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Exam 3 - Dev Psych > Study Guide > Flashcards

Study Guide Flashcards

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1
Q

What is the main function of emotions

A

Motivate action, promote survival, communicate out feeliings

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2
Q

Testing for concept of self development

mirror task: rouge task

A
  • put a mark on forehead, before 18 months the baby sees them with the mark in the mirror and can’t tell its them
  • after you have the skills to recognize you exist, then that opens the door for other emotional experiences
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3
Q

Emotions that rely upon a concept of self

A

Guilt, Shame, Embarrassment, Sympathy, Empathy, Jealousy

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4
Q

Emotions that rely upon a concept of self: Guilt & Shame

A

Guilt: empathy for others, wanting to make up for wrongdoing
Shame: focus on self, rather than for concern of others, feels like hiding

Guilt & Shame test: give kid toy and the leg falls off, see what they do
* parent emphasis on child or action can influence which emotion they feel

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5
Q

Human emotions are based on…

Darwin: origins of emotion

A

…limited set of basic emotions that are species universal

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6
Q

Darwin found a direct link between

Darwin: origins of emotion

A

inner emotional states (feelings) and facial expression

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7
Q

What does FACS stand for and mean

Emotion Physiological Response

A

Facial Action Coding System and means that each emotion corresponds to distinct muscle compilation

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8
Q

Facial expressions indicate..

A

…internal feelings/help predict our behavior

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9
Q

Morphemes: definition

A

definition: the smallest lingual unit that carries a semantic interpretation

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10
Q

Phonemes: definition & examples

A

definition: the elementary units of sound that distinguish meaning
example: mis heard lyrics

minor differences have big consequences; sometimes difficult

English uses 45/200 sounds

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11
Q

Development of phoneme perception: Possibility #1

A

Babies need to learn to tell different phoneme (speech sounds) apart through experience

*empiricist view

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12
Q

Development of phoneme perception: Possibility #2

A

Babies need to unlearn recognizing the variations of sound that aren’t important in their language

Faded by 10-12 month old babies & narrows

After the first year of life babies can not distinguish difference in very similar sounds
Ability to distinguish phonemes narrows and disappears because they narrow in on most important and useful sounds

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13
Q

Key Idea: Language

A

Natural auditory boundaries are the 8 building blocks of phonemic language

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14
Q

Early Vocalizations: 2 types

A

Cooing (about 6-8 weeks): drawn out vowel sounds
Babbling: repeating strings of sounds comprising a constant followed by a vowel

Cooing: when babies coo, the parents react (increasing awareness that vocalizations elicit responses from others)

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15
Q

Semantic Development

Whole-object bias

constraints & biases on word learning

A

Children assume the word refers to the whole object & not part, action or property

“table” = the whole thing not just leg or corner

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16
Q

Semantic Development

Shape Bias

constraints & biases on word learning

A

Children generalize a novel word to objects of the same shape

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17
Q

Semantic Development

Taxonomic Constraint

A

Children extend words to others in the same category

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18
Q

Semantic Development

Mutual Exclusivity

constraints & biases on word learning

A

Assumptions that a given entity will have only one name

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19
Q

Semantic Development

Fast mapping

A

children learn words after just one exposure even if its only referred to indirectly

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20
Q

Semantic Development

Holophastic speech

A

period of one-word utterances

approx. 1 year old

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21
Q

Semantic Development

Overextension

A

using a given word in a broader context than is appropriate

Ex: ball = ball, apple = ball, egg = ball

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22
Q

Semantic Development

Telegraphic speech

A

period of two or three word utterances that lack non-essential elements

at approx. 2 years old, at approx. 3 years old = use simple sentences

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23
Q

Stuttering

A
  • neurological disorder is speech sound area
  • interception of multiple factors
  • develops around 2-5 years old

more language production on right side when with people who don’t stutter its on the left side
not caused by enxiety
heightened emotion increases stuttering

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24
Q

Semantic Development

Syntactic boosting

constraints & biases on word learning

A
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25
Q

Over-regularization

A

kids over apply rules (with grammar)

“I grewed up”

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26
Q

Evidence for a language critical period

A
  1. between 5 years of age and puberty language acquisition becomes much more difficult and less successful
  2. adults immigrating to U.S. performed worse on tests of English grammar than kids who immigrated to the U.S.

the later you learn a language = more right hemisphere involvement

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27
Q

Results: Nicaraguan Sign Language

A

Young learners are more fluent & grammatical
Those who heard less mature language are less fluent

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28
Q

4 components of emotion

A
  1. transient subjective feelings (fear, elation)
  2. physiological correlation (adrenaline, HR)
  3. thoughts that accompany feelings (how to escape/approach)
  4. desire to take action (fight/flight)
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29
Q

Discrete emotions theory

A
  1. emotions are innate
  2. each emotion is associated with a specific set of body & facial reactions; emotions are distinct even early in life
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30
Q

Undifferentiated emotions

A

early emotions are not distinct; environment plays a role in changing primitive emotions into complex forms

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31
Q

functional perspective

A
32
Q

3 stages of self-regulation

A
  1. relying on others
  2. use of cognitive strategies to control negative emotions
  3. being able to select the right regulating strategy
33
Q

self soothing: 0 to 6 months

A

avert gaze; rubbing/stroking itself; self-distraction

34
Q

self soothing: 1 to 2 years

A

greater control over body and attention; language

35
Q

Longitudinal study of 450 boys shows..

A

childhood abilities to handle frustration, control emotions, and get along with people predicted success in work and life

36
Q

delay of gratification measurement, long term outcomes

marshmallow test

also discuss results (10 & 20 years later)

A
  • kids who waited knew how to distract themselves
  • 10 years: kids who waited had better social and academic competence, had higher verbal fluency, had higher levels of rational thinking, were more attentive, were better at making and sticking to plans, and were more able to deal with frustration
  • 20 years: kids who waited were more socially competent, more planful, more self-regulated and had higher self-esteem
37
Q

Temperament: definition

A

constitutionally based individual differences in emotional, motor, and attentional reactivity and self-regulation; seen to demonstrate consistency across situations and are relatively stable over time

adjustment depends on how one’s temparement fits into their environment

Differences accounted for from genetic inheritance, neural development, nutritional deficiencies/teratogens, prolonged stress, maternal insensitivity, etc
Parents socialization practices can affects kid’s development

38
Q

Temperament: NY Longitudinal Study

A
  • Higher fearful distress in infancy -> more fear in new situations at 2 and more social inhibition at 4.5
  • tendency for negative emotion at 3 -> more negativity at 6 & 8
  • Greater ability to focus attention in preschool -> greater ability to focus at ages 11 & 12
39
Q

Temperament: New Zealand Longitudinal Study

A

Kids who were more negative, impulsive, and unregulated had: more adjustment problems, not getting along well with others, more likely to engage with the law, unhappier relationships, more unemployment, and had fewer sources of social support

40
Q

Ainsworth’s “Strange Situation” test and categories of attachment

A

Child is put through series of episodes involving repeated separations and reunions with their caregivers
**4 categories: **securely attached, insecure/resistant, insecure/avoidant, and disorganized/disoriented

41
Q

Ainsworth’s “Strange Situation” test and categories of attachment

Securely Attached

A

effectively use mom as secure base; some distress when mom leaves; happy to see mom return

42
Q

Ainsworth’s “Strange Situation” test and categories of attachment

Insecure/resistant

A

child is clingy and less exploratory; upset when mom leaves; reestablishes contact with mom when she returns but resists her efforts at comfort

43
Q

Ainsworth’s “Strange Situation” test and categories of attachment

Insecure/avoidant

A

child avoids mom before separation; does not greet caregiver upon return; child ignores stranger

44
Q

Ainsworth’s “Strange Situation” test and categories of attachment

disorganized/disoriented

A

no consistent way of coping; confused facial expression; appears to want mom but also to fear her

45
Q

Harlow Study Findings

A
  • Monkeys spent majority of time with cloth mother regardless of which mother fed them
  • monkeys with only a wire mother exhibited extremely abnormal social and emotional behavior as adults (excessive and misdirected anger; stereotyped motor behavior; abnormal sexual behavior, extremely poor parenting by motherless mothers)
46
Q

Cross Cultural Variation

A

3 attachment types seen in China, Western Europe, Africa, etc
3 places we discussed: Japan, Germany, Israel

47
Q

Cross Cultural Variation

Japan

A

no insecure/avoidant because emphasis on “oneness” between mom and baby and fosters more physical closeness

48
Q

Cross Cultural Variation

Germany

A

emphasis on independence -> more insecurely attached

49
Q

Cross Cultural Variation

Israel

A

kids at kibbutz are more likely to be insecure/resistant because it is less consistent and less sensitive

50
Q

Consequences of day care on attachment outcomes

A

no negative effects, depends on parent sensitivity

51
Q

Parental Sensitivity

A

responsiveness of caregiver; acceptance of caregiver role; cooperation/patience; gentle persuasion v.s. demanding; most crucial factor affecting security of attachment

MOST CRITICAL FACTOR AFFECTING SECURITY OF ATTACHMENT

52
Q

Evidence for infant’s understanding of attachment (experiment and logic)

A

Bowlby: internalize the attachment style and sees that as normal -> affects future relationships

53
Q

Parental Sensitivity: securely attached

A

accurately read baby’s signals; respond quickly; lots of positive exchanges

54
Q

Parental Sensitivity: Insecure/resistant

A

respond inconsistently; be anxious themselves

55
Q

parental sensitivity: insecure/avoidant

A

indifferent; emotionally unavailable; may reject infant’s efforts to cuddle

56
Q

parental sensitivity: evidence

A
  • identify babies at risk for insecure attachment -> put half moms through intervention and half moms through different class -> babies with mom in intervention were more securely attaches
  • babies with secure attachment look longer at unresponsive caregiver and babies with insecure attachement look longer at responsive caregiver
57
Q

Long term consequences of childhood attachment: securely attached babies at 2-3

A

better problem solving; more complex & creative play; more positive meotions and fewer negative ones; more attractive playmates

58
Q

Long term consequences of childhood attachment: securely attached babies at 11-15

A

better social skills; better peer relations; more likely to have more close friends

59
Q

Long term consequences of childhood attachment: insecurely attached babies at 2-3

A

socially and emotionally withdrawn; hesistant to initiate play behaviors with peers; less curious; less interested in learning

60
Q

Long term consequences of childhood attachment: insecurely attached babies at 11-15

A

poor peer relations; fewer close friendships; more deviant behaviors; psychopathological symptoms

61
Q

Basic Gender Differences in Different Types of Cognitive Tasks

Males v.s. Females

A

variations within genders, overlaps
IQ: equivalent average, more males at the extremes

Verbal:
* males: speech problems, dyslexia
* females: better with surface layout

spatial:
* males: better mental rotation, navigation
* females: better with surface layout

62
Q

Evidence supporting different influences on gender development

Biological

A
  • evolution: studies of play behavior shows sex differences consisitent with evolutionary thoery (boys fight, girls play with dolls)
  • hormones: gender differences in behavior reflect different ratios of male and female sex hormones
  • gender dysphoria: some children’s gender identification does not match how they are socialized
63
Q

Hormones: Male v.s. Female

A

androgen is higher in males and correlates with physical aggresion
* girls with CAH (congenital adrenal hyperplasia
* boys with androgen insensitivity show more female interests

64
Q

Evidence supporting different influences on gender development

Social

A
  • Children are clearly influenced by their social environment and naturally learn through observation
  • implicit teaching: types of conversation, toys, chores, decoration
  • explicit teaching: gender essentialists’ statements
  • media: stereotypes, more male leads
  • media effectiveness: children choose broken toy with dora sticker over new toy
65
Q

Evidence supporting different influences on gender development

Cognitive

A

focuses on how children’s developing understanding of what it means to be a certain gender shapes their acquisition of gender-related behavior

66
Q

Kohlberg’s state theory & the stages

A

Kids actively construct gender knowledge the same they construct other knowledge about the world
Stages:
* 30 months
* 3-4 years
* 5-7 years

67
Q

Kohlberg’s state theory: 1st stage, 30 months

A

establish gender identity but don’t think their gender is permanent

68
Q

Kohlberg’s state theory: 2nd stage, 3-4 years

A

gender stability but can be biased on superficial appearance

69
Q

Kohlberg’s state theory: final stage, 5-7 years

A

gender constancy and see that gender is constant no matter what

after final stage, kids can look for gender models & learn appropraite behaviors
* but kids show gender-biased preferences before that

70
Q

Gender Schema Theory

A
  • kids classify objects and activities as “for boys” or “for girls” and stay away from those associated with the opposite sex
  • bias to behave in accord with their gender identity leads them to acquire greater knowledge and expertise with gender-consistent entitities
71
Q

relative salience of gender v.s. race early in development

A

@ 3, friendships are influenced by gender but not race

72
Q

Piaget Theory

A

6 years: amount of damage > intentions (moral realism)
10 years: intentions > amount of damage (moral relativism)

which boy is naughtier?

one that accidentally broke 15 glasses or one that broke 1 glass by climbing which he wasn’t supposed to do

73
Q

In relation to Piaget

Kohlberg: Preconventional Stage (6-10 years)

A

self-centered reasoning; get rewards and avoid punishment

74
Q

in relation to piaget

Kohlberg: Conventional Stage (14 years)

A

intentions and motives are more salient; centered on social relationships

75
Q

in relation to piaget

Kohlberg: Preconventional Stage (6-10 years)

A

centered on ideals; recognizes relative and arbituary nature of some rules

76
Q

Moral dumbfounding

A
  • stubborn and puzzled maintenance of a moral judgement without supporting reasons
  • occurs when people maintain a moral judgement even though they cannot provide a reason for this judgement

Exam 3 - Dev Psych (4 decks)

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