Exam 3 pt2 Flashcards
What did Freud discover?
psychosexual development
drives, instinct, desires
Id
the self, rational, logical, problem-solving
ego
conscience, morality, avoid giult
superego
Id develops
Mouth is erogenous zone due to hunger drive
Adequate oral stimulation
nursing—> love
oral stage 0-1
How many stages are in Freud’s psychosexual development stages?
5
Anus is erogenous zone
Conflict with pooping in toilet and not diaper
anal stage 1-3
Phallus (genitals) is erogenous zone
Oedipus - boy attracted to mother
Electra - girl attracted to father
Tend to identify with same sex parent
Super ego develops from internalization of same -sex parents
phallic stage 3-6
Sexual urges repressed
Acceptable pursuits
latency stage 6-12
Sexual energy re-emerges
Ego
genital stage 12+
What could go wrong in Freud’s stages?
fixation, regression, repression
need of stage not met, fixated on need
fixation
going back to earlier stage under pressure
regression
push into unconscious, snap at someone
repression
What did Erikson discover?
psychoanalytic development
What did Erikson think about each of his stages?
each stage must be passed successfully, there is a “crisis” to overcome
trust vs mistrust
0-1
autonomy vs shame and doubt
1-3 1/2
initiative vs guilt
4-6
industry vs inferiority
6-puberty
identity vs role confusion
adolescence to early adulthood
intimacy vs isolation
young adulthood
generativity vs stagnation
middle adulthood
integrity vs despair
old age
neutral stimulus → conditioned stimulus
Classical conditioning
reinforcement
Operant conditioning
What is involved with operant conditioning?
Behavior as sum of reinforcement history
Schedules
Avoid intermittent reinforcement
Behavior modification
Systematic desensitization to phobias- lady who was afraid of cats
Who did observation and modeling?
Bendura
What is the Bobo doll experiment and what did it do?
Modeling aggressive behaviors toward bobo doll,more imitation overall when model rewarded,Learning by modeling without vicarious reinforcement emerged with incentive
more imitation overall when model rewarded
Vicarious reinforcement
outcome based on how child interprets event
Social Cognitive Theories
understanding how kids think and react in social situations (encoding cues, interpretation, and response)
Dodge’s Theory
Child who get along well with peers…
Social cues
Goals: relationships
Effective strategies
Those children who don’t get along well with peers…
Hostile attributional bias, aggression
in Dodge’s theory, the tendency to assume that other people’s ambiguous actions stem from hostile intent
Hostile attributional bias
Self-attributions and achievement motivation
Learning: How to approach difficult tasks? How do you respond to failure?
Dweck’s Theory
success due to high ability, failure due to low effort of difficult task, can be improved with effort, high expectancy of success, persistence at challenging tasks
Mastery-oriented
success due to luck, failure due to low ability, cannot be improved through effort, low expectancy of success, avoidance of challenging tasks
Learned helplessness
(fixed mindset) a theory that a person’s level of intelligence of fixed and unchangeable
Entity theory
(growth mindset) a theory that a person’s intelligence can grow as a function of experience
Incremental theory
Considers the influence of all aspects of the environment, including fabric of society
Brofenbrenner/Bioecological Model
personal relationships
microsystem
connections among microsystems
Mesosystem
settings that children are not directly part of but that still influence their development
Exosystem
larger context of society
Macrosystem
changes in culture over time
Chronosystem
Emergence of emotional expression
happiness, fear, anger, sadness, self -conscious emotions (guilt,shame,pride)
happiness
social smiles 2-3 months
fear
stranger anxiety, separation anxiety at 7-8 months
anger/frustration
12 months
sadness
12 months
Self-conscious / second order emotions (guilt, shame, pride)
2 years
the use of a parent’s or another adult’s facial expression or vocal cues to decide how to deal with novel, ambiguous, or possibly threatening situations
Social referencing
a social group’s informal norms about when, where, and how much one should show emotions and when and where displays of emotion should be suppressed or masked by displays of other emotions
Display rules
a set of both conscious and unconscious processes used to both monitor and modulate emotional experiences and expressions
Emotion regulation
the ability to achieve personal goals in social interactions while simultaneously maintaining positive relationships with others
Social competence
Behavioral strategies in emotion regulation
Coregulation
Self comfort
Behavioral distraction
Cognitive strategies in emotion regulation
Mental distraction
Recasting
cluster of traits related to emotion expression and reactivity, activity, and attention/ focus
Temperament
Five independent dimensions (traits on which children are rates)
Fear / fearful distress
Distress at limitations / irritable distress
Attention span / focus / persistence
Activity level
Smiling and laughter / positive affectivity
Effortful control / regulation
Rothbart and Bates (IBQ/CBQ)
(40%)
High in positive affectivity
Easy recovery from distress
Regular routines
easy child
(10%)
High in fearful distress / slow to adjust to new experiences
React negatively and intensely when distressed
Irregular routines
difficult child
(15%)
Low activity, low-key reactions to environment
Low in positive affectivity
High in fearful distress / inhibited
Eventual adjustment (after repeated exposure)
Slow-to-warm-up child
Negative, unregulated children
As adolescents.. Trouble getting along with peers, Delinquency
As 21 year olds…Living partners, Employment, Social support, Anxiety
As 32 year olds, Health, Wealth, Substance use, Criminality, gambling
Dunedin study
the extent to which individual difference can be explained by genetic differences
heritability
Environmental differences between families (shared by family members)
Shared environment
Environmental differences within families so to the individual
Nonshared environment
ESTIMATE ZERO SHARED ENVIRONMENT
TWIN STUDIES
TWIN STUDIES results
Substantial heritability
Substantial non-shared environment
Random stuff happens in prenatal development in DZ twins
Parents create home environment with genetic predispositions→ children experience an environment already influenced by their own genes = gene-environment correlation
the degree to which an individual’s temperament is compatible with the demands and expectations of their social environment
“Goodness of fit” model
a circumstance in which the same temperament characteristic that puts some children at high risk for negative outcomes when exposed to a harsh home environment also causes them to blossom when their home environment is positive
Differential susceptibility
describes how different kids react differently to the world around them based on their genes and environment
Orchids and dandelions
grow almost anywhere (sun, shade, good soil, bad soil)
Do pretty well no matter if life is hard or easy
Do not get affected much by stress or tough situations
Dandelion child
need the right care to grow (good light, water, temperature)
More sensitive, if they have a rough environment like stress or harsh parenting, they may struggle
In supportive loving environment they can thrive
Orchid child
Harlow’s experiments and findings
Attachment is about comfort and security, not food
Monkey attached to terry cloth mother rather than wire mesh mother with the bottle
Bowlby’s theory
4 phases of attachment
birth to 6 weeks
Signals and behaviors to keep mother nearby
grasping , smiling, crying, gazing into eyes
No distress with an unfamiliar adult
Preattachment phase
6 weeks to 6-8 months
Preference for primary caregivers
Develop trust/anticipation
No stranger or separation anxiety yet
Attachment-in-the-making
(6-8 months to 18-24 months)
Separation anxiety (universal)
Protest on parents departure; follow parent
Secure base behavior and social referencing
Greet parent, actively seek contact
Clear-cut attachment
(18-24 months and up)
Understanding of coming and goings, goals, and motives
Separation protest declines
Negotiation to keep parent present
Formation of reciprocal relationship
If all goes well in attachment and long-term social-emotional functioning
Child develops an enduring tie (attachment)
Attachment should resist in secure base behavior, separation anxiety, stranger anxiety, and ability to be comforted by caregiver
A series of separations, reunions, and stranger reactions
Patterns of insecure attachment
Strange Situation (Ainsworth)
Unresponsive to parent when present, Not distressed when parent leaves
Insecure-avoidant attachment
Stay close to parent rather than exploring, Cry intensely upon departure, At reunion, display angry, resistive behavior
Insecure-resistant (ambivalent) attachment
At reunion, variety of confused, contradictory behaviors, Look away while being held, Approach with flat, depressed expression, May cry unexpectedly after being calmed down
Insecure-disorganized / disoriented attachment
Securely attached individuals…
Social functioning (higher social competence)
Behavioral and emotional self-regulation
Emotional understanding
Prosocial (being nice)
Psychological functioning- Less internalizing
Relationships- More successful
More normal stress reactivity
Factors that affect attachment
Quality of care, infant characteristics
responding appropriately, consistently, and warmly to baby’s needs
Sensitive caregiving
sensitive; affectionate; frequent close contact
secure
Insensitive to child’s signals; ignore bids for attention; irritable, impatient, abusive parents
Insecure
cognitive impairment ages for orphanages
Adopted under 6 months (2% impaired)
Adopted under 6 months (6-24 months): small but significant number (12% impaired)
24-42 months: worse still (33% paired)
social impairment ages for orphanages
Under 6 months: 9%
After 6 months (6-24 mo): 25%
24-42 months: 33%
Sensitive period
What was it like before intervention at the orphanages?
Much better living conditions than Romania
Caregiver rotation
Little emotional involvement
Atypical behaviors
Indiscriminate friendliness
Stereotyped behaviors
Blank staring, inactivity
Behavioral control problems; aggressiveness
What did the intervention do at orphanages?
Fewer, more consistent caregivers
Engaged, sensitive caregiving
Verbal, non-verbal interactions
Warm, caring, appropriate affect
No change in nutrition, medical care
What did the intervention show?
Physical and behavioral growth
What is the impact of long term stress?
Stress response, followed by allostasis: returning to homeostasis
Allostatic load
Wear and tear on organs
Can predispose the organism to disease
What are adverse childhood events? (ACEs)
Categories
Abuse- emotional, physical, sexual
Neglect- emotional or physical
Household dysfunction- substance abuse, violence, divorce, mental illness
Disease and serious social problems
Chronic lung, heart, liver disease; cancer
Unemployment, homelessness
Deliquency
Re-victimization
What does forced separation of child from parent do?
Is massive adverse childhood event
Causes trauma and long-term stress
Has long-term consequences for individual’s development and health
Stress in early childhood (2-6) impacts brain regions and behaviors related to…
Detecting and regulating threat (amygdala, hippocampus)
Stress in middle childhood (6-11) impacts brain regions and behaviors related to…
Between hemispheres: sensory-processing, problem-solving
Cortico-limbic connections: learning, regulation
Stress in pre puberty/early teens impacts brain regions and behaviors related to…
Emotion regulation
Impulse control
Executive functions
Effects of separation
Increased risk of substance use
Adverse physical outcomes
Increased risk of diabetes and heart disease
Poorer cognition
Increased risk of psychopathology and social difficulties
Emotional problems (49%)
Peer problems (21%)
Total difficulties (15%)
Younger children; higher rates of hyperactivity, conduct problems and total difficulties
deportation/detention
Same impact: loss of critical relationship + source of trauma
Plus loss of family stability (economic and emotional)
Very risk of deportation = ACE
Before attachment
Chronic stress hypothesis (physical and mental growth, behav reg, immunity)
Long term impacts on emotional and social function, behavior, intellect, health
