From Slides Flashcards
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)
2
Q
Operant Conditioning
A
influencing strength/frequency of a behaviour through reinforcement using rewards and punishment
3
Q
Intermittent Reinforcement
A
inconsistent reinforcement increases resistance to extinction
4
Q
Differential Reinforcement
A
reinforce positive response to extinguish other responses
5
Q
Vicarious Reinforcement
A
learning from someone else being rewarded/punished
6
Q
Hostile Attribution Bias
A
tendency to assume that other people’s ambiguous actions stem from hostile intents
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
8
Q
Egocentrism Stage
A
(3-6) can’t distinguish between their own interpretation of an action and the potential interpretations of others
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
10
Q
Self-Reflective RT Stage
A
(8-10) understands people can have different values that influence their perspectives
11
Q
Mutual RT Stage
A
(10-12) can assume an uninvolved 3rd person perspective and systematically compare the perspectives of different people
12
Q
Societal RT Stage
A
(12+) extends this 3rd person perspective to a “generalized other” who embodies the values of their culture
13
Q
Entity Orientation
A
attribute outcomes to innate abilities, individual differences
14
Q
Incremental Orientation
A
attribute outcomes to effort, persistence, hard work
15
Q
Fluid Intelligence
A
the ability to perceive relationships independent of previous specific practice or instruction concerning those relationships
16
Q
Crystallized Intelligence
A
involves knowledge that comes from prior learning and past experiences
17
Q
Ethology
A
the study of evolutionary behaviour
18
Q
Imprinting
A
form of learning in which the newborns of some species become attached to their mother
19
Q
Bronfenbrenner’s Levels of Influence
A
microsystem, mesosystem, exosystem, macrosystem, chronosystem
20
Q
Microsystem
A
the immediate environment in which the child directly participates
21
Q
Mesosystem
A
interconnections between the different microsystems of a child’s life
22
Q
Exosystem
A
the environmental setting that the child does not directly experience but that can affect the child indirectly
23
Q
Macrosystem
A
the beliefs, values, customs, and laws of the society that affect all other levels in which the child is embedded
24
Q
Chronosystem
A
beliefs, values, social circumstances, specific to the times during which the child is developing, things change
25
Emotions
how you feel, how your body responds, subjective feelings, how you express feelings, thoughts, motivations and actions that occur as a result
26
Components of Emtions
neural response, physiological response, emotional expression, subjective feeling, stimulation of desires and actions
27
Discrete Emotions Theory
emotions are innate and emerge very early in life
happiness, fear, anger, sadness, surprise and disgust
28
Happiness Prevalence
- 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
29
Fear Prevalence
- little evidence in first few months
| - 6 or 7 months first signs and intensifies toward 2nd bday
30
Separation Anxiety
distress when one is or expects to be separated from figure of attachment (increases between 8-15months then decreases)
31
Anger Prevalence
- hard to pinpoint in infants, it's usually mixed with sadness
- tendency to react with anger peaks between 18-24months
32
Sadness Prevalence
- hard to pinpoint in infants (usually a facial expression towards mom)
- 2 year olds express sadness to elicit social support
33
Surprise Prevalence
expression used for violation of expectation
- more of a startled response in infants
34
Disgust Prevalence
- two hour old infant show disgust
35
Social Referencing
using parent's or other adult's facial expressions and vocal cues to learn how to deal with novel, ambiguous or possibly threatening situations
36
Emotional Intelligence
the ability to cognitively process information about emotions and to use that information to guide one's thoughts and behaviours
37
Emotional Regulation
a set of both conscious and unconscious processes used to both monitor and modulate emotional experiences and expressions
38
Co-Regulation
emotion regulation facilitated by interaction with a caregiver
39
Self-Comforting Behaviour
repetitive actions that regulate arousal by providing a mildly positive physical sensation
40
Self-Distraction
looking away from upsetting stimuli to reduce/regulate arousal
41
Delay of Gratification
choice/ability to resist the temptation a smaller, immediate reward in favour of a larger reward later
42
Temperament
individual differences in emotion, activity levels, and attention
43
Thomas and Chess Categories
easy babies, difficult babies, slow to warm up babies
44
Easy Babies
40%
- highly adaptable, adjust quickly to new situations
- show interest and delight in novelty
- quickly establish routines
- cheerful, regulated, flexible babies
45
Difficult Babies
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
Slow to Warm Up Babies
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
Rothbart's Dimensions of Infancy
fear, distress at limitations, attention span, activity level, smiling and laughter
48
Rothbart's Dimensions in Childhood
surgency, negative affectivity, effortful control
49
Surgency
tendency toward positive emotions, seeking stimulation and high activity levels
50
Negative Affectivity
tendency toward negative emotions and difficulty settling down when aroused
51
Effortful Control
ability to focus/shift attention, inhibit impulses, and cope with low intensity, complex and/or new activities
52
Goodness of Fit
the degree to which an individual's temperament is compatible with the demands and expectations of his/her social environment
53
Differential Susceptibility
the same temperament that puts some kids at risk in negative conditions might cause them to excel in positive conditions
54
Emotional Socialization
the process through which children acquire the values, standards, skills, knowledge and behaviours that are regarded as appropriate in one's culture
55
Emotional Coaching
discuss emotions with kids, providing tips on coping with them and expressing them
56
Mental Health
children's sense of well being both internally as well as externally
57
Stress
physiological reaction to some change or threat in the environment
58
Toxic Stress
the experience of overwhelming, sustained levels of stress without support from adults to help mitigate the effects of that stress (affects amygdala)
59
Adverse Childhood Experiences
potentially traumatic events experienced in childhood
60
Neglect
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
Occasional Inattention
children experience responsiveness most of the time but occasionally adults don't respond
62
Chronic Understimulation
on a regular basis children have less interaction with the adults around them
63
Severe Neglect in Family Context
prolonged periods of inattention, lack of responsiveness but also associated with not having their basic needs met (bath, fed)
64
Severe Neglect in Institutional Context
children living in warehouse type situations (orphanages, somewhere where there is a rotation of staff so lots of new faces)
65
Attachment Theory
children are biologically predisposed to develop attachments to caregivers as a means of increasing the chances of their own survival
66
Attachment
close emotional bond with a specific person that endures across space and time
67
Bowlby's Stages of Attachment
- 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
Ainsworth's Categories of Attachment
secure, insecure/resistant (ambivalent), insecure/resistant, disorganized/disoriented
69
Secure Attachment in Strange Situation
50-60%
- upset when mom leaves
- recovers quickly when she returns and is happy again
- used mom as secure base to explore
70
Insecure/Resistant Attachment in Strange Situation
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
Insecure/Avoidant Attachment in Strange Situation
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
Disorganized/Disoriented Attachment in Strange Situation
this was after Ainsworth's initial research
(15% of North American kids)
- appear confused, dazed, disoriented
- emotions change rapidly or exhibit mixed emotions
73
Parental Sensitivity
extent to which caregiver is warm, consistent and responsive to the child's needs
74
DRD4
increases chance of disorganized attachment in stressful environments but increases attachment security in low stress environments (differential susceptibility)
75
Alloparenting
communal childcare provided by multiple caregivers who may or may not be directly related
76
Narcissistic Entitlement
excessive concern with one's own rights and demands without concern for the rights and feelings of others (insecure attachment)
77
Healthy Entitlement
self reliance, self assurance, confidence and assertiveness (secure attachment)
78
Self Concept
conceptual system made up of one's thoughts, beliefs and attitudes about oneself that develops primary through interactions with people in the environment
79
Personal Fable
belief in the uniqueness of one's own feelings and thoughts
80
Imaginary Audience
belief that everyone else is focused on one's appearance and behaviour
81
Self Esteem
an individuals subjective evaluation of their worth and the feeling they have about that evaluation
82
Halo Effect
cognitive bias which causes one part to make the whole seem more attractive or desirable (attractive people seem smarter, more trustworthy and likeable)
83
Sex
distinction drawn between males and females, typically on the basis of biological characteristics such as reproductive organs, chromosomes, etc....
84
Gender
socially defined category encompassing expectations of behaviour, social roles, or other characteristics; includes men, women, as well as non binary categories
85
Androgens
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
Intersex
people who do not fit casual definition of male or female
87
Congenital adrenalhyperplasia
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
Androgen Insensitivity Syndrom
condition in genetic males in which androgen receptors malfunction, impeding the formation of male genitalia and often resulting in an outwardly female appearance
89
Gender Schemas
everything you associate with gender (concepts, beliefs, etc)
90
Gender Segregation
begin to associate more with members of the same gender
91
Gender Role Intensification
increase concern with adhering to gender stereotypes, harassment towards gender nonconforming adolescents increases
92
Gender Role Flexibility
recognition of gender roles as conventions; increased flexibility in attitudes; openness to exploring interests outside gender norms
93
Parenting Style
parenting behaviours and attitudes that set the emotional climate for parent-child interactions
94
Warmth/Responsiveness
how affectionate and pleasant parents are with their children and how quickly and appropriately they respond to their child's needs
95
Control/Demandingness
extend to which parents monitor and manage children's behaviour through rules and consequences and expectation that the child will follow
96
Diana Baumrind's Parenting Syles
authoritarian, authoritative, uninvolved, permissive
97
Authoritarian
high control, low warmth
- exercise authority without providing justification or engaging in dialogue
- related to depression, aggression, low self-esteem, etc....
98
Permissive
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
Uninvolved
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
Authoritative
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
Transgender
individuals whose self-identified gender does not align with the gender society would likely assign to them on the basis of biological sex
102
Cisgender
individuals whose self-identified gender does align with the gender society would likely assign to them on the basis of biological sex
