Lecture 5-Emotional and Social Development

Question 1

Bonding

Answer 1

2 days-recognise and respond to mothers face
one year-children use their mothers emotional expressions to guide their own behaviour in ambiguous situations =SOCIAL REFERENCING

Question 2

bonding and temperament in infants is important to determine?

Answer 2

• type and amount of social interaction he engages in

- quality of the bonds

Question 3

temperament

Answer 3

-individual’s style of expressing needs and emotions

Question 4

3 general temperament patterns:Thomas, chess & birch (1963)

Answer 4

• easy (flexible)-does not demand attention, positive mood, quick to adapt, seldom make a fuss.
• slow to warm up (fearful)-cautious, attached to caregivers, slow to adapt, withdraws
• difficult (feisty)-intense, distractible, can be a handful, active, sensitive, irregular, moody, treatment: redirection of attention

Question 5

4 temperament types: Sanson, Prior & Oberklaid (1985)

Answer 5

• easy
• AVERAGE-babies rated middle of most of the dimensions that distinguished easy from difficult
• slow to warm up
• difficult

Question 6

temperamental differences

Answer 6

• unclear
• possible physiological basis is suggested by significant associations between colic, sleep disturbance and temperament classification.
• not related to birth order defects, being born in rural v urban environment, individuals gender
• research suggests ENVIRONMENTAL FACTORS may also be important in shaping temperament.

Question 7

Temperamental differences: smart & sanson (2005)

Answer 7

Gen y infants scored higher in irritability than y2k infants

reasons: -parents of y2k infants older and better educated
- improved personal and social resources (maturity, education, income, parent education) for parenting role.
- infants were had lower levels of irritability.
- less stressed parents

Question 8

temperamental stability

Answer 8

-persistence of infant temperament patterns over time is likely but not inevitable
MOOD TONE- is most likely to be stable over time.

Question 9

theories of temperamental stability

Answer 9

fox & zahn-waxler (1999): high activity + negative mood as toddlers (i.e. difficult)-less altruism & empathy at 2 years (i.e. less responsive to mothers distress)

lewis (1993): negative mood tone at 3 years-poor cognitive performance at 4 years.

caspi & silva (1995): lack of control at 3 years-rough play,distractible,dramatic mood swings, risk taking, sensation seeking, low regard for authority, negative emotional response to everyday events, enmeshment in adversarial relationships at 18 years

Question 10

2 perspectives on continuities/discontinuities in temperament over time:

Answer 10

• characteristic PATTERNS OF INTERACTION tend to recreate same conditions.
• GOODNESS OF FIT-child temperament + parenting styles

Question 11

Attachment

Answer 11

-deep ,affectionate, enduring relationship to another individual

Bowlby (1969): infants BIOLOGICALLY MOTIVATED to form attachments because they ensure survival

Question 12

4 attachment behaviour aspects

Answer 12

• proximity maintenance
• safe haven
• secure base
• separation distress

Question 13

working model

Answer 13

• repeated experiences with caregiver establish a WORKING MODEL
• this working model provides prototype for all subsequent relationships (friendships, love, relationships, faith, experiences)

Question 14

comfort

Answer 14

harlow (1959): comfort was crucial in establishing attachment.
-monkey experiment:wire mother-provided food/cloth mother-no food. PREFERENCE: cloth mother, especially when fearful

Question 15

2 types of attachment

Answer 15

secure-warm, affectionate, consistent

insecure-3 types:INSECURE AVOIDANT -distant, unresponsive, inexpressive
INSECURE RESISTANT-intrusive,inconsistent, uncertain
DISORGANIZED-abusive, depressed

Question 16

attachment theory evaluation

Answer 16

• may be reversed, if initial conditions that give rise to the attachments are changed
• interaction of temperament with attachment stylechilds temperament may help to shape caregivers style of interaction with child
• attachments styles might define RELATIONSHIPS, not individuals. CONTEXT may affect type of attachment behaviour exhibited.
• bartholomew & horowitz (1991): model of self may be as important as model of other in determining attachment style

Question 17

attachment theory evaluation four categories based on TWO DIMENSIONS

Answer 17

self (dependence)

other (avoidance)

Question 18

4 parenting styles based on two dimensions

Answer 18

parental responsiveness/warmth

parental demandingness/control

Question 19

parenting styles

Answer 19

authoritarian: high control, low warmth
authoritative: moderate control, high warmth
indulgent: low control, high warmth
uninvolved: low control, low warmth

Question 20

outcomes

Answer 20

authoritarian: control leads to passivity/poor self-concept
authoritative: guidance leads to autonomy-BEST
indulgent: strong peer orientation
uninvolved: impulsivity/disengagement

Question 21

authoritative parenting

Answer 21

• best because theres balance restrictiveness and autonomy.
• engagement in verbal give and take intellectual development
• warmth of relationship:identification with parents/admiration of parents/strong attachment to parents

Question 22

authoritative parenting and positive childhood and adolescent development is robust across:

Answer 22

cultural groups, ethnic groups, regions, social classes, family structures

Question 23

social and emotional development during childhood and adolescence have focused on two entities:

Answer 23

self: all characteristics of a person
identity: who we are-career, beliefs, gender-roles

Question 24

self-understanding in infancy

Answer 24

before one year-children do not recognise themselves in the mirror
two years old-most infants recognise themselves in the mirror
conclusion: self recognition (an aspect of self-understanding) begins at approximately 18 months of age
3 years old-children show four forms of awareness: self referral-‘me want’ /possession ‘my toy’/ self monitoring ‘do it myself’
conscious awareness of body shape and appearance

Question 25

self understanding in childhood

Answer 25

children have a concrete understanding of themselves manifested in:
physical description-eg: ‘im different from jennifer because she has brown hair and i have blonde hair’

active description-eg: in terms of activities such as play

unrealistic positive overestimations- eg: overestimation of personal attributes. ‘I’m never scared’

Question 26

unrealistic positive overestimations

Answer 26

• children have difficulty in differentiating desired and actual competence.
• cannot generate an ideal self that is distinguished from a real self.
• rarely engage in social comparison

Question 27

possible selves

Answer 27

-most are positive (hoped for selves), some may be negative (feared selves)

knox, funk, elliot & bush (2000): generate an average 13 possible selves

generate mostly positive selves

Question 28

erikson (1953)

Answer 28

social development occurs in eight stages

identity vs role confusion: stage associated with adolescence

changes in identity that occur during adolescence involve substantial reorganisation and restructuring of the individual’s sense of self.

Question 29

identity

Answer 29

constructed from :
past experiences
present encounters
what an individual anticipates for her future