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1
Q

Classical Conditioning

A

after conditioning, the response naturally evoked by one stimuli (the unconditioned stimuli) is now evoked by the other stimuli (the conditioned stimuli)

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2
Q

Operant Conditioning

A

influencing strength/frequency of a behaviour through reinforcement using rewards and punishment

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3
Q

Intermittent Reinforcement

A

inconsistent reinforcement increases resistance to extinction

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4
Q

Differential Reinforcement

A

reinforce positive response to extinguish other responses

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5
Q

Vicarious Reinforcement

A

learning from someone else being rewarded/punished

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6
Q

Hostile Attribution Bias

A

tendency to assume that other people’s ambiguous actions stem from hostile intents

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7
Q

Robert Selman’s Perspective Development Stages

A 
Stage 0: Egocentrism
Stage 1: Subjective RT
Stage 2: Self Reflective RT
Stage 3: Mutual RT
Stage 4: Societal RT
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8
Q

Egocentrism Stage

A

(3-6) can’t distinguish between their own interpretation of an action and the potential interpretations of others

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9
Q

Subjective RT Stage

A

(6-8) understand people can have differing perspectives but only because they might not know all the same things

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10
Q

Self-Reflective RT Stage

A

(8-10) understands people can have different values that influence their perspectives

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11
Q

Mutual RT Stage

A

(10-12) can assume an uninvolved 3rd person perspective and systematically compare the perspectives of different people

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12
Q

Societal RT Stage

A

(12+) extends this 3rd person perspective to a “generalized other” who embodies the values of their culture

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13
Q

Entity Orientation

A

attribute outcomes to innate abilities, individual differences

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14
Q

Incremental Orientation

A

attribute outcomes to effort, persistence, hard work

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15
Q

Fluid Intelligence

A

the ability to perceive relationships independent of previous specific practice or instruction concerning those relationships

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16
Q

Crystallized Intelligence

A

involves knowledge that comes from prior learning and past experiences

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17
Q

Ethology

A

the study of evolutionary behaviour

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18
Q

Imprinting

A

form of learning in which the newborns of some species become attached to their mother

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19
Q

Bronfenbrenner’s Levels of Influence

A

microsystem, mesosystem, exosystem, macrosystem, chronosystem

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20
Q

Microsystem

A

the immediate environment in which the child directly participates

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21
Q

Mesosystem

A

interconnections between the different microsystems of a child’s life

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22
Q

Exosystem

A

the environmental setting that the child does not directly experience but that can affect the child indirectly

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23
Q

Macrosystem

A

the beliefs, values, customs, and laws of the society that affect all other levels in which the child is embedded

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24
Q

Chronosystem

A

beliefs, values, social circumstances, specific to the times during which the child is developing, things change

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25
Q

Emotions

A

how you feel, how your body responds, subjective feelings, how you express feelings, thoughts, motivations and actions that occur as a result

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26
Q

Components of Emtions

A

neural response, physiological response, emotional expression, subjective feeling, stimulation of desires and actions

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27
Q

Discrete Emotions Theory

A

emotions are innate and emerge very early in life

happiness, fear, anger, sadness, surprise and disgust

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28
Q

Happiness Prevalence

A
  • in the first month, smiling during REM sleep but decreases with age
  • at 1 month they smile while being stroked
  • between 3 and 8 weeks, smile in response to external stimuli
  • 2 months they begin to exhibit social smiles
  • 7 months, familiarity starts to play a role in expression of happiness

IN GENERAL IT INCREASES ACROSS FIRST YEAR OF LIFE

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29
Q

Fear Prevalence

A
  • little evidence in first few months

- 6 or 7 months first signs and intensifies toward 2nd bday

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30
Q

Separation Anxiety

A

distress when one is or expects to be separated from figure of attachment (increases between 8-15months then decreases)

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31
Q

Anger Prevalence

A
  • hard to pinpoint in infants, it’s usually mixed with sadness
  • tendency to react with anger peaks between 18-24months
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32
Q

Sadness Prevalence

A
  • hard to pinpoint in infants (usually a facial expression towards mom)
  • 2 year olds express sadness to elicit social support
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33
Q

Surprise Prevalence

A

expression used for violation of expectation

  • more of a startled response in infants
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34
Q

Disgust Prevalence

A
  • two hour old infant show disgust
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35
Q

Social Referencing

A

using parent’s or other adult’s facial expressions and vocal cues to learn how to deal with novel, ambiguous or possibly threatening situations

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36
Q

Emotional Intelligence

A

the ability to cognitively process information about emotions and to use that information to guide one’s thoughts and behaviours

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37
Q

Emotional Regulation

A

a set of both conscious and unconscious processes used to both monitor and modulate emotional experiences and expressions

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38
Q

Co-Regulation

A

emotion regulation facilitated by interaction with a caregiver

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39
Q

Self-Comforting Behaviour

A

repetitive actions that regulate arousal by providing a mildly positive physical sensation

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40
Q

Self-Distraction

A

looking away from upsetting stimuli to reduce/regulate arousal

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41
Q

Delay of Gratification

A

choice/ability to resist the temptation a smaller, immediate reward in favour of a larger reward later

42
Q

Temperament

A

individual differences in emotion, activity levels, and attention

43
Q

Thomas and Chess Categories

A

easy babies, difficult babies, slow to warm up babies

44
Q

Easy Babies

A

40%
- highly adaptable, adjust quickly to new situations

  • show interest and delight in novelty
  • quickly establish routines
  • cheerful, regulated, flexible babies
45
Q

Difficult Babies

A

10%
- withdraw and have hard time adapting to new experiences

  • intense negative responses to novelty
  • irregular in daily routines
  • fussy, emotional, irritable, cry a lot
46
Q

Slow to Warm Up Babies

A

15%
- withdrawn at first but “warm up” and adapt over time

  • wary of novelty, but lower intensity
  • fairly regular in routine
  • low energy, shyer, not so cheery
47
Q

Rothbart’s Dimensions of Infancy

A

fear, distress at limitations, attention span, activity level, smiling and laughter

48
Q

Rothbart’s Dimensions in Childhood

A

surgency, negative affectivity, effortful control

49
Q

Surgency

A

tendency toward positive emotions, seeking stimulation and high activity levels

50
Q

Negative Affectivity

A

tendency toward negative emotions and difficulty settling down when aroused

51
Q

Effortful Control

A

ability to focus/shift attention, inhibit impulses, and cope with low intensity, complex and/or new activities

52
Q

Goodness of Fit

A

the degree to which an individual’s temperament is compatible with the demands and expectations of his/her social environment

53
Q

Differential Susceptibility

A

the same temperament that puts some kids at risk in negative conditions might cause them to excel in positive conditions

54
Q

Emotional Socialization

A

the process through which children acquire the values, standards, skills, knowledge and behaviours that are regarded as appropriate in one’s culture

55
Q

Emotional Coaching

A

discuss emotions with kids, providing tips on coping with them and expressing them

56
Q

Mental Health

A

children’s sense of well being both internally as well as externally

57
Q

Stress

A

physiological reaction to some change or threat in the environment

58
Q

Toxic Stress

A

the experience of overwhelming, sustained levels of stress without support from adults to help mitigate the effects of that stress (affects amygdala)

59
Q

Adverse Childhood Experiences

A

potentially traumatic events experienced in childhood

60
Q

Neglect

A

failure to provide the basic emotional care, attention and affection that a child needs in order to ensure their emotional well-being

  • occasional inattention
  • chronic understimulation
  • severe neglect in family context
  • severe neglect in institutional setting
61
Q

Occasional Inattention

A

children experience responsiveness most of the time but occasionally adults don’t respond

62
Q

Chronic Understimulation

A

on a regular basis children have less interaction with the adults around them

63
Q

Severe Neglect in Family Context

A

prolonged periods of inattention, lack of responsiveness but also associated with not having their basic needs met (bath, fed)

64
Q

Severe Neglect in Institutional Context

A

children living in warehouse type situations (orphanages, somewhere where there is a rotation of staff so lots of new faces)

65
Q

Attachment Theory

A

children are biologically predisposed to develop attachments to caregivers as a means of increasing the chances of their own survival

66
Q

Attachment

A

close emotional bond with a specific person that endures across space and time

67
Q

Bowlby’s Stages of Attachment

A
  • pre-attachment (0-6 weeks)
  • attachment in the making (6 weeks - 6 to 8 months)
  • clear cut attachment (6-8 months to 1.5-2 years)
  • reciprocal relationships (1.5-2 years onwards)
68
Q

Ainsworth’s Categories of Attachment

A

secure, insecure/resistant (ambivalent), insecure/resistant, disorganized/disoriented

69
Q

Secure Attachment in Strange Situation

A

50-60%

  • upset when mom leaves
  • recovers quickly when she returns and is happy again
  • used mom as secure base to explore
70
Q

Insecure/Resistant Attachment in Strange Situation

A

9%

  • clingy to caregiver
  • becomes very upset when mom leaves
  • not easily comforted when she returns
  • simultaneously seeks comfort and resists effort to be comforted
71
Q

Insecure/Avoidant Attachment in Strange Situation

A

15%

  • indifferent to caregiver
  • not bothered when mom leaves
  • indifferent/avoidant when they come back
  • if upset, easily comforted by stranger as by mom
72
Q

Disorganized/Disoriented Attachment in Strange Situation

A

this was after Ainsworth’s initial research

(15% of North American kids)

  • appear confused, dazed, disoriented
  • emotions change rapidly or exhibit mixed emotions
73
Q

Parental Sensitivity

A

extent to which caregiver is warm, consistent and responsive to the child’s needs

74
Q

DRD4

A

increases chance of disorganized attachment in stressful environments but increases attachment security in low stress environments (differential susceptibility)

75
Q

Alloparenting

A

communal childcare provided by multiple caregivers who may or may not be directly related

76
Q

Narcissistic Entitlement

A

excessive concern with one’s own rights and demands without concern for the rights and feelings of others (insecure attachment)

77
Q

Healthy Entitlement

A

self reliance, self assurance, confidence and assertiveness (secure attachment)

78
Q

Self Concept

A

conceptual system made up of one’s thoughts, beliefs and attitudes about oneself that develops primary through interactions with people in the environment

79
Q

Personal Fable

A

belief in the uniqueness of one’s own feelings and thoughts

80
Q

Imaginary Audience

A

belief that everyone else is focused on one’s appearance and behaviour

81
Q

Self Esteem

A

an individuals subjective evaluation of their worth and the feeling they have about that evaluation

82
Q

Halo Effect

A

cognitive bias which causes one part to make the whole seem more attractive or desirable (attractive people seem smarter, more trustworthy and likeable)

83
Q

Sex

A

distinction drawn between males and females, typically on the basis of biological characteristics such as reproductive organs, chromosomes, etc….

84
Q

Gender

A

socially defined category encompassing expectations of behaviour, social roles, or other characteristics; includes men, women, as well as non binary categories

85
Q

Androgens

A

class of hormones occurring at higher levels in males than females

  • high levels during prenatal development lead to formation of male genitalia and low levels forms female genitalia
86
Q

Intersex

A

people who do not fit casual definition of male or female

87
Q

Congenital adrenalhyperplasia

A

adrenal glands produce high levels of androgens during prenatal development

  • in females, can result in both physical and behavioural “masculization”
  • in males, can influence the onset and manifestations of puberty and fecundity
88
Q

Androgen Insensitivity Syndrom

A

condition in genetic males in which androgen receptors malfunction, impeding the formation of male genitalia and often resulting in an outwardly female appearance

89
Q

Gender Schemas

A

everything you associate with gender (concepts, beliefs, etc)

90
Q

Gender Segregation

A

begin to associate more with members of the same gender

91
Q

Gender Role Intensification

A

increase concern with adhering to gender stereotypes, harassment towards gender nonconforming adolescents increases

92
Q

Gender Role Flexibility

A

recognition of gender roles as conventions; increased flexibility in attitudes; openness to exploring interests outside gender norms

93
Q

Parenting Style

A

parenting behaviours and attitudes that set the emotional climate for parent-child interactions

94
Q

Warmth/Responsiveness

A

how affectionate and pleasant parents are with their children and how quickly and appropriately they respond to their child’s needs

95
Q

Control/Demandingness

A

extend to which parents monitor and manage children’s behaviour through rules and consequences and expectation that the child will follow

96
Q

Diana Baumrind’s Parenting Syles

A

authoritarian, authoritative, uninvolved, permissive

97
Q

Authoritarian

A

high control, low warmth

  • exercise authority without providing justification or engaging in dialogue
  • related to depression, aggression, low self-esteem, etc….
98
Q

Permissive

A

low control, high warmth

  • very lenient, give in to child’s demands, few boundaries, lower expectations
  • related to poor self regulation, high impulsivity, misconduct, etc…
99
Q

Uninvolved

A

low control, low warmth

  • low levels of emotional support, few boundaries, little monitoring, general disengagement
  • related to insecure attachment, lower social competence, internalizing problems, etc…
100
Q

Authoritative

A

high control, high warmth

  • calm, affectionate, engaged, supportive, set clear limits/boundaries, stands by them
  • related to social/academic competence, coping skills, self reliance, lower rates of problematic behaviour
101
Q

Transgender

A

individuals whose self-identified gender does not align with the gender society would likely assign to them on the basis of biological sex

102
Q

Cisgender

A

individuals whose self-identified gender does align with the gender society would likely assign to them on the basis of biological sex

Psych 211 (4 decks)

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