Exam 3 Flashcards
What is the sequence of emotional development? 1-12 months
Expresses interest, fear, disgust, and anger
What is the sequence of emotional development? 12-24 months
Uses words to describe emotions. Regulates emotions. Experiences guilt, shame, and envy.
What is the sequence of emotional development? 36-48 months
Understands cause and effects emotions. Can use calculated tantrums and emotional outbursts.
What is the sequence of emotional development? 6-7 years old
Understands thoughts. Controls emotions. Understands emotional ambivalence.
What is the sequence of self-regulation?
Infants: use self soothing strategies for coping. Later in infancy, attention is redirected or infant uses distraction to cope.
By age 2: toddlers use language. Emotions vary with different situations. Ability to cope with stress increases and can better modulate emotional arousal.
Children: adapt more when emotionally intelligent.
Adolescents: Emotional changes occur with puberty. Volatile emotions.
What are the primary emotions
present in humans and other animals; these emotions appear in the first 6 months of the human infant’s development.
Include: Surprise, Interest, Joy, Anger, Sadness, Fear, and Disgust
What are the self-conscious emotions
require self awareness that involves consciousness and a sense of “me.”
Include: Jealousy, Empathy, Embarrassment, Pride, Shame, and Guilt - most of these occurring for the first time at some point after 18 months of age when a sense of self become consolidated in toddlers
Reflexive smiling
Occurs in the first month after birth.
Doesn’t occur in response to external stimuli. Attributed to gas.
Social smiling
First occurs at about 2 or 3 months of age. (Can be as early as 4-6 weeks in response to caregiver’s voice)
Is a response to external stimuli, typically in response to a face
infant negative emotion: anger
see squinted eyes and narrow; eyebrows together and lowered; mouth open and in an angular shape
infant negative emotion: fear
first appears at 6 months and peaks at 18 months; may appear as early as 3 months in abused children
infant negative emotion: stranger anxiety
infants far and wariness of strangers – gradually emerges, but most intense between 9 and 12 months; affected by social context, stranger’s characteristics; there is individual variation –not all infants show distress; if they’re more secure they’ll show less fear
Separation protest
when infants experience of being separated from caregivers – crying when caregiver leaves; usually peaks between 13 and 15 months; separation protests is universal across cultures
infant negative emotion: jealousy
may see this; at least it appears to be jealousy no age
Know about emotional competency in adolescence (i.e., study of parent vs. self-report of happiness)
In the self-report study, adolescents reported more extreme, transitory emotions than their parents.
They were 5x more likely to report being “very happy” and 3x more likely to report being “very unhappy” when compared to their parents self reports.
Teenagers are more extreme with their responses due to their egocentrism at this age.
What is socioemotional Selectivity Theory
Older adults become more selective about their social networks.
They place high value on emotional satisfaction and maximize positive emotional experiences.
They spend more time with familiar individuals with whom they have had rewarding relationships.
This theory argues that older adults deliberately withdraw from social contact; cut people out of their lives and build on existing relationships with family and friends with whom they have enjoyable relationships.
How can temperament be described and classified?
Temperament is “an individual’s behavioral style and characteristic way of responding.”
Temperament is apparent shortly after birth.
Temperament includes emotion and how long it takes to show, how strong it is, and how long it lasts.
There are different ways of classifying temperament: Thomas & Chess, Kagan, Rothbart & Bates.
Thomas & Chess—*** (Think “T” for Thomas and Temperament)
Temperament is “HOW” the child behaves (distinct from “what” the child does)
}Rhythmicity of biological functions }Approach or withdrawal from new stimuli }Adaptability }Distractibility }Activity level }Quality of mood }Persistence or attention span }Intensity of reactions
The EASY CHILD
Usually in a positive mood, adapts well, quick to est routines
The DIFFICULT CHILD
Often Negative mood, intense reactions to people & new situations, irregular routines
The SLOW-TO-WARM-UP CHILD
Somewhat negative mood, low activity level, low adaptability, tendency to withdraw from unfamiliarity
Rothbart/Bates-
(**Think “R” for Rothbart–Reactivity and Regulation) Concept of Temperment as Fundamental Variability in:
- Reacitvity-arousal to events-RATE of onset, speed of escalation, persistence
- Self-Regulation-mode of Reacitivity-approach and withdrawl tendencies, inhibition of responding (soothability), emotion regulation and adaptability
Kagan-
**Think of “K” for Kautiousness (yes–spelled incorectly-but same sound!
Concept of temperment as differences in Behavioral Inhibition (Cautiousness)
- Inhibited-Shy, subdued, and timid
- Uninhibited-Sociable, extraverted, bold
–Inhibition shows stability from infancy through early childhood-In infants (4 months), we can dif between those who are highly reactive to stimuli (inhibited) and those who show low reacitvity (uninhibited)
An Inhibited Child would be
Kagan
Shy, Subdued, and Timid
An Uninhibited Child would be
Kagan
Sociable, Extroverted and Bold
An Easy Child would be
Thomas and Chess
40% of children
Usually in a positive mood, adapts well to people & novel situations, and new experiences. Quickly establishes new routines
A Difficult Child would be
10% of children;
reacts negatively and cries frequently, engages in irregular daily routines, and is slow to accept change
A Slow to Warm up Child would be
15% of children;
has a low activity level, is somewhat negative. Low adaptability, tendency to withdraw from unfamiliarity
What is goodness of fit?
Match between a child’s temperament and environmental demands in regards to parenting. Some parenting styles work well with some children, but don’t work at all with other children in the same family. Parents should structure the child’s environment to provide as good a fit as possible with the child’s temperament and avoid labeling a “difficult child.”
Examples would include providing routine for a child who needs to know what’s coming to feel secure or offering outlets for a child who gets bored easily.
What was learned from Harry Harlow’s study with monkeys?
Harlow’s early experimental work with monkeys who were deprived of all early interactions strongly supported the view that healthy social and emotional development is rooted in children’s early social interactions; Harlow’s monkey spent up to 17 hrs with the clothed monkey “mother” even though she didn’t provide any food; they were seeking connection and comfort and felt they got it more from this “mother”; they only spent about 1hr with the wire “mother” because although she provided food, she didn’t provide comfort.
Attachment
an emotional bond or relationship between two people that is enduring across space and time
How is attachment developed?
- Face to face play
- Locomotion
- Social referencing
Locomotion in the context of developing attachment
in later infancy such as crawling and walking allows children to explore and develop more independence.
goal directed behaviors in the context of developing attachment
joint attention and gaze following help the child understand intention.
Social Referencing in the context of developing attachment
developed by the end of the first year and allows the child to read emotional cues to determine how to act in a specific situation.
Ex. A mother’s facial expression influences how an infant will act or explore in an unfamiliar environment
By the end of the second year a child will start to “check” with their mother before acting in a situation to see whether she is happy, angry, fearful, etc.
Freud’s ideas on attachment
- Attachment is developed through oral satisfaction.
- Usually the mother since she is most likely feeding the infant.
Erickson’s ideas on attachment
- Emphasized the 1st year as being a key time for attachment development.
- A sense of trust or mistrust during this time sets later expectations.
Harlow’s ideas on attachment
- Healthy social and emotional development is rooted in children’s early social interactions with adults.
- Monkey Experiment (See question #11)
Bowlby’s ideas on attachment
- Attachment Theory (See question #14)
- Infants are biologically predisposed to develop attachments with their caregivers.
Know attachment categories - How are caregiving styles related to attachment (e.g., how do children react differently in the strange situation as a result of attachment)?
- Securely Attached
- Insecure Avoidant
- Insecure Resistant
(or Ambivalent) - Insecure Disorganized
Securely Attached
- An infant or child had a high quality, relatively unambivalent relationships with his or her caregiver
- Caregiver is secure base to explore environment from
- e.g. In the Strange Situation, infant may be upset when the caregiver leaves but may be happy to see the caregiver return, recovering quickly from any distress
- mother is sensitive to the child; providing what the child needs
- 60-70% of American middle class children
Insecure Avoidant
- Infants or young children seem somewhat indifferent toward their caregiver and may even avoid the caregiver
- e.g. In the Strange Situation, these children seem indifferent toward their caregiver before the caregiver leaves the room and indifferent or avoidant when the caregiver returns
- If these children become upset when left alone, they are easily comforted by a stranger as by the caregiver
- mother is unresponsive to the child
- 20% of infants- middle-class families
Insecure Resistant
or Ambivalent
- Infants or young children are clingy and stay close to their caregiver rather than explore environment
- then resists by fighting against the closeness
- e.g. In the Strange Situation, infants tend to become very upset when the caregiver leaves them alone in the room, and are not readily comforted by strangers
- When the caregiver returns, they are not easily comforted and both seek comfort and resist efforts by the caregiver to comfort them
- mother is inconsistent
- 15% of American middle class children
Insecure Disorganized
- Their behavior is often confused or even contradictory, and they often appear dazed or disoriented - disorganized
- e.g. Infants in this category seem to have no consistent way of coping with the stress of the Strange Situation
- signs of abuse or neglect
- Identified for 5- 10% of children
Bowlby’s Attachment phases
Preattachment Phase (birth to 6 weeks)
Indiscriminate Attachment
Infant produces signals that attract others to his/her side. The infant is comforted by the adult in the reaction that follows.
Bowlby’s Attachment phases
Attachment-in-the-making (6 weeks to 6-8 months)
Attachment to primary caregiver
Infants begin to respond preferentially to familiar people
Bowlby’s Attachment phases
Clear-cut Attachment (Between 6-8 months and 1½-2 years)
Specific attachments form
Infant actively seeks contact with regular caregivers and shows separation protest or distress when the caregiver leaves
Bowlby’s Attachment phases
Reciprocal Relationships (1½ or 2 years on )
Goal-directed partnerships form
Children take an active role in developing working partnerships with their caregivers.
Know Sternberg’s theory of love
- PASSION-Physical, sexual, attraction
- INTIMACY- warmth, closeness and sharing
- COMMITMENT-intent to remain together
What are some basic differences in maternal vs paternal caregiving styles?
Maternal Interactions Usually center on child care activities such as feeding, changing diapers, or bathing
Paternal Interactions more likely to include play, engage in rough and tumble acts
Gender
The characteristics of being male or female. Different cultures have different definitions of how it measures masculinity/femininity. Subjective.
Gender typing
The process by which children develop their understanding of what it means to be male or female. How children acquire thoughts, behaviors, and feelings culturally appropriate for their gender.
Gender role
Set of expectations prescribing how males and females should act, feel, and think. Defined socially.
Sex
Biological aspects of being male/female. Genitalia, presence of sex hormones within the body, etc.
The Social Cognitive Theory of Gender suggests that gender development results from:
observation and imitation
use of rewards and punishments for gender-appropriate behaviors
Mother’s socialization strategies for girls
more obedience, responsibility, restrictions on autonomy
Father’s socialization strategies for boys
more activities, more attention, and intellectual development
Gender stereotyping
Broad categories the reflect beliefs about males and females
Ex. Men are powerful, women are weak; Men make good doctors, women make good nurses; Women are emotional, men are not
Present in 2 year olds and increases by age 4.
