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F22 Psychology 3340H > Chapter 6: Socioemotional Development in Infancy > Flashcards

Chapter 6: Socioemotional Development in Infancy Flashcards

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1
Q

Feeling that occurs when someone is in a state or interaction that is important to them

A

Emotion

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2
Q

T or F
Emotions are influenced by cognition, biology, and experience

A

True

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3
Q

T or F
Emotions and emotional experiences in infancy can impact the child’s emotions development later in life.

A

True

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4
Q

Describe some cultural differences in how caregivers respond to infants’ emotions.

A

East Asian: less frequent, less intense positive and negative emotions
White: respond to stress after the fact

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5
Q

_______ include surprise, interest, joy, anger, sadness, fear, and disgust

A

Primary emotions

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6
Q

Primary emotions

A

Emotions present in early life

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7
Q

Self-conscious emotions

A

Emotions that require self-awareness

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8
Q

T or F
Jealousy develops at 9 months.

A

False
It is extremely difficult to index when emotions like jealousy actually first appear

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9
Q

T or F
Development of emotional expression is independent from social relationships.

A

False
Emotional development is dependent on social relationships.

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10
Q

What types of cries to babies have?

A
  1. Basic
  2. Anger
  3. Pain
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11
Q

Basic cry

A

Rhythmic pattern that usually consists of a cry, followed by silence, followed by short whistle, followed by a brief rest before next cry

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12
Q

Anger cry

A

A variation of basic cry with more excess air is forced through vocal cords.

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13
Q

Pain cry

A

A sudden long, initial loud cry followed by breath holding; no preliminary moaning

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14
Q

What is the importance of smiling?

A
  • Signal of positive social interaction
  • Associated with self-regulation later on
  • Also associated with higher educational attainment
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15
Q

Reflexive smile

A

NOT a response to stimuli, usually happens during first month after birth

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16
Q

Social smile

A

A smile in response to a stimulus

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17
Q

Stranger anxiety

A

Fear of strangers, appears during second half of first year

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18
Q

Separation protest

A

An infant’s distressed crying when the caregiver leaves

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19
Q

_______ can influence emotion regulation.

A

Contexts

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20
Q

To soothe or not to soote

A
  • Infants CANNOT be spoiled
  • baby needs to be comforted
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21
Q

Temperment

A

Involves individual differences in behavioral styles, emotions, and characteristic ways of responding

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22
Q

Chess and Thomas’ Classification

A

Relates to temperament
- Easy child
- Difficult child
- Slow-to-warm up

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23
Q

Easy child vs. Difficult child vs. Slow-to-warm-up

A

E: positive mood, quick to est. routine, adapts easily
D: negative mood, irregular, slow to adapt
S: low activity, somewhat negative, low intensity of mood

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24
Q

Kagan’s behavioral inhibition

A
  • Shy, subdued, timid child vs. sociable, extroverted, bold child
  • Shyness - inhibition
  • Inhibition is stable through childhood
  • leads to risk of social anxiety
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25
Q

Rothbart and Bates’ Classification

A
  • Previous classifications didn’t include self-regulation/effortful control
  • Categories:
    • Extraversion/surgency: approach, pleasure, activity, smiling, laughter
    • Negative affectivity: fear, frustration, sadness, discomfort
    • Effortful control: focus, shifting, perceptual sensitivity, perceptual sensitivity
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26
Q

What is the biggest take-away from Rothbart and Bates?

A

Children should not be pigeonholed as having only one temperament.

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27
Q

Physiological characteristics linked with inhibited temperment

A

High and stable heart rate, high cortisol levels, high frontal lobe activity

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28
Q

Contemporary view

A

Temperament is a biological based but evolving aspect of behavior

29
Q

T or F
Temperament cannot develop and change. it is based only on biological foundations.

A

False
It can and will develop and change.

30
Q

How can gender/culture impact temperament?

A
  • Gender biases in caregivers
  • Cultural methods
    • ex. Chinese infants are more inhibited than Canadian infants
31
Q

Goodness of fit

A

Refers to match between child’s temperament and their environment

32
Q

Differential susceptibility model and
Biological sensitivity to context model

A

These models emphasize that certain characteristics that make children more vulnerable to setback also make them more susceptible to optimal growth in supportive conditions.

  • Basic emotions are innate
  • Biology dictates complex emotions
33
Q

Personality (as proposed by Erikson)

A

Individuals go through 8 stages in human development

34
Q

Trust vs. mistrust

A
  • 1st year of life
  • Infants learn trust when cared for
35
Q

When do signs of self-recognition first appear?

A

15-18 months

36
Q

How do children show signs of self-recognition in the 2nd and early 3rd year?

A
  • Refer to themselves with words/statements
  • Monitor themselves
  • Declare things as theirs
37
Q

Autonomy vs. shame and doubt

A
  • 2nd year
  • Independence builds
  • Shame from criticism after accidents and when parents are impatient
  • Important implications for future development
38
Q

Social orientation

A

Infant’s early interactions with people/the world

39
Q

T or F
Rewards motivate babies to explore and develop their skills.

A

True

40
Q

Social Referencing

A

“Reading” emotional cues in others to determine how to act in a particular situation

41
Q

Attachment

A

A close emotional bond

42
Q

T or F
Attachment doesn’t develop over time.

A

False
Attachment goes through several stages

43
Q

Phases of Attachment

A

1: (birth - 2 months) instinctive attachment to people
2: (2 - 7 months) attachment focused on 1 person
3: (7 - 24 months) specific attachments
4: (24+ months) awareness of feelings of others

44
Q

Strange situation

A

(Ainsworth) An observational measure of infant attachment that requires the infant to move through a series of introductions, separation, and reunion with a caregiver and stranger

45
Q

Secure attachment

A

Baby uses caregiver as secure base from which to explore the environment

46
Q

Insecure avoidant

A

Baby shows insecurity by avoiding caregiver

47
Q

Insecure resistant

A

Clingy baby, resist fighting against closeness

48
Q

Insecure disorganized

A

Baby shows insecurity by being disoriented

49
Q

Developmental cascade model

A

Connections across domains over time that influence developmental pathways and outcomes

50
Q

T or F
Caregiving style is closely related to attachment style.

A

True

51
Q

What regions of the brain are theorized to relate to attachment?

A
  • Prefrontal cortex
  • Amygdala
  • Hypothalamus
52
Q

Oxytocin with respect to attachment

A
  • Released in breast-feeding
  • suspected to form mother-infant bond
53
Q

What hormones/neurotransmitters are linked to attachment?

A
  • Oxytocin
  • Dopamine
  • Testosterone (negatively)
54
Q

How does the transition to parenthood impact new parents?

A
  • Increases strength of marriage
  • Opens men up to intimacy
  • Women adapt better
  • Gender gap in responsibilities
  • Anxiety/depression in mothers leads to problems for baby later on
55
Q

Bringing Home Baby project

A
  • Workshop for new parents
  • helps them strengthen relationship with baby
56
Q

Reciprocal socialization

A

Socialization where children and parents socialize one another

57
Q

Scaffolding

A

Infant takes turns socializing with each parent, great for social skill development

58
Q

Epigenetic view on socialization

A

Development is the result of ongoing bidirectional interchange between heredity and the environment

59
Q

T or F
Fathers are capable of parenting just as sensitively as mothers.

A

True
ex. Aka pygmy fathers

60
Q

T or F
It is good for baby’s development for the father to be withdrawn.

A

False
Babies with withdrawn fathers have lower levels of cognitive development by age 2

61
Q

Maternal vs. Paternal infant interaction

A

M: care-centered
P: play-centered

62
Q

T or F
Childcare is a national concern in the US.

A

True :(

63
Q

What constitutes high-quality childcare?

A

Safety, age-appropriate toys, low caregiver-to-child ratio, positive relationships

64
Q

Ekman’s 6 Basic Emotions

A

Happy, Sad, Afraid, Angry, Disgusted, Surprised

65
Q

Children learn to control emotions/arousal through _______ and _______.

A

cognitive processes, scaffolding

66
Q

Gradual Differentiation

A

Emotions stem from contentment and distress which are present at birth

67
Q

What are self-conscious emotions?

A
  • Jealousy, empathy, embarrassment
  • Require self-awareness
  • Complex
68
Q

Genetic adaptations perspective

A

We have emotions because they benefit us

F22 Psychology 3340H (18 decks)

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