Week 14: Social and Emotional Development Flashcards
Learning Objectives
Provide specific examples of how the interaction of social experience, biological maturation, and the child’s representations of experience and the self provide the basis for growth in social and personality development.
Describe the significant contributions of parent–child and peer relationships to the development of social skills and personality in childhood.
Explain how achievements in social understanding occur in childhood. Moreover, do scientists believe that infants and young children are egocentric?
Describe the association of temperament with personality development.
Explain what is “social and emotional competence“ and provide some examples of how it develops in childhood.
Three perspectives that interact to shape personality development
- Social context in which each child lives, especially the relationships that provide security, guidance, and knowledge.
- Biological maturation that supports developing social and emotional competencies and underlies temperamental individuality.
- Children’s developing representations of themselves and the social world.
When do infants become insecurely attached?
When care is inconsistent or neglectful; these infants tend to respond avoidantly, resistantly, or in a disorganized manner
How do infants become securely attached?
Their parents respond sensitively to them, reinforcing the infants’ confidence that their parents will provide support when needed.
Describe “Strange Situation” study
caregiver is instructed to leave the child to play alone in a room for a short time, then return and greet the child while researchers observe the child’s response. Depending on the child’s level of attachment, he or she may reject the parent, cling to the parent, or simply welcome the parent—or, in some instances, react with an agitated combination of responses.
Define security of attachment
An infant’s confidence in the sensitivity and responsiveness of a caregiver, especially when he or she is needed. Infants can be securely attached or insecurely attached.
Authoritative parent style
A parenting style characterized by high (but reasonable) expectations for children’s behavior, good communication, warmth and nurturance, and the use of reasoning (rather than coercion) as preferred responses to children’s misbehavior.
Uninvolved Parent Style
Warmth/Responsiveness & Expectations/Control
Warmth/Responsiveness - Low
Expectations/Control - Low
Permissive Parent Style
Warmth/Responsiveness & Expectations/Control
Warmth/Responsiveness - High
Expectations/Control - Low
Authoritarian Parent Style
Warmth/Responsiveness & Expectations/Control
Warmth/Responsiveness - Low
Expectations/Control - High
Authoritative Parent Style
Warmth/Responsiveness & Expectations/Control
Warmth/Responsiveness - High
Expectations/Control - High
Family Stress Model
A description of the negative effects of family financial difficulty on child adjustment through the effects of economic stress on parents’ depressed mood, increased marital problems, and poor parenting.
Define social referencing
The process by which one individual consults another’s emotional expressions to determine how to evaluate and respond to circumstances that are ambiguous or uncertain.
Define theory of mind
The human capacity to understand minds, a capacity that is made up of a collection of concepts (e.g., agent, intentionality) and processes (e.g., goal detection, imitation, empathy, perspective taking).
Define temperament
Early emerging differences in reactivity and self-regulation, which constitutes a foundation for personality development.
What is the goodness of fit?
The match or synchrony between a child’s temperament and characteristics of parental care that contributes to positive or negative personality development. A good “fit” means that parents have accommodated to the child’s temperamental attributes, and this contributes to positive personality growth and better adjustment.
Define conscience
The cognitive, emotional, and social influences that cause young children to create and act consistently with internal standards of conduct.
Define effortful control
A temperament quality that enables children to be more successful in motivated self-regulation.
gender schemas
Organized beliefs and expectations about maleness and femaleness that guide children’s thinking about gender.
13-year old Kanwell’s parents are going through a divorce. They are not openly hostile to each other and are trying to handle this life change in a civil and pleasant manner. According to the research, which of the following is most likely for Kanwell?
a. Kanwell can expect to have long-term relationship problems with women.
b. because he is a boy, Kanwell is likely to have a better relationship with his father than his mother.
c. he will not have long-term problems with his adjustment.
d. because he is a boy, Kanwell is likely to have a better relationship with his mother than his father.
e. he is going to experience both short- and long-term adjustment problems.
c. he will not have long-term problems with his adjustment.
Which of the following activities is essential in helping a child learn the mutual, sometimes complex coordination of goals, actions, and understanding?
a. caring for a pet.
b. having a sibling.
c. potty training.
d. school.
e. play.
e. play.
Learning Objectives:
- Gain an appreciation of the importance of emotion in human life.
- Understand the functions and meanings of emotion in three areas of life: the intrapersonal, interpersonal, and social–cultural.
- Give examples of the role and function of emotion in each of the three areas described.
intrapersonal functions of emotion
This refers to what occurs within oneself. Thus, the intrapersonal functions of emotion refer to the effects of emotion to individuals that occur physically inside their bodies and psychologically inside their minds.
interpersonal functions of emotion
This refers to the relationship or interaction between two or more individuals in a group. Thus, the interpersonal functions of emotion refer to the effects of one’s emotion on others, or to the relationship between oneself and others.
social and cultural functions of emotion
Society refers to a system of relationships between individuals and groups of individuals; culture refers to the meaning and information afforded to that system that is transmitted across generations. Thus, the social and cultural functions of emotion refer to the effects that emotions have on the functioning and maintenance of societies and cultures.
The emotion of disgust serves to do what?
Protect us from toxins and contamination, of the physical and moral variety.
social referencing
The process by which one individual consults another’s emotional expressions to determine how to evaluate and respond to circumstances that are ambiguous or uncertain.
Although there are cultural differences in the display of emotion, almost all infants start showing emotion such as smiling or reacting to their caretaker as early as __ ____ after their birth.
6 weeks
The role of emotions in the function of culture
Social Complexity
Need for Social Order
Culture as a meaning & information system
Norms regarding emotions
Emotional reactions & Non verbal behaviours
______________________________
Group life increases Social Complexity
Socially appropriate behaviour decrease Social Complexity
Cultural transmission includes these world views related to emotions
attitudes
values
beliefs
norms
Our cultural backgrounds tell us which emotions are ideal to have, and which are not
Define Cultural Display Rules
These are rules that are learned early in life that specify the management and modification of emotional expressions according to social circumstances. Cultural display rules can work in a number of different ways. For example, they can require individuals to express emotions “as is” (i.e., as they feel them), to exaggerate their expressions to show more than what is actually felt, to tone down their expressions to show less than what is actually felt, to conceal their feelings by expressing something else, or to show nothing at all.
What do people generally feel when they see someone who has a look of distress?
sympathy
Learning Objectives:
- Explain the way the attachment system works and its evolutionary significance.
- Identify three commonly studied attachment patterns and what is known about the development of those patterns.
- Describe what is known about the consequences of secure versus insecure attachment in adult relationships.
Attachment theory was originally developed in the _____s by ________
1940
John Bowlby
John Bowlby
Attachment Theory, 1940
believed that there was something important about the responsiveness and contact provided by mothers.
Harry Harlow
placed young monkeys in cages that contained two artificial, surrogate “mothers”. One of those surrogates was a simple wire contraption; the other was a wire contraption covered in cloth.
Primary attachment figure
Someone who functions as the primary safe haven and secure base for an individual. In childhood, an individual’s attachment figure is often a parent. In adulthood, an individual’s attachment figure is often a romantic partner.
Attachment behavioral system
A motivational system selected over the course of evolution to maintain proximity between a young child and his or her primary attachment figure.
Attachment Behaviours
Behaviors and signals that attract the attention of a primary attachment figure and function to prevent separation from that individual or to reestablish proximity to that individual (e.g., crying, clinging).
Strange Situation
A laboratory task that involves briefly separating and reuniting infants and their primary caregivers as a way of studying individual differences in attachment behavior.
Another term for avoidant attachment style
anxious-resistant
attachment patterns
(also called “attachment styles” or “attachment orientations”) Individual differences in how securely (vs. insecurely) people think, feel, and behave in attachment relationships.
Three types of relationships with parents:
Secure attachment
Anxious resistant
Anxious avoidant
Hazan and Shaver (1987) - Romance
According to Hazan and Shaver, the emotional bond that develops between adult romantic partners is partly a function of the same motivational system—the attachment behavioral system—that gives rise to the emotional bond between infants and their caregivers.
Hazan and Shaver noted that in both kinds of relationship, people:
(a) feel safe and secure when the other person is present
(b) turn to the other person during times of sickness, distress, or fear
(c) use the other person as a “secure base” from which to explore the world
(d) speak to one another in a unique language, often called “motherese” or “baby talk.”
*individuals gradually transfer attachment-related functions from parents to peers as they develop.
When faced with a challenging task, secure children are most likely to do what?
a. watch a caregiver solve it.
b. persist.
c. find an easier task.
d. quit.
e. ask for help
b. persist.
Bowlby attachment
- maternal attachment
- primary attachments
attachment behavioural system
- we need to meet basic survival needs
- behaviours lead to predictable outcome
- cry - need food, to be changed, loved, etc/
primary care giver also known as
attachment figure
internal and external cues for babys
internal ex. - hunger
external ex. - loud noises
attachment behaviours - proximity seeking
searching
following
calling
crying
Harry Harlow’s Monkeys
maternal deprivation vs isolation
monkeys clinging to wired monkeys
- not just about food
- first empirical evidence of parent-child attachment
IV - contact, comfort, milk
DV - time, behaviour
Ainsworth Strange Situation
secure - 60%
parent leaves
- baby upset
- knows parents are reliable safe space
Parent Returns
- baby calms quickly
trust parents faces more
looks at parents a lot
Ainsworth Strange Situation
Anxious resistant - 20%
parent leaves
- baby is very very upset
- amplifies negative effects to get parents’ attention
- don’t experience predictable loving care
- inconsistent parenting
Parent Returns
- Baby may crawl away
- Stay a bit upset
Ainsworth Strange Situation
avoidant - 20%
parent leaves
- The baby is not upset
- doesn’t seem to care
- doesn’t treat parents like safe space
- ignore caregiver
- predictably absent parenting
Parent Returns
- baby turns attention to toys or something else
Doesnt look at parents faces much for social referencing
Ainsworth Strange Situation
DISORGANIZED
parent leaves
- contradicting behaviours
- go to a caregiver but not need soothing
- extreme neglect
Atypical behaviour
*doesn’t make sense
social referencing
develops by what age?
infant refers to caregivers’ response in the face of novelty or uncertainty
calm face = safe
stressed face = unsafe
by 14 months
visual cliff stats
Joy/interest =
Sadness =
Anger =
Fear =
mom face
Joy/interest = 75%
Sadness = 33%
Anger = 6%
Fear = 0%
Social referencing occurs ____ when children near parent
less
Development of attachment
0 - 6 weeks
pre-attachment
no discrimination between different caregivers
Development of attachment
6 - 8 months
attachment in the making
prefers familiar caregivers, but not distressed from strangers
clear cut attachment
8 - 18 months
prefers specific caregivers, separation anxiety evident
goal corrected partnership
18 - 24 months
goal corrected partnership
understands caregiver absence,
decreased protest and increased negotiation
positive outcomes of secure attachment
*suggests stability of attachment over time
- better relationships with peers
- more positively evaluated by teachers
- try harder on challenging tasks
- less likely to be bullies
- resilient and competent adults
Hazan & Shafer
attachment behavioural system is
applicable to:
- Infants & caregivers
- Among peers during adolescence
- Between adult romantic partners
- Romantic partner/peers as “safe
base” and source of comfort
Adult attachment
Secure
Comfortable with intimacy and interdependance; optimistic and socialable
Low avoidance of intimacy
Low anxiety about abandonment
Adult attachment
Preoccupied
Uneasy and vigilant about toward any threat to the relationship; needy and jelous
Low avoidance of intimacy
High anxiety about abandonment
Adult attachment
Dismissing
Self-reliant & uninterested in intimacy; indifferent and independant
High avoidance of intimacy
Low anxiety about abandonment
Adult attachment
Fearful
fearful of rejection and mistrustful of others; suspicious and shy
High avoidance of intimacy
High anxiety about abandonment
Anxious-avoidant trap
secure attract secure
BUT anxious-avoidant also attracted to secure for familiarity
Attachment vs tempermant
attachment = caregiver+infant relationship
temperament = Variation in emotional reactivity & self-regulation
* Rooted in genetics & biology
* The rudiments of personality
▪ Develops through interactions with the environment
easy tempered
40%
Approach-oriented, adaptable, good mood, regular habits
(e.g. sleep, feeding)
slow to warm tempered
15%
Cautious to novelty, slow to adapt, regular habits
Difficult tempered
10%
Poor sociality, not adaptable, poor mood, irregular habits
Theory of mind
(age two years to 4 years of age)
- inferring mental states
- adaptive
- understand others
- social aspect
- empathize/deception
- survival/mating
