Allocare
Literally, “other-care”; the care of children by people other than the biological parents
Family Day Care
Child care that includes several children of various ages and usually occurs in the home of a woman who is paid to provide it
Center Day Care
Child care that occurs in a place especially designed for the purpose, where several paid adults care for many children. Usually the children are grouped by age, the day-care center is licensed, and the providers are trained and certified in child development
