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Life-span Psych > Chapter 4 > Flashcards

Chapter 4 Flashcards

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1
Q

Developing Emotions (Sequence)

A
  • Birth - Distress; contentment
  • 6 weeks - Social smile
  • 3 months - Laughter; curiosity
  • 4 months - Full, responsive smiles
  • 4–8 months - Anger
  • 9–14 months - Fear of social events (strangers, separation from caregiver)
  • 12 months - Fear of unexpected sights and sounds
  • 18 months - Self-awareness; pride; shame; embarrassment

As always, culture and experience influence the norms of development. This is especially true for emotional development after the first eight months.

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2
Q

Early emotions

Emotional Development

A
  • High emotional responsiveness
  • Pain
  • Pleasure
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3
Q

Crying

Emotional Development

A
  • Typical: Hurt, hungry, tired, frightened
  • Colic: Uncontrollable; reflux and immature swallowing
  • Excessive
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4
Q

Smiling and laughing

Emotional Development

A
  • Social smile (6 weeks): Evoked by viewing human faces

* Laughter (3 to 4 months): Often emerges as curiosity

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5
Q

Anger

Emotional Development

A
  • First expressions at around 6 months

* Healthy response to frustration

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6
Q

Sadness

Emotional Development

A

• Indicates withdrawal and is accompanied by increased
production of cortisol
• Stressful experience for infants

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7
Q

Fear

Emotional Development

A

Emerges at about 9 months in response to

people, things, or situations

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8
Q 
Stranger wariness
(Emotional Development)
A

Infant no longer smiles at any friendly face but cries or looks frightened when an unfamiliar person moves too close.

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9
Q

Separation anxiety

Emotional Development

A

Distress when a familiar caregiver or loved one leaves; most obvious between 9 and 14 months.

  • Tears, dismay, or anger when a familiar caregiver leaves
  • If it remains strong after age 3, it may be considered an emotional disorder.
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10
Q

Toddlers’ emotions

Emotional Development

A
  • Anger and fear become less frequent and more focused.
  • Laughing and crying become louder and more discriminating.
  • Temper tantrums may appear.
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11
Q

New emotions

Emotional Development

A
  • Pride
  • Shame
  • Embarrassment
  • Disgust
  • Guilt
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12
Q

Self-awareness

Emotional Development

A

Person’s realization that he or she is a distinct individual whose body, mind, and actions are separate from those of other people.

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13
Q

Social referencing

Emotional Development

A

The tendency of an infant to analyze the facial expressions of a significant other in order to be able to determine what to do.

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14
Q

Mirror Recognition

Emotional Development

A

• Classic experiment (M. Lewis & Brooks, 1978)
• Babies aged 9–24 months
looked into a mirror after a
dot of rouge had been put on their noses.
• None of the babies younger than 12 months old reacted as if they knew the mark was on them.
• 15- to 24-month-olds showed self-awareness by touching their own noses with curiosity.

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15
Q

All reactions begin in the brain

Brain and Emotions

A
  • Growth of synapses and dendrites is related to gradual refinement and expression of each emotion.
  • This is the result of past experiences and ongoing maturation.
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16
Q

Experience and culture

Brain and Emotions

A

• Promote specific connections between neurons and emotions
(cultural sponge).
• Shape functional anatomy of self-representation.

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17
Q

Social smile and laughter

Brain and Emotions

A

Related to cortex maturation

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18
Q

Social anxiety

Brain and Emotions

A

Stronger than any other anxiety for many; genetic and

environmental influences

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19
Q

What affects emotions?
How does fear and stress affect the developing brain?
(Growth of the Brain: Stress)

A

Genes, past experiences, and
additonal hormones and neurotransmitters
• Excessive fear and stress HARM the developing brain

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20
Q

Abuse and its effects

Growth of the Brain: Stress

A

form of chronic stress
– May cause potential long-term effects on a child’s emotional development.
– Often creates high levels of stress hormones indicative of emotional impairment and later behavioral difficulties.

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21
Q

Temperament

Brain and Emotions: Temperament

A

Biologically-based core of individual differences in
– Style of approach
– Response to the environment that is stable across time and situations

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22
Q

Temperamental traits vs Personality traits

Brain and Emotions: Temperament

A

Temperamental traits are GENETIC; personality traits are

LEARNED.

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23
Q

Three dimensions of temperament

Brain and Emotions: Temperament

A
  • Effortful control (regulating attention and emotion, self-soothing)
  • Negative mood (fearful, angry, unhappy)
  • Exuberant (active, social, not shy)
24
Q

Each dimension of temperament…

Brain and Emotions: Temperament

A
  • Affects later personality and achievement

* Is associated with distinctive brain patterns and behaviors

25
Q

Effortful control

Brain and Emotions: Temperament

A

regulating attention and emotion, self-soothing

26
Q

Negative mood

Brain and Emotions: Temperament

A

fearful, angry, unhappy

27
Q

Exuberant

Brain and Emotions: Temperament

A

active, social, not shy

28
Q

Mothers or genes?

Opposing Perspectives

A

• Genetics contribute to infant emotions
• Some scientists link child traits to early caregiving and culture
– Exuberant children changed less than inhibited, fearful ones

29
Q

Conclusions

Opposing Perspectives

A

Difficult babies tend to become difficult children, but family and culture
can deflect negative outcomes.
– Possible for babies’ temperaments to change

30
Q

Synchrony

Development of Social Bonds

A

Coordinated, rapid, and smooth exchange of responses between a caregiver and an infant
• Infants’ ability to achieve synchrony with caregivers is an important way that babies learn how to express their feelings.

31
Q

Synchrony in the first few months

Development of Social Bonds

A
  • Becomes more frequent and elaborate
  • Helps infants learn to read others’ emotions and to develop the skills of social interaction
  • Usually begins with parents imitating infants
32
Q

Experiments using the still-face technique

Is Synchrony Needed for Normal Development?

A
  • Experimental practice in which an adult keeps his or her face unmoving and EXPRESSIONLESS in face-to-face interaction with an infant
  • Babies are very upset by the still face and show signs of stress.
33
Q

Conclusions of still-face experiments

Is Synchrony Needed for Normal Development?

A
  • Parent’s responsiveness to an infant aids psychological and biological development.
  • Infants’ brains need social interaction to develop to their fullest.
34
Q

Attachment

Development of Social Bonds

A 
• Lasting emotional bond that one person has with
another
• Begins to form in early
infancy and influences a
person's close relationships
throughout life.
35
Q

Preattachment

Development of Social Bonds: Stages of Attachment

A

Birth to 6 weeks
• Newborns signal, via crying and body movements, 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.

36
Q

Attachment in the making

Development of Social Bonds: Stages of Attachment

A

6 weeks to 8 months
• Infants respond preferentially to familiar people by smiling, laughing, babbling.
• Their caregivers’ voices, touch, expressions, and
gestures are comforting, often overriding the infant’s impulse to cry.
• Trust (Erikson) develops.

37
Q

Classic secure attachment

Development of Social Bonds: Stages of Attachment

A

8 months to 2 years
• Infants greet their primary caregivers, play happily when they are present, show separation anxiety when their primary caregivers leave.
• Both infant and caregiver seek to be close to each other (proximity) and
frequently look at each other (contact).
• In many caregiver–infant pairs, physical touch (patting, holding, caressing) is frequent.

38
Q

Attachment as launching pad

Development of Social Bonds: Stages of Attachment

A

2 to 6 years
• Young children seek their caregivers’ praise and
reassurance as their social world expands.
• Interactive conversations and games (hide-and-seek, object play, reading, pretending) are common.
• Children expect
caregivers to comfort and entertain.

39
Q

Mutual attachment

Development of Social Bonds: Stages of Attachment

A

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.

40
Q

New attachment figures

Development of Social Bonds: Stages of Attachment

A

12 to 18 years
• Teenagers explore and make friendships independent from parents, using their working models of earlier attachments as a base.
• With formal operational thinking (Piaget), shared ideals and goals become influential.

41
Q

Attachment revisited

Development of Social Bonds: Stages of Attachment

A

18 years on
• Adults develop relationships with others,
especially relationships with romantic partners and their own children, influenced by earlier attachment patterns.
• Past insecure attachments
from childhood can be repaired rather than repeated, although this
does not always happen.

42
Q

Insecure-avoidant attachment (A)

Attachment Types

A

An infant avoids connection with the caregiver, as when the infant seems not to care about the caregiver’s presence, departure, or return.

43
Q 
Secure attachment (B)
(Attachment Types)
A

An infant obtains both comfort and confidence from the presence of his or her caregiver.

44
Q

Insecure-resistant/ambivalent attachment (C)

Attachment Types

A

An infant’s anxiety and uncertainty are evident, as when the infant becomes very upset at separation from the caregiver and both resists and seeks contact on reunion

45
Q 
Disorganized attachment (D)
(Attachment Types)
A

A type of attachment that is marked by an infant’s inconsistent reactions to the caregiver’s departure and return

46
Q 
Strange Situation
(Mary Ainsworth: Development of Social Bonds – Measuring Attachment)
A

A laboratory procedure for measuring attachment by evoking infants’ reactions to the stress of various adults’ comings and goings in an unfamiliar playroom.

47
Q

Key observed behaviors

Mary Ainsworth: Development of Social Bonds – Measuring Attachment

A
  • Exploration of the toys. A secure toddler plays happily.
  • Reaction to the caregiver’s departure. A secure toddler misses the caregiver.
  • Reaction to the caregiver’s return. A secure toddler welcomes the caregiver’s reappearance.
48
Q

Findings

Development of Social Bonds: Insecure Attachment and Social Setting

A
  • Harsh contexts, especially the stresses of poverty, reduce the incidence of secure attachment
  • Insecure attachment correlates with many later problems
49
Q

Cautions

Development of Social Bonds: Insecure Attachment and Social Setting

A
  • Insecure attachment may be a sign, but may not be the direct cause, of problems later in life
  • Attachment behaviors in the Strange Situation constitute only one indication of the quality of the parent–child relationship
  • Correlation is not causation!
50
Q

Psychoanalytic Theory

Theories of Infant Psychosocial Development

A

FREUD: Oral and anal stages
– Oral stage (first year): mouth is the young infant’s primary source of gratification.
– Anal stage (second year):
Infant’s main pleasure comes from the anus (e.g., sensual pleasure of bowel movements and the psychological pleasure of controlling them)

51
Q

Potential conflicts: Oral fixation

Theories of Infant Psychosocial Development

A

If a mother frustrates her infant’s urge to suck, the child may become an adult who is stuck (fixated) at the oral stage
(e.g., eats, drinks, chews, bites, or talks excessively)

52
Q

Potential conflicts: Anal personality

Theories of Infant Psychosocial Development

A

Overly strict or premature toilet training may result in an adult with an unusually strong need for control, regularity, and cleanliness

53
Q

Psychosocial Theory

Theories of Infant Psychosocial Development

A

ERIKSON: Trust and autonomy stages
• Trust versus mistrust
– Infants learn basic trust if the world is a secure place where their basic needs are met.
• Autonomy versus shame and doubt
– Toddlers either succeed or fail in gaining a sense of self-rule over their actions and their bodies.

54
Q

Early problems

Theories of Infant Psychosocial Development

A

An adult who is suspicious and pessimistic (mistrusting) or who is easily shamed (insufficient autonomy) can be created.

55
Q

Behaviorism

Theories of Infant Psychosocial Development

A

Albert BANDURA: Social learning theory
– Parents mold an infant’s emotions and personality
through reinforcement and punishment.
• Behavior patterns acquired by observing the behavior
of others
• Gender roles in particular are learned.

Life-span Psych (10 decks)

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