Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psych243 > Midterm #2 - Ch.4 Socioemotional Development in Infancy > Flashcards

Midterm #2 - Ch.4 Socioemotional Development in Infancy Flashcards

1
Q

emotion

A
  • feeling/affect
  • state or interaction important to a person
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

early emotions at what age?

A
  • in the first 6 months
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

primary emotions

A
  • surprise, interest, joy, anger, sadness, fear, disgust
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

self-conscious emotions

A
  • develop later
  • need self awareness
  • jealousy, empathy, embarrassment, pride, guilt
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

3 types of crying

A
  • basic
  • anger
  • pain
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

basic cry

A
  • rhythmic pattern
  • brief silence
  • shorter higher pitched whistle
  • could relate to hunger
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

anger cry

A
  • variation of basic cry
  • more excess air forced through vocal cords
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

pain cry

A
  • sudden, long initial loud cry
  • holding breath
  • no preliminary moaning
  • stimulated by physical pain or high intensity stimuli
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

smiling

A
  • critical social skill and signal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

reflexive smile

A
  • not from external stimulus
  • in first month
  • can happen during sleep
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

social smile

A
  • response to external stimulus
  • happens at 2 months
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

fear

A
  • one of the first emotions
  • starts at 6 months and peaks at 18 months
  • predisposition to threatening stimulus
  • connected to stranger anxiety
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

stranger anxiety

A
  • fear and wariness of strangers
  • more intense at 9 months
  • depends on social context and characteristics of the stranger
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

social referencing

A
  • infants can read emotions of others
  • how to act in a certain situation
  • check with caregiver before acting
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

separation protest

A
  • crying when caregiver leaves
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

temperament

A
  • individual differences in behavioural styles, emotions, and characteristic ways of responding
  • duration and intensity of emotions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

easy child

A
  • positive mood
  • establish routines
  • adapt easily
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

difficult child

A
  • negative mood
  • cries a lot
  • irregular routines
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

slow-to-warm-up child

A
  • low activity level
  • somewhat negative mood
  • low intensity mood
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Kagan’s concept of behavioural inbibition

A
  • differences between a shy, subdued, timid child, and a sociable, extroverted, bold child
  • inhibition to the unfamiliar
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

inhibition to the unfamiliar

A
  • react to aspects of unfamiliarity with initial avoidance, distress, or subdued affect
  • around 7-9 months
  • related to social phobia at 7 years
22
Q

high effortful control

A
  • ability to keep arousal from getting too intense
  • have self soothing strategies
23
Q

low effortful control

A
  • unable to control arousal
  • easily agitated
  • become intensely emotional
24
Q

biological foundations (temperament)

A
  • can inherit a physiology that predisposes them to have a certain temperament
  • brain structure
25
Q

experience (temperament)

A
  • children can learn to reduce fear and inhibition to a degree
26
Q

goodness of fit (parenting)

A
  • match between a child’s temperament and the environmental demands the child must cope with
27
Q

trust

A
  • trust vs mistrust in the first year (Erikson)
  • infants face less secure world after birth
  • need constant care to develop trust
28
Q

developing sense of self

A
  • being attentive and positive toward one’s image in a mirror as early as 3 months
  • recognizing one’s physical features appears around 2 years
29
Q

independence

A
  • more central in second year (Erikson)
  • autonomy vs shame and doubt
  • autonomy builds as mental and motor abilities develop
30
Q

attachment - Freud

A
  • infants become attached to the person/object that gives them oral sensation
  • usually mother
  • not true
31
Q

attachment - Harlow

A
  • cloth vs wire mother for monkeys
  • contact comfort
  • feeding is not a crucial element in attachment
32
Q

attachment - Erikson

A
  • physical comfort and sensitive care are key to establishing a basic level of trust during infancy
  • trust = foundation of attachment
33
Q

attachment - John Bowlby

A
  • importance of attachment in first year and responsiveness of caregiver
34
Q

4 phases of attachment - Bowlby

A
  1. birth-2months: infants direct attachment to human figures, equally likely to elicit a reaction
  2. 2-7months: attachment focused on one figure, usually primary caregiver
  3. 7-24months: specific attachment develops, actively seeking contact
  4. 24 months on: children become aware of other people’s feelings, goals, and plans
35
Q

strange situation

A
  • observational measure of an infant’s attachment
36
Q

secure attachment

A
  • infants free to roam when caregiver is present
  • mild protest when caregiver leaves
  • reestablish positive reaction when caregiver returns
37
Q

insecure avoidant

A
  • avoid caregiver, not disturbed when they leave
  • contact not reestablished when caregiver returns
38
Q

insecure resistant

A
  • cling to caregiver then resist closeness
  • don’t explore when caregiver is present
  • cry out when caregiver leaves, not reassured when they return
39
Q

insecure disorganized

A
  • disorganized and disoriented
  • appear dazed, confused, and fearful
  • patterns of avoidance and resistance, or extreme fearfulness around caregiver
40
Q

attachment _______ predicts adolescent _______ ________

A
  • insecurity
  • social anxiety
41
Q

problems with attachment theory

A
  • doesn’t consider genes and temperament
  • ignores diversity or socializing agents and contexts in the infants world
42
Q

secure caregiver

A
  • sensitive to child’s signals
  • consistently available to respond to infant’s needs
43
Q

avoidant caregiver

A
  • little physical contact
  • unavailable or rejecting
44
Q

resistant caregiver

A
  • inconsistent
  • sometimes respond to needs
45
Q

disorganized caregiver

A
  • neglectful or abusive
46
Q

the family

A
  • a constellation of subsystems
  • subsystems have reciprocal influences on each other
47
Q

reciprocal socialization

A
  • parent-child interaction is reciprocal/bidirectional
  • children socialize their parents just as parents socialize their children
48
Q

higher quality childcare linked to ….

A
  • children’s better self-regulation of attention and emotion
49
Q

developmental cascades

A
  • connections among wide range of biological, cognitive, and socioemotional processes
50
Q

synchrony

A
  • coordination of social interaction with infants
51
Q

scaffolding

A
  • temporarily supports the infant’s needs and abilities for the purpose of helping them master a new task

Psych243 (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions