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Child psychology > socioemotional final > Flashcards

socioemotional final Flashcards

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1
Q

basic emotions

A

happiness, interest, surprise, fear, anger, sadness disgust. these are universal and promote survival

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2
Q

newborn arousal

A

attraction to pleasant stimuli and withdrawal from unpleasant stimuli

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3
Q

self conscious emotions

A

higher order emotions involving injury and and enhancement of sense of self. (guilt, shame, pride, embarrassment, envy)

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4
Q

emotions

A

internal reactions and feelings. can be positive or negative.

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5
Q

crying

A

infants show distress, they have different types of cries that show different types of distress

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6
Q

pleasure

A

smiling and staring is first, then smiling around others then laughing and faster information processing

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7
Q

anger

A

shows as older, increases with intentional behavior

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8
Q

stranger anxiety

A

starts around 6 months, weariness around strangers

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9
Q

pride

A

motivates children to do more challenging things

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10
Q

guilt/shame

A

prompts people to make amends and strive for self improvement. shame can contribute to adjustment problems

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11
Q

pre school (self conscious)

A

self conscious feelings are linked to self evaluation. parents can promote adaptation by by focusing on improvement and not self worth

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12
Q

middle childhood (self conscious)

A

pride and guilt come from personal responsibility

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13
Q

prosocial behavior

A

actions aimed at benefitting others, motivated by empathy

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14
Q

sympathy

A

feeling sad or sorrow for a friend

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15
Q

empathy

A

experiencing others feelings promoted by sociable and assertive temperament and secure parent child attachment

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16
Q

emotional understanding 2-3 moths

A

match tone and feeling of caregiver

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17
Q

emotional understanding 4 to 5 moths

A

can discriminate a wide range of emotions

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18
Q

emotional understanding 5-6 months

A

identify facial expressions associated with different emotions

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19
Q

social referencing

A

8-10 months, seeking emotional information from a trusted person, in an unfamiliar setting they look to others to evaluate safety of the situation

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20
Q

internal states

A

school age children are more likely to use internal words to describe their feelings

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21
Q

masking feelings

A

avoid negative outcomes and protect self esteem. fits with norms

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22
Q

emotional competence

A

preschool, emotional understanding have self conscious emotions, empathy and emotional self regulation, is influenced by parenting

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23
Q

emotional self regulation

A

strategies that include restricting sensory input, talking to themselves, changing goals and repairing relationships

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24
Q

problem centered coping

A

appraising the situation as changeable, identifying the difficulty and making a decision

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25
Q

emotion centered coping

A

private and aimed at controlling distress when nothing can be done about the outcome

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26
Q

emotional self efficacy

A

when self regulation develops well, children get to this, they are able to be in control of their emotional experience

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27
Q

temperament

A

early appearing, stable individual differences in reactivity and self regulation, biologically based

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28
Q

reactivity

A

quickness/intensity of emotional arousal and attention/motor activity

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29
Q

self awareness

A

after this, leads to efforts to understand others intentions/feelings/desires

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30
Q

categorical self

A

classifying themselves as on the basis of age / sex / physical appearances

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31
Q

gender typing

A

increases dramatically in the early years

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32
Q

self concept phase one

A

observable characteristics/attitudes/possessions/preferences

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33
Q

self concept phase two

A

abilities/typical behaviors/emotions and attitudes

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34
Q

self concept phase three

A

personalities/beliefs/values

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35
Q

elaborative reminiscing

A

focused on childrens internal states is important for their self understanding

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36
Q

Chinese parents (self concept)

A

emphasizes the impact of misbehavior on others (sense of belonging and obligation to others)

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37
Q

Irirsh-American parents

A

downplay seriousness attribution transgression to “spunk” and assertiveness

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38
Q

social comparisons

A

school ages, judgements on appearances, abilities, behavior towards others

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39
Q

self esteem

A

judgements made about own worth and feelings associated with judgements

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40
Q

pre school self esteem

A

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

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41
Q

school age self esteem

A

adjusts to be more realistic, and in the form of 4 different self esteems (academic, social, physical and athletic, physical appearance)

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42
Q

influences on self esteem

A

culture, gender, ethnicity exposure given different levels of self esteem to their viewers

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43
Q

mastery oriented attributions

A

children credit success to ability that can be improved with effort, growth mindset about ability

44
Q

learned helplessness

A

children attribute failures to ability and success to luck. fixed mindset about ability

45
Q

person praise

A

teaches that ability is fixed and leads to retreating from challenges

46
Q

process praise

A

teaches competence that develops through hard work and effective strategies

47
Q

self regulation

A

strategies that modify reactivity

48
Q

“easy” baby

A

regular eating/sleeping/toileting patterns. adapt easy to new situations and show low intensity reactions (40%)

49
Q

“difficult” baby

A

less predictable, withdraws from new situations and reacts intensely to new situations (10%)

50
Q

slow to warm baby

A

adapts poorly to changing situations, but not particularly active or intense (15%)

51
Q

Plomins EAS theory

A

infant temperament is biological with inherited traits that appear early and remail influential throughout life

52
Q

emotionality

A

how quick an infant becomes aroused and responds negatively to environmental stimulation

53
Q

sociability

A

infants preference to be around others

54
Q

rothbarts model (temperament)

A

6 dimensions of reactivity and self regulation. has an interactionist viewpoint

55
Q

inhibition

A

tendency to react to unfamiliar events with timidness and avoidance

56
Q

effortful control

A

areas of prefrontal cortex that are involved in suppressing impulses. rapidly develops between 2 1/2 and 3

57
Q

goodness of fit model

A

creates child rearing environments that recognize a childs temperament while encouraging more adaptive functioning

58
Q

child rearing

A

patient and supportive vs. intensive and unresponsive (the “bringing up” of a child)

59
Q

child rearing parenting styles

A

combos of parenting behaviors that occur over may situations and creates an enduring child rearing environment

60
Q

two dimensions of parenting

A

warmth/responsiveness and control (age appropriate standards, rule enforcement)

61
Q

authoritarian

A

low acceptance, low involvement, high control, low autonomy. control is direct and psychological

62
Q

uninvolved

A

low acceptance, low control, low involvement, indifferent autonomy

63
Q

permissive

A

high acceptance, low involvement, low control, high autonomy

64
Q

authoritative

A

high acceptance, adaptive control, high involvement, appropriate autonomy

65
Q

why is authoritative rearing the best style

A

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

66
Q

children contributions

A

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

67
Q

chinese parenting styles

A

more controlling and may shame a child for misbehaving

68
Q

hispanic/carribean parenting styles

A

respect insistence for parent authority and high warmth

69
Q

low SES and African american parenting styles

A

expect immediate obedience and fostering self control and vigilance

70
Q

attachment

A

enduring social-emotional relationship between a child a caregiver

71
Q

interactional synchrony

A

mother learns to concentrate on baby when they are paying attention and with hold attention when toddler is not paying attention

72
Q

face to face interactions

A

feeding/changing/play. fundamental early experiences

73
Q

affect mirroring

A

the degree caregivers gauge communicative behaviors to respond to input informants

74
Q

psychoanalytic perspective attachment

A

feeding is the control context for the strength of attachment

75
Q

psychosocial theory attachment

A

the development of a sense of trust in the caregiver and the surrounding world is the context of attachment

76
Q

behaviorism attachment

A

the mothers caresses while babys hunger is satisfied is the context for attachment

77
Q

bowlbys ethological theory of attachment

A

attachment is evolved from a response that supports babys survival

78
Q

internal working model of attachment

A

expectations of availability and responsiveness from the child about their caregiver. this will change over time.

79
Q

phase one of attachment (indiscriminate social responsiveness)

A

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

80
Q

phase two of attachment (discriminate social responsiveness)

A

includes the attachment in making phase where baby mostly focuses on their primary caregiver

81
Q

phase three of attachment (focused attachment)

A

clear cut attachment phase, separation anxiety shows, fear is dominant when primary caregiver leaves, formulation of a reciprocal relationship

82
Q

phase 4 of attachment (corrected partnerships)

A

3yrs+, child makes their own reactions and responses and doesn’t need as much proximity to caregiver

83
Q

ainsworths strange situation

A

to test quality of attachment, babys reactions are measured when parent is present/not present, and when a stranger is present/not present

84
Q

attachment q sort

A

home observations can show the child parent relationship better, but does not differentiate between types of insecurity

85
Q

secure attachment

A

infant uses parent as a safe base. may cry when caregiver is gone but are comforted when they get back - 60% of infants

86
Q

insecure/avoidant attachment

A

infant is unresponsive to parent and avoidant when they come back. - 15%

87
Q

insecure/resistant attachment

A

clinginess combined with angry and resistive behavior. distressed when parent leaves and inconsolable when they come back. distressed throughout the procedure - 10%

88
Q

disorganized/disoriented attachment

A

contradictory behaviors and has the most insecurity. unpredictable, distressed response to both separation and reunion, confused the whole time. - 15%

89
Q

attachment quality

A

for secure attachment parenting must be predictable and responsive, infant needs an internal working model and to understand their relationship with their parents

90
Q

sensitive caregiving

A

parent is sensitive to infants needs and adjusts their level of care accordingly

91
Q

intergenerational transmission

A

attachment disruptions, trauma histories, cultural and historical context can influence child rearing practices, impacting the attachment process of the next generation

92
Q

allomothers

A

nonmaternal caregivers who share the responsibility of infants. collective caregiving leads to lower levels of stranger anxiety

93
Q

father attachment

A

sensitive, stimulating play is generally associated with favorable emotional and social adjustment

94
Q

skipped generation families

A

usually with grandparents as the primary caregivers, have significant attachment relationships

95
Q

continuity

A

continuous good caregiving and attachment security are important for long term and favorable adjustment

96
Q

long term effects of secure attachment

A

conditional and dependent on the quality of the babys future close relationships

97
Q

self awareness

A

implicit sense of self-world differentiation

98
Q

self knowledge

A

knowledge of yourself and your actions and how they can affect others

99
Q

personal agency

A

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

100
Q

gains in self awareness

A

gains in self awareness come from sensitive caregiving and how they act on the environment

101
Q

3 months self concept

A

can tell in still images which is them and which is not them. they will stare at the one that is not them longer

102
Q

5 months self concept

A

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

103
Q

self recognition

A

comes around by age 2. can tell it is them when they see themselves in the mirror

104
Q

self recognition

A

comes around by age 2. can tell it is them when they see themselves in the mirror

105
Q

the mark test

A

putting a mark on the childs forehead and the child will realize that the mark relates to them (if they pass)

Child psychology (4 decks)

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