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Social and personality development > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Five basic questions of developmental research

A

What is the nature of the child, What drives development?, WHat is the child’s role in development?, How does development progress? Can we tell the future from the past?

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2
Q

Continuous Development

A

Gradually goes up

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3
Q

Discontinuous development

A

Stages

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4
Q

methodology: how change is captured

A

cross-sectional, longitudinal, and/or both

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5
Q

Methodology: Data

A

reports, observational methodologies, biological measures

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6
Q

methodology: design methods

A

correlational (not controlled), experimental (controlled)

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7
Q

narratives

A

hybrid between observations and clinical interviews

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8
Q

naturalistic observation

A

watching child behavior as free-flowing

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9
Q

structed observation

A

observing in context of home or lab

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10
Q

Biological measures

A

psychophysiological measures, genetic, brain activity/imaging, hormones, EEG, Cortisol collection, cheek swab

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11
Q

Cross-Sectional designs

A

collect data from children of different ages

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12
Q

Longitudinal design

A

collect data from same children over time

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13
Q

Cross-sectional/longitudinal

A

collect data from different cohorts over time

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14
Q

Psychoanalytic Theory (Freud)

A

a comprehensive model of personality development based on analysis of free associations, dreams, and other unconscious behaviors

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15
Q

Biological Instincts

A

eros (life): positive
Thantos (death): destructive

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16
Q

the role of socialization in psychoanalytic theory

A

to harness, control, channel basic biological instincts

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17
Q

Psychoanalytic theory (Freud): personality as a system

A

Superego, Ego, ID

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18
Q

Superego

A

perfection principle: internal censor, should nots, judgemental, interanlized standards, guilt

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19
Q

Ego

A

Reality Principle: seeks realistic and acceptable ways to satisfy the ID, deliberate, conscious, rational

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20
Q

ID

A

pleasure principle: passions, insticts, emotions, seeks gradification, impulsive, unconcious

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21
Q

Major driving force of personality development

A

conflicts between biological needs (ID) and society’s dictates

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22
Q

Psychoanalytic Theory (Freud): stages of personality development

A

0-1 the oral stage
1-3 anal stage
3-6 the phallic stage
6-12 latency stage
12+ genital stage

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23
Q

Psychoanalytic Theory (Freud): defense mechanisms

A

strategies the mind adopts to deal with anxiety, tension, threatening, or unacceptable thoughts and emotions; repression, projection, denial, rationalization, regression

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24
Q

Psychoanalytic Theory (Freud): Genius of Freud

A

proposed system approach to personality, power of affect, early affective experience, unconcious processes, critical early relationships

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25
Q

Psychoanalytic Theory (Freud): Problems

A

not objective, case studies, difficult to verify empirically

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26
Q

Erikson’s 8 developmental stages (crises)

A

0-1: basic trust vs. mistrust
1-3: autonomy vs. shame and doubt
3-6 initiative vs. guilt
6-12: industry vs. inferiority
Adolescence: identity vs. role confusion
Young adulthood: intimacy vs. isolation
Middle adulthood: generativity vs. stagnation
Old age: ego integrity vs. despari

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27
Q

Appraisal of erikson’s theory

A

unconscious sexuality –> rationality
stretching over life span
developmental tasks for strength and vulnerability
rich social context of human lfie
systematic approach
question for individual identity
appealing

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28
Q

Freud Vs. Erikson 5 basic questions

A

(1) evil vs. good
(2) nature and nurture vs. nurture
(3) passive recipient vs. active explorer
(4) psychosexual vs. psychosocial
(5) yes: fixation on earlier stage vs. yes: if crisis not resolved it has lasting consequences for development

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29
Q

Process of learning (Watson, Skinner, Bandura)

A

the child thinks/reacts in a new way, change results from experience, change is relatively permanent

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30
Q

Skinner: Process of learning

A

operant conditioning: freely emitted response reinforced by its consequences

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31
Q

Learning Model: watson

A

(20’s)radical behaviorism, child shaped by parent/environment, repetition and classical conditioning

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32
Q

Learning Model: Skinner

A

(50-60’s) operant conditioning, positive and negative reinforcers

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33
Q

Learning Model: Bandura

A

(70’s-current) modeling and imitation, emphasis on cognitive processes in learning

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34
Q

Bandura: Cognitive Social Learning Theory

A

child can learn without ever having performed an art, child does not need personally to experience reinforcements, child is active and thinking contributor to own learning

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35
Q

learning theory: Appraisal

A

precise, explains how new behavior is acquired, useful clinical applications; however, oversimplified, no individual differences

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36
Q

Jean Piaget and cognitive developmental approach

A

not affect or behavior, but cognition; observational interviews

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37
Q

Cognitive developmental approach: view of child

A

children are different than adults

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38
Q

cognitive developmental approach: process of development

A

constantly challenged, cognitive disequilibrium

39
Q

cognitive developmental approach: course of development

A

invariant series of stages,

40
Q

cognitive developmental approach: central concepts

A

sensorimotor: acts and sensations
symbolic: can imagine things
operational: images become flexible and reversible

41
Q

schemata

A

intellectual structures we create to represent, organize, and interpret experience

42
Q

adaptation: essence of development

A

assimilation: assimilate the world to me
accomodation: accommodate me to the world

43
Q

Sensorimotor stage 0-2

A

thoughts confined to action schemes, “here and now”, final achievement: symbol

44
Q

Preoperational stage 2-7

A

intuitive thought not logical, can imagine things but not their transformations, egocentrism

45
Q

Concrete-operational stage 7-11

A

logical thought, but only on concrete objects, can imagine transformations not abstractions

46
Q

formal-operational stage 11-12+

A

abstract and logical thought, child can imagine and transform ideas

47
Q

Piaget’s Cognitive theory: 5 basic questions

A

(1) good
(2) nature mostly, and nurture somewhat
(3) active
(4) discontinuous (stages)
(5) not a question of interest

48
Q

Piaget: Appraisal and implications for social development

A

comprehensive, inspired new educational methods, showed parallels between cognitive and socioemotional development, cognitive stage-> influences attachment, cognitive limitations->social and emotional limitations, neglected affect, fail to acknowledge parents role

49
Q

ethology

A

why and how are we alike

50
Q

temperament

A

why and how we are different, individual differences: emotional, motor, self-regulatory processes, biologically based and linked to genetic endowment, stable across situations

51
Q

Ethological perspective

A

study of evoluntionary bases of behavior and development, evolution, adaption, Bowlby

52
Q

John Bowlby’s

A

young children’s attachment only by maintaining proximity to an adult who will provide care

53
Q

Proximity to baby

A

responsive to infant cues

54
Q

ethological persepctive: behavior genetics

A

selective breeding, twin designs, adoption designs, focus on interplay of genetic, hereditary factors and the environemnt

55
Q

model of genotype environment correlations

A

passive, evocative, and active

56
Q

passive genotype-environment correlations

A

parents: provide the child with genes, genes influence the environment they create for the child, most important early in life

57
Q

evocative genotype-environment correlations

A

the child’s heritable evoke behavior of others toward the child, evokes parents distress/anger or comfort/support, physically attractive evokes favorable first impressions, always important in development

58
Q

active genotype-environment correlations

A

child’s heritable attributes influence they way they actively structure their life, shy=quiet activities, thrill-seeking= joins a sport teams, most important later in life

59
Q

classic work: Thomas and Chess new york longitudinal study

A

nine dimensions, three types of children: easy, difficult, slow-to-warm-up, concept of goodness of fit

60
Q

contemporary research: Jerome kagan

A

inhibition to the unfamiliar
at 4 months: two extreme groups selected
toddlers/preschoolers: reactive-highly fearful to strangers
13-14 years: reactive-still prone to fear

61
Q

Mary Rotherbart: comprehensive model of temperament

A

Positive affect/extraversion: joy, positive anticipation
Negative affect: fear, anger, sadness
Effortful control: self-regulation, self-control, attention focusing

62
Q

Implications of temperament for social and personality development

A

children’s temperament affects individuality temperament in childhood-> adult personality

63
Q

interactions temperament/environment

A

different socialization methods and techniques, have different effects

64
Q

Biological approach 5 basic questions

A

(1) adaptive outcome of evolution- well prepared for survival
(2) nature, combination of nurture clearly acknowledged
(3) active
(4) different approaches
(5) yes

65
Q

ecological perspectives

A

Bronfenbrenner (nested systems,with child in the middle), Belsky, development occurs in rich context or environment, children’s life contexts can differ in richness

66
Q

Ecological perspective 5 basic questions

A

(1) ?
(2) nurture influences stressed: biological contributions acknowledged
(3) transactions between child and environment
(4) continuous and discontinuous, tunring points, major transitions
(5) yes: history can predict future

67
Q

Affect expression

A

Caroll Izard, Newborn: interest, distress, disgust, hint of smile
2-7 months: anger, sadness, joy, surprise, fear
Second year: guilt, shame, empathy, pride, envy

68
Q

affect recognition

A

newborn: sensitive to other infant cries
4-6 weeks: sensitive to emotions in mother’s voice
3 months: respond with like emoion to mother’s expression
7-10 months: recognize and interpret multiple emotions, monitor emotions, interpret situations
3-5 years: rapidly develops recognizable and lable emotions

69
Q

social referencing

A

search and use emotional information from others to guide their own understanding, onset: second half of the first year, affective map, right vs. wrong, shared meaning

70
Q

affect expressino: emotion regulation

A

emotional repertoire expands, expressive control, emotional regulation, grils have a good ability to mask, dysregulated sadness/fear/anger

71
Q

facotrs that influence individual differences in emotion regulation

A

gender, age, temperament, parents’ response, attachment quality

72
Q

adaptive functions of early emotions

A

signal baby reactions to social stimuli, communicate internal states/desires, first relationships/attachments, emotional competence

73
Q

early attachments

A

stond and eduring, maintian proximity, selective, important for later development

74
Q

Ontogeny of attachment Schaffer and Emerson

A

0-6 weeks: asocial stage
6 weeks-7 months: indiscriminate attachment
7-9 months: specific atachment
by 18 motnhs: multiple attachments

75
Q

ontogeny of attachment Bowlby and Ainsworth

A

0-3 months: phase 1
2/3-6/9 months: phase II
6/9-12 motnhs: phase III

76
Q

Phase I

A

preparation for attachment, no specific attachment figure; ends when C has reciprocal face-to-face interaction

77
Q

Phase II

A

attachment-in-the-making; ends with a developed preference for AF

78
Q

Phase III

A

consolidation of attachment, attachment towards specific AF, soon more AF’s

79
Q

infant factors

A

adaptive: promoting proximity and bond, phsycial characteristics, behavioral competencies
Maladaptive: prematurity, difficult temperament, still-face paradigm

80
Q

Caregiver factors

A

adaptive: responsiveness, warmth, acceptance of child
maladaptive: depression, lack of knowledge, rejecting parental role, adolescent mother

81
Q

environment factors

A

adaptive: low stress, inter-parental harmony,
maladaptive: stresses and hardships, parenting hassles,

82
Q

psychoanalytic theory

A

Frued, Erikson: attachment emerges from oral activities; role of maternal responsiveness
Erikson: basic trust vs. mistrust at 1 year

83
Q

learning theory

A

attachment emerges from rewards that mother provides

84
Q

cognitive-developmental theory

A

cognitive underpinnings of attachment, exist even when not in sight

85
Q

Fear of strangers

A

6-7 months: child wary of strangers
8-10 months: fear of stranger peaks
over 2nd year: fear of strangers gradually subsides

86
Q

Seperation anxiety

A

6-8 months: emerges
14-18 months: peaks
over preschool: slowly diminishes

87
Q

consequences of long-term seperations

A

Bowlby: protest phase- angry; despair- depression, unresponsive; detachment- undoing the attachment; permanent withdrawal

88
Q

differenes in basic emotional processes

A

individual differences, lab assessments, longitudinally stable

89
Q

differences in complex early emotional regulatory systems

A

secure and insecure, antecedents and consequences, long-term implications, intergenerational trasmission, controversial issues

90
Q

individual differences inearly attachment, Bowlby

A

strong, enduring, interact often, maintain proximity, one seeks security and comfort

91
Q

Bowlby: attachment behavioral system

A

desired proximity depends on context, closer when in danger, farther when happy

92
Q

adaptive function of attachment

A

organized in a way that is adaptive for the child, AF is safe haven

93
Q

Strange Situation

A

see how child reacts from separation and reunion with AF and stranger

94
Q
A

Social and personality development (1 decks)

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