EXAM 2 Chapter 4 Part 3: Socioemotional Development in Children

Question 1

Infant Attachment

Answer 1

the emotional bond between and infant and its caregiver; attachments vary from interactions coming from baby AND caregiver

Question 2

Mary Ainsworth

Answer 2

Did “The Strange Situation” Experiment

• Separate a baby after some time from their mother and put with a stranger, then mother returns to child again
• REUNION MOST SIGNIFICANT!
  Is the infant soothed by mother? Does the mother provide them comfort?
• Some can have genetic dispositions(trouble adjusting outside womb)
• chronic illness can affect this

Question 3

Attachment Styles in Study

Answer 3

Secure, anxious-ambivalent, avoidant, and disorganized/disoriented

Question 4

Secure Attachment seen in Mary’s experiment

Answer 4

Child playing with mother/idependently but checking to see if mother is there, Wary of Stranger, Cries when mother leaves and stranger cannot comfort them, Mother gives immediate comfort to child when reentering

Question 5

Anxious-ambivalent attachment style in Mary’s study

Answer 5

Higher level of the base level anxiety, Higher anxiety with stranger , Looks to mother for comfort and wants it, but grumpy and angry towards them and refusing to calm down for a period of time

Question 6

Avoidant attachment style in Mary’s study

Answer 6

o Do not respond to stranger
o Do not respond to mother leaving
o Avoiding mother’s influence
o Children when watching internal reactions, they do have higher blood pressure and higher heart rate(They ARE Anxious, just not noticeable to naked eye, do not show it)

Question 7

Diorganized-disoriented attachment in Mary’s study

Answer 7

o Confused
o Does not really understand/notice exactly mother leaves, more confused by it than anything else

Question 8

Harry Harlow and “The Wire Mother Experiment”

Answer 8

Before, bond was seen as attached to mother since mother provided food(but more than physical needs needed, need emotional connection)

• One mother with soft cloth, fun face
• Other with wire mother, kinda sterile/sharp looking
• Since many seen bond through food, Harlow gave food to both mothers
• Monkeys still cling to soft mother, even when taking food from wired mother

Question 9

Contact Comfort

Answer 9

Defined from Harry Harlow/The Wire Mother experiment, contact between infants and caregivers is critical for normal social and emotional development

monkeys in study stunted socioemotionally(no good interactions with others and lots of shaking)

effect premature babies in isolation; risked to have contact comfort to thrive

Question 10

Erik Eirkson’s 8 Stages of Psychological Development

Answer 10

Trust vs. Mistrust, Autonomy vs. Shame/guilt, Initiative vs. Guilt, Industry vs. Inferiority

Question 11

Trust vs. Mistrust

Answer 11

 Helpless infants depend on others for fulfillment of physical and emotional needs
 Success: sense that world is predictable and friendly; learns to trust others
 Failure: sense that world is unpredictable and sometimes hostile; carry concerns of trust throughout life

Question 12

Autonomy vs. Shame/Guilt

Answer 12

 1.5 to 3yrs
 Children begin exerting independence and self-control
 Success: develop independence and confidence
* Allows to do things themselves to a limit
* Like building with Legos
* Child fascinated with being able to click a marker closed
 Failure: develop feelings of shame, low self-efficacy(cannot do certain things), reliance on other remains(much longer than necessary)

Question 13

Initiative vs. Guilt

Answer 13

• Children begin to forge their own interests, friendships, and take on responsibilities
• Success: develop initiative and willingness to help and contribute
• Failure: develop feelings of anxiety, guilt and lack initiative
• Waiting to be told what to do
• Feel bad about not contributing in way its needed

Question 14

Industry vs. Inferiority

Answer 14

6 to puberty, Children begin to develop academically, creatively, and intellectually; learn, work and achieve
- Success: develop work ethic and learn to enjoy learning
- Failure: develop feelings of inferiority, incompetence, and unproductivity

Question 15

Authoritarian Parenting

Answer 15

restrictive and punitive; More about power and obeying, not so much about involvement

Question 16

Authorative parenting

Answer 16

• limits but encourages independence
• Discussion of limits (not mentioned in above one) and why(like safety); Room for negotiation
• Very knowing of rules and they come from loving place
• Different kind of consequence, know where consequence is coming from
• More complex/thoughtful on how to guide children

Question 17

Neglectful Parenting

Answer 17

not around
 No love, warmth, or involvement
 No support, so no rules

Question 18

Permissive Parenting

Answer 18

 No rules
 BUT has love, warmth, and involvement
 Kind of like spoiling behavior, but parent involved/very involved (helicopter parents)

Question 19

Outcomes of children with Authoritarian Parenting

Answer 19

 Lack social skills: trouble making friends and maintaining relationships
 Poor initiative(ability to be self-starter); sit and waiting to be told what to do, wait for things to happen
 Social comparisons: determine worth by comparison to other people
* Can effect self esteem depending on comparison of someone doing better or worse than others; false comparison

Question 20

Outcome of Authoritative Parenting

Answer 20

 Socially competent: maintain relationships
 Self-reliant
 Socially responsible: know responsibilities and owe up to them

Question 21

Outcome of Neglectful Parenting

Answer 21

-Less competent
* Trouble making friends
-Show poor-self control
* Don’t know when to do and not do certain things; hard to determine what is appropriate
* Do not delay gratification, since nothing has been denied

Question 22

Outcome of Permissive Parenting

Answer 22

 Low competence
 Lack respect
 Entitlement
 Low self-control

Question 23

Issues with Parenting Styles

Answer 23

describing extreme outcomes; can have mixes, can have parents change over time, or other influences(friends, friend’s parents, coaches, teachers)