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Dev Psych 220 > Chapter 6 > Flashcards

Chapter 6 Flashcards

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1
Q

temperament

A

biologically driven (babies come with this)

characteristic way of responding to environment

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2
Q

is temperament different than personality? how?

A

yes!

personality is more complex, temperament is known as a seed of personality

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3
Q

new york longitudinal study (NYLS) categorization

A

easy child

difficult child

slow-to-warm-up child

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4
Q

easy child

A

most children categorized as this

predictable

pleasant and friendly

comfy with new things, and when not they react with low intensity

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5
Q

difficult child

A

unpredictable/total opposite of easy children

don’t like change

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6
Q

slow-to-warm-up child

A

in-between easy and difficult

just need time when things are changed, not intense but don’t like change

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7
Q

the goodness-of-fit model

A

how parents fit with child, no judging/pressure for easy baby

goodness of fit = importance of achievement

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8
Q

does difficult = bad for children? Masai example?

A

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

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9
Q

9 qualities of NYLS (don’t need to memorize)

A

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

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10
Q

cupboard theories of attachment

A

freud/behaviorism

parents feed babies = attachment through food

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11
Q

Field study on touch

A

infant massages
- resulted in weight gain, increased passive limb movement, and increased bone density in premies
- shorter hospital stays
- save $
- contact comfort

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12
Q

can babies recognize parents?

A

to an extent

smell first (especially if nursed)

then voice, then later on is face/vision

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13
Q

harlow’s work with infant monkeys

A

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)

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14
Q

who was behind the development of attachment? what did he believe in?

A

Bowlby, believed we do not come attached

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15
Q

development of attachment phases

A

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)

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16
Q

pre-attachment phase

A

critical, trust is established

responsive parents, other stressors can get in the way

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17
Q

attachment-in-the-making phase

A

reciprocal behavior is established

start visual parent recognition

prefer presence of people

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18
Q

clear-cut attachment phase

A

clearly, healthily attached

don’t want parents to leave, show separation anxiety

hard to assess, use the strange situation!

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19
Q

formation of reciprocal relationships

A

separation anxiety declines as they have better understanding of object permanence so they know parent will come back

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20
Q

tejada study

A

looking at adults with touch

did hand massages, found significant reduction in loneliness

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21
Q

kangaroo care

A

increases weight and milestone achievements in premies

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22
Q

why don’t we get the touch we need anymore?

A

move away from people who would satisfy our touch needs

more online than in person

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23
Q

container culture

A

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

24
Q

strange situation

A

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

25
Q

attachment patterns

A

secure (65%)
avoidant (20%)
resistant (13%)
disorganized-disoriented (2%)

26
Q

secure attachment

A

healthiest form, want to see this

stranger anxiety/will cry when parent leaves and will calm when parent comes back in strange situation

27
Q

avoidant attachment

A

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

28
Q

resistant attachment

A

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

29
Q

disorganized-disoriented attachment

A

display rigid/weird posture when come in with parent as well as when parent leaves

dazed look on face

indicates significant problematic development

30
Q

social referencing

A

checking in on parent when playing/getting their approval (astroid cartoon)

31
Q

why do attachment disorders occur?

A

deprivation
neglect
abuse
congenital issue

32
Q

treatment for attachment disorders

A

family based
reactive attachment disorder (don’t calm down easily, diagnosed later in toddlerhood)
work on responsiveness, caring, stability/consistent environment

33
Q

process vs. structural variables

A

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

34
Q

___% of babies under 5 are in daycare

A

60

35
Q

_____ attachment types are found in daycare kids

A

problematic

36
Q

what can be an issue that affects attachment?

A

parent stress levels/attentionality

37
Q

theory of mind

A

acknowledging that our own mental state/opinons differ from others

tested with “false belief tasks”

38
Q

false belief tasks

A

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

39
Q

Rothbart’s 3 underlying components included in the definition of temperament

A

1) emotion
- fearful distress
- irritable distress
- positive affect

2) attention
- attention span/persistence

3) activity
- activity level

40
Q

effortful control

A

capacity to voluntarily suppress a dominant response in order to plan and execute a more adaptive response

41
Q

inhibited children

A

shy, withdraw from novel stimuli

42
Q

uninhibited children

A

sociable, approach novel stimuli

43
Q

what brain structure contributes to contrasting temperaments?

A

amygdala

44
Q

temperament develops with ____

A

age

45
Q

5-HTTLPR

A

chromosome 7 gene that increases risk of self-regulatory difficulties, can be eased with gentle parenting

46
Q

internal working model

A

vital part of personality, serving as a guide for all future close relationships

47
Q

____ attachment babies often maintain their attachment status than _____ babies (what’s the exception?)

A

secure; insecure

exception: disorganized-disoriented

48
Q

interactional synchrony

A

found in western babies, when the caregiver responds to the infants signals/matching expressions

49
Q

sensitive caregiving in non-western countries

A

physical closeness and dampening emotional expressiveness

50
Q

what age is self-recognition well under way?

A

2 years old

51
Q

scale errors

A

when a child attempts to do things that their body size makes impossible

52
Q

categorical self

A

when children (18-30 months) classify themself in the following:

  • basis of age
  • sex
  • physical characteristics
  • good vs. bad
  • competencies (achievements)
53
Q

delay of gratification

A

waiting for an appropriate time and place to engage in a tempting act (eating a treat, opening a present)

54
Q

the larger the amygdala …

A

the worst their understanding of emotion and poorer self-regulation of emotion

55
Q

spitz vs. skeels

A

spitz - failure to thrive

skeels - longitudinal study of early deprivation

Dev Psych 220 (15 decks)

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