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Psych 220 (Developmental Psych) > Toddler/Early Childhood - Ch. 6/7 > Flashcards

Toddler/Early Childhood - Ch. 6/7 Flashcards

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1
Q

the 7 basic emotions

h/s/a/s/f/d/i

A

happiness, sadness, anger, surprise, fear, disgust, interest*

fear and anger emerge after the 2nd half of 1st year

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2
Q

stranger anxiety

A

fear expression in response to unfamiliar adults

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3
Q

secure base

A

point from which to explore, typically the caregiver.

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4
Q

depressed fathers make children feel in ________. depressed mothers become _______.

A

danger, inept

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5
Q

social referencing

A

actively seeking emotional information from a truster person in an uncertain situation, emerges around 8-10 months

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6
Q

the 5 self-conscious emotions

g/s/e/e/p

A

guilt, shame, embarrassment, envy, pride

18-24 months

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7
Q

emotional self-regulation

A

strategies we use to adjust our emotional state to a comfortable level of intensity so that we can continue to function well

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8
Q

temperament is _________ and develops with age.

A

unstable

the biological seeds of personality, someone’s characteristic way of responding to the environment. suspected to be biologically driven.

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9
Q

the intensity of an emotional reaction is _________, which is modified by self-regulation.

A

reactivity

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10
Q

effortful control

A

one’s capacity to suppress a dominant response to execute a more adaptive response

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11
Q

5-HTTLPR

A

the genotype that increases the likelihood of self-regulation problems. chromosome 7.

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12
Q

attachment

A

a strong, affectionate tie with special people in our lives. inherently comforting.

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13
Q

internal working models

A

a set of expectations about likelihood of attachment figure returning/being available. impacts ALL future close relationships.

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14
Q

sensitive caregiving (ainsworth)

A

responding promptly, consistently, and appropriately to babies, hold them carefully! if this happens, EMPATHY will grow.

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15
Q

interactional synchrony (ainsworth)

A

caregiver responds to infant signals in well-timed, rhythmic ways.

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16
Q

scale errors (age 2)

A

when kids try to do something that their body size makes physically impossible

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17
Q

categorical self (18-30m)

A

kids like sorting themselves into different groups.

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18
Q

compliance (12-18m)

A

kids have a clear awareness of the caregiver’s expectations and can obey simple commands

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19
Q

new york longitudinal study (thomas and chess)

m/r/aw/a/s/i/d/d/pa

A

looked at the temperament types and how they fed into personality. studied via direct observation and a 9 point parent rating scale. easy, difficult, slow-to-warm-up

  1. motor activity
  2. rhythmicity (how regular)
  3. does kid approach or withdraw from novelty?
  4. how adaptable are they. to environment changes?
  5. how sensitive?
  6. how intense is their reaction?
  7. overall disposition?
  8. how distractible are they?
  9. how long is their persistence/attention span?
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20
Q

easy vs. difficult vs. slow-to-warm-up

A

easy: predictable, don’t react strongly to change, cool with new stuff, don’t cry a lot. easygoing.

difficult: unpredictable, not adaptable, cry intensely, withdraw from new things. colicky.

slow-to-warm-up: in between on most things, don’t like that but won’t react with intensity, takes longer to adjust

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21
Q

goodness-of-fit model and attachment

A

it’s CRUCIAL that the parents’ personality matches up with their kid’s, it predicts outcomes and predicts achievement.

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22
Q

masai example, disposition

A

the difficult babies survived the famine because the parents were forced to pay more attention to them.

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23
Q

cupboard theories of attachment (freud, defunct)

A

babies attach to whoever feeds them. it’s oral stimulation or the babies just associate the parents with food.

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24
Q

pre-attachment (bowlby, ethological)

A

(0-6 weeks) babies are ready to attach but the parents must respond quickly to their needs to create a basic trust. reciprocal behaviors are vital.

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25
Q

attachment in the making (bowlby, ethological)

A

(6w-6/8m) babies recognize parents visually instead of just by smell. they start recognizing their parent.

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26
Q

clear cut attachment (bowlby, ethological)

A

(6/8m-18/24m) there’s a preference for parents, want them right there, separation anxiety, use parents as a base to explore, check in with them a lot, object permanence develops

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27
Q

formation of reciprocal relationships (bowlby, ethological)

A

(18/24m-onward) a sense of autonomy and self-reliance is developed, trust is established, separation and stranger anxieties decline.

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28
Q

failure to thrive (spitz)

A

studied infants in an orphanage vs. normal babies. orphans weren’t cuddled or picked up, no contact-comfort.

also looked at prison babies who stayed with mom. those in the orphanage failed to thrive and didn’t hit developmental milestones, were more susceptible to disease.

it’s bc they had no contact-comfort!

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29
Q

longitudinal study of early deprivation (skeels)

A

gave babies IQ tests in orphanages. is they had a low DQ they weren’t places for adoption, two babies were sent to an adult facility due to overcrowding.
babies were retested, the ones with adults/comfort scored above average!
11 more babies were then transferred and all improved, would lated be adopted. those who remained were in the system all their lives but one.

SHATTERED IQ PERMENANCE
CONTACT COMFORT AND COGNITIVE STIMULATION

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30
Q

assess attachment by (2)

A

asking parents, the strange situation

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31
Q

how is the strange situation set up? (7)

A

baby and parent enter the room and settle.
a stranger enters the room.
the parent leaves.
the parent returns and the stranger leaves.
the parent leaves.
the stranger returns.
the parent returns and the stranger leaves.

32
Q

secure attachment (65%)

A

healthy! baby cries when not with parent but settles when they arrive. social referencing.

33
Q

avoidant attachment (20%)

A

do little social referencing, have little stranger anxiety, couldn’t care less. associated with long term developmental issues.

34
Q

resistant/anxious-ambivalent attachment (13%)

A

attached but don’t want to be. fussy. hot and cold, clearly stressed. doesn’t calm down when the parent arrives after leaving.

35
Q

disorganized-disoriented attachment (<2%)

A

stiff, rigid. don’t cuddle in. may fuss or cry, but not attached whatsoever. predicts the WORST developmental issues.

36
Q

daycare attachment results are split because of (3)

A

parent attentionality
quality of daycare
parent stress levels from employment

37
Q

process and structural variables of a high quality daycare

A

caregiver qualities (are they warm?)

cg education/training, child to cg ration, group size

38
Q

home is _____ important than daycare (bacharach and baumeister)

A

MORE

social
cognitive
physical

39
Q

epiphyses

A

where cartilage turns to bone. 45 emerge between 2-6 years old. girls loose teeth earlier

40
Q

a toddler’s body and brain grow about ___ inches and __ lbs each year

A

2/3
5

41
Q

cerebellum

A

structure that aids balance and control of body movement. back base of the brain.

42
Q

left handed people are more likely to be (2)

A

mentally disabled

mentally ill/depressed

43
Q

reticular formation

A

in the brain stem, maintains alert/consciousness. inner-brain

44
Q

amygdala

A

processes new and emotional information. smaller in murderers

45
Q

hippocampus

A

memory, inner-brain

46
Q

corpus callosum

A

fibers connection 2 cerebral hemispheres

47
Q

pituitary gland

A

responsible for releasing growth hormone and thyroid stimulating hormone. base of the brain.

48
Q

growth hormone

A

necessary for the development of body tissues! won’t work without the thyroid stimulating hormone.

49
Q

thyroid stimulating hormone

A

prompts the thyroid to release thyroxine, which is necessary for brain development and growth hormone

50
Q

dual representation

A

viewing a symbolic object both as an object and as a symbol.

51
Q

private speech

A

the self-directed speech children say to themselves, ex; ‘get up’

52
Q

episodic vs. semantic memory

A

epi: memory for everyday experiences

sem: information removed from context in which it was first learned, that had now become part of your general knowledge base!

53
Q

elaborate and repetitive autobiographical memory

A

ela: scaffold memories of children

rep: repeat the same questions, not as good

54
Q

emergent literacy

A

children’s efforts to construct literacy knowledge through informal experiences

55
Q

ordinality vs. cardinality

A

ordering relationships between quantities

the last number in a sequence indicated the amount of items in a set.

56
Q

fast-mapping

A

kids connect new words with their underlying cancepts after only a brief encounter

57
Q

overregulation

A

kids tend to overextend suffixes to works that are exceptions (ex; broke vs. breaked)

58
Q

trust vs. mistrust (erikson)

A

infancy, do the parents promptly meet the needs?

59
Q

autonomy vs. shame/doubt (erikson)

A

toddler, see themselves as a separate entity from their parents… who can accidentally step on that autonomy.

60
Q

initiative vs. guilt (erikson)

A

pre-k, want to try things themselves and play with the big kids, must try new things safely

61
Q

industry vs. inferiority (erikson)

A

school age, assuming new adult responsibilities (farming). in a kid struggled in school, don’t take away their extracurriculars.

62
Q

identity vs. role confusion (erikson)

A

teenage, notice distinctions between themselves and others. the danger is imposing identities on teens.

63
Q

intimacy vs. isolation (erikson)

A

young adulthood, can they share themselves with others?

64
Q

generativety vs. stagnation (erikson)

A

middle adulthood, take part in community somehow, and guiding younger people.

65
Q

ego integrity vs. despair (erikson)

A

late adulthood, that’s how it was and that’s okay. acknowledging mistakes, not what ifs without acceptance. unafraid vs. fearful of death.

66
Q

theory of mind

it’s there if s/o/i

A

understand of our mental states, and that everybody else had theirs that are distinct and different from ours. tested by false belief tasks.

1st order false belief task: pencils in the smarties box

sally-anne task: sally puts the ball in the basket and anne moves it, where will sally look first?

  • sharing attention with others
  • others have wants and desires
  • imitation
67
Q

cohen (sally-anne task)

A

did autistic kids, down syndrome kids, and normal kids.

85% of normal got it right
86% of down got it right
80% of autistic got it right

sometimes kids with autism don’t develop theory of mind.

68
Q

early. childhood immunizations

A

DTP, MMR, IPV, HIB, Hepatitis B, Hepatitis A, Chickenpox, Flu, Pneumococcal

69
Q

IPV

A

polio vaccine. before, 50k were infected a year, and caused death and paralysis. since eradicated.

70
Q

HIB

A

flu vaccine. killed 60k a year, caused meningitis, leads to seizure conditions. dropped by 98% post-vax.

71
Q

hepatitis a and b

A

liver infections caused by virus.

a: transmitted via fecal-oral route.

b: transferred via body fluids, can be chronic depending on age of infection.

72
Q

when the _______________ vaccine came out, otitis media dropped.

A

pneumococcal

73
Q

cognitive biases associated with vaccine hesitancy

c/d/o/s/i/n

A

c bias: when we resolve our cog. diss. in a faulty way, this happens!

confirmation bias: you only look at information that agrees with you

dunning kreuger effect: unskilled individuals thing their ability is higher than it actually is. they research on google and assume it’s more than their doctor’s knowledge. you think you know more than you actually know.

omission bias: think about the risks of actions instead of the risks of inaction, when inaction is WAY riskier.

survivorship bias: only focus on. those who lives

illusory correlation: thing that a relationship exists when it really does not.

neglect of probability: tendency to disregard probability when making a decision under certainty.

74
Q

semiotic function blooms in piaget’s ______________.

A

preoperations

75
Q

hagen’s theory of drawing development (3)

A
  1. metric: straight parallels, preserve angles (egypt)
  2. affine: straight parallels (japan)
  3. projective: vanishing point (italy)
76
Q

piaget’s theory of drawing development

A

develops to a best stage (projective)

  1. synthetic incapacity: kids show simple spacial relationships, ex; people have two arms
  2. intellectual realism: draw what they know, not what they see, ex; four legs on a cat at all angles, always. interpositional occlusion
  3. visual realism: draw what you see, perspective
77
Q

golomb (gifted child artists) vs. selfe (autism)

A

gifted child artists used the whole page

autistic kids who were gifted artists used depth and linear perspective

Psych 220 (Developmental Psych) (10 decks)

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