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Developmental Psychology > Problem 3 > Flashcards

Problem 3 Flashcards

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1
Q

What are emotions?

A

Feeling, or affect, that occurs when people are engaged an interaction that is important to them, especially one that influences their well-being

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2
Q

What are positive emotions?

A

Enthusiasm, joy, and love

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3
Q

What are negative emotions?

A

Anxiety, anger, guilt, sadness.

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4
Q

What is emotional intelligence?

A

perceiving + expressing emotions accurately, understanding emotion + possesing emotional knowledge, using feelins to facilitiate thought + managing emotions effectively

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5
Q

What is emotional competence?

A
  • Focuses on the adaptive nature of emotional experience
  • becoming emotionally competent involves developing a number of skills in social contexts
  • as kids become more emotionally competent they can effectively manage their emotions, becom resilient to stressful circumstances and develop more positive relationships
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6
Q

What are primary emotions?

A

Emotions present in humans and other animials; appear in first 6 months of human infant’s development; include surprise, interest, joy, anger, sadness, fear, disgust

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7
Q

What are self-conscious emotions?

A
  • Require self-awareness that involves consciousness and a sense of “me”
  • include jealousy, empathy, embarrassment, pride, shame, guilt
  • occur some point in second half of the first year through the second year
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8
Q

What is crying and what are types of crying?

A
  • most important mechanism to communicate with world for newbors
  • basic cry, pain cry, anger cry
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9
Q

What is basic cry?

A
  • A rythmic pattern that usually consists of a cry, followed by a briefer silence, then a shorter whistle that is somewhat high in pitch than the main cry, then another brief rest before the next cry
  • some experts argue that hunger is one of the conditions that incite the basic cry
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10
Q

What is anger cry?

A

A variation of the basic cry in which more excess air is forced through the vocal cords

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11
Q

What is pain cry?

A

A sudden long, initial loud cry followed by breath holding

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12
Q

What are the types of smiling?

A
  • reflexive smile
  • social smile
  • anticipatory smile
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13
Q

What is the reflexive smile?

A

a smile that does not occur in response to external stimuli and appears during the first month after birth, usually during sleep

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14
Q

What is the social simle?

A

A smile that occurs in response to an external stimulus, typically a face iin the case of the young infant, occurs 4/6 weeks of age in response to caregivers voice

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15
Q

What is the anticipatory smile?

A

occurs when an infant gazes at an object, smiles, and then turns an already smiling face to look at a social partner

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16
Q

What are the types of fear?

A
  • stranger anxiety
  • separation protest
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17
Q

What is stranger anxiety?

A

An infant’s fear of and wariness toward strangers; appears in second half of the first year

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18
Q

What is seperation protest?

A

Crying when the caregiver leaves

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19
Q

What are the 2 types of parents (with emotions)

A
  • emotion-coaching parents
  • emotion-dismissing parents
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20
Q

What are emotion-coaching parents?

A

They monitor their children’s emotions, view their children’s negative emotions as opportunities for teaching, assits them in labelling emotions, and coach them in how to deal effectively with emotions

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21
Q

What are emotion-dismissing partents?

A

View their role as to deny, ignore, or change negative emotions

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22
Q

What is temperament?

A

Involves individual differences in behavioural styles, emotions, and characterstic ways of responding

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23
Q

What are the notions of temperament?

A

1.stability
2.continuity
3.context dependence
4.early emergence

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24
Q

What does the stability notion of temperament mean?

A

Temperament should have a similar level relative to other same-age peers over time

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25
Q

What does the continuity notion of temperament mean?

A
  • Related ranges of behaviour appropriate to age
  • all sets of behaviour thorugh time should still reflect the same underlying trait
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26
Q

What does the context-dependence notion of temperament mean?

A
  • Related sets of behaviour or expressions depending on settings
  • any trait whitin the child influences behaviour across settings
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27
Q

What does the early emergence notion of temperament mean?

A
  • temperament is widely assumed to be biologically based or inherited which is apparent in early emergence in infancy
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28
Q

What are the dimensions of temperament? (according to John Bates and widely assumed)

A
  1. emotional responses
  2. attentional orientation
  3. motor activity
29
Q

What is the emotional reponse dimension of temperament?

A

refers to the child’s general quality of mood, reaction to new people and tolerance toward internal states and changes in these

30
Q

What is the attentional orientation dimension of temperament?

A

refers to how eaisly the child is distracted from any ongoing activity she is engaged in, or how easliy she gets distressed and cna be comforted when distressed

31
Q

What is the motor acitivty dimension of temperament?

A

refers to both the frequency and intensity of the kid’s activity

32
Q

What does the theory of Thomas&Chess entail?

A
  • found that certain characterisitcs are often clusterd together which enable them to derive three types of temperaments that characterise children
  • easy children, slow-to-warm-up children and difficult children
33
Q

What is an easy child according to Thomas&Chess?

A

A child that is approachable and adaptable, positive in mood, and has regular body functions and mild intesity

34
Q

What is a slow-to-warm-up child according to Thomas&Chess?

A

A child that is likely to withdraw form a new stimulus, but will adapt slowly to it, are negative in mood, and show mild reactions, but have relatively regular biological functions

35
Q

What is a difficult child adording to Thomas&Chess?

A

A child that shows high withdrawal and do not adapt easily to new experiences, is negative in mood and high in intesity and has irregular body functions

36
Q

What does the theory of Boss&Plomin entail?

A
  • The EAS model for temperament –> emotionality, activity, socioability
  • these three dimension can describe most variaiton in children’s temperament
  • both temperament and personlity are underpinned by the genes we inherit
  • good support for this because twins have high correlations and results for non-identical twins were not significant
37
Q

What does the theory of Kagan entail?

A
  • behavioural inhibition: defined to characterise young children’s behaviour in unfamiliar settings
  • this is mostly defined by independent observations and created 2 distinct types: inhibited and uninhibted children3
  • Kagan was always aware that inhibition is only one aspect of the much larger group of temperamental qualities3
38
Q

What is an inhibited child?

A

Has the tendency to be timid, cautious or restrained and to withdraw from novelty

39
Q

What is an uninhibited child?

A

Outgoing and spontaneous and approaches novelty in the same settings5

40
Q

What does the theory of Rothbart entail?

A

has identified 4 dimensions:
1. extraversion
2. anxiety
3. attention span
4. self-regulation/effortful control

41
Q

What does the extraversion dimension of Rothbart mean?

A

tendency to approach new experiences with positive emotions

42
Q

What does the anxiety dimension of Rothbart mean?

A

tendency to respond to new experiences with fear or withdrwa from them or other threat

43
Q

What does the attentions span dimension of Rothbart mean?

A

duration of orienting or interest

44
Q

What does the self-regulation/effortful control dimension of Rothbart mean?

A

ability to regulate attention or behaviour or to soothe oneself

45
Q

What is goodness of fit?

A

The match between temperament and environment

46
Q

What is attachment?

A

A strong, enduring, affectionate bond that an infant shares with a significant individual (usually the mother) who knows + responds well to the infant’s needs

47
Q

What does the theory of Bowlby entail?

A
  • the tendency to attach is an evolved biological given
  • attachment happens in phases
  • critical period
  • maternal deprivation hypothesis
48
Q

What is monotropism (Bowlby)

A

Ability for infant to discriminate between parents + other individuals

49
Q

What is proximity seeking? (Bowlby)

A

a set of atypical behaviours displayed by children to draw the attention of a primary cargeiver toward themselves of reach to her when seperated

50
Q

What is separation protest? (Bowlby)

A

a set of typical bheaviours displayed by infant to register a form of protest against caregivers’s departure

51
Q

What is stranger anxiety? (Bowlby)

A

The wariness or fear of the infant when he/she encounters those who are unfamiliar

52
Q

What are the attachment phases of Bowlby?

A
  1. pre-attachment (0-2m)
  2. early attachment (2-7m)
  3. separation protest (7/9m - 2y)
  4. goal-corrected (2/3y upwards)
53
Q

What are the key characteristics of the child during pre attachment according to Bowlby?

A

Shows little differentiation in responses to mother and other people, familiar or unfamiliar

54
Q

What are the key characteristics of the child during early attachment according to Bowlby?

A

Begins to recognize mother, gradually more likley to be comforted by her

55
Q

What are the key characteristics of the child during seperatoin protest according to Bowlby?

A

seeks to maintain proximity with mother, wary of strangers and protests when separated

56
Q

What are the key characteristics of the child during goal corrected according to Bowlby?

A

Has more abstract representations of attachments (trust, affection, apporval), beginst to understand mother’s needs with increased independence

57
Q

What is the critical period according to Bowlby?

A
  • Time that is critical of formation and development of attachment relationship
  • 6m to 3y
  • beyond this period it is seen as highly difficult for such bond to formed
58
Q

What is the critique on the critical period?

A

it is a very inflexible timing and it led to replacement with the sensitive period

59
Q

What is the sensitive period?

A
  • replacement of critical period
  • time fram that is most conducive to formiing strong attachment compared to other time sin childs life
60
Q

What is the maternal deprivation hypothesis according to Bowlby?

A

Later negative outcomes will result from lack of consisten attachment figure in early childhood; caregiver is essential

61
Q

What are the critcisms on the theory of Bowlby?

A
  • maternal is very specific
  • negative outcomes cannot be fully atttributalbe to seperation from mother could alos be negative factors linked to institutionlisation (i.e quality of foster system)
62
Q

How does Ainsworth proposed to measure attachment?

A
  • With the Strange Situation
  • in strange situation the behaviours and interactions between a child and primary caregiver are observed in a controlled labaroty setting
  • the procedure constist of 7 stages of which the most interesting is the child behaviour ate the reunions
63
Q

What are the four attachment types according to Ainsworth?

A
  • insecure-avoidant
  • securly attached
  • insecure-resistant/ambivalent
  • insecure-disorganised
64
Q

What is the insecure-avoidant attachement type?

A

There is a lack/avoidance of contact with mother, treating her and stranger in similar way; not upset by her departure and ignorign her or even turning way upon her return

65
Q

What is the securly attached attachment type?

A

There is a moderate amount of proximity seeking to mother, upset by her departures followed by positive greetings during reunions

66
Q

What is the insecure-resistant/ambivalent attachment type?

A

Child shows great distress at mother’s departure, resisting comfor by stranger, but difficulty in being comforted upon reunion with a mixture of proximity seeking, resistance or anger

67
Q

What is the insecure-disorganised attachemnt type?

A

Lack of a consistent behavioural pattern; apprhension about approaching mother; confusion about separation and reunion

68
Q

What are the critiques on the strange situation

A
  • is less accurate for use with kids used to non-maternal care
  • variations from the secure type may also be a face of cultural norma that are encourgaed in some societies
  • attachment types are only based on the bheaivours and expressions that are shown by the child, not on what might be going on inside

Developmental Psychology (6 decks)

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