Chapter 6: Psychosocial Development during the First Three Years Flashcards
The relatively consistent blend of emotions, temperament, thought, and behavior that makes a person unique.
a. Psychosocial
b.Personality
c. Development
d. Emotions
b. Personality
Subjective reactions to experience that are associated with physiological and behavioral changes.
a. Psychosocial
b.Personality
c. Development
d. Emotions
d. Emotions
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
f. 24 months
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. 2 months
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
c. 9 months
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
h. 36 months
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
d. 15 months
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
e. 18 months
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
g. 30 months
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
b. 6 months
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. Social smiling
Infant smiles at an object and then gazes at an adult while still smilinh.
a. Social smiling
b. Anticipatory smiling
c. Smiling
b. Anticipatory smiling
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
b. Self-conscious emotions
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
d. Self-awareness
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
c. Social-evaluating emotions.
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. Altruistic behavior
Ability to put oneself in another person’s place and feel what the other person feels.
a. Temperament
b. Empathy
c. Mirror neurons
b. Empathy
Neurons that fire when a person does something or observes someone else doing the same thing.
a. Temperament
b. Empathy
c. Mirror neurons
c. Mirror neurons
Characteristic disposition, or style of approavh and reaching to situations.
a. Temperament
b. Empathy
c. Mirror neurons
a. Temperament
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. “Easy” chidren
Children with irritable temperament, irregular biological rhythms, and intense emotional responses.
a. “Easy” children
b. “Difficult” children
c. “Slow-to-warm-up” children
b. “Difficult” children
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
c. “Slow-to-warm-up” children
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. Goodness of fit
Significance of being male or female.
a. Sexuality
b. Sex
c. Gender
c. Gender
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
d. Basic sense of trust versus mistrust
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
c. Attachment
Laboratory technique used to study infant attachment.
a. Studying patterns of attachment
b. Strange situation
c. Developing attachment
d. Developing trust
b. Strange situation
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. Secure attachment
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
b. Avoidant attachment
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
c. Ambivalent (resistant) attachment
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
d. Disorganized-disoriented attachment
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
e. Stranger anxiety
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
f. Separation anxiety
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
b. Mutual regulation
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
d. Interactional synchrony
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. Still-face paradigm
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
c. Social referencing
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
b. Autonomy versus shame and doubt
Development of habits, skills, values, and motives shared by responsible, productive members of the society.
a. Self-regulation
b. Internalization
c. Socialization
d. Conscience
c. Socialization
During socialization, process by which children accept societal standards of conduct as their own.
a. Self-regulation
b. Internalization
c. Socialization
d. Conscience
b. Internalization
A child’s independent control of behavior to conform to understood social expectations.
a. Self-regulation
b. Internalization
c. Socialization
d. Conscience
a. Self-regulation
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. Conscience
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
b. Situational compliance
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
c. Committed compliance
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
d. Receptive cooperation
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
e. Physical abuse
Failure to meet a dependent’s basic needs.
a. Neglect
b. Emotional maltreatment
c. Sexual abuse
d. Sex trafficking
e. Physical abuse
a. Neglect
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
c. Sexual abuse
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
b. Emotional maltreatment
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
d. Sex trafficking
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
b. Nonorganic failure to thrive
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
c. Shaken baby syndrome
