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Pediatrics > Lecture 11 > Flashcards

Lecture 11 Flashcards

1
Q

Emotion

A

feeling that occurs when a person is in a
state or interaction that is important to self and well-being

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2
Q

Emotional Development

A

Classified as positive or negative and plays important role in: communication with others and behavioral organization

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3
Q

Emotion-linked interchanges

A

Provide the foundation for infant’s developing attachment to the parent

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4
Q

Primary Emotions

A

present in humans and other animals and emerge early in life
ex. joy, sadness, fear, surprise

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5
Q

Self-conscious emotions

A

require self-awareness, especially consciousness and
a sense of “me.”

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6
Q

Basic cry

A

Rhythmic pattern usually consisting of: a cry, brief silence, shorter inspiratory whistle that is higher pitched than the main cry, brief rest before the next cry

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7
Q

Anger cry

A

variation of the basic cry, with more excess air forced
through the vocal cords.

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8
Q

Pain cry

A

sudden long, loud cry followed by breath holding

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9
Q

Reflexive smile

A

smile that does not occur in response to external stimuli

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10
Q

Social smile

A

in response to an external stimulus

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11
Q

Stranger anxiety

A

fear and wariness of strangers, appears during the second half of the first year of life

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12
Q

Separation protest

A

distressed crying when the caregiver leaves(peaks
at 15 months)

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13
Q

Emotional regulation and coping

A

Infants develop ability to inhibit, or minimize, the intensity and duration of emotional reactions.
Caregivers’ actions and contexts influence emotional regulation.
Soothing a crying infant helps infant develop an adaptive emotion regulation, a sense of trust and secure attachment to caregiver.
Infants with negative temperaments have fewer regulation strategies.
Depressed mothers rock and touch their crying infants less.

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14
Q

Temperament

A

How quickly an emotion is shown, how strong, how this emotion lasts, how quick it fades

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15
Q

Easy child

A

generally in a positive mood.
Quickly establishes regular routines in infancy
Adapts easily to new experiences

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16
Q

Difficult child

A

reacts negatively and cries frequently
Engages in irregular daily routines
Slow to accept change

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17
Q

Slow-to-warm-up child

A

low activity level
Somewhat negative
Displays a low intensity of mood

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18
Q

Temperament Classification
Kagan’s Behavioral Inhibition

A

Focused on differences between shy, subdued, timid child and sociable, extraverted, bold child
Consider shyness with strangers as a feature of temperament category called “inhibition to the unfamiliar”
Inhibition begins between 7-9 months with initial avoidance and distress as reactions to unfamiliarity
Inhibition seen beyond 2-3 years may corollate to social
phobia and development of social anxiety

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19
Q

Rothbart and Bates’s classification (2006)

A

Extraversion/surgency indicated by activity, laughter
Negative affectivity indicated by sadness, discomfort
Effortful control important indicator for self-regulation

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20
Q

Goodness of fit

A

match between a child’s temperament and the environmental demands with which the child must cope.

21
Q

Gender, culture, and temperament

A

Parents may react differently to an infant’s temperament depending on gender.
Cultural differences in temperament were linked to parent attitude and behaviors.

22
Q

Trust

A

Erikson: the first year is characterized by trust-versus-mistrust and can arise at successive stages of development

23
Q

Developing sense of self

A

Self-recognition develops by 18 months of age.

24
Q

Independence

A

Erikson’s second stage of development, autonomy versus shame and doubt.

25
Q

Social orientation

A

Face-to-face play starts at 2 to 3 months old
Infants expect people to react positively when the infant initiates a behavior such as a smile

26
Q

Still-face paradigm

A

caregiver alternates between engaging in face-toface interaction with the infant and remaining still and unresponsive
leads to infant being withdrawn and having
negative emotions, which predicts later secure and insecure attachment

27
Q

Locomotion

A

An expansion to interacting with the social world
7- to 8-month-old babies push for independence, rewarded for goal-directed pursuits

28
Q

Meaningful Interactions with Others

A

By 11 months old, babies understand others and make appropriate social responses, the cognitive foundation for being social

29
Q

Social referencing

A

reading others’ emotional cues to understand how to act.
Improved by second year of life
14-22 month old infants will look at their mother’s facial expression to get info on how to react

30
Q

Bowlby: Four phases of attachment.

A

Bowlby argued that infants develop an internal working model of attachment
A simple mental model of caregiver, their relationship and the self as deserving nurturing care

31
Q

Phase 1

A

from birth to 2 months. Infants direct their attachment to human figures.

32
Q

Phase 2

A

from 2 to 7 months.
Attachment becomes focused on one figure (primary caregiver)

33
Q

Phase 3

A

from 7 to 27 months.
Specific attachments develop. With increased locomotion, babies actively seek contact with regular
caregivers.

34
Q

Phase 4

A

from 24 months on.
Children become aware of others’ feelings and goals and account for them in their own actions

35
Q

Securely attached babies

A

use the caregiver as a secure base from which to explore the environment. They will explore the room and toys. Mild protest when caregiver leaves but reestablish positive behavior when the caregiver returns

36
Q

Insecure avoidant babies

A

show insecurity by avoiding the caregiver. Babies
engage un little interaction with the caregiver, are not distressed when the caregiver leaves the room, and do not establish contact when they return

37
Q

Insecure resistant babies

A

cling to the caregiver, then resist the caregiver by fighting against the closeness. babies cling anxiously and do not explore the playroom. Babies will cry when caregiver leaves and then pushes caregiver away when they return

38
Q

Insecure disorganized babies

A

show insecurity by being disorganized and disoriented. Babies might seem dazed, confused, fearful. Show patters of avoidance and rests, or extreme fearfulness from caregiver

39
Q

Strange situation

A

observational measure of infant attachment.
This takes 20 minutes in which the infant moves through a series of Introductions, separations, and reunions with the caregiver and an adult stranger in prescribed order.
Based on how babies respond in the strange situation, they are described as securely attached or insecurely attached to the caregiver in 3 ways

40
Q

Developmental Cascade Model

A

involves connections across domains over time that influence developmental pathways and outcomes.
Dev cascades include connections between biological cognitive and socioemotional processes.

41
Q

Importance of secure attachment in infants

A

Reflects a positive parent–infant relationship.
Provides a foundation for healthy socioemotional
development.

42
Q

Caregivers of insecurely attached infants

A

tend to be unavailable or rejecting, inconsistent, abusive. May often have little physical contact with their child.

43
Q

Caregivers of resistant babies

A

tend to not be very affectionate with their children

44
Q

Caregivers of securely attached babies

A

are sensitive to their signals and respond to their infants needs constantly (Maternal sensitivity)

45
Q

Brain regions Important role in maternal attachment behavior

A

Prefrontal cortex
Subcortical regions of the amygdala
Hypothalamus

46
Q

Role of hormones and neurotransmitters

A

oxytocin (released during breast feeding, helps with
forming maternal-infant bond)
Oxytocin is released during contact and warmth
Neuropeptides influence the secretion of dopamine

47
Q

Reciprocal socialization

A

bidirectional influence parents and children exert on each other
Children socialize parents, just as parents socialize
children.

48
Q

Scaffolding

A

a form of reciprocal socialization.
parents time interactions so that infants experience
turn-taking with parents.

Pediatrics (6 decks)

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