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Developmental psychology > Development, what things develop? Temperament? > Flashcards

Development, what things develop? Temperament? Flashcards

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1
Q

Temperament definition

A

Basic foundation of personality, usually assumed to be biologically determines and present early in life, including characteristics such as energy level, emotional responsiveness, demeanour, mood, response tempo, behavioural inhibition, and willingness to explore

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2
Q

What are emotions?

A

Subjective reactions to the environment, usually pleasant or unpleasant, usually includes physiological arousal, often communicated to others

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3
Q

What are emotions not considered to be?

A

Moods- which are emotional phases that extend across longer periods of time
Habitual personality traits- such as fearfulness or bravery

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4
Q

Stability of temperament

A

Temperament traits are thought to be moderately stable, from infancy through early adulthood

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5
Q

Role of emotions

A

Avoiding dangerous situations, preparing behavioural responses, structuring interactions with others, impacting relevant cognitive processes e.g.., decision making

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6
Q

What are primary emotions?

A

Joy, fear, sadness, the first emotions that you feel for any given event

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7
Q

What are secondary emotions?

A

Self conscious: pride shame, jealousy, experiences after primary emotion

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8
Q

Emotions present at birth

A

Contentment, disgust, distress, interest = primary

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9
Q

Emotions present 2-7 months

A

Anger, fear, joy, sadness, surprise

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10
Q

Emotions present 12-24 months

A

Embarrassment, envy, guilt, pride, shame = secondary

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11
Q

Development of primary emotion: Joy in new born

A

Reflexive smile

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12
Q

Development of primary emotion: Joy between 3-8 weeks

A

Smile in response to external stimuli

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13
Q

Development of primary emotion: Joy From 3 months

A

Smile selectively at human faces as well as familiar faces

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14
Q

Smiling and laughing in babies:

A

Show genuine smiles more for mother and when interacting with caregivers, become skilled at laughing from about 4 months.

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15
Q

Development of fear: 3 months

A

Babies show wariness

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16
Q

Development of fear: 7-9 months

A

true fear e.g., fear of strangers

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17
Q

Development of fear: 15 months

A

Peak of separation protest

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18
Q

Stability of ‘behavioural inhibition’ (cautiousness)

A

infants distressed by unfamiliarity (crying, kicking) remain emotionally reactive in adulthood, Kagan, 2002)

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19
Q

Development of secondary emotions

A

emerge towards the middle of second year e.g., embarrassment

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20
Q

Stability of shyness

A

Linked to social anxiety in adulthood (Bohin and Hagekull)

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21
Q

Social referencing

A

the use of others’ emotional expressions to infer the meaning of otherwise ambiguous situations. Becomes more obvious around 7 months

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22
Q

Recognising and interpreting emotions in others

A

Shaped by experience e.g., babies tend to recognise mothers’ facial expressions earlier. Easier to produce than recognise.

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23
Q

perspective on emotional development: Maturational perspective

A

Emotions are the product of biology, physical maturation and social stimulation must occur before the onset of behaviour.

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24
Q

Stability of temperament

A

‘Easy’ infants develop into well adjusted adults, whereas ‘difficult’ infants do not

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25
Q

perspective on emotional development: Learning perspective

A

Frequency of emotional display depends on the environment.
Operant conditioning of emotional reactions. Social learning of emotional reactions to stimuli (e.g., social referencing in ambiguous situations)

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26
Q

Non normative life influences

A

Temperament can be affected by abusive child-rearing, socioeconomic status, unstable homes, illnesses

27
Q

perspective on emotional development: Lifespan perspective (Baltes, 1987)

A

Development is influenced by three specific contexts: normative age-graded influences, normative history-graded influences. Non-normative life influences

28
Q

perspective on emotional development: Evolutionary perspective

A

Basis of our emotions are for survival purposes, e.g., if your in fear you will likely withdraw from the situation which then functions to protect you.

29
Q

perspective on emotional development: Functionalist perspective

A

Emotions help to achieve goals and adapt to the environment, help to establish and maintain relationships, provide crucial social feedback

30
Q

Definition of attachment

A

a close reciprocal, emotional relationship between two persons, characterized by mutual affection and a desire to maintain proximity

31
Q

Phases of attachment: 1. Asocial Stage

A

birth to 6 weeks, generalized responses, usually positive to a range of stimuli

32
Q

Phases of attachment: 2. Indiscriminate

A

Preference for social stimulation, smile more at people than other objects. Protest when social stimulus ends Famous longitudinal study of infant attachment by Schaffer and Emerson (1994) Interviewed mothers once a month.

33
Q

Phases of attachment: 3. Specific attachment

A

7-9 months, attachment to a single close carer, usually the mother, protest at separation from carer.

34
Q

Phases of attachment: Specific attachment

A

7-9 months, attachment to a single close carer, usually the mother, protest at separation from carer.

35
Q

Phases of attachment: Multiple attachment phase

A

9-18 months, multiple attachments, protest at separation from carer, protest at separation from multiple people, wariness of strangers.

36
Q

Mary Ainsworth strange situation study: steps 1-4

A
    1. After a mother and infant have settled, a stranger enters and sits quietly on the free chair.
    1. After an interval, the stranger starts talking with the mother and, after a while, starts to play with the child.
    1. Then a little later, the mother gets up and leaves the room.
    1. The stranger stays and tries to interact with the child.
37
Q

Mary Ainsworth strange situation study: steps 5-8

A
    1. After a period, the mother then re-enters. The stranger leaves.
    1. After a further interval the mother leaves again, leaving the child alone.
    1. After a period the stranger enters and offers comfort to the child if necessary and tries to play along with the child.
    1. The mother returns, the stranger leaves and the mother and child remain in the room for a further few minutes.
38
Q

Secure attachment behaviours (B) Ainsworth

A
  • Mother secure base for exploration
    Signs of missing parent
    Active greeting on reunion, with smile, vocalisation or gesture
    Once comforted when upset returns to exploration
39
Q

Avoidant attachment(A) Ainsworth

A

Explores readily, secure base behaviour not seen
Minimal response on separation
On reunion avoids parent may focus on toys
May stiffen is picked up, seeking distance from parent when upset

40
Q

Resistant attachment (C) Ainsworth

A

Little exploration, passive or fretful
Unsettled at separation
At reunion angry, tantrums too upset to signal to parent
Fails to find comfort in the parent when upset

41
Q

Disorganised attachment (D) (Main and Solomon 1990)

A

Lack of observable goal to behaviour, contradictory behaviour, fear of parent, confusion disorientation. Lack of a coherent attachment strategy, despite the baby revealing underlying patterns of organised attachment.

42
Q

Secure attachment as a 6 year old

A

Initiate conversations, pleasant interactions with parents
Highly responsive to parents overtures
May more to or into physical contact with parents
Clam throughout

43
Q

Insecure-avoidant attachment as a 6 year old

A

Minimize and restrict opportunities for parent interaction
Looking and speaking only when needed
Remains occupied with activities
May move away from parent

44
Q

Insecure-resistant attachment as a 6 year old

A

In movements, posture, tone of voice may exaggerate intimacy and dependence to parents
May seek closeness, but appear uncomfortable
Sometimes show subtle signs of hostility

45
Q

Disorganized attachment as a 6 year old

A

Children seem to adopt a parental role with parent
Trying to control or direct parents’ behaviour humiliating them or showing extreme enthusiasm

46
Q

4 attachment styles

A

Dismissing avoidant
Fearful avoidant
Secure
Preoccupied

47
Q

Attachment related anxiety adults

A

how much do you worry whether your partner loves you?

48
Q

Attachment-related avoidance adults

A

how much do you open up to, trust and depend on others

49
Q

Theories of attachment: Consistently sensitive caregiver:

A

Secure attachment

50
Q

Theories of attachment: Inconsistently sensitive carer

A

Resistant attachment

51
Q

Theories of attachment: Impatient and insensitive carer

A

Avoidant attachment

52
Q

Quality of caregiving, dealing with stress: organised = Sensitive and loving

A

Secure attachment

53
Q

Quality of caregiving, dealing with stress: organised = insensitive and rejecting

A

Insecure-avoidant

54
Q

Quality of caregiving, dealing with stress: organised = Insensitive and inconsistent

A

Insecure-resistant

55
Q

Quality of caregiving: atypical

A

disorganised attachment

56
Q

The temperament hypothesis: Easy temperament infant

A

Secure attachment

57
Q

The temperament hypothesis: Difficult temperament infant

A

Resistant attachment

58
Q

The temperament hypothesis: Slow-to-warm-up-infant

A

Avoidant attachment

59
Q

Learning theory:

A

Many positive associations with the caregiver e.g., feeding
Caregiver becomes secondary reinforcer

60
Q

Primary reinforcers for child:

A

food
warmth
comfort
reassurance
stimulation

61
Q

Psychoanalytical theory

A

Young infants are “oral” creatures
Become attached to object that provides that oral stimulation
Mother becomes the primary object of security and affection

62
Q

Ethological theories of attachment

A

Bowlby, attachment is something we have evolved to develop and is innate for survival.
Predisposed to attach to caregiver as it will help their survival. e.g., imprinting and critical period.
Kewpie doll effect, cute features of a baby promote attachment.

63
Q

Internal working model bowlby

A

Infant receiving sensitive caregiving concludes that people are dependable.
Infant receiving insensitive caregiving concludes that people are untrustworthy.
He emphasised attachment develops from bio preparation combined with learning (IWM)

Developmental psychology (5 decks)

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