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Child Psychology > Test 3 Chapters 9-12 > Flashcards

Test 3 Chapters 9-12 Flashcards

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1
Q

Psychosexual Development

A

Posits a series of universal developmental stages in which psychic energy becomes focused in different erogenous zones

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2
Q

Psychic energy

A

the biologically based, instinctual drives that energize behavior, thoughts and feelings

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3
Q

erogenous zones

A

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

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4
Q

Behaviorism

A

emphasize the role of external factors in shaping personality and behavior
Emphasize continuity in development, proposing that the same principles operate throughout life and there are not stages
Focus on mechanisms of change and argue that individual differences arise because of different histories of reinforcement and observation

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5
Q

Classical Conditioning

A

“Little Albert” experiment

Teaching a child to fear a rat leads the child to fear all white fluffy creatures

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6
Q

systematic desensitization

A

a form of therapy based on classical conditioning in which initially debilitating responses (Such as unreasonable fear) to a given stimulus are gradually deconditioned

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7
Q

Operant conditioning

A

behaviors followed by reinforces tend to increase

Behaviors followed by punishment tend to be suppressed

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8
Q

Social Learning Theories

A

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

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9
Q

Bandura’s Research

A

Bobo doll experiment
Observing someone else receive a reward or punishment for the behavior affects the subsequent reproduction of the behavior
Boys were initially more aggressive than girls but the girls increased their level of imitation when offered rewards

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10
Q

Social Cognitive theories

A

focus on children’s ability to think and reason about their own and other people’s thoughts, feelings, motives and behaviors
Emphasize the process of self-socialization

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11
Q

Self-socialization

A

children’s active shaping of their own development through their activity preferences, friendship choices and other behaviors

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12
Q

Information-Processing Approach

A

Dodge
emphasize the crucial role of cognitive processes in social behavior
Proposes that children go through six steps in solving social problems

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13
Q

Six steps in solving social problems

A
  1. encode a problematic event
  2. interpret the social cues involved in it
  3. formulate a goal to resolve the incident
  4. Generate strategies to achieve the goal
  5. evaluate the potential strategies
  6. Enact the behavior
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14
Q

Ecological Perspectives

A

take a broad view of the environment

Emphasize nature and nurture, the role of sociocultural context and continuity in development

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15
Q

Ecological Systems Theory

A

Bronfenbrenner
The child develops within a complex system of relationships which are affected by multiple levels of the surrounding environment
Bidirectional relationship between the child and the environment

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16
Q

Emotion

A

motivational force or action tendency

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17
Q

Discrete emotions theory

A

emotions are viewed as innate and discrete from one another from very early in life and each emotion is believed to be packaged wit ha specific and distinctive set of bodily and facial reactions

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18
Q

Functionalist

A

the basic function of emotions is to promote action toward achieving a goal
Emotions are not discrete from one another and vary somewhat based on the social environment

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19
Q

Positive/negative emotions

A

Social smiles (6 weeks)
Distress
Anger (2 months)

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20
Q

Fear in Infants

A 
Fear of strangers (6/7 months- 24 months)
Separation anxiety (8 months- 15 months)
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21
Q

Self-conscious emotions

A

Guilt
shame
embarrassment
Pride/joy

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22
Q

social competence

A

the ability to achieve personal goals in social interactions while simultaneously maintaining positive relationships with others

23
Q

Children’s understanding of emotions

A

distinguish emotional expressions (4-7 months)
Perceive others’ emotional expression as meaningful (7 months)
Social referencing (8-12 months)
Label some emotions (3 years)
Causes of emotions (3-5 years)
Display rules (Preschool and elementary)

24
Q

Social referencing

A

8-12 months old
use of a parent’s facial, gestural or vocal cues to decide how to deal with novel, ambiguous or possibly threatening situations

25
Q

Display rules

A

social group’s informal norms about when, where and how much one should show emotions and when and where displays of emotions should be suppressed or masked

26
Q

Attachment

A

an emotional bond with a specific person that is enduring across space and time

27
Q

John Bowlby

A

biological predisposition to develop attachments with caregivers
Increases survival

28
Q

Secure base

A

refers to the idea that the presence of a trusted caregiver provides an infant or toddler with a sense of security that makes it possible for the child to explore the environment

29
Q

4 phases of development of attachment

A

preattachment (Birth-6 weeks)
Attachment-in-the-making (6 weeks-6/8 months)
Clear-cut attachment (6/8months- 1.5years)
Reciprocal Relationships (1.5 years +)

30
Q

Preattachment

A

birth-6 weeks
in this phase the infant produces innate signals, most notably crying that summon caregivers and the infant is comforted by the ensuing interaction

31
Q

Attachment in the making

A

6 weeks- 6/8 months
Infants begin to respond preferentially to familiar people. they smile, laugh or babble in the presence of their primary caregiver and are more easily soothed by that person

32
Q

clear-cut attachment

A

6/8months- 1.5 years
infants actively seek contact with their regular caregivers. They happily greet their mother when she appears. May experience separation anxiety or distress

33
Q

Reciprocal Relationships

A

1.5 years+
toddlers’ rapidly increasing cognitive/language abilities enable them to understand their parents’ feelings, goals and motives and use this understanding to organize their efforts to be near their parents.
More mutually regulated relationship gradually emerges ads the child takes an increasingly active role in developing a working partnerships with his or her parents

34
Q

Secure attachment

A

62% of typical American children
caregiver is a secure base
child may show some distress when the caregiver leaves

35
Q

Insecure resistant or ambivalent attachment

A

10% of typical American children
child is clingy in the strange situation
child is upset when the caregiver leaves
child reestablishes contact but resists caregiver’s efforts at comfort

36
Q

Insecure/avoidant attachement

A

15% of typical American Children
Child is indifferent towards caregiver
Child does not greet caregiver upon return
Child may be easily comforted by stranger

37
Q

Disorganized/Disoriented attachment

A 
15% of typical American children
not part of Bowlby's original categories
child shows no consistent way of coping
child has a dazed expression
child demonstrates variable behaviors
38
Q

Cultural Variations in attachment

A

Similarities in strange situation behavior are seen in infants in China, western Europe and parts of Africa
Japanese infants are much less likely to be avoidant and infants and mothers are physically closer than in the US

39
Q

Self

A

conceptual system made up of one’s thoughts and attitudes about oneself
Can include thoughts about one’s own physical being, social roles and relationships and “Spiritual” or internal characteristics

40
Q

2-4 month old developing sense of self

A

rudimentary sense of self in the first month of life

Evidence: They can control objects outside of themselves. They understand their own bodily movements

41
Q

8 month old developing sense of self

A

sense of self becomes more distant

Evidence: Respond to separation from primary caregivers with distress

42
Q

18-24 months old developing sense of self

A

Many children can look into a mirror and realize that the image they see there is themselves
By 30 months of age, almost all children recognize their own photograph
Evidence: Rouge test

43
Q

2 year old developing sense of self

A

Exhibit embarrassment and shame, self-assertive behavior (terrible two’s), and a use of language that includes self awareness (me, mine)

44
Q

3-4 year old developing sense of self

A

understand themselves in terms of concrete observable characteristics related to physical attributes, physical activities and abilities and psychological traits
Their self-evaluations during the preschool years are unrealistically positive

45
Q

Elementary school years developing sense of self

A

social comparison leads to refinement of sense of self

46
Q

Middle to late elementary school years developing sense of self

A

conception of self begins to become integrated and more broadly encompassing, reflecting cognitive advances in the ability to use higher-order concepts

47
Q

Adolescents developing sense of self

A

think of themselves in terms of abstract characteristics that encompass a variety of concrete characteristics and behaviors
Variety of selves, depending on the context

48
Q

identity confusion

A

an incomplete and sometimes incoherent sense of self that may cause the adolescent to feel lost, isolated or depressed

49
Q

negative identity

A

when the adolescent takes on an identity that is the opposite of what is valued by the people around the adolescent

50
Q

Foreclosure

A

when the adolescent commits themselves prematurely to an identity

51
Q

identity diffusion status

A

James Marcia
unresolved identity issues. Not making any progress in choosing an identity
Not a healthy status to be in

52
Q

Foreclosure status

A

James Marcia
When you take on an identity that you think is expected of you and prematurely come to a conclusion that this is what your identity is
You haven’t done any exploration of what your identity should be
Not a healthy status to be in

53
Q

Moratorium status

A

James Marcia
You are actively exploring what your identity should be
Is a healthy status to be in

54
Q

Identity-achievement status

A

James Marcia
When you settle on an identity after healthy exploration
Is a healthy status to be in

Child Psychology (3 decks)

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