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Psych 102 > Development > Flashcards

Development Flashcards

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1
Q

Temperament?

A

Baby personality
Behavioural & dispositional tendencies to certain styles of social interaction/ mingling w/ others.
Observable/ present from birth
DETERMINE/ GROW INTO ADULT PERSONALITY
Shows personality is genetic (P. has been found to be 40% genetic).

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2
Q

Temperament Theory?

A

Buss and Plumen
Seeds of traits that become adult personality
3 EASy temperaments

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3
Q

Temperament Theory
- Emotionality

A

Tendency to become upset easily & intensely.
Emotion and soothability are negatively correlated.
Distress, Fearfulness, Anger

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4
Q

Temperament Theory
- Activity

A

Total energy output.
2 Components - STRENGTH of behaviour (plays hard) & TEMPO (speed).
Highly active kids become active adults - always on the go, stay busy/ active, don’t want to sit still

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5
Q

Temperament Theory
- Sociability

A

Baby extraversion - preferring to be with others rather than alone.
Seek/ are pleased by rewards (attention from others), that come from social interaction.
Extraversion is most consistent P. from birth to adulthood.

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6
Q

Evidence for Temperament Theory and the EASy model?

A

Very strong empirical evidence.
Temperament can be reliably assessed from birth.
Temperament is stable and has influence on adult personality.
Emotionality = adult neuroticism
Sociability = adult extraversion
Personality is 40% genetic.

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7
Q

Monkey personalities?

A

2 kinds of P. in baby monkeys - Bold/ Daring, Shy/ Timid.
Different baby personalities coincide with mother’s personality.
Bold baby play away from mom and check back in once in a while. Babies leave mom but she is always available/ provides security when they need her.
Clinging babies have nervous mom, stay with her.
Shy/ timid babies have reactive behaviour.

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8
Q

Can monkey/ human personality change?

A

Reactive baby monkeys adapted by calm mom became bold baby/ young monkey.
But under extreme stress they revert to highly reactive state.

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9
Q

What do we learn from monkeys about personality?

A

Personality is genetic and can be changed.
Parental behaviour around/ toward baby has real affect on child’s attitude toward life.
Ideal parents are always there when you need them.

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10
Q

What is the Dunedin study?

A

Ongoing study of >1000 people since the 1970’s
Tested every couple years.
95% of original participants.

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11
Q

What has the Dunedin Study revealed?

A

Evidence for kid personality.
More stability for adult personality over 30 y/o
Group of 3 y/o rated under controlled (angry, emotionally reactive, moody)
Found that 20 years later as adults, they were still under controlled w/ high emotionality.
Tense, easily upset, 2x more likely to become problem gamblers, considered others to be mean/ were mean to others.
Didn’t get along with other kids and still don’t get along w/ others well.

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12
Q

What are Attachment Styles/ How do they Affect us?

A

The nature of close emotional bonds developed/ your attachment to your primary caregiver has Significant Effects on how you relate to people Later in Life/ the kinds of relationships you form.

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13
Q

What is Attachment?

A

A general term referring to how infants seek closeness to their primary caregiver.
Whether or not they feel secure in their presence.
When initially separated from primary caregiver, most babies become distressed, but they calm down/ are soothed when caregiver returns.

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14
Q

Bowlby’s take on Attachment Styles?

A

Bowlby developed the theory.
Looked at kids in youth home who wouldn’t allow any close friendships/ relationships.
Theorized that kid’s previously unhealthy environments might explain why they didn’t create new relationships.
THEY DIDN’t WANT TO BE HURT AGAIN.

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15
Q

Freud’s take on early relationships?

A

1st major relationship is w/ mom - baby is totally dependent on her for food, warmth, care.
Mother is 1st love object
Good love objects - protect, fulfill needs = baby is trusting/ secure.
Bad love objects - unresponsive/ inconsistent care = baby is untrusting, insecure, anxious in this relationship.
Proto-relationship (first) is VERY IMPORTANT – determines expectations about later relationships.

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16
Q

Ainsworth and his work with Attachment Styles?

A

Ainsworth began the first systematic research on AS’s.
Developed the first method for assessing AS’s.
He developed the STRANGE SITUATION TEST - moms and babies 12-18 months.
Revealed 3 attachment styles (SARA).

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17
Q

Strange Situation Test Attachment Styles? (S)

A

SECURE
- baby is slightly distresses when mom leaves but gets over it quickly.
- Isn’t bothered by strangers while mom is gone.
- Very happy when mom returns (Openness), returns to play.
- Secure base of mom has returned
- 60% of babies.

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18
Q

Strange Situation Test Attachment Styles? (AR)

A

ANXIOUS RESISTANT
- Become distressed when mom leaves and they don’t calm down, they get more and more upset.
- Very hard to soothe even when mom returns.
- They want to be with mom/ be held/ accept hugs but they won’t calm down.
- Maybe want to make her feel bad for leaving
- 20% of babies

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19
Q

Strange Situation Test Attachment Styles? (A)

A

AVOIDANT
- When mom leaves, baby is not super upset.
- When mom returns, baby avoids her
- Turn all attention to toys
- 20% of babies

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20
Q

What is the evidence behind the Strange Situation Test?

A

Ainsworth observed mom and baby at home prior to test
- Parental Behaviour Predicted Later Results/ Attachment style
-

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21
Q

How does parent’s behaviour affect Attachment Styles?

A
  • Parents of secure babies were responsive to babies needs
  • Parents of insecure (anxious resistant/ avoidant) babies, were unresponsive and inconsistently attentive to baby’s needs. Sometimes responded to babies’ cries (anxious resistant). Other times they ignored the babies. Ignored babies tended to be more avoidant.
22
Q

How do babies with different attachment styles view caregiver?

A

SECURE
- caregiver is constant/ reliable/ responsive to their needs, consistently takes care of them. Mom = a Secure Base.
ANXIOUS RESISTANT
- babies aren’t so sure about mom’s reliability. Sometimes she responds to needs, sometimes she doesn’t. They are attached to moms, but baby isn’t sure if mom can be trusted to come back
AVOIDANT
- babies are the saddest – seem to know or believe that mom is unreliable. Babies know their needs and mom has not met them. A defensive response – they reject mom before she can reject them (ignore mom).

23
Q

Characteristics of Attachment Styles in kids?

A

SECURE
- Play well w/ others, friendly/ cooperative, more popular, less aggressive, less likely to develop psych problems.
ANXIOUS RESISTANT
- Don’t get along w/ others, whiny, clingy, rejecting, aloof. Can be aggressive/ unfriendly.
AVOIDANT
- Antisocial, avoid and ignore others. Not many friends.

24
Q

How well do Attachment Styles predict later relationships?

A

Moderately predictive/ stable across lifetime
0.39

25
Q

How do Attachment Styles transfer to Adult Romantic Relationships?

A
  • Same 60/20/20 breakdown of the 3 styles
    SECURE
  • have learned can trust/count on others, so OK to get involved in close relationships
    ANXIOUS RESISTANT
  • see others as untrustworthy/ unreliable; still, are dependent on others, insecure & need much attention; ‘high maintenance’
  • attachment anxiety - think partner won’t be there/ will leave
    AVOIDANT
  • see others as unreliable/untrustworthy so avoid relationships (don’t want to get hurt).
  • Don’t rely on others
26
Q

Are adult romantic attachment styles similar to babies?

A

Adult Romantic Attachments seem to work as babies do.

27
Q

What is an INTERNAL WORKING MODEL?

A

From Bowlby.
- comprises beliefs, expectations, and rules about relationships and how they work.
- what can and can’t be expected in relationships.

28
Q

How long does Internal Working Model stay with you?

A

Bowlby believed your IWM is with you from the Cradle to the Grave.

29
Q

What determines your Internal Working Model?

A

Babies experience of early relationships.
-If baby has Caregiver who Consistently Meets their Needs, they gain an expectation that other people will respond in a similar way (available and supportive).
- If mother was inconsistent then baby develops idea that other people with be similarly disappointing. They will not be loved/ wanted.

30
Q

Piaget’s beliefs about children’s Cognitive Development?

A
  • CD results from maturation and experience.
  • CD occurs as we develop new SCHEMAs and as current Schemas increase in complexity.
  • Thinking changes qualitatively w/ age.
  • Children think differently than adults.
31
Q

What is a Schema?

A
  • Organized patterns of thoughts and action.
  • Internal framework that guides our interaction/ understanding of the world
32
Q

What are Piaget’s 2 key processes in acquiring new Schemas?

A

ASSIMILATION
- new experiences incorporated into existing schemas
- New object is horse, kid calls it a doggy b/c he uses his existing schema to make sense of the new experience (horse has 4 legs + a tail).
ACCOMODATION
- new experiences cause current schemas to change or make new ones.
- As schema’s are modified, it creates a more balanced equilibrium b/w the environ and a child’s understanding of it.

33
Q

Piaget’s 4 Stages of Cognitive Development?

A
  • SENSORIMOTOR (0-2)
  • PREOPERATIONAL (2-7)
  • Concrete Operational (7-12)
  • FORMAL OPERATIONAL (12 and up)
34
Q

Characteristics of the SENSORIMOTOR stage of CD?

A
  • Understands world through sensory experiences + physical interactions w/ objects
  • Develop Object Permanence - things exist even when out of sigh
35
Q

Characteristics of PREOPERATIONAL stage of CD?

A
  • Symbolic thinking - use words/ images to represent objects + experiences - pretend play.
    Language
  • Cognitive limitations of conservation properties of objects.
  • Egocentrism - Difficulty viewing world from others prospective.
36
Q

Characteristics of CONCRETE OPERATIONAL stage of CD?

A
  • Children can think logically about concrete events
  • Understand reversibility, conservation, serial ordering
  • Struggle with hypotheticals/ abstract problems
37
Q

Characteristics of FORMAL OPERATIONAL stage of CD?

A
  • Can think more logically, abstractly, flexibly
  • ## Can form hypothesis and test them systematically
38
Q

Issues with Piaget’s theory/ stages?

A
  • Cognitive skills may be developed earlier
  • CD at each stage is inconsistent
  • Culture influences CD
  • CD is more complex/ variable then Piaget proposed.
39
Q

What is the theory behind Erikson’s 8 PSYCHOSOCIAL stages of LIFE DEVELOPMENT?

A

He believed that we deal with a specific psychosocial/ developmental CRISIS/ CONFLICT at each stage
Stage 1-4 about childhood conflicts

40
Q

What are the first 5 stages of Erikson’s model?

A

STAGE 1 (0-1) - Trust vs. Mistrust
STAGE 2 (1-2) - Autonomy vs. Shame & doubt
STAGE 3 (3-5) - Initiative vs. Guilt
STAGE 4 (6-12) - Industry vs. Inferiority
STAGE 5 (12-20) - Identity vs. Role Confusion

41
Q

Stage 1 - Basic Trust vs Mistrust?

A
  • Develop basic trust or mistrust in others
  • Develop sense that others can be relied upon = Basic Trust
  • Develop sense that others can’t be relied upon = Basic Mistrust.
42
Q

Stage 5 - Identity vs. Role Confusion?

A
  • Adolescent/ young adult
    – Big conflict is about developing IDENTITY.
  • Questions emerge about who am I, what do I believe in, what will I do with my life (career)??
  • First time in life that you have Psych capacity/ responsibility to deal w/ these questions.
43
Q

What are the results of an IDENTITY CRISIS?

A
  • It is resolved positively, leading to a stable sense of identity
    OR
  • They end negatively, leading to confusion over one’s identity and values.
44
Q

What are the 2 Stages of Marcia’s Process Model of Identity Development?

A

1) EXPLORING/ QUESTIONING (crisis)
2) COMMITMENT to ROLES & VALUES

45
Q

Describe stage 1 of Marcia’s model of Identity development - Exploring/ Questioning

A

EXPLORING/ QUESTIONING
- Considering possibilities of what they want to do for career, what their political/ social/ moral values are – what type of person they are.

46
Q

Describe stage 2 of Marcia’s model of Identity Development - Commitment to Roles & Values

A

COMMITMENT to ROLES & VALUES
- Commit to plan of action and work diligently/ hard to achieve that

47
Q

Describe Marcia’s 4 IDENTITY STATUSES

A

IDENTITY ACHIEVED
- The BEST one - both processes undertaken – explored different options and committed to one

MORATORIUM (to delay)
- 2nd best’; still in 1st stage – still exploring options but haven’t yet committed.
- Huge # of possibilities is overwhelming.
- Can experience ‘identity crisis’ (kinda dazed & confused at options)
- Moratorium usually leads to 1, i.e., identities eventually achieved.

FORECLOSURE
- Identity has been determined by others
– Have committed to direction w/o exploration of alternatives for themselves.
Certain career plan is expected of u by influential figures/ culture in your life. Has omitted stage 1, made unquestioned commitment; due to external pressure or fear of risk associated w/ questioning, opt 4 security of having powerful other choose one’s role

DIFFUSION
- Have neither explored or committed to anything.
- Neither stage 1 nor 2 undertaken; isolated & w/drawn; needs to ‘get a life’.
- unconcerned or cynical about identity issues

48
Q

How permanent is an identity status?

A

People are not LOCKED into a given status for life
They can change
ACHIEVED - usually stay the same though
MORATORIUM – usually move on/ pick identity and commit to it.
FORECLOSED – can stay the same or may change
DIFFUSED – not well researched – live with parents?

49
Q

What are Kohlberg’s 3 levels/ 6 stages of MORAL REASONING?

A

1) PRE-CONVENTIONAL MR = Actual or anticipated punishment and rewards, rather than internalized values
Stage 1: Punishment/obedience
orientation = Obeying rules and avoiding punishment
Stage 2: Instrumental/hedonistic
orientation = Self-interest and gaining rewards Instrumental/hedonistic

2) CONVENTIONAL = Conformity to the expectations of social groups; person adopts other people’s values
Stage 3: Good child orientation = Gaining approval and maintaining good relations with others
Stage 4: Law & Order orientation = Doing one’s duty, showing respect for authority, and maintaining social order

POST-CONVENTIONAL = Moral principles that are well thought out and part of one’s belief and value system
Stage 5: Social Contract orientation = General principles agreed upon by society that foster community welfare and individual rights; recognition that society can decide to modify laws that lose their social utility
Stage 6: Universal Ethical Principles = Abstract ethical principles based on justice and equality; following one’s conscience

50
Q

According to Kohlberg, how do people progress in Moral Reasoning?

A

General cognitive maturation and the opportunity to confront moral issues

51
Q
A

Psych 102 (5 decks)

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