socioemotional final Flashcards
basic emotions
happiness, interest, surprise, fear, anger, sadness disgust. these are universal and promote survival
newborn arousal
attraction to pleasant stimuli and withdrawal from unpleasant stimuli
self conscious emotions
higher order emotions involving injury and and enhancement of sense of self. (guilt, shame, pride, embarrassment, envy)
emotions
internal reactions and feelings. can be positive or negative.
crying
infants show distress, they have different types of cries that show different types of distress
pleasure
smiling and staring is first, then smiling around others then laughing and faster information processing
anger
shows as older, increases with intentional behavior
stranger anxiety
starts around 6 months, weariness around strangers
pride
motivates children to do more challenging things
guilt/shame
prompts people to make amends and strive for self improvement. shame can contribute to adjustment problems
pre school (self conscious)
self conscious feelings are linked to self evaluation. parents can promote adaptation by by focusing on improvement and not self worth
middle childhood (self conscious)
pride and guilt come from personal responsibility
prosocial behavior
actions aimed at benefitting others, motivated by empathy
sympathy
feeling sad or sorrow for a friend
empathy
experiencing others feelings promoted by sociable and assertive temperament and secure parent child attachment
emotional understanding 2-3 moths
match tone and feeling of caregiver
emotional understanding 4 to 5 moths
can discriminate a wide range of emotions
emotional understanding 5-6 months
identify facial expressions associated with different emotions
social referencing
8-10 months, seeking emotional information from a trusted person, in an unfamiliar setting they look to others to evaluate safety of the situation
internal states
school age children are more likely to use internal words to describe their feelings
masking feelings
avoid negative outcomes and protect self esteem. fits with norms
emotional competence
preschool, emotional understanding have self conscious emotions, empathy and emotional self regulation, is influenced by parenting
emotional self regulation
strategies that include restricting sensory input, talking to themselves, changing goals and repairing relationships
problem centered coping
appraising the situation as changeable, identifying the difficulty and making a decision
emotion centered coping
private and aimed at controlling distress when nothing can be done about the outcome
emotional self efficacy
when self regulation develops well, children get to this, they are able to be in control of their emotional experience
temperament
early appearing, stable individual differences in reactivity and self regulation, biologically based
reactivity
quickness/intensity of emotional arousal and attention/motor activity
self awareness
after this, leads to efforts to understand others intentions/feelings/desires
categorical self
classifying themselves as on the basis of age / sex / physical appearances
gender typing
increases dramatically in the early years
self concept phase one
observable characteristics/attitudes/possessions/preferences
self concept phase two
abilities/typical behaviors/emotions and attitudes
self concept phase three
personalities/beliefs/values
elaborative reminiscing
focused on childrens internal states is important for their self understanding
Chinese parents (self concept)
emphasizes the impact of misbehavior on others (sense of belonging and obligation to others)
Irirsh-American parents
downplay seriousness attribution transgression to “spunk” and assertiveness
social comparisons
school ages, judgements on appearances, abilities, behavior towards others
self esteem
judgements made about own worth and feelings associated with judgements
pre school self esteem
learning in school, making friends, getting along with caregivers, treating others nice, have to have high self esteem to be able to do all these things
school age self esteem
adjusts to be more realistic, and in the form of 4 different self esteems (academic, social, physical and athletic, physical appearance)
influences on self esteem
culture, gender, ethnicity exposure given different levels of self esteem to their viewers
mastery oriented attributions
children credit success to ability that can be improved with effort, growth mindset about ability
learned helplessness
children attribute failures to ability and success to luck. fixed mindset about ability
person praise
teaches that ability is fixed and leads to retreating from challenges
process praise
teaches competence that develops through hard work and effective strategies
self regulation
strategies that modify reactivity
“easy” baby
regular eating/sleeping/toileting patterns. adapt easy to new situations and show low intensity reactions (40%)
“difficult” baby
less predictable, withdraws from new situations and reacts intensely to new situations (10%)
slow to warm baby
adapts poorly to changing situations, but not particularly active or intense (15%)
Plomins EAS theory
infant temperament is biological with inherited traits that appear early and remail influential throughout life
emotionality
how quick an infant becomes aroused and responds negatively to environmental stimulation
sociability
infants preference to be around others
rothbarts model (temperament)
6 dimensions of reactivity and self regulation. has an interactionist viewpoint
inhibition
tendency to react to unfamiliar events with timidness and avoidance
effortful control
areas of prefrontal cortex that are involved in suppressing impulses. rapidly develops between 2 1/2 and 3
goodness of fit model
creates child rearing environments that recognize a childs temperament while encouraging more adaptive functioning
child rearing
patient and supportive vs. intensive and unresponsive (the “bringing up” of a child)
child rearing parenting styles
combos of parenting behaviors that occur over may situations and creates an enduring child rearing environment
two dimensions of parenting
warmth/responsiveness and control (age appropriate standards, rule enforcement)
authoritarian
low acceptance, low involvement, high control, low autonomy. control is direct and psychological
uninvolved
low acceptance, low control, low involvement, indifferent autonomy
permissive
high acceptance, low involvement, low control, high autonomy
authoritative
high acceptance, adaptive control, high involvement, appropriate autonomy
why is authoritative rearing the best style
when parents are warm and involved it shows confident and self controlled behavior. shows they are competent, foster self esteem and maturity. support shows that they are resilient. children are more likely to comply when the rule is fair and reasonable
children contributions
parent expression changes as the child gets older, if the child is “difficult” then the parent might be more unreasonable, less affectionate and more controlling
chinese parenting styles
more controlling and may shame a child for misbehaving
hispanic/carribean parenting styles
respect insistence for parent authority and high warmth
low SES and African american parenting styles
expect immediate obedience and fostering self control and vigilance
attachment
enduring social-emotional relationship between a child a caregiver
interactional synchrony
mother learns to concentrate on baby when they are paying attention and with hold attention when toddler is not paying attention
face to face interactions
feeding/changing/play. fundamental early experiences
affect mirroring
the degree caregivers gauge communicative behaviors to respond to input informants
psychoanalytic perspective attachment
feeding is the control context for the strength of attachment
psychosocial theory attachment
the development of a sense of trust in the caregiver and the surrounding world is the context of attachment
behaviorism attachment
the mothers caresses while babys hunger is satisfied is the context for attachment
bowlbys ethological theory of attachment
attachment is evolved from a response that supports babys survival
internal working model of attachment
expectations of availability and responsiveness from the child about their caregiver. this will change over time.
phase one of attachment (indiscriminate social responsiveness)
birth to 12 weeks. includes the pre attachment phase where mother learns to respond to their child, baby is showing different behaviors to different people
phase two of attachment (discriminate social responsiveness)
includes the attachment in making phase where baby mostly focuses on their primary caregiver
phase three of attachment (focused attachment)
clear cut attachment phase, separation anxiety shows, fear is dominant when primary caregiver leaves, formulation of a reciprocal relationship
phase 4 of attachment (corrected partnerships)
3yrs+, child makes their own reactions and responses and doesn’t need as much proximity to caregiver
ainsworths strange situation
to test quality of attachment, babys reactions are measured when parent is present/not present, and when a stranger is present/not present
attachment q sort
home observations can show the child parent relationship better, but does not differentiate between types of insecurity
secure attachment
infant uses parent as a safe base. may cry when caregiver is gone but are comforted when they get back - 60% of infants
insecure/avoidant attachment
infant is unresponsive to parent and avoidant when they come back. - 15%
insecure/resistant attachment
clinginess combined with angry and resistive behavior. distressed when parent leaves and inconsolable when they come back. distressed throughout the procedure - 10%
disorganized/disoriented attachment
contradictory behaviors and has the most insecurity. unpredictable, distressed response to both separation and reunion, confused the whole time. - 15%
attachment quality
for secure attachment parenting must be predictable and responsive, infant needs an internal working model and to understand their relationship with their parents
sensitive caregiving
parent is sensitive to infants needs and adjusts their level of care accordingly
intergenerational transmission
attachment disruptions, trauma histories, cultural and historical context can influence child rearing practices, impacting the attachment process of the next generation
allomothers
nonmaternal caregivers who share the responsibility of infants. collective caregiving leads to lower levels of stranger anxiety
father attachment
sensitive, stimulating play is generally associated with favorable emotional and social adjustment
skipped generation families
usually with grandparents as the primary caregivers, have significant attachment relationships
continuity
continuous good caregiving and attachment security are important for long term and favorable adjustment
long term effects of secure attachment
conditional and dependent on the quality of the babys future close relationships
self awareness
implicit sense of self-world differentiation
self knowledge
knowledge of yourself and your actions and how they can affect others
personal agency
you can tell if a child knows how they can impact the world by how they play with their toys. more sensitive and understanding parents leads to a quicker understanding of how they influence the environment
gains in self awareness
gains in self awareness come from sensitive caregiving and how they act on the environment
3 months self concept
can tell in still images which is them and which is not them. they will stare at the one that is not them longer
5 months self concept
looking preference changes if cheeks of infant are changed to have a mark on them, they will now spend more time looking at their own picture
self recognition
comes around by age 2. can tell it is them when they see themselves in the mirror
self recognition
comes around by age 2. can tell it is them when they see themselves in the mirror
the mark test
putting a mark on the childs forehead and the child will realize that the mark relates to them (if they pass)
