exam 4

Question 1

emergence of emotions in infancy

Answer 1

• positive emotions (happiness) increase over 1st year
• negative emotions (distress) over the first 2
• self conscious emotions (embarrassment, pride) emerge in second year of life

Question 2

simple and complex emotions

Answer 2

simple: anger, disgust, fear, happiness, sadness, surprise ( can measure physiologically)
complex: pride, shame, guilt (second year of life)

Question 3

parents effects on emotional expression

Answer 3

• emotion coaching (discussion of emotions)
• understanding emotions is not inherited, learn through being told or societal aspects
• get cues from those who are in their world

Question 4

temperament and components

Answer 4

• biologically based differences in reactivity and regulation that form the core of personality
• kids who were high negative stayed high negative unless their environment changed

Question 5

Negatively reactive temperament

Answer 5

-high negative affect and motor behavior, high levels of distress to novelty, behavioral inhibition

Question 6

positively reactive (exuberant) temperament

Answer 6

high positive affect & motor behavior, high levels of sociability, higher levels of distress to limits

Question 7

stability of temperament

Answer 7

• irritability, sociability, and shyness are moderately stable throughout infancy, childhood and adulthood
• certain temperamental profiles are more likely to persist than others
• the most extreme, you’re not likely to change, even if in a different environment

Question 8

emotional attachment

Answer 8

• disposed to seek proximity to and contact with a specific figure and to do so when frightened, tired, or ill
• works on a level and up basis

Question 9

harlows monkey experiment

Answer 9

• human infants, similar to primates and lower order species, are predisposed to maintain proximity to mother for safety and comfort
• monkeys were given two surrogate mothers, one with a soft spot one without, both provided food but like the one with the soft spot more in order to seek comfort
• ones who were able to cuddle and seek comfort had an emotional attachment and normal relationship, ones that didn’t have comforting mom did not seek comfort

Question 10

stranger anxiety

Answer 10

• fear of new people (whether or not mom is around)

- peaks at 8-10 months and then declines after 12

Question 11

Avoidant Attachment

Answer 11

plays independently in mothers presence, indifferent to stranger and mother, unfazed by separation, ignores caregiver upon return

Question 12

secure attachment

Answer 12

-explores when mom is there, not fearful of stranger in mothers presence, protests when she leaves, happy upon return

Question 13

resistance attachment

Answer 13

-clings when mother is present, fearful of stranger in mothers presence, inconsolable when mother leaves, approaches upon reunion but resentful of being left

Question 14

disorganized/disoriented attachment

Answer 14

-confusion about whether to approach mother or not, may cling and then avoid first time and not second, unpredictable responses to strangers

Question 15

antecedents to attachement/parenting styles associated with attachment

Answer 15

• avoidant: rigid, rejecting mother, under involved parenting
• Secure: sensitive responding to infant
• resistant: inconsistent parenting
• Disorganized: depressed or abusive caregiver

Question 16

secure base behavior

Answer 16

securely attached infant uses mother as a secure based from which to explore the environment

Question 17

Ainsworth’s caregiving hypothesis

Answer 17

• a child’s attachment style is dependent on the behavior their mother shows towards them
• strange situation: mother and baby, mother, baby, and stranger, baby and stranger, mother and baby, baby, baby and stranger

Question 18

kagans temperament hypothesis

Answer 18

• Strange situation attachment classifications are actually reflecting infant temperamental style and not attachment security
• Babies have an innate temperament

Question 19

internal working model

Answer 19

• Parents leading to a “secure attachment style” are accepting, responsive, and available
• Parents leading to a “insecure attachment style” are unavailable, inconsistent, not responsive, and rejecting

Question 20

rogue test

Answer 20

• Self-recognition test that identifies a human child’s ability to recognize a reflection in a mirror as his or her own
• Draw a mark on the child’s face to record any reactions to the mark when they see themselves

Question 21

maricas stages

Answer 21

• Identity diffusion: these were not yet thought about or resolved identity issues
• Foreclosure: committed to an identity w/o experiencing the “crisis” of deciding what is best for them
• Moratorium: experiencing a crisis. Asking questions about life and seeking answers
• Identity achievement: resolved identity issues by making personal commitments to certain goals, beliefs, and values

Question 22

eriksons identity crisis

Answer 22

-Adolescent’s face the hurdle of establishing an identity and can lead to an identity crisis to capture the sense of confusion and anxiety

Question 23

self esteem change over time

Answer 23

highest at childhood and drops in adolescence, worse for girls than boys

Question 24

categorical self

Answer 24

• Due to social interaction and cognitive advances
• Categorize into “this is like me/not like me”
• Occurs during pre-school time
• individual, relational, and collective self

Question 25

sex versus gender

Answer 25

• Sex: a person’s biological identity; chromosomes, hormonal influences
• Gender: a person’s social and cultural identity

Question 26

expressive versus instrumental roles

Answer 26

• Expressive role: (women) supporting, loving, sensitive, considerate, pretty, sentimental, sympathetic
• Instrumental role: (men) independent, self reliant, strong willed, assertive, dominant, competitive, active, strong

Question 27

girl versus boys differences

Answer 27

• Girls: better math computation, covert aggression, better verbal, as well as math that requires verbal ability, better verbal comprehension
• Boys: better visual/spatial, draw influences, better arithmetic reasoning, physical and verbal aggression, anti-social behavior

Question 28

gender intensification

Answer 28

-Boys and girls experience increased pressure to conform to culturally created gender roles during adolescent increase for boy thing and girls for girl things

Question 29

gender segregation

Answer 29

-Children’s tendency to associate with same sex playmates and to think of the other sex as an out group

Question 30

money and Earnhardt’s theory of gender

Answer 30

-Interaction of biology and social contributors to gender differentiation -Chromosome ( X or Y)
-Hormones (effect on genitals and brain development)
-Social factors (culture, prescribed gender roles, reactions from others)
18-36 months is sensitive for gender identity formation

Question 31

Instrumental agression

Answer 31

-Intent to gain access to objects, space or privileges harm is a byproduct of the act because it assists in achieving goal (ex. Bullying)

Question 32

hostile versus retaliatory aggression

Answer 32

• Hostile: hostile behavior in response to a threat, attack, or frustration, usually motivated by anger
• retaliatory: behavior to get back at someone

Question 33

change in aggression over time

Answer 33

• childhood: hostile, retaliatory aggression increases.. physical aggression declines throughout childhood
• adolescence: overt physical aggression peaks and then declines relational aggression increases in females, antisocial behavior continues in males
• continuity: after age three, aggressive tendencies are fairly stable, most highly aggressive kids do not remain that way, but more boys than girls remain highly aggressive

Question 34

temperament (rhythmicity)

Answer 34

how predictable bodily functions are (appetite, elimination, sleeping cycles

Question 35

behavioral inhibition

Answer 35

• a temperamental attribute reflecting ones tendency tow withdraw from unfamiliar people or situations
• change in inhibition also related to experience in daycare (inhibited at 4 months in daycare changed)

Question 36

easy, difficult, slow to warm up temperament

Answer 36

easy: 40% that adjust to new situations, quickly establish routines, generally cheerful and easy
Difficult: 10% are slow to adjust to new experiences, react negatively and intensity to new events
slow to warm up: 15% somewhat difficult at first but become easier over time

Question 37

goodness of fit

Answer 37

• compatability between environment and childs temperament
• high parental control and acceptance - authoritative (kids do best)
• low parental control and high acceptance - permissive
• high parental control and low parental acceptance - authoritarian
• low parental control and low parental acceptance - neglectful