Term
| Who is the father of attachment? |
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Definition
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Term
| Bowlby's definition of attachment? |
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Definition
Attachment is specific behaviors of an individual which elicit nurturing from mom and maintain the infant in close physical contact with her
Ex: Crying – an attachment behavior |
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Term
| 4 (conceptual) requirements for an infant to develop attach to a person? (Requisite skills, part of the process of attachment which usually happens before 7/8 months) |
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Definition
1) Children must see the self as separate from the mother (occurs hours after birth)
2) differentiate between animate and inanimate objects and people (5-7months)
3) developing specific expectations toward caregivers (2,3,4 months old)
4) trusting that there will be a caregiver consistently present |
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Term
| Dimensions of Temperament |
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Definition
o Adaptability
o Distractibility
o Quality of mood
o Attention
o Intensity
o Reactivity
o Threshold of responsiveness |
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Term
| REMEMBER: Temperament (Gene-environment interactions are important)STRONGLY HERITABLE |
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Definition
| REMEMBER: Temperament (Gene-environment interactions are important)STRONGLY HERITABLE |
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Term
| Temperament is relatively stable after ___ years old. |
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Definition
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Term
| Temperament is constitutional: Biologically based and derives from the interaction of _______ predispositions, _________, and __________. |
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Definition
| genetic predispositions, maturation and experience. (Temperament interacts with the environment) |
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Term
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Definition
| o A profile that includes predominantly negative mood, frequent and intense negative emotional behavior, irregularity, poor adaptability and demandingness (opposite of "easy temperament" |
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Term
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Definition
| Babies experience self-conscious emotions such as guilt, shame, and embarrassment |
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Term
| Emotions in Middle childhood: |
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Definition
o More reflective/cognitive mean such as using distracting thoughts and behavioral strategies such as feeling a distressing situation
o capable of genuine empathy and greater emotional understanding |
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Term
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Definition
o (somewhat of a regression) Infant-like self-consciousness comes back but MORE PSYCHOLOGICAL and more complex
o Reflects on the unique origins of personal emotional experience |
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Term
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Definition
| o Rather than new unfolding emotional experiences… Adults Personal desirability plays a role, they choose lifestyles which incorporate emotional experiences that are personally desirable. |
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Term
| (Emotions) Do emotions continue to develop in adulthood? |
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Definition
| YES!!!!!! Emotions DO continue to develop in adulthood. |
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Term
| Functionalist approach of emotional development? |
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Definition
| emotional is associated with goal attainment; the persons’s attempt or READINESS to change (things) as a result of what matters to that person |
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Term
| 2 Neurophysiological influences of Emotional development? |
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Definition
-Hormones
-Neurotransmitters regulated by the brain |
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Term
| Emotional Perception in others: Can infants read emotion accurately by end of their first year? |
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Definition
| Yes, Infants can begin to read emotion on the face of others around the end of their first year |
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Term
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Definition
1) Sense of subjective self-awareness
2) Self-Representation
3) Auto-biographical personal narrative
4) Self evaluations |
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Term
| Freud's theory on personality? |
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Definition
| Sexual and aggressive, 5 psychosocial stages, believes personality develops in the first 5 years of life. |
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Term
| Erickson’s psychosocial theory |
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Definition
Emphasizes social and cultural environmental factors, believed personality begins at infancy/did NOT stop at 5yrs.
Believed people move through stages, confronted by problems.
• Crisis: a physical maturation which impacts the next stage, but its not deterministic |
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Term
| Name Eriksons 8 stages of Dev. |
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Definition
1) Trust vs. mistrust
2) Autonomy vs. shame and doubt
3) Initiative vs. guilt (If successful, purpose is established)
4) Industry vs. inferiority
5) Identity vs. role confusion (usually late adolescence)
6) Intimacy vs. isolation
7) Generativity vs. stagnation
8) Ego integrity vs. despair |
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Term
| 4 pathways to Generativity |
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Definition
1) Passing on genetic material/Giving Birth
2) Parental – with your own children or for other future generations
3) Work- Teaching someone new skills
4) Cultural – passing on your experience to others in society, many ways, volunteering, creative or artistic |
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Term
| What is a Trail Theory of personality? |
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Definition
| Believes personality is a set of trait dimensions which are stable across lifespan (not stages like Ericson) |
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Term
| What are the Big Five (OCEAN) traits? (Costa and McCrae) |
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Definition
1) Openess
2) Consciousness
3) Extroversion
4) Agreeableness
5) Neuroticism |
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Term
| Is the "Big Five" (OCEAN) theory Universal?(Cultural Trait Theory) |
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Definition
| Yes, the Big Five IS universal! Halverson (2003) Parents around the world describe children across these five terms |
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Term
| Social Learning Theory? (Bandura and Mishel) |
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Definition
| believes personality is the result of social and environmental influences on the person |
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Term
| Name the "4 temperament styles" or categories of temperament which resulted from the New york Longitudinal study done by Thomas and Chess. |
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Definition
1) Easy
2) Difficult
3) Slow to warm up
4) uncategorizable |
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Term
| Difference between personality and temperament? |
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Definition
| "Personality is bigger than temperament" Dr. A |
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Term
| Sandra Scarr’s theory of personality development and her 3 types of interactions? |
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Definition
Believes personality is determined by genes and the environment(interactions)
1) Passive Genotype-environment Effects
2) Evocative Environment Effects
3) Active Genotype-environment Effects |
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Term
| _______ have greater verbal ability, higher verbal scores, and better memory. ____ outperform on tests of spatial ability, are more aggressive, and more physically active. |
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Definition
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Term
| Repeated studies find differential treatment of boy and girl babies |
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Definition
-Boys are perceived as strong,
larger featured, and coordinated.
-Girls are perceived as weaker, finer
featured, and awkward |
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Term
| Gender development is a stage process. Generally describe that process. (up until age 7) |
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Definition
-By age 1 kids distinguish gender
-By age 2 they are fascinated with mismatched face/bodies/hair
-By age 3 GENDER LABELS ARE ACHIEVED (but don't yet understand relationship between labels; boy-man)
-By age 4/5 relationship boy-man is understood and and lack gender constancies (think boys jacket with turn them into a boy)
By age 6-7 Gender Constancies are established! •Understanding reversibility “understanding that things that look different, it can still be the same thing |
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Term
| When girls are playing with ____ they are more passive than when playing with _____. |
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Definition
| boys, girls. (girls are MORE passive when playing with boys) |
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Term
| Is gender segregation among school-aged kids found cross culturally? |
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Definition
| Yes! across cultures, gender segregation is found cross culturally |
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Term
| Maccoby's (gender research)explanation for gender segregation among kids when choosing playmates. |
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Definition
-Boys are more oriented toward rough and
tumble play, competition, and dominance.
(Many girls find this aversive)
-Girls have difficulty influencing boys, and try to influence others by making
suggestions. (Boys influence others by direct demands) |
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Term
Explain Pasteriski's gender research which supports Hormonal role in toy selection. (congenital
adrenal hyperplasia CAH) |
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Definition
-Boys with CAH are not effected by CAH adrenal gland- not hyper masculine
-Girls with CAH more preference for Gender A-Typical toys/play
• Girls wanted to play with boy toys due to CAH hormonal/adrenal gland |
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Term
| What was Margaret Mead's landmark study about in 1935? |
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Definition
| Gender roles: She compared gender roles adopted by 3 tribal societies on the Island of New Guinea resulting in LIMITS TO VARIABILITY IN GENDER. |
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Term
| Name some of the limits to gender variability which were found in Margaret Mead's research. |
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Definition
-Women largely are responsible for child rearing and are primary caregivers
-Male activities and products are almost universally recognizes as predominantly important (Example: in parts of New Guinea women grow sweet potatoes and men grow yams...YAMS are the feast food and sweet potatoes are the ‘what ever” food) |
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Term
| REMEMBER: Universally we differentiate between gender, and there can be some constraints (biologically women carry babies) |
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Definition
| REMEMBER: Universally we differentiate between gender, and there can be some constraints (biologically women carry babies) |
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Term
| Attachment form a Psychodynamic perspective? |
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Definition
| babies attach to mommies due to oral needs, mirroring |
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Term
| Attachment form a Behavioral perspective? |
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Definition
| reinforcements the reason babies are attached to parents |
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Term
| T/F - Harlow didn’t agree with psychodynamic or behavioral theories of attachment, he believed in "contact comfort". |
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Definition
| True! According to Harlow, psychodynamic or behavioral theory did not fully explain attachment. His theory is about contact comfort. |
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Term
| Briefly describe Harlows Monkey experiment |
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Definition
• Monkeys raised in isolation (wire mommy monkey, cloth covered monkey)
• Majority of the babies time spent on the cloth monkey! 17hrs a day only one hr a day on the feeding wire monkey
-Anti-psychodynamic, oral needs met by wire monkey were not preference
-Anti- Behavioral It was not the reinforcement of the food |
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Term
| Who conducted the "strange situation study"? Briefly describe it. |
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Definition
Mary Ainsworth’s
-Measurement of attachment between child and Mother.
-Parent/baby/stranger in a room setting, a combinations of settings where stranger/mother are present/absent
-Eight settings/3 mins each |
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Term
| REMEMBER: There is NOT a critical point in life by which a child has to become attached. |
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Definition
| REMEMBER: There is NOT a critical point in life by which a child has to become attached. |
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Term
| Ainsworth Types of attachment (4 types) |
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Definition
-Avoidant attachment
-Secure attachment
-Resistant attachment
-Disorganized attachment (late addition) |
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Term
| Attachment styles can be influenced by individual differences. Name some of these differences. |
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Definition
-temperament of child (irritability, fearful, and unresponsive infants-More likely to be insecurely attached)
-goodness of fit mom/baby
-depressed moms/premature babies |
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Term
| Children with Secure Attachments will: |
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Definition
-Not go to the stranger for comfort, they want mom, they go to mom when she returns and the baby is easy to console.
Parenting style associated: sensitive and responsive |
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Term
| Children with Resistant Attachments will: |
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Definition
-Exhibit contradictory behavior; be Fearful of stranger even when mom is present, they don’t explore the room, extremely distressed when mom leaves the room.
-When mom comes back – they arch away from (resist) her!
Parenting style associated: inconsistent and unresponsive
(some evidence/depressed moms have this resistant style of attachment) |
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Term
| Children with Avoidant Attachments will: |
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Definition
-Don’t get upset when mom leaves, don’t use mom as a secure base, may turn to stranger for comfort, doesn’t seek mom out when she returns.
Parenting style associate: rejecting-unresponsive, or intrusive and overly-stimulating parents |
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Term
| Children with Disorganized Attachments will: |
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Definition
-not show consistent patterns of reuniting with the mom, Don’t explore the room, don’t respond to the stranger
-Parenting style associated: Frightened/overwhelmed, scared mothers, or frightening/abusive mothers |
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Term
| Predominant attachment style found around the world is ______ attachment. |
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Definition
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Term
| (Liking and Loving)Why do we like/love? Name 3 influencing factors. |
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Definition
1) rewards
2) cost
3) proximity |
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Term
| Sternberg's theory of liking/loving includes 3 components, name them. |
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Definition
Intimacy
Passion
Decision/Commitment
(8 combinations in total) |
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Term
| Difference between liking and loving? |
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Definition
only intimacy is present in liking
(Sternberg's theory, 3 components of liking/loving: 1) Intimacy, 2) Passion, 3) Decision/Commitment) |
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Term
| Family Life Cycle; name the 6 steps |
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Definition
o Leaving home
o New couple
o Becoming parents
o Family with adolescents
o Family at midlife
o Family in later life |
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Term
| Piaget theorized that moral development occurred as a result of moral _________. |
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Definition
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Term
| The key concept to Kohlberg's is _______________! |
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Definition
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Term
| (Kohlberg's Moral Dev. Theory) Name the 3 main stages and each of their two substages. |
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Definition
1) PRE CONVENTIONAL
1-punishment vs obedience
2-Instrumental - Relativity (rewards)
2) CONVENTIONAL
3- interpersonal Norms (conformity)
4- authority (law)
3)POST CONVENTIONAL(now fullyinternalized)
5- social contract orientation
6- Universal ethical principles (people rarely make it to this stage = Mandela, Gandhi, MLK) |
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Term
| Problems with Kohlberg's Moral dev. theory? |
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Definition
o Gender bias
-Gender difference found-stages were differences for gender (suggested males are more moral than females at a certain level) |
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Term
| What did Carol Gilligan investigate? What was her conclusion? |
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Definition
| She investigated why gender difference in Kohlbergs morality theory. She concluded we socialize boys and girls different, that SOCIALIZATION is why differences were found in gender in Kohlberg’s theory |
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Term
| REMEMBER: Today there is little difference between gender in terms of moral reasoning (unlike in Kohlbergs Moral theory was gender bias/Gillian investigated this) |
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Definition
| REMEMBER: Today there is little difference between gender in terms of moral reasoning (unlike in Kohlbergs Moral theory was gender bias/Gillian investigated this) |
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Term
| What do we know about how Culture influence Morality? |
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Definition
o Studies show people do not go through stages at the same rate
o Technologically advanced/urban cultures pass through stages more rapidly/sooner competed to non–urban societies
o Collectivists difference in morality, appear to score lower
Ex: Chinese teens are more law abiding than us teens.
The idea of being “Law abiding” might reflect a different moral code |
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Term
| T/F Moral reasoning is highly correlated with IQ? |
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Definition
| True! Moral reasoning is highly correlated with IQ?-This was one issue with Kohlbergs theory... are we measuring morality or IQ? |
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Term
| Name parenting habits which lead to HIGHER morality in their children. |
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Definition
o Discussing consequences of immoral behavior with their kids
o affection-particularly from dads, have kids who rate higher on morality
o Providing good role modeling, act in a moral way so kids will observe
o Provide kids w/ opportunity to learn about others’ feelings |
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Term
| Girls have _______ networks of friends, whereas boys have ______ ones. |
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Definition
smaller, larger.
Girls have smaller networks of friends and boys have larger ones |
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Term
| By approximately what age do kids begin to have friends, recognize ethnic and gender differences? |
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Definition
preschool-age!
(ages 3-4 is when kids really begin to see differences in peers such as gender and ethnicity. This is also when they begin choosing friends) |
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Term
| Describe Damon’s Friendship stages (3 of them) |
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Definition
Stage 1 ◦4-7 years
◦Children see friend as like themselves
Stage 2 ◦8-10 years
◦Rewards and personality
Stage 3 ◦11-15
◦Based on intimacy and loyalty |
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Term
| Peer relationships change for kids at age 9, what is different? |
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Definition
| compatible personalities become more important (whereas previously, before 9 they were superficial) |
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Term
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Definition
o Cliques -smaller, 2-12 ppl, frequent interaction, usually single gender
o Groups – bigger, less interaction, more ethnic and gender diversity, less formal for younger youth when compared (Jocks, nerds, stoners) |
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Term
| Peer relationships change again for kids at about 14/15yrs old, what changes for them? |
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Definition
Cross gender friendships begin (Puberty ends this soon after)
-Social comparison
-Social referencing
"Peer relationships are more critical at this time than any other time in their life" Dr. A |
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Term
| (Peers) _____ achieve cross gender intimacies before ____. |
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Definition
Girls, boys
Girls achieve cross gender intimacy in friendships before boys. |
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Term
| How are cliques and groups formed? |
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Definition
-Modeling and Imitation (especially w/ high status peers)
-Peer influence (peer pressure)
-Social norms (real or perceived)
-Conversation and reinforcement (kid talk about bad bx and influence others)
-Favorable self-identify (Kids feel good about themselves when they believe their friends approve) |
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Term
| Same-ethnicity friendships may be more stable in terms of ______. |
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Definition
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Term
| T/F - Ethnicity is NOT a factor for peer victimization. |
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Definition
| True... ethnicity in not a factor. White kids are not nicer or meaner to each other. |
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Term
| (Peer/acceptance)Are kids generally able to identifying race based behavior toward themselves from their peers? |
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Definition
| Yes, they are good at identifying race based bx toward them. kids are pretty accurate, more than we used to think 5 years ago |
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Term
| T/F - African American and Latino kids are more likely to PERCEIVE more race based negative discrimination. |
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Definition
| True, Latino and African American kids report more perceived discrimination. |
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Term
| What do we know about friendships in adulthood? |
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Definition
o Buffer against stress
o Sources of positive feelings
o Friends tend to be similar in age
o Decreased probability of being institutionalized in you have more friends
(Socializing = lower depression) |
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Term
| (Peers) Differences in what we think of as NORMAL in regard to social interactions in "open cultures" vs "close agricultural communities" |
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Definition
-Close agricultural communities – not too much pressure to socialize
-Open cultures (US) – much pressure to socialize (many names for people who don’t socialize) |
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Term
| Adult cross gender friendships increase from childhood, however may be problematic due to different ____________ such as sex, loyalty and sharing. |
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Definition
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Term
| Name some attributions of high achievers |
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Definition
-Success is result of internal and stable causes
-Failure results from external causes OR
Internal causes they can overcome
--> But never Internal causes they can’t overcome |
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Term
| Dweck's Mastery Orientation (high achievers) |
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Definition
-Thrive on challenges
-Persist in the face of failure
-Believe increased effort will pay off
-Associated with high achievement |
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Term
| Dweck's Learned helplessness Orientation (low achievers) |
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Definition
-Avoid challenges
-Cease trying when they experience failure
-Don’t believe that effort is associated with outcome
-Associated with low achievement |
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Term
| Name some attributions of low achievers |
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Definition
-Success is result of internal cause of hard work OR Success is result of external cause of luck
-Failures result from internal and stable causes
-Low expectations of success |
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Term
| (Goal theory) name some aspects of "Learning Goals" |
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Definition
-Ability is changeable
-Ability to focus on increasing competence or knowledge
-Deep-level processing of material
-Feelings of pride and satisfaction with success
-Failures indicate need for more effort or different strategy |
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Term
| (Goal theory) name some aspects of "Performance Goals" |
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Definition
-Ability is fixed
-Ability to focus on performance relative to others
-Other-regulated learning
-Superficial-level processing of material
-Feelings of boastfulness with success
-Failures associated with anxiety and shame |
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Term
| Ethnic differences in achievement; Asian American vs African American? |
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Definition
-African Americans are less likely to attribute success to internal causes
-Asian Americans are more likely to attribute success to internal cause |
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Term
| Kids feel worse about themselves by 6th grade the self esteem has dropped - Why this change in self-esteem? (2 reasons) |
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Definition
1) Cognitive differences Younger kids rate themselves a lower/less smart because of SOCIAL COMPARISONS
2) Life experiences |
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Term
| What are "Teacher Expectancy affects" |
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Definition
Transmitted expectations (from teacher) about a kid
-conveyed though:
--Smiling and warmth
--Praise and expectations |
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Term
| (Daycare/preschool) Why does access and quality vary across countries? Specifically Russia and China vs. US? |
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Definition
In China and Russia
-women are considered vital to the work force
-extensive network of child care and day care at factories and offices
quality is general high |
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Term
| Middle school is hard for all kids, but ___(gender)____ are more negatively affected by experiences with failure. |
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Definition
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Term
| College education is life changing, what do we know about people who attend college? |
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Definition
Around the world, college education is associated with rewards
-college educated adults live longer, learn more, have better health, have better mental health |
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Term
| Scarr - Studied: Interaction between genes/environment. "Passive Genotype-environment Effect"? |
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Definition
When the parents genotype determines the way parents provide experiences for their kids
• Socially skilled parents provide children with more social experiences
o Enables the child the ability to build social skills, despite biology of child |
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Term
| Scarr Studied: Interaction between genes/environment. What are "Evocative Environment Effects" |
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Definition
| Characteristic(s) you have evoke different responses from people |
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Term
| Scarr Studied: Interaction between genes/environment. What is "Active Genotype-environment"? |
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Definition
| When people(kids)focus on the aspects of environment which are most congruent with their genetically determined abilities (niche finding). People who are athletically skilled gravitate toward environments where they will thrive. (you can pick your environment more selectively the older you get) |
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Term
| Stages of attachment (4 of them) |
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Definition
1) Asocial 0-2mo- adaptive, anyone everyone
2) Indiscriminant 2-6 mo- comforted by anyone, prefers ppl to toys, begins showing signs of distress/separated from PCG
3) Specific Attachment 7-9mo -TRUE ATTACHMENT, protest when PCG leaves
4) Multiple Attachments 9+mo - attach to many bt prefer PCG when hurt or scared |
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Term
| Stereotype Threat Steele & Aronson |
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Definition
| Differences in performance due to internalized stereotypes |
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Term
|
Definition
-a persons heredity
vs
-a persons characteristics from heredity + envoronmental |
|
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Term
|
Definition
Multiple genes
influenced by both heredity and environment
-most traits are influenced by multiple genes (height, weight, personality) |
|
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Term
|
Definition
| toes fan out when soles of feet are tickled |
|
|
Term
|
Definition
| close eye, open mouth and turn head when pressure is applied to both palms |
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Term
| Who was Case and what were his beliefs of development? |
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Definition
-4 stages, similar to Piagets (sensorimotor, representational operations, logical operations, formal operational)
-to reach a goal child must either draw on learned strategies or formulate new ones |
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