Term
|
Definition
- interest
- disgust
- fear
- sadness |
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Term
|
Definition
2-3mos – infants smile more when they see another person;
smile more when controlling events |
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Term
|
Definition
4 mos - responding to own body
1yr - responding to external event |
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Term
|
Definition
4-6mos
(specific env event) |
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Term
|
Definition
| 6mos – infants become wary in presence of unfamiliar adult |
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Term
| Motor development (locomoting) |
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Definition
|
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Term
| Complex/Self-conscious emotions |
|
Definition
pride, shame, guilt, embarrassment
18-24mos
feelings of success when one’s standards are met, and feelings of failure when they aren’t; (emerge once child has sense of self) |
|
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Term
| Recognizing/differentiating others’ emotions |
|
Definition
| 4-6mos – distinguish facial expressions (i.e. happy from sad) |
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Term
|
Definition
|
|
Term
| remember info about a toy to avoid |
|
Definition
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Term
| negative comments made with a toy will deter infant from playing with it |
|
Definition
|
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Term
|
Definition
| culturally specific standards for appropriate expressions of emotion in a particular setting or with a particular person or persons |
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Term
| Age by which infants are regulating own emotions |
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Definition
| 4-6mos – simple strategies to regulate emotions |
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Term
| Age at which distressed toddlers face expresses sadness instead of fear or anger – (apparently toddlers have learned that sad expression is the best way to elicit care from parent) |
|
Definition
|
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Term
|
Definition
| behavorial styles, which are fairly stable across situations and are biologically based |
|
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Term
| Rothbart Theory of Temperament (three dimensions) |
|
Definition
Surgency/Extraversion: extent to which a child is generally happy, active, vocal, and seeks interesting stimulation
Negative affect: extent to which a child is angry, fearful, frustrated, shy, and not easily soothed
Effortful control: extent to which a child can focus attention is not readily distracted, and can inhibit responses
→ Evidence supports that the structure of temperament is the same across cultures, biologically rooted |
|
|
Term
Focus on research: Temperament influences helping others
Shy and Outgoing children - Expressing concern and helping with mom vs. experimenter |
|
Definition
When interacting with moms, shy and outgoing children were equally as likely to express concern and provide help
Shy, inhibited 2yr-olds were less likely than outgoing 2yr-olds to help an experimenter who appeared to be hurt
Even though shy children see that a person is suffering, apprehension in unfamiliar setting prevents child from helping |
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Term
|
Definition
| an enduring social-emotional relationship to an adult |
|
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Term
|
Definition
children who form an [attachment: an enduring social-emotional relationship to an adult] are more likely to survive.
- species specific "wiring" for attachment |
|
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Term
| Bowlby – Four phases in the growth of attachment |
|
Definition
1) Preattachment
2) Attachment in the making
3) True attachment
4) Reciprocal relationships |
|
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Term
|
Definition
birth to 6-8wks (1)
prenatal and soon after birth infants learn to recognize their mothers by smell and sound. Also, evolution has endowed infants with behaviors that elicit caregiving from adult. |
|
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Term
|
Definition
6-8wks to 6-8mos (2)
babies begin to behave differently in the presence of familiar caregivers and unfamiliar adults. Babies smile and laugh more and are more easily consoled with/by primary caregiver. Gradually identifying primary caregiver as the person they can depend on when anxious.
- cooing and babbling
- smile and laugh more at caregiver than stranger |
|
|
Term
True attachment/
Clear-cut Attachment |
|
Definition
6-8mos to 18mos (3)
Attachment is now the infant’s stable social-emotional base. Infant has a mental representation of her mother.
- Stranger anxiety
- Separation anxiety |
|
|
Term
|
Definition
18mos on (4)
Growing cog and language skills and experience make infants better able to act as partners in their attachment relationship. Often take inititiative in interactions and negotiate with parents, begin to understand parents’ feelings and goals – sometimes using this info to guide behavior. Know that parents will return |
|
|
Term
| Quality of Attachment (4) |
|
Definition
Secure
Avoidant
Resistant
Disorganized |
|
|
Term
|
Definition
baby may or may not cry when mother leaves, but when she returns, the baby wants to be with and if the baby is crying, it stops. (60-65% of American babies)
most likely when parents respond to infants predictably and appropriately |
|
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Term
|
Definition
| The baby is not visibly upset when the mother leaves and, when she returns, may ignore her by looking or turning away. (About 20% of American infants) |
|
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Term
|
Definition
| baby is upset when mother leaves and remains upset or even angry when she returns, and is difficult to console. (10-15% of American babies) |
|
|
Term
| Disorganized (disoriented) attachment |
|
Definition
| baby seems confused when the mother leaves and, when she returns, seems not to really understand what’s happening. (About 5-10% of American babies) |
|
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Term
|
Definition
| describe childhood experiences objectively and value the impact or the parent-child relationship on their development. |
|
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Term
|
Definition
| sometimes deny the value of childhood experiences and sometimes are unable to recall those experiences precisely, yet they often idealize their parents. |
|
|
Term
|
Definition
| describe childhood experiences emotionally and often express anger or confusion regarding relationships with their parents. |
|
|
Term
| Stage 1 in Dev. of Children's Understanding That People Can Experience Multiple Emotions Simultaneously |
|
Definition
5 years-old
A situation can cause a person to experience two different emotions.
(A child could be sad and angry that best friend is moving away) |
|
|
Term
| Stage 2 in Dev. of Children's Understanding That People Can Experience Multiple Emotions Simultaneously |
|
Definition
6.5 years-old
A situation can cause a person to experience two different emotions that differ in intensity.
(A child could be very sad and a little angry that a best friend is moving away) |
|
|
Term
| Stage 3 in Dev. of Children's Understanding That People Can Experience Multiple Emotions Simultaneously |
|
Definition
8 years
A situation can cause a person to feel positively and negatively at the same time.
(A child could be happy and scared about staying home alone) |
|
|
Term
| Harlow's Research - "Contact Comfort" |
|
Definition
Baby monkey spent more time with cloth "mother" regardless of whether the cloth or wire "mother" was feeding it
Monkey also preferred (would only be comforted by) cloth "mother" and not wire "mother" |
|
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Term
|
Definition
| Attachment usually occurs by 8-9mos |
|
|
Term
|
Definition
| the attitudes, behaviors, and values that a person believes make him or her a unique individual. |
|
|
Term
Self-recognition via Mirror Task
Task, and age |
|
Definition
- Subtly place red dot on infant's nose. Place infant in front of mirror
- When infant reaches up and touches their own nose, taken as sign of self-recognition.
- Self recognition develops at about 15mos (by 2yrs most most touch nose) |
|
|
Term
| Emergence of self-recognition |
|
Definition
| - 2yrs: start to use pronouns correctly - 20-30mos: can point to self in photo - 18-24mos: toddlers look more at photos of themselves than at photos of other children (self aware?) |
|
|
Term
Povinelli and Simon (1998): Forehead sticker exp.
Pop, Exp, Results |
|
Definition
Pop: Children ages 3 and 4
Exp: Children playing game, during which exp. subtly put stickers on kids' foreheads. After, show kids a video of them playing. Ask kids to ID selves. (To see whether kids would reach up and touch own foreheads)
Results: 1/2 of 3yr-olds, and ALL 4 yr-olds reached up |
|
|
Term
|
Definition
| emerges soon after children are self-aware. |
|
|
Term
| Self-concept across cultures: Asian and EA |
|
Definition
| In Asian cultures, self is defined to a greater extent by social relationships. Whereas European American children use more personal characteristics. |
|
|
Term
| Changes in self-concept 5-7yrs old |
|
Definition
In self-descrips, children are more likely to mention
-emotions,
-social groups to which they belong,
-their competencies,
-describe their level of skill in relation to peers. |
|
|
Term
| Changes in self-concept Adolescence |
|
Definition
- attitudes,
- personality traits,
- religious and political beliefs,
- future oriented
- self-concepts now often vary with the setting |
|
|
Term
|
Definition
| self-absorption that marks the teenage search for identity. |
|
|
Term
|
Definition
| phenomenon wherein many adolescents feel that they are actors whose performance is being constantly watched by peers. |
|
|
Term
|
Definition
| teenagers’ tendency to believe that their experiences and feelings are unique |
|
|
Term
| Illusion of invulnerability |
|
Definition
| the belief that misfortune only happens to others |
|
|
Term
| Kolhberg's Theory of Moral Judgement |
|
Definition
3 levels, 6 stages.
Moral reasoning, stage theory, universal
Preconventional
Conventional
Post-conventional |
|
|
Term
Preconventional level
-Stage 1: Obedience orientation
-Stage 2: Instrumental orientation |
|
Definition
(most kids, many adolescents, some adults) mr controlled by obedience to authority and by rewards and punishments
- Stage 1: Obedience orientation – adults know what is right; avoid punishment. (Heinz should not steal drug because stealing is against the law.)
- Stage 2: Instrumental orientation – self-interest; nice to others because they expect a favor in the future. (Alright for Heinz to steal the drug because his wife might reward him in return.) |
|
|
Term
| Conventional level -Stage 3: Interpersonal norms -Stage 4: Social system morality |
|
Definition
most adolescents and most adults) mr is based on social norms –what is expected by others
Stage 3: Interpersonal norms
– act according to others’ expectations in order to win the approval of others.
(Heinz should not steal the drug because then others will see him as an honest citizen.)
Stage 4: Social system morality
– social roles, expectations, and laws exist to maintain order within society and promote good of all people.
(Heinz should steal drug because as husband he is obligated to. Or Heinz should not steal because stealing is against the law and society must prohibit theft.) |
|
|
Term
Postconventional level
-Stage 5: Social contract orientation
-Stage 6: Universal ethical principle |
|
Definition
(some adults; 25+) moral decisions based on personal, moral principles
- Stage 5: Social contract orientation – exceptions to the law if law no longer serves to promote welfare of individuals. (Heinz should steal drug because law does not benefit wife’s welfare.)
- Stage 6: Universal ethical principle – abstract principles that form basis of moral code may at times conflict with society’s laws. (Heinz should steal drug because preserving life trumps other laws.) |
|
|
Term
| Giligan’s Ethic of Caring (1982) |
|
Definition
| argued that Kohlberg’s emphasis on justice applies more to males than females (females’ mr as more rooted in concern for others – therefore more obligation to other people). HOWEVER – meta-analysis has shown that males and females are more similar; does not support Giligan’s idea very strongly. |
|
|
Term
|
Definition
| Actions that benefit others |
|
|
Term
| Emergence of altruistic behavior |
|
Definition
18mos of age
(i.e. picking up someone else’s dropped marker to help) |
|
|
Term
| Fostering prosocial behavior |
|
Definition
| modeling, disciplinary practices (warm, supportive, provide feedback), provide opps to behave prosocially |
|
|
Term
| Eisenberg: Levels of Prosocial Behavior |
|
Definition
1) Hedonistic orientation
2) Needs-oriented level
- start to understand that they should help, but can’t say why
3) Stereotyped/Approval focus
- can give reason why, but reason is about what others expect them to do; styped views on whats good and bad
4) Empathetic
- help verbalize why, perspective of someone else, others’ shoes |
|
|
Term
|
Definition
| behavior meant to harm others |
|
|
Term
|
Definition
| to achieve an explicit goal |
|
|
Term
|
Definition
| unprovoked, goal to intimidate others |
|
|
Term
|
Definition
| one child’s behavior leads to another child’s aggression |
|
|
Term
|
Definition
| try to hurt others by undermining their social relationships (more common among girls) |
|
|
Term
|
Definition
- subjective feeling,
- physiological change
- behavioral expression |
|
|
Term
| Parental attachment status: Autonomous |
|
Definition
- Adult can describe their experiences consistently, describe their parents in balanced terms, and realistic way
- Understand importance of childhood experiences on who they are as adults.
- (Considered to be a secure attachment)
- Most common category |
|
|
Term
| Parental attachment status: Dismissive |
|
Definition
- Present inconsistent experiences.
- Don’t acknowledge how childhood was important in shaping who they are.
- Describe parents in idealized fashion. |
|
|
Term
| Parental Attachment Status: Preoccupied |
|
Definition
- Overly preoccupied; overly emotional when they talk about childhood
- Present angry, confused, inconsistent picture |
|
|
Term
| Parental Attachment Status: Unresolved/Disorganized |
|
Definition
- Present disorganized picture
- Serious unresolved issues around trauma or loss |
|
|
Term
Relationship between Parental Attachment Status and Attachment Category of parents' infants:
Autonomous parents |
|
Definition
| Had securely attached infants |
|
|
Term
Relationship between Parental Attachment Status and Attachment Category of parents' infants:
Dismissive attachment style (Parents) |
|
Definition
| Had anxious/avoidant infants |
|
|
Term
Relationship between Parental Attachment Status and Attachment Category of parents' infants:
Unresolved parents |
|
Definition
|
|
Term
Relationship between Parental Attachment Status and Attachment Category of parents' infants:
Parental categories evenly divided on |
|
Definition
| Anxious/resistant infants |
|
|
Term
Netherlands Intervention Study (1994)
Pop, Intervention, Test, Results |
|
Definition
Pop: At-risk (difficult temperament) 6mo-old infants and their mothers
Intervention: Exp group of mothers received 3mos instruction on how to respond to fussy babies
Test: Behavior in strange situation task
Results: More exp infants securely attached.
- 9mos later, at 18mos-old, RESULTS HELD (you can teach behaviors to parents of at-risk infants) |
|
|
Term
Emerging Sense of Self -- (Harter, 1999) -- Ask 3, 9, 15 yr-olds to tell about selves
3 yr-old boy |
|
Definition
Talks about:
- things he can do, competencies
- demographics
- descriptions of stuff he has
- preferences |
|
|
Term
Emerging Sense of Self -- (Harter, 1999) -- Ask 3, 9, 15 yr-olds to tell about selves
9 yr-old girl |
|
Definition
Talks about:
- social comparison (what other people think)
- internal feelings |
|
|
Term
Emerging Sense of Self -- (Harter, 1999) -- Ask 3, 9, 15 yr-olds to tell about selves
15 yr-old girl |
|
Definition
Talks about:
- Recognition of change in herself depending on the situation
- future oriented
- personality type |
|
|
Term
| Four Stages in the Search for Identity in Adolescence |
|
Definition
- Diffusion
- Foreclosure
- Moratorium
- Achievement |
|
|
Term
|
Definition
| Confused or overwhelmed by the task of achieving an identity |
|
|
Term
|
Definition
| Have an identity largely determined by adults, rather than from personal exploration of alternatives |
|
|
Term
|
Definition
| Still examining different alternatives and have yet to find a satisfactory identity |
|
|
Term
|
Definition
| Have explored alternatives and have deliberately chosen a specific identity |
|
|
Term
| Changes in Stages of Identity Search - from age 15 to age 21 |
|
Definition
Age 15: most diffusion, some foreclosure
Age 21: Big growth in achievement, diffusion and foreclosure smaller (still there), emergence of moratorium |
|
|
Term
| When do children have the highest self-esteem? |
|
Definition
| - Preschool (egocentric, only see things from own perspective) |
|
|
Term
| Mary Rothbart - 3 dimensions of temperament |
|
Definition
Surgency/extraversion – whether infants seek out stimulation, how active/vocal an infant is. How approachable an infant is
Negative affect (anger/frustration/fear)
Effortful control – attention span/distractibility |
|
|
Term
| age children understand “no” |
|
Definition
|
|
Term
| Age that children can regulate their motor behavior based on what an adult says |
|
Definition
Age 2
You have a 2-year-old running ahead of you and a parent telling a child to slow down or to stop and the child can do that. |
|
|
Term
| Why is age 2 so difficult in terms of outbursts? |
|
Definition
| Kids know more than they can express |
|
|
Term
| The positive piece of the terrible twos |
|
Definition
children are goal directed
Their behavior is very purposeful, they are motivated towards doing stuff so they set out to do something |
|
|
Term
| Delay of gratification – Mischels’ |
|
Definition
| Bring young children into laboratory and have 2 treats in front of the child and there is a bell sitting there. The experimenter tells the child that he has to leave to go do something. The child is told that if they wait for the experimenter to come back they can have both treats, if they can’t wait they only get 1 treat. If they can’t wait they ring the bell and the experimenter comes back into the room. |
|
|
Term
| How long a child can delay gratification was a very good predictor of: ___________ |
|
Definition
good predictor of other sorts of later behavior in childhood and into adolescence
o Was a good predictor of academic success in school
o As children got older it was a good predictor of self esteem, SAT scores, substance abuse in teenage years |
|
|
Term
| • A constitutionally based (biologically based) individual differences in emotional, motor, and attentional reactivity and self-regulation. Temperamental characteristics are consistent across situations and across time |
|
Definition
|
|
Term
| New York Longitudinal Study (Thomas and Chess 1968) |
|
Definition
• Over a period of time they observed and studied a group of 141 infants and their parents
o They observed behavior in homes, interviewed parents
• Were interested in trying to identify what the temperament characteristics were in infants
• 9 different dimensions of temperament in infants
o Activity level
o Rhythmicity – scheduling, whether they can keep to a consistent schedule
o Approach/withdrawal – whether they approach or withdraw from things
o Distractibility
o Adaptability
o Intensity of reaction
o Quality of mood
o Threshold of responsiveness – how fast do they respond
o Attention span and persistence |
|
|
Term
|
Definition
• 40% of babies were “easy” babies – happy most of the time, easy to put on a schedule, doesn’t cry a lot
• 10% of babies were “difficult” – unhappy most of the time, cries a lot, can’t get on a schedule, doesn’t like new situations
• 15% were the “slow to warm up” babies – in between easy and difficult. Fussier than easy baby but will adjust to new situations
• 35% as the “average” baby |
|
|
Term
| Stability of temperament (Caspi et al. 1995) |
|
Definition
Shows that temperament isn’t as stable as you might think. Study looks at temperament at age 5 and age 9 in the same kids
• Bottom line: the correlations aren’t terribly high between age 5 and 9
• Point of study: these particular characteristics may not be as stable across age as we thought |
|
|
Term
| 1930’s Watson wrote a book about child rearing |
|
Definition
| Behaviorist: do not overindulge them or kiss them goodnight |
|
|
Term
| Stage 2: attachment in the making (6-8 wks – 6-8 months) |
|
Definition
• Language (in terms of cooing/babbling)
• Infant is starting to develop this representation of the caregiver – starting to interact more w/care giver and starts to understand caregiver’s predictable responses
• At the end of the phase we start to see stranger anxiety |
|
|
Term
| Stage 3: Clear-cut-attachment (6-8 mos. – 1.5-2 yrs) |
|
Definition
• Child has very clear mental representation as to who the caregiver is and seeks out the caregiver
o Stranger/separation anxiety
• If the parent leaves the room the infant might get upset even if they somewhat know the other person in the room |
|
|
Term
| Ainsworth (studied with Bowlby) Strange Situation Task |
|
Definition
• Bring a parent into laboratory w/infant and the lab is set up like a living room
• Familiarization period where mom and baby come in and explore
• Mom gets up and leaves the room
• Variation: stranger comes into the room – but not always
• Major point: how child reacts when mom leaves the room and when mom comes back
• Reunion – when mom comes back |
|
|
Term
| 20% had avoidant attachment |
|
Definition
• When mom leaves the room the infant doesn’t care
• When mom comes back infant isn’t super thrilled to see her |
|
|
Term
| 10% Resistant baby (aka anxious resistant) |
|
Definition
| • Baby is upset when mom leaves and is not easily consoled when mom comes back |
|
|
Term
| The avoidant infants (don’t care when mom leaves or comes back) |
|
Definition
| the majority those parents are from the dismissive parent category |
|
|
Term
| Anxious/resistant infants (those infants that are very upset when mom leaves and remain upset when she returns) |
|
Definition
| pretty evenly divided between autonomous and pre-occupied parents |
|
|
Term
| Disorganized infants (the infants who were just confused by the situation) |
|
Definition
| the majority comes from the unresolved parents category |
|
|
Term
| Early vs. late correlates of aggression (childhood vs adolescence) |
|
Definition
• Biology is more important
• Biological correlates of aggression seem to be more predictive of aggression early on and then we see a shift to the importance of the social correlates later |
|
|
Term
Bandura – “social cognitive theory” – Bobo doll
- Boys and girls |
|
Definition
| no difference in how the boys and girls acted |
|
|
Term
| behavior of interest in Bandura – “social cognitive theory” – Bobo doll |
|
Definition
the novel means of aggression
• Wasn’t that they were exactly imitating the behavior, but they were imitating aggressive behavior in new ways |
|
|
Term
| What were the primary gender differences that Maccoby and Jacklin described in their 1974 book? |
|
Definition
- Girls have greater verbal ability
- Boys have greater math and visual-spatial ability
-Boys are more aggressive than girls |
|
|
Term
|
Definition
| Girls actions and remarks tend to support and sustain interaction |
|
|
Term
| Constricting - Interactions |
|
Definition
| Boys interactions - threaten, contradict, exaggerating |
|
|
Term
| Fathers v Mothers in treatment of sons and daughters |
|
Definition
| - Fathers more likely to treat sons and daughters differently (and more likely to encourage gender related play) |
|
|
Term
|
Definition
| Between ages 4 and 7, most kids come to understand that maleness and femaleness do not change over situations or according to personal wishes |
|
|
Term
|
Definition
| people and objects in immediate env |
|
|
Term
|
Definition
| what happens in one micro is likely to influence what happens in the others |
|
|
Term
|
Definition
| social settings that a person may not experience firsthand, but that influence dev (i.e. mom's work env) |
|
|
Term
|
Definition
| subcultures and cultures in which the smaller systems are embedded |
|
|
Term
|
Definition
| that systems change over time |
|
|
Term
|
Definition
Parental control - high
Parental involvement - low
(high ctrl, little warmth. no discussion. rules) |
|
|
Term
|
Definition
Parental ctrl - high
Parental involvement - high
explain rules, discussion |
|
|
Term
| Permissive/indulgent parenting |
|
Definition
Parental ctrl - low
Parental involvement - high
warmth, but little control, no consequences, indulgent |
|
|
Term
|
Definition
Parental involvement and ctrl - low and low
no warmth, no ctrl |
|
|
Term
Disciplinary techniques/categories (Hoffman)
Induction |
|
Definition
| parents who do a lot of verbal reasoning, perspective taking |
|
|
Term
Disciplinary techniques/categories (Hoffman)
Power assertion |
|
Definition
| Physical punishment, no explanation |
|
|
Term
Disciplinary techniques/categories (Hoffman)
Love withdrawal |
|
Definition
| withdraws emotion/affection based on child's behavior. Instill shames, emphasis on child - not on behavior of child |
|
|
Term
Children's Influence on disciplinary style (O'Connor)
2 grps of infants based on predicted biological characteristics (interviewed bio. mothers)
At risk/not at risk infants
Results |
|
Definition
| Adoptive moms of at-risk infants changed own behavior (using more coercive, more punishment) |
|
|
Term
Virginia Longitudinal Study of Divorce
Immediate effects of divorce on children |
|
Definition
First year:
- mothers less attentive, less affectionate, less tolerant of kids acting out
- kids showing regressive behavior
Also:
- daughters better when living with mom
- "best" timing: college or preschool age
-adjustment of adults as predictors
-difficulty on academic perf, self esteem, behav, depressed |
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|
