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Developmental Psychology > Chapter 6: Psychosocial Development during the First Three Years > Flashcards

Chapter 6: Psychosocial Development during the First Three Years Flashcards

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1
Q

The relatively consistent blend of emotions, temperament, thought, and behavior that makes a person unique.

a. Psychosocial
b.Personality
c. Development
d. Emotions

A

b. Personality

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2
Q

Subjective reactions to experience that are associated with physiological and behavioral changes.

a. Psychosocial
b.Personality
c. Development
d. Emotions

A

d. Emotions

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3
Q

In the highlights of infants’ and toddlers’ psychosocial development during the first 3 years, the characterictic “noticing when others are hurt or upset, and look at adults’ faces to see how to react in a new situation” happens at what age?

a. 2 months
b. 6 months
c. 9 months
d. 15 months
e. 18 motnhs
f. 24 months
g. 30 months
h. 36 months

A

f. 24 months

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4
Q

In the highlights of infants’ and toddlers’ psychosocial development during the first 3 years, the characterictic “calm down when spoken to or picked up, look at faces, and smile when talked to or smiled at” happens at what age?

a. 2 months
b. 6 months
c. 9 months
d. 15 months
e. 18 motnhs
f. 24 months
g. 30 months
h. 36 months

A

a. 2 months

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5
Q

In the highlights of infants’ and toddlers’ psychosocial development during the first 3 years, the characterictic “are shy, clingy, or fearful around strangers, shows facial expressions (e.g., happy, sad, angry, and surprised), look when their name is called, show separation distress when caregivers leave, and smile and laugh at peekaboo” happens at what age?

a. 2 months
b. 6 months
c. 9 months
d. 15 months
e. 18 motnhs
f. 24 months
g. 30 months
h. 36 months

A

c. 9 months

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6
Q

In the highlights of infants’ and toddlers’ psychosocial development during the first 3 years, thecharacterictic “notice other children and join them to play, calm down within 10 minutes after being dropped off, such as at childcare” happens at what age?

a. 2 months
b. 6 months
c. 9 months
d. 15 months
e. 18 motnhs
f. 24 months
g. 30 months
h. 36 months

A

h. 36 months

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7
Q

In the highlights of infants’ and toddlers’ psychosocial development during the first 3 years, thecharacterictic “imitate other children, show interesting objects to others, clap when excited, hug dolls or stuffed toys, and show affection to caregivers (e.g., hugs, kisses)” happens at what age?

a. 2 months
b. 6 months
c. 9 months
d. 15 months
e. 18 motnhs
f. 24 months
g. 30 months
h. 36 months

A

d. 15 months

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8
Q

In the highlights of infants’ and toddlers’ psychosocial development during the first 3 years, thecharacterictic “point to interesting things, look at a few pages in a book with an adult, put their hands out for adults to wash them, and help adults dress them (e.g., pushing arm through sleeve)” happens at what age?

a. 2 months
b. 6 months
c. 9 months
d. 15 months
e. 18 motnhs
f. 24 months
g. 30 months
h. 36 months

A

e. 18 months

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9
Q

In the highlights of infants’ and toddlers’ psychosocial development during the first 3 years, thecharacterictic “play next to and sometimes with other children, show off to parents (e.g., “Look at me!), follow simple routines such as helping to pick up toys” happens at what age?

a. 2 months
b. 6 months
c. 9 months
d. 15 months
e. 18 motnhs
f. 24 months
g. 30 months
h. 36 months

A

g. 30 months

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10
Q

In the highlights of infants’ and toddlers’ psychosocial development during the first 3 years, thecharacterictic “know familiar people, enjoy looking in the mirror at themselves, and laugh” happens at what age?

a. 2 months
b. 6 months
c. 9 months
d. 15 months
e. 18 motnhs
f. 24 months
g. 30 months
h. 36 months

A

b. 6 months

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11
Q

Beginning in the 2nd month, newborn infants gaze at their parents and smile at them, signalling positive participation in the relationship.

a. Social smiling
b. Anticipatory smiling
c. Smiling

A

a. Social smiling

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12
Q

Infant smiles at an object and then gazes at an adult while still smilinh.

a. Social smiling
b. Anticipatory smiling
c. Smiling

A

b. Anticipatory smiling

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13
Q

Emotions, such as embarassment, empathy, and envy, that depend on self-awareness.

a. Altruistic behavior
b. Self-conscious emotions
c. Self-evaluating emotions
d. Self-awareness

A

b. Self-conscious emotions

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14
Q

Realizing that one’s existence and functioning are separate from those of other people and things.

a. Altruistic behavior
b. Self-conscious emotions
c. Self-evaluating emotions
d. Self-awareness

A

d. Self-awareness

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15
Q

Emotions, such as pride, shame, and guilt, that depend on both self-awareness and knowledge of socially accepted standards of behaviors.

a. Altruistic behavior
b. Self-conscious emotions
c. Self-evaluating emotions
d. Self-awareness

A

c. Social-evaluating emotions.

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16
Q

Activity intended to help another person with no expectation of reward.

a. Altruistic behavior
b. Self-conscious emotions
c. Self-evaluating emotions
d. Self-awareness

A

a. Altruistic behavior

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17
Q

Ability to put oneself in another person’s place and feel what the other person feels.

a. Temperament
b. Empathy
c. Mirror neurons

A

b. Empathy

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18
Q

Neurons that fire when a person does something or observes someone else doing the same thing.

a. Temperament
b. Empathy
c. Mirror neurons

A

c. Mirror neurons

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19
Q

Characteristic disposition, or style of approavh and reaching to situations.

a. Temperament
b. Empathy
c. Mirror neurons

A

a. Temperament

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20
Q

Children with a generally happy temperament, regular biological rhythms, and a readiness to accept new experiences.

a. “Easy” children
b. “Difficult” children
c. “Slow-to-warm-up” children

A

a. “Easy” chidren

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21
Q

Children with irritable temperament, irregular biological rhythms, and intense emotional responses.

a. “Easy” children
b. “Difficult” children
c. “Slow-to-warm-up” children

A

b. “Difficult” children

22
Q

Children whose temperament is generally mild but who are hesitatant about accepting new experiences.

a. “Easy” children
b. “Difficult” children
c. “Slow-to-warm-up” children

A

c. “Slow-to-warm-up” children

23
Q

Appropriateness of environmental demands and constraints to a child’s temperament.

a. Goodness of fit
b. Behavioral inhibition
c. Cultural influence
d. Temperament patterns

A

a. Goodness of fit

24
Q

Significance of being male or female.

a. Sexuality
b. Sex
c. Gender

A

c. Gender

25
Q

Erikson’s first stage in psychosocial development, in which infants develop a sense of the reliability of people and objects.

a. Basic sense of initiative versus guilt
b. Basic sense of identity versus identity confusion
c. Basic sense of autonomy versus shame and doubt
d. Basic sense of trust versus mistrust

A

d. Basic sense of trust versus mistrust

26
Q

Reciprocal, enduring tie between two people - especially between infant and caregiver - each of whom contributes to the quality of the relationship.

a. Developing attachments
b. Developing trust
c. Attachment
d. Trust

A

c. Attachment

27
Q

Laboratory technique used to study infant attachment.

a. Studying patterns of attachment
b. Strange situation
c. Developing attachment
d. Developing trust

A

b. Strange situation

28
Q

Pattern in which an infant is quickly and effectively able to obtain comfort from an attachment figure in the face of distress.

a. Secure attachment
b. Avoidant attachment
c. Ambivalent (resistant) attachment
d. Disorganized-disoriented attachment
e. Stranger anxiety
f. Separation anxiety

A

a. Secure attachment

29
Q

Pattern in which an infant rarely cries when separated from the primary caregiver and avoids contact on their return.

a. Secure attachment
b. Avoidant attachment
c. Ambivalent (resistant) attachment
d. Disorganized-disoriented attachment
e. Stranger anxiety
f. Separation anxiety

A

b. Avoidant attachment

30
Q

Pattern in which an infant becomes anxious before the primary caregiver leaves, is extremely upset during their absence, and both seeks and resists contact on their return.

a. Secure attachment
b. Avoidant attachment
c. Ambivalent (resistant) attachment
d. Disorganized-disoriented attachment
e. Stranger anxiety
f. Separation anxiety

A

c. Ambivalent (resistant) attachment

31
Q

Pattern in which an infant, after separation from the primary caregiver, shows contradictory, repetitious, or misdirected behaviors on their return.

a. Secure attachment
b. Avoidant attachment
c. Ambivalent (resistant) attachment
d. Disorganized-disoriented attachment
e. Stranger anxiety
f. Separation anxiety

A

d. Disorganized-disoriented attachment

32
Q

Wariness of strange people and places, shown by some infants during the second half of the 1st year.

a. Secure attachment
b. Avoidant attachment
c. Ambivalent (resistant) attachment
d. Disorganized-disoriented attachment
e. Stranger anxiety
f. Separation anxiety

A

e. Stranger anxiety

33
Q

Distress shown by someone, typically an infant, when a familiar caregiver leaves.

a. Secure attachment
b. Avoidant attachment
c. Ambivalent (resistant) attachment
d. Disorganized-disoriented attachment
e. Stranger anxiety
f. Separation anxiety

A

f. Separation anxiety

34
Q

Process by which infant and caregiver communicate emotional states to each other and respond appropriately.

a. Still-face paradigm
b. Mutual regulation
c. Social referencing
d. Interactional synchrony

A

b. Mutual regulation

35
Q

The synchronized coordination of behavior and affect between a caregiver and an infant

a. Still-face paradigm
b. Mutual regulation
c. Social referencing
d. Interactional synchrony

A

d. Interactional synchrony

36
Q

Experimental methodology in which a parent first interacts typically with their child, then keeps their face still and expressionless, and then ends with a return to typical behavior; used to demonstrate interactional synchrony.

a. Still-face paradigm
b. Mutual regulation
c. Social referencing
d. Interactional synchrony

A

a. Still-face paradigm

37
Q

Understanding an ambiguous situation by seeking another person’s perception of it.

a. Still-face paradigm
b. Mutual regulation
c. Social referencing
d. Interactional synchrony

A

c. Social referencing

38
Q

Erikson’s second stage in psychosocial development, in which children achieve a balance between self-determination and control by others.

a. Basic trust versus mistrust
b. Autonomy versus shame and doubt
c. Initiative versus guilt
d. Industry versus inferiority

A

b. Autonomy versus shame and doubt

39
Q

Development of habits, skills, values, and motives shared by responsible, productive members of the society.

a. Self-regulation
b. Internalization
c. Socialization
d. Conscience

A

c. Socialization

40
Q

During socialization, process by which children accept societal standards of conduct as their own.

a. Self-regulation
b. Internalization
c. Socialization
d. Conscience

A

b. Internalization

41
Q

A child’s independent control of behavior to conform to understood social expectations.

a. Self-regulation
b. Internalization
c. Socialization
d. Conscience

A

a. Self-regulation

42
Q

Internal standards of behavior, which usually control one’s conduct and produce emotional discomfort when violated.

a. Conscience
b. Situational compliance
c. Committed compliance
d. Receptive cooperation

A

a. Conscience

43
Q

Kochanska’s term for obedience of a parent’s orders only in the presence of signs of ongoing parental control.

a. Conscience
b. Situational compliance
c. Committed compliance
d. Receptive cooperation

A

b. Situational compliance

44
Q

Kochanska’s term for wholehearted obedience of a parent’s orders without reminders or lapses.

a. Conscience
b. Situational compliance
c. Committed compliance
d. Receptive cooperation

A

c. Committed compliance

45
Q

Kochanska’s term for eager willingness to cooperate harmoniously with a parent in daily interactions, including routines, chores, hygiene, and play.

a. Conscience
b. Situational compliance
c. Committed compliance
d. Receptive cooperation

A

d. Receptive cooperation

46
Q

Action taken deliberately to endanger another person, involving potential bodily injury.

a. Neglect
b. Emotional maltreatment
c. Sexual abuse
d. Sex trafficking
e. Physical abuse

A

e. Physical abuse

47
Q

Failure to meet a dependent’s basic needs.

a. Neglect
b. Emotional maltreatment
c. Sexual abuse
d. Sex trafficking
e. Physical abuse

A

a. Neglect

48
Q

Physically or psychologically harmful sexual activity or any sexual activity involving a child and older person.

a. Neglect
b. Emotional maltreatment
c. Sexual abuse
d. Sex trafficking
e. Physical abuse

A

c. Sexual abuse

49
Q

Rejection, terrorization, isolation, exploitation, degredation, ridicule, or failure to provide emotional support, love, and affection; or other action or inaction that may cause behavioral, cognitive, emotional, or mental disorders.

a. Neglect
b. Emotional maltreatment
c. Sexual abuse
d. Sex trafficking
e. Physical abuse

A

b. Emotional maltreatment

50
Q

The recruitment, harboring, transportation, provision, or obtaining of a person for the purposes of a commercial sex act.

a. Neglect
b. Emotional maltreatment
c. Sexual abuse
d. Sex trafficking
e. Physical abuse

A

d. Sex trafficking

51
Q

Slowed or arrested physical growth with no known medical cause, accompanied by poor developmental and emotional functioning.

a. Maltreatment
b. Nonorganic failure to thrive
c. Shaken baby syndrome
d. Abuse

A

b. Nonorganic failure to thrive

52
Q

Form of maltreatment in which shaking an infant or toddler can cause brain damage, paralysis, or death..

a. Maltreatment
b. Nonorganic failure to thrive
c. Shaken baby syndrome
d. Abuse

A

c. Shaken baby syndrome

Developmental Psychology (12 decks)

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