Term
|
Definition
General Ideas that can be used to group together objects, events, qualities, in a similar way.
EX: objects with similar shapes, |
|
|
Term
| Perceptual Categorization |
|
Definition
Grouping together objects with similar appearances
EX: Putting things together including color, size and movement |
|
|
Term
| When does Perceptual Categorization Occur? |
|
Definition
| Infants form this in the first month of life! Putting shapes and colors etc together |
|
|
Term
| Categorization of Objects in Infants |
|
Definition
| By 3/4 Months, infants can distinguish between a dog and cat, but see all cats as the same! |
|
|
Term
| Categorization of Objects in Toddlers |
|
Definition
By age 2, children categorize more on OVERALL Shape of something, and also basic function
EX knowing different shapes of the same rubber duck |
|
|
Term
| Categorization of Objects in Preschoolers (age 4-5) |
|
Definition
Children do better with casual descriptions to just physical ones!
EX: some children given just a physical description of someone, where some other children were told desires of the two pictures. They were able to link function and perception together, and the casual group did better!
AKA once children are in preschool they can use what they see perceptually and link it to what their knowledge is about the world |
|
|
Term
|
Definition
People learn at a basic level first where objects share common characteristics but are able to discriminate from each other easily. Then they learn to categorize subordinate and superordinately!
EX: We first learn the difference between dog and cat, then we learn they are both animals, then we learn different kinds like labs and pugs etc. |
|
|
Term
|
Definition
| When we first are categorizing objects in our minds we do so at the basic level. This distinction is knowing things like the difference between cat and dog |
|
|
Term
| Superordinate Level Category |
|
Definition
| Once we have learned to categorize things at the basic level (cats and dogs) we are able to develop things at the superordinate level. This for example is knowing that both cats and dogs are animals |
|
|
Term
| Subordinate Level Category |
|
Definition
| This is the level category that is established after the basic level. For example, once we learn the differences between cats and dogs, we learn the differences between types of cats and dogs EX huskies, pugs, etc |
|
|
Term
|
Definition
| This is found in children as young as 3. It is a level of commonsense knowleddge about understanding yourself and other people |
|
|
Term
|
Definition
This is an aspect of naive psychology, or the basic commonsense children develop around age 3.
Intention is the goal of acting a certain way. It is what you want |
|
|
Term
|
Definition
| This is an aspect of naive psychology. It is the idea that 2+ people are focusing deliberately on the same thing. Knowing that 2 people see the same thing! |
|
|
Term
|
Definition
| It is a part of naive psychology. It it the mutual understanding that people share during communication. Or the idea that they both know what they are talking about |
|
|
Term
|
Definition
The understanding of how our minds (brains) work and how it influences our behavior. Our age and development changes how our view of this interaction occurs!
EX: at 2 children understand relationship between desires and actions, but have difficulty with other peoples beliefs/ expectations as reasons why people do things! |
|
|
Term
| 2 year old Theory of Mind |
|
Definition
| When a child is 2, they understand that people's behavior and actions are influenced by what they want, but they do not include things like their beliefs/ expectations! |
|
|
Term
| 3 Year Old Theory of Mind |
|
Definition
| When children are three they understand that both peoples desires and their beliefs/ expectations effect their behavior, but they have a difficulty with false belief problems, or understanding what happens when people have wrong expectations |
|
|
Term
| 5 year Old Theory of Mind |
|
Definition
| By the age of 5, children have a good understanding of the relationship between what people want, what they expect, and what they SHOULD expect, and how it effects what they do. They find false belief problems easy! |
|
|
Term
| Do children with very different cultural practices nevertheless perform similarly on false belief tasks? |
|
Definition
| This is true! Regardless of where you grow up, your theory of mind (interaction of what we do and why we do it) has trouble with false belief tasks until 5. |
|
|
Term
| How does the Theory of Mind Develop? 3 ways |
|
Definition
In 3 ways!
1. the Theory of Mind Module (TOMM), which is the idea of a brain mechanism devoted to understanding people. (CORE KNOWLEDGE)
2. Interactions with people give us the knowledge of others (SOCIOCULTURAL)
3. We develop information processing skills to understand our minds (IP THEORY) |
|
|
Term
| Autism Spectrum Disorder (ASD) and the Theory of Mind |
|
Definition
Children with ASD have trouble with theory of mind because they have social issues with things such as joint attnention and paying attention to peoples faces.
Children with Autism have "mind reading mechanisms" and that this deficit interferes with many aspects of their social functioning |
|
|
Term
| By age _____ children on average can count ~10 things |
|
Definition
|
|
Term
|
Definition
| These are things that are necessary for items to be counted. Without these qualities they cannot, and children understand these principles in their number development |
|
|
Term
|
Definition
| This is one of the counting principles. It is the idea that any set of discrete (or separated) objects can be counted. they need to be apart to be counted! |
|
|
Term
|
Definition
| This is a counting principle. It is the idea that the order in which the objects are in does not effect the number of total objects that are there! |
|
|
Term
|
Definition
| This is one of the counting principles. It is the idea that the count list must have a stable order, that must be used in the same order when counting the objects. AKA accounting for the objects must be the same every time (12345 not 15423) |
|
|
Term
| One to One Correspondence |
|
Definition
| This is one of the counting principles. It is the idea that each object has a single number label. You can count for something more than once! |
|
|
Term
|
Definition
This is one of the counting principles. It is the idea that when counting, the last number you recite is the total number in the set!
EX: 1234, there are 4 in total! |
|
|
Term
|
Definition
| This is one of the counting principles. The idea that each word in the count list refers to increasing the amount of what your counting by 1. Each time you add a number you are adding one more thing to the list! |
|
|
Term
|
Definition
This study had a child of 5 months old watch a puppet jump twice, until habituated to jumping twice. then it shows the puppet jumping only once or three times, and he becomes interested again!!
-This shows that children at 5 months have the ability to count up to 3 |
|
|
Term
| Early Number Set Discrimination |
|
Definition
At 6 months, children can discriminate a set being bigger with a 2:1 ratio (Seeing 8 to 4 things)
But by 9 months, this reduces to 1.5:1 ratio! (can see 12 things is bigger than 8 by glancing) |
|
|
Term
| Do some numbers not require language? |
|
Definition
| YES! Very small numbers of up to 3, and aproximating large numbers (like 20 ish) are universal throughout language. Prelinguistic babies and even monkeys can track up to 3 objects! (using subitization) |
|
|
Term
|
Definition
| This is the process by which adults and children can look at a few objects and know how many there are! It works up to 3, and just by glancing you can see how many there are |
|
|
Term
| Winn Bunny Placement Study |
|
Definition
| Winn studied the idea of subitization, or whether or not all people had the ability to count small items. He either placed 1, 2, or 3 bunnies behind a curtain for 5 month year olds. He would show them how many he would place. Then after he would pull up the curtain, sometimes showing how many he placed, sometimes not. The babies who saw the impossible event (EX seeing 2 after placing 3) looked at them longer! This shows that subitization, or being able to count to three, can be done by anyone (and any language!) |
|
|
Term
| Parallel Individuation System |
|
Definition
| This is another word for the "approximate number system" it is the believed part of the brain that people have that allows us to subitize, or the ability to recognize that there are 1,2, or 3 things by simply glancing at them. It is believed all humans have them |
|
|
Term
| Analogue Magnitude System |
|
Definition
| This is the idea that all humans, regardless of language, have the ability to asses larger quantities not exactly, but in large ratios! It is the idea that even babies or monkeys without language can notice if something has "approximately 20" in it even without the ability to count to 20 itself! |
|
|
Term
| Does Acquiring Large Exact Number Concepts Require language? |
|
Definition
YES people need language to acquire concepts of large exact numbers, such as "8." This is because without langauge, we dont take in the counting principles at the same time!!
-This was tested with homesign languages, who did not have a distinct language. They performed well but not as well as the children with language, because they lacked some of the counting principles! You need to acquire them at the same time as language to achieve counting! |
|
|
Term
| What is the main difference between children with language learning to count and homesigners (those without language)? |
|
Definition
The main difference is that typical children learn the words, THEN get the meaning behind them (learn 4, then know how to use it). Homesigners get the meaning of what 4 things is, but have nothing to label it per se, so they struggle with some of the counting principles because they learn the labels/ expressions later on in life
AKA Homesigners need a "count list" like in languages to establish counting principles |
|
|
Term
| Do deaf children have a disadvantage in counting system development? |
|
Definition
| Yes the do, unfortunately. This is because most of them are born into parents who don't sign, so they dont have an accessible language input! This makes it hard for them to develop a large precise counting system, as they are unable to attain labels for numbers larger than 3. |
|
|
Term
|
Definition
| The person who developed the Intelligence Quotient (IQ) test! He did so to be able to predict individual differences in school performances to identify which children needed special attention! |
|
|
Term
| What was the IQ test originally based on? |
|
Definition
| Originally intelligence was focused on the ability to form simple associations with things! |
|
|
Term
|
Definition
This is used to measure intelligence as a single trait! Everyone has a certain level of general intelligence, or "g." Each persons level of g influences our ability to think and learn on intellectual tasks!
EX: school achievement, information processing speed, neural transmission speed, all are correlated with general intelligence g level! |
|
|
Term
| Crystallized Intelligence |
|
Definition
| Factual Knowledge about the world. Knowing how many people are on the cowboys roster (53 total 46 gameday active) is crystal intelligence |
|
|
Term
|
Definition
| This is the part of intelligence that deals with the ability to solve problems or "think on ones feet." It is the ability using our crystallized knowledge and applying it |
|
|
Term
| Intelligence as Numerous Processes |
|
Definition
| Contradictory to the early views on intelligence, some now believe intelligence is measured based on how well people do on a plethora of tasks. THis includes remembering, perceiving, planning, comprehending, solving problems, encoding, etc that all make up what our intelligence is |
|
|
Term
| John Carrolls Three Stratum Theory of Intelligence |
|
Definition
| John Carroll Devised a theory that split intelligence up into 3 different hierarchies! It started with the top being general intelligence "g," followed by 8 general mental abilities (including fluid and crystal intelligence), followed by very specific mental processes at the bottom hierarchy. This goes top to bottom! |
|
|
Term
| Can we measure intelligence directly? |
|
Definition
| No we cannot!! Instead we can measure observable behavior, that requires certain levels of intelligence, and allows us to infer that you have a certain level. |
|
|
Term
|
Definition
| Different levels of intelligence should be expected for children of different ages. Therefore, in the Stanford-Binet test of intelligence 2 year olds are asked different questions than 10 year olds, as each level of intelligence should be measured differently depending on age |
|
|
Term
| Weschler Intelligence Test for Children (WISC) |
|
Definition
This is a test developed for children that are 6 years and older. It is comprised of 4 types of tests to measure intelligence:
-verbal comprehension
-perceptual reasoning
-Working Memory
-Processing/ Perceptual Speed |
|
|
Term
| The Intelligence Quotient (IQ) |
|
Definition
This is a quantitative measure of a child's intelligence relative to that of other children of the same age.
-The WISC and the Stanford Binet produce IQ scores. They are standardized for children of different ages! |
|
|
Term
|
Definition
| Distruibution of IQ scores follows the normal distrubition. This is the idea that 68% fall within the first standard deviation, and 96% fall within the second standard deviation |
|
|
Term
| IQ As a predictor of Important Outcomes |
|
Definition
Things such as academic, economic, and occupational success are very highly correlated with how well you perform on an IQ test!
It also shows qualities such as:
-Self Discipline
-Practical Intelligence |
|
|
Term
|
Definition
This is a way to predict someones "important outcomes" like intelligence does (academic status, job status, etc)
It is the ability to inhibit your actions, follow rules, and don't act impulsively. It is very good at predicting the grades of 8th graders! |
|
|
Term
|
Definition
| This is a way to predict someones important outcomes like intelligence does (job status, academic status, etc). Practical intelligence is defined as means of intelligence that are not measured on the IQ test, such as reading peoples emotions, intentions, working with people, etc ("useful intelligence") |
|
|
Term
| IQ and Education Level Interaction on INCOME |
|
Definition
| The higher IQ and higher level of education someone has, the greater income they have later on in life! Combining the two leads this person to great success |
|
|
Term
| Gardner's Theory of Multiple Intelligences |
|
Definition
Gardner beleived that people's intellect is measured based on us having at least 8 different types of intelligence!
EX: Spatial, musical, intrapersonal, kinesthic, etc.
-It complies with the idea that children learn best from multiple modalities! |
|
|
Term
| Educational Application of Gardner's Multiple Intelligence Theory |
|
Definition
| Children learn best when their instruction builds on their intellectual strengths! Kids learn better from multiple modalities as well. So it is better to teach kids a multitude of things and gear them towards what they are good at |
|
|
Term
| Sternbergs Theory of Successful Intelligence |
|
Definition
Successful intelligence is the idea that intelligence is the ability to achieve success in life.
Because success relies on our analytic, practical, and creative abilities, he theorizes that our intelect in those fields predicts how well we will be in life! |
|
|
Term
|
Definition
Genetics effect intelligence in older children more so than they do younger ones!
This is because some genetic processes do not impact IQ until later in childhood and adolescence (like neural activity)
-ALSO as they get older they have more choice in their environments, which is impacted by genetic preference |
|
|
Term
| 3 types of Genotype-Environment interaction effects |
|
Definition
| There are Passive effects, Evocative Effects, and Active Effects on how a child's genotype effects their own environment |
|
|
Term
|
Definition
| This is one of the 3 ways genotypes of children effect their environment. This way is the overlap of the parents and the childrens genes. |
|
|
Term
|
Definition
| This is one of the ways the genotype of a child and its environment interact. It is the idea that children and who they are influence their behavior (EX based on how good or bad they are behaving!) |
|
|
Term
|
Definition
| This is one of the ways genotypes and the childs environment interact. This is the idea that children choose the environments they enjoy and will put themselves in those environments. Which ones they enjoy is genetic |
|
|
Term
|
Definition
| AKA Home observation for Measurement of the Environment. It is the measure of family influences on intelligence |
|
|
Term
|
Definition
| HOME score and IQ are positively correlated! As one increases the other |
|
|
Term
| Do better home environments lead to higher IQ? |
|
Definition
| WE CANT TELL!!!! Adoptive family studes show that HOME AND IQ correlations are lower for adoptive children, and as a result HOME is rarely used with adoptive families. We therefore have inconclusive evidence for whether home environment can lead to IQ scores raising |
|
|
Term
| Does Attending School Effect IQ? |
|
Definition
| YES it boosts it. Children with a year more of schooling but slightly older do far better on IQ tests! |
|
|
Term
| IQ Scores during the summer |
|
Definition
| IQ scores will decrease in the summer and increase during the academic year because of schooling influence on IQ |
|
|
Term
|
Definition
| The Flynn Effect is the rise in IQ scores over the past 75 years! The reasons are access to education, nutrition, and healthcare |
|
|
Term
| Poverty and IQ Correlation |
|
Definition
The more years children spend in poverty, the lower their IQ tends to be!
Some children are more resilient to poverty than others |
|
|
Term
|
Definition
The environmental Risk scale is a scale that shows how as the number of environmental risks increases the lower IQs of all ages tend to be!!
EX: low ses, 4+ children, maternal anxiety are all risk factors that when added together negatively effect IQ |
|
|
Term
| How often do Interventions to Improve IQ work? |
|
Definition
| They work sometimes! They will initial show IQ gains but these gains are lost after the program ends |
|
|
Term
| Carolina Abecedarian Project |
|
Definition
This was an IQ intervention system that succeeded in giving children an IQ boost after the program ended. It was 5 days a week, 50 weeks a year, and met with children from 6 months old all the way to they were 5! It was done to improve the IQ of those with low welfare!
-At 21 years their IQs were greater than the controls!
-lowered special educaiton rates, arrest, higher graduation, etc.
This INTENSIVE IQ intervention project worked! |
|
|
Term
| While language is both species specific and species universal, reading is... |
|
Definition
| SPECIES SPECIFIC ONLY. Only humans can learn to read, and not every human can learn to read. MUST BE TAUGHT |
|
|
Term
| Jean Chall's Stages of Reading Development |
|
Definition
This was the idea that our reading ability became developed in STAGES depending on our age. they were:
0-first grade
1st to 2nd
2nd to 3rd
4th to 8th
8th to 12th |
|
|
Term
|
Definition
This is the ability to identify components of sounds within words! (understanding words have parts/ syllables)
EX: knowing words have same beginning or end |
|
|
Term
| Phonemic Awareness and Reading Ability |
|
Definition
Children who have phonemic awareness by 4 or 5 causes them to be better readers! They are positively correlated
It lays the foundation of letter and speech sound! |
|
|
Term
|
Definition
The ability to translate letters into sounds, and then form them together to make works
EX c a t
kah - at
cat! |
|
|
Term
|
Definition
| This is a way of identifying a word. Instead of going piece by piece to read, it is seeing the word as a whole and knowing already what it is saying! It is retrieving words we already know |
|
|
Term
|
Definition
This is rapid, effortless identification of words, and it is crucial for reading!
It is done so through:
-phonological Recoding (piece by piece making words)
-Visually Based Retrieval (knowing the word and retrieving the whole from memory) |
|
|
Term
| SES and Parent's Job on Reading Development |
|
Definition
| This effects how often the parent interacts with their child. The more the parent talks to the child the more words they know. The more words they know and larger vocabulary, the higher the reading proficiency! |
|
|
Term
|
Definition
| The inability to read well despite a normal intelligence. It is caused by a general weakness in phonological processing! |
|
|
Term
|
Definition
| The ability to discriminate and remember sounds within words and letters! Having low phonological processing leads to dyslexia |
|
|
Term
|
Definition
| Dyslexia is caused by problems with phonological processing in the brain! AKA problems with discriminating and remembering sounds within words |
|
|
Term
|
Definition
| The ability to retrieve numbers values from memory to solve simple problems (2 + 2 = 4) |
|
|
Term
|
Definition
| The idea that the values on each side of an equal sign must be EQUAL to eachother! |
|
|
Term
| Gesture - Speech Mismatches |
|
Definition
| When attempting to explain how to solve a problem, children will use gesture and speech instead of just speech to explain, as gesture reveals more about what they are thinking. However, when mismatches between what they are saying and doing occur, this is called Gesture speech mismatches! Usually the gesture will depict more info than just describing! |
|
|
Term
| Psychoanalytical Theory of Development |
|
Definition
Psychoanalytical is the idea that we have biological underpinnings that interact with our experience during development. It is the idea that biological maturation drives development!
-they follow stage theories that stress DISCONTINUITY of development |
|
|
Term
| Freudian Psychoanalytical Theory |
|
Definition
| Freud's ideas of Psychoanalytic development were that people needed to satisfy biological based drives to go up in stages of development. EX: oral, anal stage and we are fixated on one stage until we develop the next |
|
|
Term
| Erikson Psychoanalytical Theory |
|
Definition
Erikson believed that people face a series of challenges in search of their identities, related to their age and biological maturation!
EX eriksons theories emphasized finding an identity in adolescence, and then another one post adolescence. Constantly going through stages of finding yourself |
|
|
Term
| Current Issues with Psychoanalytic Theories |
|
Definition
| People believe that they are too vague, and not testable enough. This leads to psychoanalytic theories to be put into question |
|
|
Term
| Learning Theory of Development |
|
Definition
Learning Theories focues on external factors and social behavior playing a role on development. Our different histories in our life make up our indiviudal differences. IT BELIEVES WE DEVELOP THROUGH CONTINUITY (no stages)
-Believes child has an active role in creating their own external influences |
|
|
Term
|
Definition
| Watson was a learning theory development psychologist. He believed development was determined by childs environment, and the primary mechanism for learning was classical conditioning! (like little Albert experiment!) believed environment condition is what shapes people in development |
|
|
Term
| Skinner's Operant Conditioning |
|
Definition
| Skinner focuses on reinforcement and punishment (operant conditioning) as the main drives for development. He is also learning theory based in that our environment shapes who we are, but believes that we change our behavior in order to receive behavior we want from others |
|
|
Term
|
Definition
| This is a type of learning theory, or the idea that we learn continuously from our environment. A theory developed by Bandura that says that we learn through observing and imitating people. |
|
|
Term
|
Definition
| Young Children were asked to watch a short film where they saw an adult hit a bobo doll. Then they were put in a room with a bobo doll. It was then recorded to see how much the children imitated the adults, and it was showed that they did a lot! The amount of imitation also increased with a reward/ incentive to imitate the adult in the movie as well! |
|
|
Term
|
Definition
| This is the idea that environments effecting children goes both ways, and children equally effect their environments! AKA influence eachother |
|
|
Term
|
Definition
| How much a person believes they can control their own behavior, thoughts and emotions to achieve a goal. How much they can change about them to get what they can |
|
|
Term
| Weaknesses of Learning Developmental Theories |
|
Definition
| Learning theories pay little attention to the impact of biological factors and not enough attention on cognition for social development |
|
|
Term
| Social Cognition Theory of Development |
|
Definition
This theory focuses on the childrens ability to think and reason about their own and other peoples thoughts, feelings, behaviors etc. THE ACTIVE CHILD plays a major role in who we are (choosing activities etc)
Also emphasizes individual differences between people as being high factors for who we are. No one is the same in deciding who they want to become |
|
|
Term
| Is Social Cognition Theory Discontinuous or Continuous? |
|
Definition
| It has theories for BOTH OF THEM |
|
|
Term
|
Definition
| The idea that children play a very active role in their own socialization. It is the foundation of the social cognition theory of development |
|
|
Term
|
Definition
| This is an expectation that other people are going to be hostile to you, so you yourself become hostile in the process as part of a self fulfilling prophecy |
|
|
Term
| How do Social Cognition Theories use aggression? |
|
Definition
They beleive agression in children is used as a problem solving strategy, or that being aggressive will absolve a problem.
EX: wanting to get even with someone after accidentally bumping into you, this aggressive wanting to get even is the way you believe the problem will be solved |
|
|
Term
| Weaknesses of Social Cognition Theory of Development |
|
Definition
| It is considered incomplete because it fails to address any biological factors |
|
|
Term
| Ecological Theory of Development |
|
Definition
| These theories emphasize the importance of context, and the interaction of nature and nuture in development. It believes the child has an active role in choosing its contexts, and the development is CONTINUOUS |
|
|
Term
|
Definition
This model is the idea that our enviroment is made up of different "nested structures" or levels, and each level effects us different in shaping who we are. The levels are:
-microsystem
-Mesosystem
-Exosystem
-Macrosystem
-Chronosytem |
|
|
Term
|
Definition
| This is one of the 5 structures in the Bioecological Model. it is the immediate bi-directional environment a person experiences, and it includes things such as child-peers, child-friends and child-school. IN THE MIRCOSYSTEM IT IS BIDIRECTIONAL |
|
|
Term
|
Definition
| This is one of the 5 structures in the bioecological model. It is the 2nd level of development, and it describes the different connections between various microsystems. This can include the connection between a child's parents and a child's school, and how they together effect the child |
|
|
Term
|
Definition
| This is one of the levels of the Bioecological System. It is the environmental settings that a person does not directly experience, but can be affected by it indirectly. This can include their parents workplaces (parent gets fired effects you), and the workplaces schoolboard |
|
|
Term
|
Definition
| This is one of the levels of the Bioecological System. This is the larger cultural context in which the other systems are embedded. EX: how being in north america, which effects the US, which effects CT, which effect Newtown, Which effects my environment |
|
|
Term
|
Definition
| This is one of the levels of the Bioecological System. It is the historical changes/ changes over time that effect who were are and our environments. EX the time period we live in effects all of the other environments and therefore who we are |
|
|
Term
| Bioecological View on Child Maltreatment Causes |
|
Definition
They believe a variety of factors are involved in the causes and consequences of child abuse.
EX: In mircosystem, parent can be frustrated and take it out on child. This frustration can be caused from the exosystem, where the parent is struggling at work |
|
|
Term
| Child Maltreatment Intervention |
|
Definition
| This helps the parents develop more realistic interpretations of child's difficult behavior and develop strategies for solving those problems. It is very successful and is based on the SOCIAL COGNITIVE perspective |
|
|
Term
| Weaknesses of Bioecoloigcal Model on development |
|
Definition
| It is not easily testable and it overlooks humans capacity to change the environment ourselves. We are not total victims to our environment |
|
|
Term
|
Definition
A set of abilities tat contribute to competent social functioning.
EX: Be able to motivate oneself
persist frustration
control impulses
regulate mood
etc |
|
|
Term
| Can emotional intelligence be a better predictor than IQ of life success? |
|
Definition
|
|
Term
|
Definition
| The physiological responses to subjective feelings, cognition, related to those feelings, and the desire to take action |
|
|
Term
|
Definition
| One of the theories on how emotions arise. It is The idea that emotions are innate and different from one another from very early on in life. We are given a predetermined set of emotions because we are human |
|
|
Term
| The 2 theories on the emergence of emotion |
|
Definition
| The discrete emotions theory and the functionalist approach |
|
|
Term
|
Definition
This is one of the theories on how emotions emerge in people. It is the idea that emotions basic function is to promote action toward achieving a goal. It is very based on the environment and that dictation what emotions we should feel at a given time
-ALSO emotions arent discrete but are more so dimensional! |
|
|
Term
| First Sign of Positive Emotions in Infants |
|
Definition
| Infants express smiles early on in REM sleep, but those are just reflexive smiles! They don't start social smiles, or smiles directed at people, until about 6-7 weeks old! |
|
|
Term
|
Definition
| A smile that is directed at someone. It emerges at about 6-7 weeks old! |
|
|
Term
| Emergence of negative emotions |
|
Definition
| The first negative emotion that infants show is general distress, and this is done by generally crying. By 2 months we can sometimes differentiate between anger, sadness and what exactly the negative emotion is |
|
|
Term
| Anger emergence in children |
|
Definition
| Anger appears after about 4-8 months. it is show through temper tantrums, and is much more proficient in boys! |
|
|
Term
| Fear Emergence in children |
|
Definition
| The first clear signs of fear appear in 6-7 months, when children begin to show distress without having the comfort of familiar people. The fear of strangers intensifies until the age of 2! |
|
|
Term
|
Definition
| The feelings of distress that children experience when they are separated or expect to be separated from individuals |
|
|
Term
|
Definition
| Emotions that relate to our sense of self and our consciousness of others reactions to us. They are guilt, shame, embarrassment, and pride |
|
|
Term
| Embarrassment emergence in children |
|
Definition
| Children show embarrassment during the 2nd year of life, from 15-24 months. It typically can occur when become the center of attention |
|
|
Term
|
Definition
| This is one of the self conscious emotions. It is associated with empathy and feelings of remorse towards someone else. It is coupled with the desire to make amends |
|
|
Term
|
Definition
| Shame is not related to concern for others. It is self focused disappointment with ones self |
|
|
Term
| Emotional Changes in Early-Mid Childhood |
|
Definition
Peer acceptance and achieving goals become sources of happiness and pride.
(this leads to effects on language and cognition) |
|
|
Term
| School-Age Children Emotional Changes |
|
Definition
By this age fears become related to real life important issues, instead of imaginary things. This includes such as school, personal harm, etc.
Children become more mature |
|
|
Term
| Emotional Changes in Adolescence |
|
Definition
| In adolescence, there is a spike of negative emotion. Girls more so than boys, but both have large increases in the number of depression cases |
|
|
Term
| Emotional Self Regulation |
|
Definition
| The process of initiating, inhibiting, or modulating internal feelings states related to our physiological, cognitive, and behavioral processes. It is the ability to control our emotions |
|
|
Term
| First sign of Emotional Self Regulation |
|
Definition
| Infants at 6 months will avert their gaze of something to reduce distress! This is them controlling their emotions for the first time |
|
|
Term
| When babies are first born who regulates their emotions? |
|
Definition
The parents do! Parents do what is called caregiver regulation, over a long process of time, children begin to self regulate their emotions.
Parents will try and make babies feel better/ not cry for them |
|
|
Term
| Over time, what causes children's improving emotional self regulation? |
|
Definition
| Increasing maturation of frontal lobe, increasing expectations of the children, and the age related improvement in ability to inhibit motor and emotional behavior! |
|
|
Term
|
Definition
| The ability to resist an immediate reward and wait for a later reward. |
|
|
Term
| Marsh mellow Delay Gratification Study |
|
Definition
| Experimenters tests the reliability of a childs environment and how it effected their ability to delay gratification, or wait for an award. First they were asked to wait for a teacher to bring nice art supplies. Some came back with it (reliable) while others said they didn't have it (unreliable). Then they were told they could have a marshmellow. But if they waited, they could have a second one. The people in the reliable condition waited more often AND longer than the people in the unreliable condition, proving that a child's environment has a large impact on their ability to control their emotions and impulses |
|
|
Term
|
Definition
| Differences in various aspects of children's emotional, motor, and attentional reactivity and self regulation. It is biologically (constitutionally) based and is consistent over time. (How well a child behaves COMPARED To others is their temperament) |
|
|
Term
|
Definition
| When something is biologically based |
|
|
Term
| Chess and Thomas 3 categories of Temperament Babies |
|
Definition
1. Easy babies, who adjust well to new situations
2. Difficult babies who are slow to adjust to new situations
3. Slow to warm up babies, who are difficult at first but become easier |
|
|
Term
| 6 Dimensions of Temperament |
|
Definition
This is the idea that ll temperaments in babies/ children fall into one of these dimensions. They are:
-Fearful Distress
-Irritable Distress
-Attention Span/ Persistence
-Activity Level
-Positive Affect
-Rhythmicity |
|
|
Term
| Individual Differences according to Temperament are _______ based |
|
Definition
|
|
Term
| Temperament on Social Adjustment |
|
Definition
| Following the concept that temperament remains relatively constant overtime, Children who had difficult temperaments tended to have more problems as young adults with social adjustments |
|
|
Term
| 3 Determinants of Social Adjustment to a new situation |
|
Definition
-The Childs temperament itself
-The goodness of fit between the temperament and expectations of the environment (EX easier for slow to warm up children to be in 1 person environment)
-Parents Socialization efforts over time (how hard the parents try to alleviate some of the temperament) |
|
|
Term
|
Definition
| The degree to which an individuals temperament is compatible with the demands and expectations of the environment |
|
|
Term
|
Definition
| Refers to the pattern of behavioral and emotional propensities, beliefs, and interests that characterize an individual. Temperament has part to do with personality, but it is more based on the interactions with others rather than just biological roots! |
|
|
Term
|
Definition
| The process by which individuals acquire FROM PARENTS values, skills, knowledge, and behaviors that allow them to adapt to their present and future role in a culture. This is both indirect and direct and how the child takes social context from the parent |
|
|
Term
| By _____ Children can identify emotions of others such as happiness of suprise |
|
Definition
|
|
Term
|
Definition
| The use of a parent or other adults facial expression/ vocal cue to decide how to deal with a certain situation (think the cliff baby and their ability to recognize when to go or not by the mothers face) |
|
|
Term
|
Definition
| This is the concept that children understand happy contexts and situations before they understand sad ones. 2 year olds can identify happy situations, while children cannot identify sad ones until the age of 4 |
|
|
Term
| Emotion Production comes BEFORE emotion comprehension |
|
Definition
| YES IT DOES. This is the opposite of language, which has comprehension first and then producing |
|
|
Term
| Understanding Misleading Facial Expression |
|
Definition
| Between ages 4-6, children begin to increasingly understand when someones facial expression is false, or they are lying about how they are feeling. They can tell when someone is sad based on more than just appearance |
|
|
Term
|
Definition
A social Groups informal Rules about appropriate expression or emotion
-acting happy when someone gives you a gift even if it blows |
|
|
Term
|
Definition
Protecting someone elses feelings because it is the socially correct thing to do
-Pretending to like someones cooking |
|
|
Term
| Self Protective Display Rules |
|
Definition
When you mask your own emotions to protect yourself.
-Not Crying so you dont get teased |
|
|
Term
| Understanding Trends in Display Rules |
|
Definition
-Typically understanding verbal display rules (social rules) is easier than facial ones
-Typically understanding prosocial (not hurting someone elses feelings) is easier to understand than self protective (hiding your own)
This is when learning a new culture/ context |
|
|
