Lecture 2 Flashcards

Question

TEMPERAMENT & EARLY PERSONALITY STYLES

Answer 1

1. Positive affect and approach “Easy child”- can self regulate, approachable 2. Fearful and inhibited “Slow-to-warm child” cautious, fearful, more variation in self regulation 3. Negative affect/irritability “Difficult child”irritable, negative and intense mood, Socialization- influences development of emotions Temperament- child’s organized style of behaviour, emerges early in childhood and gives insight to personality Need a balance Temperament- affect later life- affects self control Fearful child- higher self control, less impulsive, more likely to avoid novel situations Might be problematic- contribute to shyness and social withdrawal Marshmallow experiment Rochester university- second experiment looked at how enviroment impact test when in unreliable condition- waited less time had different expectatations about what will occur

Answer 2

Emphasize learning and cognition Focus on learning and interpretation of enviroment APPLIED BEHAVIOR ANALYSIS Explains behavior as a function of its antecedents and consequences 2 main types of behavioral learning: Classical Conditioning A neutral stimulus is associated with a natural response 2. Operant Conditioning A response is increased or decreased due to reinforcement/punishment Behaviour- function of actions and consequences Classical conditioning- learn deviant behaviour- pair event with response over many times Operant response is inc or decreased with reward or punishment Associate school with anxiety bc of specific event- forms new association= avoid school= negatively reinforce association, avoid school to release anxiety Cognitive theorists focus on how thought patterns develop over time and influence behaviors Social learning theory Albert Bandura (1977, 1986) Additional form of learning: Integrates cognitive mediators that influence behaviour directly and indirectly Children- acquire new behaviour through observation Children can learn through watching one behave and imitate the behaviour without any reinforcement Social cognition: how children think about themselves and others Social cog over time- results in mental representations which are not fixed but updated as one develops Preschool= behaviours and possessions when asked to describe themselves Later in childhood- more abstract terms, group membership, likes, dislikes and can determine psychological things- likes interests, qualities Move from literal descriptions to involv abstract concepts- influence later development

Answer 3

Preschool children initially watched a short film in which an adult model performed highly aggressive actions on an inflatable Bobo doll (weighted at the bottom so it pops up when knocked down) One group of children observed the model rewarded with candy and soda for the aggressive behavior Another group saw the model punished The remaining children saw the model experience no consequences Observing someone else receive a reward or punishment for the behavior affects the subsequent reproduction of the behavior Boys were initially more aggressive than girls, but the girls increased their level of imitation when offered rewards

Answer 4

Proximal-closer, direct influence- parenting and distal events- indirec influence- change in caregiver employment Shared- similar and nonshared environments- in same family

Answer 5

Central model for contextual perspectives Enviroment series of layers that impact child Microsystems= proximal impacts Exxosystem and macro system= more indirect influence Mesossystem= interaction of all 3 Adapted to Included other factors for different ethnicity- better model for different cultures Chronosystem- historical factors and inter generational trauma

Answer 6

Theory of Attachment: the process of establishing and maintaining an emotional bond with parents or other significant individuals Integrates evolutionary biology with psychodynamic theories Understanding of abnormal behaviour- developed from caregiver infant relationships Attachement relationship=- strong enduring emotional bond Provides them with secure base, can explore and get needs Needs continuously met= strong blind with caregiver John bowlby Thought babies were pre-adapted to engage in relationship-building behaviors- smiling, crying, proximity seeking Evolutionary perspective- develop attachement inc survival Harry Harlow- social isolated monkeys- unhealthy development may occur bc of relationships with ppl ealry on Caregivers also evolved to respond to babies- find them cute and in need of care

Answer 7

Glocker et al., 2009 Baby features seen as cute trigger caregiving behaviours Bigger eyes smaller eyes, nose, bigger forehead Follow up study among women high baby schema activated reward centre- is pos incentive triggering caregiving behaviour

Answer 8

1. Preattachment phase (birth to 6 weeks) Covers period of time- no attachement- if something happens can attach to someone else Very social, range of interaction, string human preference, don’t care abt getting picked up by stranger Attachment-in-the-making (6 weeks to 6-8 months) Precursor to attachement, preference for caregiver, primary caregiver affects child behaviour Learning social rules Clear-cut attachment (between 6-8 months and 1½-2 years) Clear bond Infant shows string protest when separated Strong preference for caregiver Formation of reciprocal relationships (2 years on) Children internalize internal working model of relationships- make other attachments Children can express needs and wants more clearly

Answer 9

The Strange Situation Procedure to assess infantsʼ attachment to their primary caregivers 4 patterns of attachment Secure Insecure – anxious-avoidant Insecure – anxious-resistant Disorganized, disoriented (not an organized strategy)

Answer 10

Secure Separates from caregiver to play and explore When wary of stranger or distressed by separation, seeks contact and proximity with caregiver Returns to exploration and play after contact Prefers caregiver over stranger Lasting, trusting relationships Good self-esteem Seek out social May suffer psychological distress, but relationship strategy serves a protective factor against disordered outcomes

Answer 11

Explores but does not seek contact or comfort from caregiver Shows little wariness of strangers Generally, upset only if left alone As stress increases, avoidance increases Shows little to no preference for caregiver vs strangers Tend to mask emotional expression Often believe they are vulnerable to be hurt or abandoned Views others as not to be trusted Unwilling to ask for help Conduct disorders Aggressive behavior Depressive symp- toms (usually as a result of failure of self-reliant image)

Answer 12

Distressed when caregiver leaves Shows disinterest or resistance to exploration and play Wary of strangers Difficult to comfort when reunited with caregiver May mix active contact-seeking with crying and fussiness Phobias Anxiety Psychosomatic symptoms Depression.

Answer 13

Lacks a coherent strategy of attachment Disorganized when faced with a novel situation No consistent pattern of regulating emotions Inability to form close attachments to others May show indiscriminate friendliness (little selective attachment) Low self-worth No consensus, but generally a wide range of personality disorders (van Ijzendoorn et al., 1999).

Answer 14

Internal working models of relationships and carried forward into later relationships Form schema for relationships Starts with primary caregivers Avoidant= unloved, rejected

Answer 15

Focuses on: The role of the larger family system Complex relationships within families Reciprocal influences among various family subsystems Other theories focuses just on mother child relationship Doesn’t focus on father or immediate family These theorists think have small view when only looking at relationship between child and caregiver- have to look at greater interactions between family systems Argue interventions- intervene at family level to support child Stress and the family Factors that impact the outcome of stressful events at the level of the family: Nature and severity of the stress Level of family functioning prior to the stress Family’s coping skills and resources Family handles stress- influences child Stress can e tolerable but can be harmful