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child development > unit3 > Flashcards

unit3 Flashcards

1
Q

our knowledge of who and what we are

A

self

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2
Q

cognitive representation of self

A

self-understanding

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3
Q

5 basic themes about self-understanding in childhood

A

activities-oriented, concrete, physical & material stuff, centered, unrealistically positive

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4
Q

4 themes about self-understanding in middle-late childhood

A

shift to internal characteristics, decentered, spontaneous use of social references, more realistic.

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5
Q

4 themes about self-understanding in adolescence

A

increasingly abstract self-descriptions, highly self-conscious, increased ability to distinguish between actual and idea selves, fluctuations in self-understanding.

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6
Q

how people process social situations

A

social cognition

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7
Q

three differences between people and objects

A

interactivity, intentionality, social scripts

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8
Q

descriptions were focused on external characteristics

A

stage 1; up to ages 6-8 (Livesley & Bromley’s 3 step model)

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9
Q

learned to use physical descriptions to make a point about inner characteristics

A

stage 2; ages 7-8 (Livesley & Bromley’s 3 step model)

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10
Q

more abstract in our descriptions; more comfortable in the idea that people can be 2 things at once (qualifiers and inferences)

A

stage 3; teens (Livesley & Bromley’s 3 step model)

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11
Q

rules that a particular group or culture has made up for behaviour in that group or culture

A

conventional rules

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12
Q

children understand that there are certain rules that are obligatory; you have to follow them always

A

moral rules

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13
Q

role of the moral emotions

A

psychoanalytic

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14
Q

role of reinforcements and punishments

A

behavorist

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15
Q

list of things good girls/boys don’t do

A

conscience

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16
Q

tells you what good girls/boys do

A

ego ideal

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17
Q

2 components of the superego

A

conscience and ego ideal

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18
Q

when does the superego develop?

A

age 4-5; end of phallic stage

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19
Q

we learn various things from our parents

A

Erikson

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20
Q

you don’t yet view yourself as a member of any group; probably egocentric

A

pre-conventional (level 1) (Kohlberg)

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21
Q

behave in line with cultural and social norms

A

conventional (level 2) (Kohlberg)

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22
Q

at a point where you know what your reference group wants you to do and why they want you to do it, but you don’t agree with it so you aren’t going to do it

A

post-conventional (level 3) (Kohlberg)

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23
Q

a child is relying on the physical consequences of their action to decide if it is right or wrong

A

stage 1: punishment and obedience orientation

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24
Q

what you want to do whatever it is that will get you what you need; screw everyone else

A

stage 2: self-interest orientation

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25
Q

moral judgements are based on consequences to self

A

level 1: pre-conventional mortality

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26
Q

moral judgements are now based on membership in some reference group

A

level 2: conventional morality

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27
Q

you believe that you should live up to your reference groups’ standards/expectations

A

stage 3: interpersonal relationships

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28
Q

view self as part of a large society; concerned with society as a whole

A

stage 4: maintaining social order

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29
Q

recognize that there is something larger than the existing rules of your culture

A

level 3: post-conventional mortality

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30
Q

a good society protects members’ basic rights

A

stage 5: social contract orientation

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31
Q

you will engage in protests and anti-government tactics if you think your government is doing something evil

A

stage 6: universal ethical principles

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32
Q

emotions are useful because they help people adapt to their environment

A

functional approach

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33
Q

are experienced by people everywhere, and each consists of 3 elements: a subjective feeling, a physiological change, and an overt behaviour.

A

basic emotions

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34
Q

by __ infants are thought to experience all basic emotions

A

8-9 months

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35
Q

infants smile when they see another person at ___ months

A

social smiles; 2-3 months

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36
Q

at __ months, infants become wary in the presence of an unfamiliar adult

A

6 months; stranger wariness

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37
Q

these emotions involve feelings of success when standards or expectations are met, and feelings of failure when they are not.

A

complex emotions/self-conscious emotions

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38
Q

when do complex emotions emerge?

A

18-24 months

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39
Q

by ____ children experience feelings of regret

A

7 years

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40
Q

infants in an unfamiliar or ambiguous environment often look at their caregiver, as if searching for cues to help them interpret the situation

A

social referencing

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41
Q

culturally specific standards for appropriate expressions of emotions in a particular setting or with a particular person.

A

display rules

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42
Q

refers to the attitudes, behaviors, and values that a person believes make himself or herself a unique individual

A

self-concept

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43
Q

The self-absorption that marks the teenage search for identity

A

adolescent egocentrism

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44
Q

Many adolescents feel that they are, in effect, actors whose performance is being watched constantly by peers

A

imaginary audience

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45
Q

teenagers’ tendency to believe that their experiences and feelings are unique, that no one has ever felt or thought as they do.

A

personal fable

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46
Q

the belief that misfortune only happens to others.

A

illusion of invulnerability

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47
Q

individuals in this stage are confused or overwhelmed by the task of achieving an identity and are doing little to achieve one.

A

diffusion

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48
Q

have an identity determined largely by adults, rather than from personal exploration of alternatives

A

foreclosure

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49
Q

are still examining different alternatives and have yet to find a satisfactory identity.

A

moratorium

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50
Q

have explored alternatives and have deliberately chosen a specific identity

A

achievement

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51
Q

they feel a part of their ethnic group and learn the special customs and traditions of their group’s culture and heritage.

A

ethnic identity

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52
Q

the process of integrating into and adopting the customs of a different culture

A

acculuration

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53
Q

Refers to a person’s judgement and feelings about his/her own worth

A

self-esteem

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54
Q

how competent or smart the child feels in doing schoolwork

A

scholastic competence

55
Q

how competent the child feels at sports and games requiring physical skill or athletic ability

A

athletic competence

56
Q

how competent the child feels in relationships with parents and peers.

A

social competence

57
Q

how good-looking the child feels and how much the child likes his/her physical characteristics, such as height, weight, face, etc.

A

physical appearance

58
Q

children know that self and others can have different thoughts and feelings, but often confuse the 2.

A

Undifferentiated (3-6 years)

59
Q

children know that perspectives differ because people have access to different information.

A

Social-informational (4-9 years)

60
Q

children can step into another’s shoes and view themselves as others do; they know that others can do the same

A

Self-reflective (7-12 years)

61
Q

children/adolescents can step outside the immediate situation to see how they and another person are viewed by a third person

A

Third person (10-15 years)

62
Q

adolescents realize that a third person’s perspective is influenced by broader personal, social, and cultural contexts

A

Societal (14+)

63
Q

“he thinks that she thinks…”

A

recursive thinking

64
Q

Babies inborn disposition to behave and react in certain ways

A

temperament

65
Q

Happy, predictable sleeping and eating patterns, 40% of babies

A

easy baby

66
Q

irritable, cry a lot, 10% of babies

A

difficult baby

67
Q

when you will them something new they will passively resist; 15% of babies

A

slow-to-warm up babies

68
Q

activity level- move often and everywhere

A

associated with later adult extraversion

69
Q

tendency to move toward rather than away from new people, situations, and objects

A

positive emotionality

70
Q

positive emotionality is associated with

A

extraversion and agreeableness

71
Q

tendency to respond with anger, fussiness, irritability, etc.

A

negative emotionality

72
Q

negative emotionality is associated with

A

adult neuroticism- tend to experience more negative emotions

73
Q

respond with fear or withdrawal when you come across new people, situations, or objects

A

inhibition/anxiety

74
Q

inhibition/anxiety is associated with

A

introversion, openness, neuroticism

75
Q

the ability to stay focused, to manage attention and effort

A

effortful control

76
Q

effortful control is associated with

A

conscientiousness, agreeableness and openness

77
Q

Refers to the development of a strong emotional bond between the infant and primary caregiver

A

attachment

78
Q

Attachment occurs through satisfaction of ID impulses

A

psychoanalysis

79
Q

Attachment occurs through satisfaction of hunger

A

learning theory

80
Q

Being able to recognize the difference between mom and others; have to have object permanence

A

cognitive developmental approach

81
Q

It’s adaptive for babies to form an attachment to their parents

A

evolutionary approach

82
Q

biggest predictor of affectional bond is

A

synchrony

83
Q

non-focused orienting and signalling; roots of attachment established

A

phase 1 of attachment (0-2 months)

84
Q

proximity-promoting behaviours now focus on special people; no one person is a safe base; no true attachment yet

A

phase 2 of attachment (2-6 months)

85
Q

formation of genuine attachment; fear of strangers; separation anxiety

A

phase 3 of attachment (6-18 months)

86
Q

attachment behaviours become less observable

A

phase 4 of attachment (early childhood)

87
Q

Individual differences in quality of attachment

A

attachment style

88
Q

they have a positive internal working model to apply to relationships; 60-65% of children

A

secure attachment

89
Q

poor working model of relationships; 35-40% of children

A

insecure attachments

90
Q

don’t always show much preference for mom over a stranger

A

avoidant/detached

91
Q

Involves anger; Mom has been responsive to baby needs sometimes, but not always

A

ambivalent/anxious/resistant

92
Q

act really confused and afraid around mom; happens in abusive homes

A

disorganized/disoriented

93
Q

parent cares about their kid, experiences affection, they put their kids needs first before their own, enthusiastic about kids activities, very sensitive, care about their kids feelings

A

warmth

94
Q

reject their kids, the kids know that their parents aren’t very interested in them

A

hostility

95
Q

responsiveness

A

synchrony/sensitivity

96
Q

outcomes are perfect; high in control, warm and responsiveness; set clear limits; willing to punish their kids

A

authoritative

97
Q

pretty bad outcomes; parents are demanding, unresponsive; lots of rules with no explanations

A

authoritarian

98
Q

very warm, tolerate; no rules; no authority over children

A

permissive

99
Q

uninvolved; low on acceptance and control; not psychologically available

A

neglecting

100
Q

The ability to control one’s behaviour and to inhibit impulsive responding to temptations.

A

self-control

101
Q

inducing the child to reason, to think for him or herself about the situation

A

inductive reasoning

102
Q

describes a child’s ability to focus attention, to ignore distraction, and to inhibit inappropriate responses

A

effortful control

103
Q

having not yet developed moral sensibility

A

premoral; 2-4 years

104
Q

they believe that rules are created by wise adults and therefore must be followed and cannot be changed.

A

moral realism; 5-7 years

105
Q

absolute rules handed down by another

A

heteronomous morality

106
Q

the idea that breaking a rule always leads to punishment

A

immanent justice

107
Q

the understanding that rules are created by people to help them get along.

A

moral relativism; 8-10 years

108
Q

morality based more on free will.

A

autonomous morality

109
Q

Emphasizes care (helping people in need) instead of justice (treating people fairly).

A

Gilligan’s ethic of caring

110
Q

are arbitrary standards of behaviour agreed to by a cultural group to facilitate interactions within the group.

A

Social conventions

111
Q

pertains to choices concerning one’s body (ex. what to eat and wear) and choices of friends or activities.

A

personal domain

112
Q

provide the raw data that allow children to create different categories of morally relevant concepts.

A

emotional responses

113
Q

actions that benefit others

A

prosocial behaviour

114
Q

is prosocial behaviour that helps another with no expectation of direct benefit to the helper.

A

altruism

115
Q

When children see adults helping and caring for others, they often imitate such prosocial behaviour.

A

modelling

116
Q

Children behave prosocially more often when their parents are warm and supportive, set guidelines, and provide feedback; in contrast, prosocial behaviour is less common when parenting is harsh, threatening and includes frequent physical punishment

A

disciplinary practices

117
Q

More likely to act prosocially when they are routinely given the opportunity to help and cooperate with others.

A

Opportunities to behave prosocially

118
Q

Behaviour meant to harm others

A

aggression

119
Q

a child uses aggression to achieve an explicit goal; ex. shoving a child to get to the head of the lunch line

A

instrumental aggression

120
Q

unprovoked; apparently, its sole goal is to intimidate, harass, or humiliate another child

A

hostile aggression

121
Q

one child’s behaviour leads to another child’s aggression

Ex. a child who loses a game and then punches the child who won

A

reactive aggression

122
Q

verbal; children try to hurt others by undermining their social relationships

A

relational aggression

123
Q

refers to parents’ knowledge of where their children are, what they’re doing, and who they’re with.

A

monitoring

124
Q

is aggression that is expected within a situation

A

socialized aggression

125
Q

a child who misbehaves must briefly sit alone in a quiet, unstimulating location.

A

time out

126
Q

the adult talks with the child immediately, to help them understand the situation and their own feelings.

A

time in

127
Q

Parents often unwittingly reinforce the very behaviours they want to discourage, a situation

A

negative reinforcement trap

128
Q

are very close to their grandchildren, are very involved in their lives, and frequently perform parental roles, including discipline.

A

Influential grandparents

129
Q

are similar to influential grandparents- close and involved with their grandchildren- but do not take on parental roles.

A

Supportive grandparents

130
Q

provide discipline for their grandchildren but otherwise are not particularly active in their lives

A

Authority-oriented grandparents

131
Q

re caught up in their grandchildren’s development but not with the intensity of influential or supportive grandparents; they do not assume parental roles

A

passive grandparents

132
Q

are uninvolved with their grandchildren.

A

detached grandparents

133
Q

which describes children’s ability to respond adaptively and resourcefully to new situations

A

ego-resilience

child development (2 decks)

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