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Child Psych > Test 3: Basically the Final > Flashcards

Test 3: Basically the Final Flashcards

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1
Q

Psychoanalytic theories traits:

  1. discontinuous or continuous?
  2. Individual differences or the same?
  3. Nature/nurture?
A

Discontinuous (stage theories)
Individual: early experiences –> later development
N/N- biology interacts with experience

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2
Q

Freud: Erogenous Zones

A

areas of the body that become erotically sensitive in successive stages of development

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3
Q

Freud: Psychic Energy

A

Biologically based, instinctual drives that energize behavior, thoughts and feelings

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4
Q

Erickson’s Psychosocial Development

A

Development driven by crisis related to age. Crisis is resolved for healthy development (people can be stuck)

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5
Q

Freud place emphasis on early ____ ____

A

emotional relationships:

  1. subjective experience
  2. unconscious mental activity
  3. foundation for attachment theory
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6
Q

Erickson emphasis on quest for identity in adolescence lead to…

A

Foundation for research on adolescence

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7
Q

Problems with psychoanalytic theories: Freud and Erickson

A

Too vague, not operationally defined. Some can’t be observed.
Explain behavior after the fact (post-hoc), hard/impossible to test or replicate

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8
Q

Learning Theorists Emphasize the role of ___ ___ in shaping behavior.

A

External factor

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9
Q

Learning theorist central development issues

A

Continuous

Individual difference because children learn differently

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10
Q

____ approaches have been based in learning principles

A

Therapeutic approaches

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11
Q

Contemporary theorists think that children play

A

a role in their own development

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12
Q

Social learning theory

A

Emphasizes observation and imitation rather than reinforcement, as primary mechanisms of development

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13
Q

Social learning theory (Albert Bandura)

A

Believed that most human learning is inherently social in nature and is based on observation of the behavior of other people

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14
Q

Vicarious reinforcement

A

Observing someone else receive a reward or punishment

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15
Q

Reciprocal determinism

A

Bandura’s concept that child-environment influences operation in both directions

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16
Q

Perceived self-efficacy

A

individual’s beliefs about how effectively he or she can control her or his behavior, thoughts, and emotions in order to achieve a desired goal.

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17
Q

4 important factors of social learning

A

Attention
Retention
Reproduction
Motivation(ARRM)

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18
Q

More likely to model individuals who are

A 
High Status/prestige
Mastery/models
Similar to subject
Ability to affect subject's future
High competence, alleged experts, celebrities
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19
Q

Although Learning theories have inspired research and lead to practical applications like systematic desensitization, one drawback of their work is….

A

Lack of attention to biological influences

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20
Q

Major social cognition theorists

A

Selman, dodge, dweck

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21
Q

Social COGNITION theorist believe

A

Children are active processors of social info.

Children have ability to think and reason about their own and other people’s thoughts, feelings, motives and behaviors

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22
Q

Self-Socialization

A

Children play a very active role in their own socialization through activity preferences, friendship choices, etc.

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23
Q

Dodge emphasized role of ____ processes in social behavior

A

cognitive

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24
Q

Why do some children have hostile attribution bias?

A

physical abuse, see ambiguous actions as hostile

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25
Q

6 steps in decision making

A
  1. Encode Cues
  2. Interpret Cues
  3. Clarify goals
  4. Review possible action
  5. Decided on an action
  6. Act on decision
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26
Q

What accounts for cultural differences in children’s aggressive behavior worldwide?

A

Cultural differences in tendency to attribute hostile intent

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27
Q

Central Development Issues: Bioecological model is criticized for

A

lack of biological factors

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28
Q

Bioecological model

A

Considers the child’s environment as composed of series of nested structures that impact development

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29
Q

Child Maltreatment

A

intentional abuse or neglect that endangers the well being of anyone under the age of 18

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30
Q

__-___% of NOLA youth have experience multiple traumas. What are the most common?

A

55-84%; community violence and loss of a loved one

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31
Q

__% report 3+ Traumas

__% report multiple traumas

A

55%

84%

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32
Q

Trauma in the brain

A

Temporal Lobes are inactive/under active

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33
Q

Trauma in schools

A

What’s wrong with students –> What do they need, what happened

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34
Q

Emotions are a combination of __ and __ responses to thoughts or experiences

A

physiological and cognitive

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35
Q

5 components of emotions

A 
Neural responses 
Appraisals
Physiological factors
Expressions
Action
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36
Q

Discrete Emotions theory

A

Emotions innate early in life, packaged with distinctive bodily/facial reactions

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37
Q

Functional Perspective (emotions)

A

Emotions manage relationships between self and environment, help achieve goal

Vary based on social environment

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38
Q

Self-conscious emotion

A

related to our sense of self and consciousness of other’s reactions to us

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39
Q

Discontinuous growth: requires understanding of self as separate by…

A

1.5-3 years

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40
Q

Self-conscious emotions have a strong ___ influence and examples include…

A

Cultural influence

Guilt, shame, embarrassment, pride

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41
Q

Social referencing

A

12 months
Using caregiver’s or other adult’s facial expression or vocal cues to decide how to deal with novel, ambiguous, or possibly threatening situations

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42
Q

Labeling emotions develops from __ years to adolescence, and supports the development of ____

A

2 years

Social Competence

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43
Q

Children’s understanding of the difference between real and fake emotions improves considerably from ages…

A

3-5 years

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44
Q

Display rules

A

Social group’s norms about when where and how much one should show emotions, and when and where one should mask their emotions. Growing understanding from preK to elementary school.

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45
Q

Emotional Regulation develops gradually over childhood as a set of conscious and unconscious process and is use to ______.
Involves ____ parts of brain.

A

monitor and modulate emotional experiences and expressions.

PFC and Limbic Systems

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46
Q

Executive functions support self-regulation

A

Deliberate control of thought, emotion, action. Goal oriented behavior.

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47
Q

Cognitive control

A

planning evaluation

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48
Q

behavioral control

A

action/executive function

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49
Q

Marshmallow.

Less effective ages vs. most effective ages

A

<5 years

~8-13 years

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50
Q

Co-regulation

A

Caregivers provide needed external comfort or distraction to help child reduce her or his distress

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51
Q

Self-comforting behaviors

A

Repetitive actions that regulate arousal by providing a mildly positive physical sensation

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52
Q

Self-distraction

A

Looking away from upsetting stimulus in order to regulate arousal

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53
Q

Cognitive strategies

A

Use of problem-solving, changing thoughts or to adjust to emotionally difficult situations

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54
Q

Temperament is present from ___ and influence by

A

infancy

Genes and environment

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55
Q

Temperament

A

CONSTITUTIONALLY BASED individual differences in emotional, motor, and attentional reactivity and self-regulation that demonstrates consistency across situations as well as relative stability over time

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56
Q

Temperament due to the work of

A

Thomas and Chess

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57
Q

Easy __%
Slow to Warm__%
Difficult__%
Un-categorized__%

A

E 40%
StWU 15%
D 10%
UC 35%

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58
Q

3 other measures of temperament

A
  1. Heart Rate (Vagal tone)- how effectively vagus nerve modulates heart rate in accordance with breathing
  2. Left Frontal Lobe- EEG, approach behavior, + affect, sociability
  3. Cortisol Reactivity- cortisol in given situation
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59
Q

Behavioral inhibition

A

Temperamentally based style of responding characterized by the tendency to be particularly fearful and restrained when dealing with novel or stressful situations

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60
Q

Goodness of Fit

A

Degree to which an individual’s temperament is compatible with the demands and expectations of his or her social environment

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61
Q

Differential Susceptibility

A

The same temperament characteristic that puts some children at high risk for negative outcomes when exposed to a harsh home environment also causes them to blossom when their home environment is positive

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62
Q

Socialization

A

The process through which children acquire the values, standards, skills, knowledge, and behaviors that are regarded as appropriate for their present and future role in their particular culture

Affects children directly and indirectly. Affects children’s emotional development and social competence

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63
Q

Low parental support

A

Low social competence.

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64
Q

High parent support

A

Good regulation of emotions

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65
Q

Emotional Coaching

A

Parents discuss and help children learn ways of coping and expressing emotions appropriately

66
Q

Emotions: USA vs. Tamang in Nepal

A

When parents in USA dismiss emotions, less social competence, but in Nepal, value calmness, negative to anger, but children fine socially

67
Q

Mental Heath: internalizing vs. externalizing

A

Internalizing: emotions, stress levels
Externalizing: relationships with family and peers

68
Q

Stress

A

Physiological reaction to a change in environment.

69
Q

Toxic Stress

A

Experience of overwhelming levels of stress without support from adults to help mitigate the effects of that stress

70
Q

high levels of ACEs (Adverse Childhood Experience) leads to

A

Depressive symptoms

71
Q 
Depression in children
Symptoms: ?
\_\_\_% heritable
Environment: ? 
\_\_% prior to adolescence
A

Loss interest in activities, changes in weight/appetite/sleep, loss of energy, feeling worthless and sad, trouble concentrating, thoughts about death

40% heritable
Low parental sensitivity/support
3%

72
Q

Rumination (cognitive factor in depression)

A

focus on negative emotions without trying to improve the situation

73
Q

Co-Rumination (cognitive factor in depression)

A

extensively discussing and self-disclosing emotional problems with another person

74
Q

After adolescence, __% boys and __%+ girls ages 15-18 with depression. An addition 10% US youth have less serious symptoms

A

4% boys

12%+ girls

75
Q

Anxiety in Children

A

Persistent or excessive fear, difficult to control worry, long-lasting, avoid fearful situation, impairs functioning. More prevalent in girls

76
Q

Anxiety:
__% heritable, temperament
__% total children

A

30% heritable

7% children

77
Q

Treating internalizing disorders

A

SRIs

Cognitive Behavioral Therapy (CBT)

78
Q

Attachment

A

emotional bond with special person enduring across space and time. Usually discussed in regard to relation between infants and caregivers, attachments can also occur in adulthood

79
Q

Who thinks infant mother bond classically conditioned

A

Behaviorist theory of attachment

80
Q

Harlow’s Attachment

A

Cloth and wire monkey, due to security provided by caregiver

81
Q

Attachment theory based on work of ___.

A

John Bowlby, biologically predisposed to develop attachments to caregivers, evolutionarily adaptive

82
Q

Secure base

A

presence of a trusted caregiver gives a child security to explore environment

83
Q

Internal working model of attachment looks at child’s

A

mental representation of self and attachment figures.

84
Q

Attachment measured by

A

Observing child’s behavior with caregiver. Interviewing caregiver about behaviors and quality of relationship

85
Q

Who came up with those long episodes and events to give empirical support for Bowlby’s attachment theory?

A

Mary Ainsworth

86
Q

Securely Attached Children

A

Show better social adjustment, better social skills, good emotional expression and communication

87
Q

Insecure avoidant children

A

inhibited emotions, do not seek comfort from others

88
Q

Children in ___ and ___ least likely to remain in physical proximity of their mothers.

A

Peru and Colombia

89
Q

Japanese insecurely attached children are ___ instead of __-

A

insecure/resistant instead of insecure/avoidant

90
Q

Parental sensitivity

A

Caregiving behavior that involves the expression of warmth and contingent responsiveness to children.

91
Q

Adult attachment models

A

working models of attachment in adulthood that are believed to be based upon adults’ perception of their own childhood experiences

92
Q

Attachment environmental influences

A

Can give mothers training to overcome insecure attachment or depressive symptoms

93
Q

Biological Influences

A

Genetic influences- serotonin and dopamine systems. Genetic makeup and attachment found to last in adulthood.

94
Q

Self-concept

A

Conceptual system made up of one’s thoughts and attitudes about oneself including

1) internal characteristics
2) physical being
3) social characterstics

95
Q

8 months self concept

A

Distinct, linked to attachment

96
Q

18-20 months self recognition

A

rouge test (not if ASD), not uniquely human

97
Q

Argument against self concept

A

Despite visual self-concept, still have little mental self-concept

98
Q

Argument for self-concept

A

Language, emotions, social child

99
Q

Personal Fable (early teens)

A

uniqueness of one’s own thoughts and feelings

100
Q

Imaginary audience (mid-teens)

A

belief that everyone is over focused on appearance and behaviors.

101
Q

Self-esteem

A

Overall evaluation of worth of self and feelings she or he has about evaluation.

102
Q

Test Yourself: in comparison with young and middle adolescents, older adolescents are better able to…

A

Integrate contradictions in themselves into a coherent whole

103
Q

most likely to succeed at rouge test?

A

The oldest participant

104
Q

Cultural Self-Esteem

A

Western: individual
Asian: Welfare of larger group

105
Q

When does identity achievement occur?

A

with the integration of various aspects of the self into a coherent whole that is stable over time and across events.

106
Q

Identities develop

A

During teens, everyone has multiple, some externally imposed

107
Q

Changes in family structure

A

more cohabitating and single parents

108
Q

Single parents

A

More below poverty line (41%), less time for children, household responsibilities, less likely to read to children

109
Q

Children living with grandparents

A

10%, 6% in 2014 as primary caregiver. Financial challenges due to limited income, related to emotional/behavioral problems.

110
Q

Why are families smaller?

A

Women delay pregnancies, increased access to birth control

111
Q

Fluid family structure

A

50% divorce, related to child behavior problems

112
Q

Divorced:
__% with only divorced mom
__% with only divorced dad

What makes a difference in divorced children?

A

7% mom
2% dad
Quality of contact with noncustodial parent

113
Q

__% children live with stepparents.

A

5%

114
Q

Simple stepfamily

A

New stepparent joins another parent and children

115
Q

Complex stepfamily

A

Addition of stepparent and step siblings

116
Q

Negative outcome

A

Conflict with stepparents common, especially in preteen girls

117
Q

Positive outcome

A

may gain trusted adult in life

118
Q

% Same-sex couples in 2010 raising kids

A

19%

119
Q

Mothers spend __ more hours with children.

A

1.5

120
Q

Fathers in Sweden Malaysia and India do not

A

play with their children.

121
Q

Family dynamics

A

How all family members interact with and relate to one another

122
Q

Process through which children acquire the values, standards, skills, knowledge, and behaviors that are regarded as appropriate for their present and future roles in their culture

A

Socialization

123
Q

set of strategies and behaviors parents use to teach children how to behave appropriately

A

Discipline

124
Q

Effective discipline leading to permanent change in child’s behavior

A

Internalization

125
Q

About 1/2 children in what 3 states use corporal punishment

A

Alabama, Arkansas, Mississippi

126
Q

Siblings Effect

A

Social skills, sharing, rivals, quality of relationship determined by family and culture

127
Q

What child factors contribute to parenting

A
  1. Behavior
  2. Personality
  3. Temperament
  4. Attractiveness
128
Q

Average American Family spends $____/child per year

A

$14,000

129
Q

Since 1998

A

50%+ moms work

130
Q

Low SES benefit from

A

Closeness to parents, daycare

131
Q

Friendship: What girls want

A

More closeness, more likely to co-ruminate, more upset when friend betrays

132
Q

Friendships: Good and Bad

A

Good- validations, support, social skills

Bad- aggression and drugs

133
Q

Who said children are more open and spontaneous expressing idea with peers?

A

Piaget

134
Q

Who said children learn and develop cognitively through peer interactions?

A

Vygotsky

135
Q

Cliques

A

Friendship groups children voluntarily form or join. 3-10 children, same sex and race. Boys groups larger. Members similar.

136
Q

Cliques in early vs. late teens

A

Early- focus on conformity to group, value on popularity

Late- conformity to norms declines, autonomy

137
Q

Crowds

A

Adolescents with similar stereotyped reputations. Membership assigned by peer-group consensus.

138
Q

Negative effects of cliques

A

Gangs and bullying

139
Q

Physical bully:
Verbal:
Social:
Cyber:

A

P: 6%
V: 31%
S: 19%
C: 11%

140
Q

Measure of peer acceptance called

A

Sociometric status

141
Q

Sociometric status 5 groups

A
  1. Popular
  2. Rejected
  3. Neglected
  4. Average
  5. Controversial
142
Q

Sociometric status

A

Attractiveness, athleticism, high-status friends, social behavior, personality, cognitions about others, goals

143
Q

Voluntary actions intended to benefit other

A

prosocial behavior

144
Q

Empathy

A

Emotional response to another’s state or condition

145
Q

Sympathy

A

Feeling of concern for another in reaction to their emotional state or condition

146
Q

Altruism

A

Helping others for reasons initially include empathy or sympathy, and at later ages, due to moral principles

147
Q

___ months: distress when see others in distress

A

14 months

148
Q

__-__ months: Sharing

A

18-25 months

149
Q

__ - ___ years prosocial behaviors increase, especially towards peers

A

2-4 years

150
Q

Biology- prosocial

A

Evolutionary predisposition for prosocial behavior in humans (important for survival)
Genetics- increases with age, associated with oxytocin, identical twins more similar in prosocial behavior/empathy than fraternal twins
Temperment

151
Q

Socialization-prosocial

A

Parents, peers

152
Q

Culture- prosocial: Kenya, Mexico, Philippines, china

A

Less prosocial to non-relatives, more helping, sharing, supporting families and communities

153
Q

Culture- prosocial:

US, India, Japan

A

Less emphasis on helping, sharing, supporting families.

More prosocial behavior towards non-relatives

154
Q

Reactive Aggression

A

Emotionally driven, antagonistic aggression sparked by one’s perception that other people’s motive are hostile.

155
Q

Proactive Aggression

A

Unemotional aggression aimed at fulfilling a need or desire

156
Q

First display of aggression __ months

A

12

157
Q

Physical aggression appears

A

18 months

158
Q

As child communicates, physical aggression decreases

A

2-4 years

159
Q 
Antisocial 
Bio- 
Cognitive-
Social-
Culture-
A

Bio- genes, poor impulse, low empathy, high testosterone, neurological deficit
Cognitive- hostile attribute, temperament
Social- aggressive friends, poor parenting
Culture- Low SES

160
Q

Age onset ODD

A

6 years

161
Q

Age onset CD

A

9 years

Child Psych (5 decks)

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