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Developmental Psychology > Exam 2 - Ch.4-8 > Flashcards

Exam 2 - Ch.4-8 Flashcards

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1
Q

Cephalocaudal development

A

growth from head downward

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2
Q

Proximodistal development

A

growth from center of body outward

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3
Q

Growth norms

A

typical gains in ht/wt based on age and ethnic background; occurs in bursts; better w/sleep, MDCs, good nutrition (critical)

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4
Q

Breastfeeding

A

83% do it, many stop when go back to work; stereotypically woman of lower SES

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5
Q

Mom’s milk

A

custom composition of fat/sugar/water/protein needed for baby as grows

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6
Q

Effects of breastfeeding

A

lowers allergies, GI issues, obesity

- small gains over formula babies in language, cognitive development/IQ

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7
Q

Solid food

A

4-6mo., thin, gruel, porridge, veg/fruit purees, variety of foods = broader palate, must intro foods many times before accept

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8
Q

Non nutritional food and obesity

A

if feed baby junk food in first couple years, more likely to be obese adults

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9
Q

Malnutrition

A

damages neurons, cognitive deficits, growth stunting, various diseases

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10
Q

Failure to Thrive

A

weight below 5 percentile for age; compounded by other health/envir. factors; irritable, emotional, lack age appr. social responses, delayed motor development

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11
Q

If failure to thrive untreated

A

delays in cognitive, verbal, behavioral skills needed for daily life

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12
Q

Treatment Failure to thrive

A

get nutrients needed to grow normally; use social workers to address underlying contributors

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13
Q

Neural development - infancy

A

0-2 = massive brain growth, neurogenesis, myelination, synaptogenesis (elec. to chem. to elec.), synaptic pruning

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14
Q

Most active brain areas in infancy

A

sensorimotor cortex and subcortical parts

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15
Q

Structural development of brain - infancy

A

brain sensitive to stimulation/experience; differentiates lobes, lateralization

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16
Q

Lateralization

A

L = lang, R = creativity/spatial; joined by corpus callosum (nerve fibers facil. comm.)

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17
Q

Hemispheric dominance

A

most L dom. (R handed); experience and agility solidifies preference

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18
Q

Experience and brain development

A

need stimulation and experience to maximize brain devel;

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19
Q

Experience expectant brain development

A

brain depends on experiencing certain stimuli @ key points in time to develop normally e.g. vision dev. need to see in infancy

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20
Q

Experience-dependent brain development

A

growth that occurs in response to learning experience; e.g. need peer interaction to develop socially

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21
Q

Sleep and brain development

A

infant sleep 12h, bad sleep = bad memory/attention; REM as self-stimulation (creates neurons)

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22
Q

Cultural differences in sleeping

A

US try get baby sleep through night

Europe parents adjust their sleep cycle to baby’s

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23
Q

Co-sleeping

A

when baby shares bed w/parent; enhance sense of security/attachment to mom - not in US

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24
Q

Habituation

A

when repeated exposure to stimulus results in gradual decline in intensity of response; if habituate fast early on, have better language

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25
Q

Dishabituation

A

renewed interest; infant detects change in stimulus pattern

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26
Q

Albert and white rat

A

show rabbit, cat, rat; big bang; next time see white rat - gets scared response again; later shown white rabbit and generalizes it; also scared

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27
Q

Classical conditioning

A

learn through association; more neurological damage (FAS) = poor classical conditioning

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28
Q

Imitation

A

seems to be born w/, maintain over life, innate tendency to imitate others; mirror neurons in prefrontal

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29
Q

Sensation

A

when senses detect stimulus; register it

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30
Q

Perception

A

sense our brain makes of stimulus and our awareness of ‘sense’; assigning meaning to stimulus

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31
Q

Senses and the baby

A

all poor (except smell and hearing), improve dramatically if have experience

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32
Q

Visual acuity

A

sharpness of vision; baby no see well, prefers mom’s face; esp. after talks

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33
Q

Intermodal perception

A

process of combining info from 1+ sense

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34
Q

Depth perception

A

ability to perceive distance of object from each other and from ourselves; visual cliff (more crawling experience, > likely to stop)

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35
Q

Hearing of baby

A

great @ birth; attentive to voices, can tell mom’s; prefer speech sounds/native language, prefer classical music

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36
Q

Touch of baby

A

use mouth (sensitive) to explore; skin to skin contact has analgesic effect (reduces pain); infant massage DEC stress and INC weight gain

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37
Q

Smell and taste

A

great @ birth; know mom’s odor, all prefer any woman’s milk, exposed to flavors of amniotic food so eat variety during preg.

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38
Q

Affordances

A

actional properties of object; nature/opportunity - differs by age - e.g. big pot to 10 yo vs 2 yo

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39
Q

Gross motor development

A

learning to control muscles for larger movements; first life head (cephalocaudal dev.) unaffected by ethnic/SES differences

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40
Q

Crawling @ 6-10mo.

A

Toddling (unsteady walking) 9mo.

Walking 1yr.

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41
Q

Infant instincts

A

palmar grasp, rooting (turn head toward stim. when touch cheek), sucking, moro (startled by loud noise - arms out, arch back, arms together); babinski (curl toes when stroke foot sole); stepping; swimming

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42
Q

Fine motor development

A

ability to control small movements; reaching/draw/grasp; 5-6mo, provides cog. stim., learn cause/effect

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43
Q

Biological determinant of motor development

A

some universal; brain maturation = necessary but need opportunities to practice as well

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44
Q

Dynamic system theory

A

motor skills develop alongside brain through interaction w/senses and envir. e.g. visual acuity and ability to walk

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45
Q

Proximodistal development

A

growth from center of body outward

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46
Q

Growth norms

A

typical gains in ht/wt based on age and ethnic background; occurs in bursts; better w/sleep, MDCs, good nutrition (critical)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Breastfeeding

A

83% do it, many stop when go back to work; stereotypically woman of lower SES

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Mom’s milk

A

custom composition of fat/sugar/water/protein needed for baby as grows

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Effects of breastfeeding

A

lowers allergies, GI issues, obesity

- small gains over formula babies in language, cognitive development/IQ

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Solid food

A

4-6mo., thin, gruel, porridge, veg/fruit purees, variety of foods = broader palate, must intro foods many times before accept

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Non nutritional food and obesity

A

if feed baby junk food in first couple years, more likely to be obese adults

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Malnutrition

A

damages neurons, cognitive deficits, growth stunting, various diseases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Failure to Thrive

A

weight below 5 percentile for age; compounded by other health/envir. factors; irritable, emotional, lack age appr. social responses, delayed motor development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

If failure to thrive untreated

A

delays in cognitive, verbal, behavioral skills needed for daily life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Treatment Failure to thrive

A

get nutrients needed to grow normally; use social workers to address underlying contributors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Neural development - infancy

A

0-2 = massive brain growth, neurogenesis, myelination, synaptogenesis (elec. to chem. to elec.), synaptic pruning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Most active brain areas in infancy

A

sensorimotor cortex and subcortical parts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Structural development of brain - infancy

A

brain sensitive to stimulation/experience; differentiates lobes, lateralization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Lateralization

A

L = lang, R = creativity/spatial; joined by corpus callosum (nerve fibers facil. comm.)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

Hemispheric dominance

A

most L dom. (R handed); experience and agility solidifies preference

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

Experience and brain development

A

need stimulation and experience to maximize brain devel;

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

Experience expectant brain development

A

brain depends on experiencing certain stimuli @ key points in time to develop normally e.g. vision dev. need to see in infancy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

Experience-dependent brain development

A

growth that occurs in response to learning experience; e.g. need peer interaction to develop socially

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

Sleep and brain development

A

infant sleep 12h, bad sleep = bad memory/attention; REM as self-stimulation (creates neurons)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

Cultural differences in sleeping

A

US try get baby sleep through night

Europe parents adjust their sleep cycle to baby’s

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

Co-sleeping

A

when baby shares bed w/parent; enhance sense of security/attachment to mom - not in US

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

Habituation

A

when repeated exposure to stimulus results in gradual decline in intensity of response; if habituate fast early on, have better language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

Dishabituation

A

renewed interest; infant detects change in stimulus pattern

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

Albert and white rat

A

show rabbit, cat, rat; big bang; next time see white rat - gets scared response again; later shown white rabbit and generalizes it; also scared

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

Classical conditioning

A

learn through association; more neurological damage (FAS) = poor classical conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

Imitation

A

seems to be born w/, maintain over life, innate tendency to imitate others; mirror neurons in prefrontal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

Sensation

A

when senses detect stimulus; register it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

Perception

A

sense our brain makes of stimulus and our awareness of ‘sense’; assigning meaning to stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
74
Q

Senses and the baby

A

all poor (except smell and hearing), improve dramatically if have experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
75
Q

Visual acuity

A

sharpness of vision; baby no see well, prefers mom’s face; esp. after talks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
76
Q

Intermodal perception

A

process of combining info from 1+ sense

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
77
Q

Depth perception

A

ability to perceive distance of object from each other and from ourselves; visual cliff (more crawling experience, > likely to stop)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
78
Q

Hearing of baby

A

great @ birth; attentive to voices, can tell mom’s; prefer speech sounds/native language, prefer classical music

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
79
Q

Touch of baby

A

use mouth (sensitive) to explore; skin to skin contact has analgesic effect (reduces pain); infant massage DEC stress and INC weight gain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
80
Q

Smell and taste

A

great @ birth; know mom’s odor, all prefer any woman’s milk, exposed to flavors of amniotic food so eat variety during preg.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
81
Q

Affordances

A

actional properties of object; nature/opportunity - differs by age - e.g. big pot to 10 yo vs 2 yo

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
82
Q

Gross motor development

A

learning to control muscles for larger movements; first life head (cephalocaudal dev.) unaffected by ethnic/SES differences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
83
Q

Crawling @ 6-10mo.

A

Toddling (unsteady walking) 9mo.

Walking 1yr.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
84
Q

Infant instincts

A

palmar grasp, rooting (turn head toward stim. when touch cheek), sucking, moro (startled by loud noise - arms out, arch back, arms together); babinski (curl toes when stroke foot sole); stepping; swimming

85
Q

Fine motor development

A

ability to control small movements; reaching/draw/grasp; 5-6mo, provides cog. stim., learn cause/effect

86
Q

Biological determinant of motor development

A

some universal; brain maturation = necessary but need opportunities to practice as well

87
Q

Dynamic system theory

A

motor skills develop alongside brain through interaction w/senses and envir. e.g. visual acuity and ability to walk

88
Q

Piaget’s cognitive development perspective

A

children engage world; adapt ways of thinking in response to experience; all knowledge begins w/sensorimotor activity

89
Q

Primitive schema

A

days after birth start forming impressions of world/making associations b/t things
first schema = inborn motor responses

90
Q

Assimilation

A

integrating new experience into preexisting schema

91
Q

Accomodation

A

changing existing schema in light of new info - change world view

92
Q

Balance in piaget’s

A

strive for cognitive equil. b/t assim. and accom.; when schemas are accurate (rare)

93
Q

Sensorimotor stage

A

(0-2) accidentally experience pleasurable events, tend to repeat/seek

94
Q

When is representational thought developed

A

SM stage - ability to use symols to represent objects and actions inmemory (think through solutions rather than trial/error)

95
Q

Object permanence

A

understanding objects continue to exist outside of sensory awareness (out of sight)

96
Q

Object permanence before 6mo.?

A

violation of expectation tasks (see infant surprised when task breaks physical laws)

97
Q

Deferred imitation tasks

A

ability to repeat an act performed some time ago; piaget said @18mo.; research found 6w. imitate facials next day (use memories)

98
Q

Core knowledge theory

A

contrasts piaget; babies born w/innate knowledge systems that promote early rapid learning/adaptation; solidity, gravity

99
Q

Social learning theory

A

children have innate tendency to imitate; learn through observation of others; learn right/wrong from others

100
Q

IP theory

A

limited capacity mind; 3 mental storage modes (sensory, working, LT); entire lifespan

101
Q

sensory memory

A

holds incoming sensory info in its original form; if meaningful then processed and goes to working

102
Q

Working memory

A

hold info that’s being processed in some way; manipulates, encodes (to LT), retrieves info (all thoughts/conscious mental activities), executive function, frontal cortex

103
Q

Long term memory

A

unlimited store that holds info indefinitely; more info as age, stored reorganized, recalled

104
Q

Memory recalls

A

visual/auditory/motor activities, familiar contexts and emotional engagement (mom @home)
- malleable, errors!

105
Q

False memory syndrome

A

therapists get patients to make up trauma unconsciously; older bro gets younger to recall getting lost at mall (didn’t happen)

106
Q

Attention

A

ability to effectively direct and maintain our awareness; prefer novel stimuli, measured by preferential looking/habituation time

107
Q

Categorization

A

enables efficient mental processes; based on perceived function and similarity

108
Q

When are biggest strides in memory/attention/categorization

A

0-3

109
Q

Testing approach for infant IQ

A

widely used, normed by Bayley scales (low test retest), doesn’t correlate w/later IQ b/c measure diff.; use b/c well normed so uncovers cognitive/neurological deficits

110
Q

Information processing approach for infant IQ

A

measures WM, processing speed, cognition (habituation and reaction speed); predicts cognitive abilities/intelligence through late adolescence; not standardized

111
Q

Poverty and intelligence

A

compounded by malnutrition, growth stunting, family instability, stress
smaller brain volumes in lower SES, additive damage

112
Q

Most efficient way to reduce poverty/help intelligence

A

stabilize housing/consider UBI

113
Q

Babies and language - prefer

A

speech sounds, native language, things heard prenatally

114
Q

Neurologically primed to learn language but need

A

social interaction/exposure; high quality mother-infant interactions

115
Q

Cooing

A

2-6mo. deliberate vowel sounds; use pauses consistent w/turn taking pattern of spoken adult convos

116
Q

Babbling

A

6mo-1yr - repeated strings of consonants and vowels; initially same in all cultures, develops into surrounding language

117
Q

First words

A

1yr - holophrase (single syll), frequently repeated, receptive skills better than productive

118
Q

Language explosion

A

16-24mo. - suddenly acquire/produce more organized lang. - due to fast mapping after hearing words few times

119
Q

Under vs over extension

A 
Under = applying more narrowly e.g. dad's cup is only cup
Over = too broadly e.g. cow = all farm animals
120
Q

telegraphic speech

A

mommy milk ; 21mo.

21-30mo. = syntax

121
Q

B.F. skinner language theory

A

lang. learned through reinforcement/punishment; influenced by quality of parental verbal interactions - no account for unique errors/new phrases

122
Q

Nativist theory and language acquisition

A

babies reach similar milestones at same time; chomsky says LAD (innate neurological facilitator permitting fast/efficient lang acquisition - no evidence

123
Q

Interactionist perspective (best available)

A

lang devel. = complex interaction b/t biological capacities AND social context; inborn sensitivity to language but pace/lang learned det. by envir.

124
Q

Broca’s and Wernicke’s

A

broca - speech production

werenicke - speech comprehension

125
Q

Infant directed speech

A

exaggerates sounds to help distinguish/hear; expansion - bottle fell to yes bottle fell off the table; recast of kitty go to where is the kitty going

126
Q

Trust vs. Mistrust

A

0-18mo., must develop view of world as safe place where basic needs are met; adult develops drive/hope

127
Q

first developmental task of life

A

developing trust w/caregivers

128
Q

Autonomy vs. Shame and Doubt

A

18mo-3yr; become independent/feel confident in ability to maneuver in envir., adult develop self control/willpower

129
Q

Autonomy vs Shame/doubt unresolved

A

develop compulsions, lack independence and self reliance; lack initiative, unwilling to take small risks

130
Q

Trust vs Mistrust unresolved

A

infant withdraws and can’t form close relationships

131
Q

Sensitive mothers

A

accepts role, responds to needs consistently, feels sense of efficacy, match own interactions w/infant’s needs - diff. cultures have diff. goals for child development

132
Q

Basic emotions

A

happiness, sadness, interest, surprise, fear, anger, disgust; same place/time - inborn

133
Q

Social smile

A

10w - in response to familiar people; now shows social engagement compared to just arousal

134
Q

Negative emotions

A

anger 6mo., tantrums and such during terrible twos

135
Q

Self conscious emotions (secondary emotions)

A

18mo., empathy, pride, embarrassment, shame, guilt

136
Q

Emotional self regulation

A

6mo = gaze aversion, fussing; 12mo = thumb sucking, rocking, play w/toys; 18mo = move away, talking; 24mo = lang. skills, use words instead of acting out

137
Q

Emotional display rules

A

specify circumstances under which various emotions should or should not be expressed

138
Q

Social referncing

A

watching for caregivers’ emotional expressions to find clues about how to interpret ambiguous events; older infants follow referencing cues w/neg. attitudes

139
Q

Post partum depression

A

less attentive/responsive, more easily frustrated; baby response = stress, cry, fussy; negative cycle

140
Q

PPD later effects on baby

A

bad attention/interaction skills, can’t understand emotions, cognitive/language deficits

141
Q

Treatment for PPD

A

pediatricians should screen all moms, cog-beh therapy

142
Q

Temperament

A

way individual approaches and reacts to people; malleable; @3 predicts for adult; biological

143
Q

Easy temperament

A

positive mood, even temper, adaptable, regular schedules

144
Q

Slow to warm up temperament

A

less active, moody, slow to adapt, react to new situations w/mild irritability

145
Q

Difficult temperament

A

active, irritable, irregular in biological rhythms, adapt poorly to change

146
Q

Extraversion/surgency

A

display and experience positive affect; approach experience w/confidence, ‘leaning in’

147
Q

Negative affectivity

A

tendency toward negative emotions, sadness, fear, distress, frustration

148
Q

Effortful control

A

babies use ability to focus their attention and inhibit responses to manage negative feelings - regulate arousal/soothe selves

149
Q

Goodness of fit

A

interaction b/t temperament and envir.; difficult baby w/depressed mom = low; easy w/calm mom = high

150
Q

Early childhood trauma

A

may not remember, still affects them
episodic trauma = multiple but not constant shocks; exaggerated stress response later on
chronic stress = blunted response to stress, withdraw, minimize

151
Q

influences of attachment

A

if provide constant, good care, goodness of fit, secure attachment
contextual: SES, stressors, support

152
Q

Secure attachment

A

starts at birth, facilitated by skin contract; secure base (caregiver becomes foundation for baby to explore world and return for support); forms 7mo., 15mo = sep. anxiety

153
Q

Outcomes to secure attachment

A

positive socio emotional development, use parent as secure base, regular check in, mild distress when parent leaves

154
Q

outcome for insecure attachment

A

long term negative socio emotional outcome - trouble w/relationships/intimacy/social skills; exposure to sensitive caregiver/therapy useful

155
Q

Negative experience has strong influence on attachment

A

can produce insecure, mediated by changing maladaptive patterns, issues vary by culture

156
Q

Self concept

A

sense of oneself as an entity separate from rest of the world - innate vs. emerge at 3mo.

157
Q

Self recognition

A

24mo. - children can identify selves as ‘me’ from series of pictures; rouge test

158
Q

categorical self

A

30mo - child labels selves as ‘big girl’, brown haired

159
Q

Self control

A

18-36mo. frontal lobes developing, child more able to exert executive functioning over own behavior

160
Q

When is early childhood

A

3-6 yo

161
Q

Physical growth in early childhood

A

growth slows, nutrition = critical, picky phase, great gains in gross motor skills, fine motor after

162
Q

Piaget’s preoperational state

A

2-7; learn through symbolic thought (word used to represent something other than itself) use own thought, imaginative and parallel play, egocentrism, centration, conservation of mass

163
Q

3 moutains exp.

A

show child 3D mountains, ask what person on other side sees, can’t tell

164
Q

Centration

A

tendency to focus on one part of a situation and exclude all others

165
Q

Conservation of mass

A

which glass holds more - usually develops by 5 - will initially choose taller

166
Q

Vtgotsky’s sociocultural perspective

A

takes society/culture into consideration of thinking/development; most learning from interacting w/others, scaffolding

167
Q

scaffolding

A

tailored, individual support given to student by instructor throughout the learning process

168
Q

Sustaiined attention

A

ability to remain focused on a stimulus for an extended period of time; big INC in early childhood

169
Q

Selective attention

A

ability to focus on relevant info, despite distractions; big INC early childhood; waldo

170
Q

Scripts

A

descriptions of what occurs in a particular situation

171
Q

Autobiographical memory

A

memory of personally meaningful events that took place at specific time/place

172
Q

Super autobiographical memory

A

people who can remember any and everything about themselves/their experiences

173
Q

Theory of mind

A

3-5 yo. child’s awareness of their own/other people’s mental processes
- metacognition “thinking about thinking”

174
Q

Language explosion

A

b/t 3-6 - learn best from interactive contexts w/turn taking, joint attention, scaffolding etc.

175
Q

Overregularization errors

A

child uses a known rule to reflect a changed condition; instead of one of many exceptions have in english

176
Q

2 models of education

A

academically centered programs; child centered programs

177
Q

Academically centered programs

A

emphasize providing children w/structured learning envir. where teachers deliver direct instruction on academic skills e.g. public/private

178
Q

Child centered programs

A

encourages children to learn through observing interacting w/variety of objects/people; child learn by doing, communication, self regulation

179
Q

Compare 2 education models

A

traditional = cheaper, may not reach full potential; child centered foster independence, problem solving but bad STEM, varies by each kid

180
Q

Head start

A

pre K early intervention program for poverty stricken youth in America; have IQ gains, more parental involvement, not total evidence but some showing lasting social/physical effects

181
Q

Erikson’s initiative of guilt

A

3-5; purpose and direction, goal directed behavior or inhibition; “observe but seldom act”

182
Q

play in early childhood

A

2-5; peer play important, 6 types

183
Q

Nonsocial activity

A

play alone w/ball

184
Q

Associative play

A

play alongside each other but exchange toys and talk about each other’s activities

185
Q

Cooperative play

A

play and work together and work toward common goal

186
Q

Rough and tumble play

A

develops gross motor skills, muscle strength and control; more boys

187
Q

Sociodramatic play

A

take on roles and act out stories, usually cooperative/structured - learn to explain ideas, include imaginary friends, more girls

188
Q

Imaginary friends

A

associated w/better social skills later on

189
Q

Self concept

A

set of attitudes, abilities, characteristics that person uses to describe and define self

190
Q

Self esteem varied by culture

A

more + b/c no social comparison yet
US kids more sad/shame when fail, more pride when succeed; Japanese kids fewer negative emotions when fail, more self conscious and embarrassed when individually succeed

191
Q

Emotional coaching

A

when parents/teachers talk to preschoolers about emotions and explain their own and their kid’s emotions - practice w/social interaction

192
Q

Emotional regulation

A

ability to manage how one experiences and displays emotions - learn to problem solve over act out; influenced by cognition, exec. fxn, theory of mind, lang. devel.

193
Q

Emotional regulation associated w/social competence and overall adjustment

A

parents re-frame negative experiences (no soda, but have time to pet the cat), model emotional regulation e.g. distracting oneself in response to negative emotion - can be sad about no school, but let’s play school this morning

194
Q

Prosocial behavior

A

voluntary behavior intended to benefit another; no exception of reward; assoc. w/(+) peer relationships, social competence, lower aggression, success in school

195
Q

3 types of aggression

A

instrumental, impulsive, relational; external factors INC likelihood of early childhood aggression e.g. abuse, family dysfunction

196
Q

Instrumental aggression

A

w/o anger, as a means to an end - planned, want to get something

197
Q

Impulsive aggression

A

w/anger, unpremeditated, no clear ends in mind; e.g. bar fight (more men)

198
Q

Relational aggression

A

intended to harm another’s social relationships (more women)

199
Q

Authoritarian parenting

A

low warmth, high control; many rules, strong punish, become more withdrawn/mistrust/anxious

200
Q

Permissive parenting

A

high warmth, low control; indulgent parents, few rules, few consequences, can be impulsive, self centered

201
Q

Uninvolved parenting

A

low warmth, low control; little support, no recognize need for affection, may be overwhelmed w/stressors, could neglect, many levels of dysfunction - act out, bad social

202
Q

Authoritative parenting

A

high warmth, high control; sensitive to needs and firm in expectations; display confidence, social skills, exec. fxning

203
Q

Mixed parenting styles

A

confusing; polarize parents where one is extra nice and one extra punishing; each trying to compensate for one another

204
Q

4 types of mistreatment

A

physical abuse, neglect (fail to provide for basic phy./emot. needs - most common), sexual abuse, emotional abuse

205
Q

Paradoxical dilemmas of abused kids

A

affection/love coexist w/violence and abuse; victim wants to stop abuse but also wants to belong to family in which they are being abused

206
Q

Gender role norms

A

norms for everyday male/female behavior; consistent across most culture; women soft, men tough

207
Q

Gender stereotypes

A

exaggerated beliefs about what males and females should and should not do e.g. women nurse/teacher which men are mechanics/leaders

208
Q

Gender identity

A

perception of oneself as boy or girl manifests around age 2; culture is big role; cause of gender roles/identification = complex mix of genetics, bio, and culture

Developmental Psychology (2 decks)

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