Chapter 6 Flashcards
temperament
biologically driven (babies come with this)
characteristic way of responding to environment
is temperament different than personality? how?
yes!
personality is more complex, temperament is known as a seed of personality
new york longitudinal study (NYLS) categorization
easy child
difficult child
slow-to-warm-up child
easy child
most children categorized as this
predictable
pleasant and friendly
comfy with new things, and when not they react with low intensity
difficult child
unpredictable/total opposite of easy children
don’t like change
slow-to-warm-up child
in-between easy and difficult
just need time when things are changed, not intense but don’t like change
the goodness-of-fit model
how parents fit with child, no judging/pressure for easy baby
goodness of fit = importance of achievement
does difficult = bad for children? Masai example?
no!
Masai: nomadic tribe, interviewed and then left, drought caused lots of population to die, when caught up found more difficult children survived than easy
why?: difficult babies were more fussy so parents fed them while easy babies weren’t as bothered
9 qualities of NYLS (don’t need to memorize)
level of motor activity
rhythmicity of functions
response to new person/experience
adaptability of behavior for environ. changes
threshold to stimuli
intensity of responses
child’s general mood
degree of distractability
span of attention
cupboard theories of attachment
freud/behaviorism
parents feed babies = attachment through food
Field study on touch
infant massages
- resulted in weight gain, increased passive limb movement, and increased bone density in premies
- shorter hospital stays
- save $
- contact comfort
can babies recognize parents?
to an extent
smell first (especially if nursed)
then voice, then later on is face/vision
harlow’s work with infant monkeys
had to isolate babies monkeys due to sickness
found they had attachment issues, so when they had to choose between a warm figure that represented a mother and food, they chose the mother (only went to food when hunger drove them, immediately returned to mother after)
who was behind the development of attachment? what did he believe in?
Bowlby, believed we do not come attached
development of attachment phases
pre-attachment (birth - 6 w)
attachment-in-the-making (6 w - 6-8 m)
clear-cut attachment (6-8-18-24 m)
formation of reciprocal relationships (18-24 m)
pre-attachment phase
critical, trust is established
responsive parents, other stressors can get in the way
attachment-in-the-making phase
reciprocal behavior is established
start visual parent recognition
prefer presence of people
clear-cut attachment phase
clearly, healthily attached
don’t want parents to leave, show separation anxiety
hard to assess, use the strange situation!
formation of reciprocal relationships
separation anxiety declines as they have better understanding of object permanence so they know parent will come back
tejada study
looking at adults with touch
did hand massages, found significant reduction in loneliness
kangaroo care
increases weight and milestone achievements in premies
why don’t we get the touch we need anymore?
move away from people who would satisfy our touch needs
more online than in person
container culture
continue to increase separation from our bodies and babies (swings, strollers, cribs)
exception: car seats!
avg. family has 7 containers per household, worried infants aren’t getting touched enough
strange situation
observational
- parent and baby play
- stranger enters and interacts with baby
- parent leaves baby with stranger
- parent returns (reunion), stranger leaves
- parent leaves (baby alone)
- stranger enters
- parent returns (second reunion), stranger leaves
not an unusually situation for baby to be in
attachment patterns
secure (65%)
avoidant (20%)
resistant (13%)
disorganized-disoriented (2%)
secure attachment
healthiest form, want to see this
stranger anxiety/will cry when parent leaves and will calm when parent comes back in strange situation
avoidant attachment
settle, do their thing
not a lot of social referencing
when parent leaves = not upset/not a lot of protest
not a lot of stranger anxiety
if baby in daycare = already learned parent comes back
problematic development
resistant attachment
come in fussy
cling-on and fusses, exhibit anxiety
when parent leaves, baby cries, when they come back they still aren’t calmed down, are mad at parent
problematic development
disorganized-disoriented attachment
display rigid/weird posture when come in with parent as well as when parent leaves
dazed look on face
indicates significant problematic development
social referencing
checking in on parent when playing/getting their approval (astroid cartoon)
why do attachment disorders occur?
deprivation
neglect
abuse
congenital issue
treatment for attachment disorders
family based
reactive attachment disorder (don’t calm down easily, diagnosed later in toddlerhood)
work on responsiveness, caring, stability/consistent environment
process vs. structural variables
p - caregiver qualities, parents focus on this when looking at daycares
s - caregiver education, ratio with adults and children, group size, research focuses on this
___% of babies under 5 are in daycare
60
_____ attachment types are found in daycare kids
problematic
what can be an issue that affects attachment?
parent stress levels/attentionality
theory of mind
acknowledging that our own mental state/opinons differ from others
tested with “false belief tasks”
false belief tasks
sally and anne image
sally has a ball in her cart, leaves the room, anne moves the ball in her cart and then sally comes back to room
when asked children where sally will look for her ball, most typical children will be able to understand theory of mind and say sally’s cart
most children with DS or ASD will not understand theory of mind and will say sally will look for her ball in anne’s cart
Rothbart’s 3 underlying components included in the definition of temperament
1) emotion
- fearful distress
- irritable distress
- positive affect
2) attention
- attention span/persistence
3) activity
- activity level
effortful control
capacity to voluntarily suppress a dominant response in order to plan and execute a more adaptive response
inhibited children
shy, withdraw from novel stimuli
uninhibited children
sociable, approach novel stimuli
what brain structure contributes to contrasting temperaments?
amygdala
temperament develops with ____
age
5-HTTLPR
chromosome 7 gene that increases risk of self-regulatory difficulties, can be eased with gentle parenting
internal working model
vital part of personality, serving as a guide for all future close relationships
____ attachment babies often maintain their attachment status than _____ babies (what’s the exception?)
secure; insecure
exception: disorganized-disoriented
interactional synchrony
found in western babies, when the caregiver responds to the infants signals/matching expressions
sensitive caregiving in non-western countries
physical closeness and dampening emotional expressiveness
what age is self-recognition well under way?
2 years old
scale errors
when a child attempts to do things that their body size makes impossible
categorical self
when children (18-30 months) classify themself in the following:
- basis of age
- sex
- physical characteristics
- good vs. bad
- competencies (achievements)
delay of gratification
waiting for an appropriate time and place to engage in a tempting act (eating a treat, opening a present)
the larger the amygdala …
the worst their understanding of emotion and poorer self-regulation of emotion
spitz vs. skeels
spitz - failure to thrive
skeels - longitudinal study of early deprivation
