Term
| Describe three attributes of the term “development”. How is it different from “mere change”? |
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Definition
Development is more purposeful it has a larger meaning, it is different than mere change for 3 reasons, it has:
Endpoints
Stage growth
Progress |
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Term
| Why might it be presumptuous, even arrogant, to be a classical developmentalist? |
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Definition
Those who don’t conform to the categories of “classic development” may experience stigma
Example: those from non-Western countries
Example: those with disabilities or mental illness |
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Term
| Identify and discuss 5 ways in which the social context of human development has historically changed from collective to individualistic (modern) cultures. |
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Definition
-from rural to urban
-from fixed gender roles to many different ones (LGTB etc.)
-from Marriage as a family/social/economic arrangement to Marriage for love
-from a focus on Individual/group survival to focus on Individual self-fulfillment, realization, expression
-Sexuality for procreation to Sexuality for pleasure
-from Family: extended and monogamous (polygamous if wealthy) to No one mold: single, GLBT, donor inseminated, hook-up culture, separation/divorce, remarriage etc. |
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Term
| what are the fundamental modern assumptions Classical developments: |
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Definition
Transformation
Interaction with environment
Stage of maturity
Development is a positive thing (grow towards the light!) |
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Term
| What represents the achievement of “adult status”? Compare collective and Individualistic cultures. |
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Definition
-Adult status: marriage, leaving parents, sex, having children, working among adults
-Collective cultures: happens at a consistent time (e.g. bar mitzvah), it is a rite that has little ambiguity
-Individualistic culture: these occur at different times across a new developmental stage called “adolescence” and is sometimes extended into adulthood, largely ambiguous
->“emerging adulthood” captures adults who are moving back home in their 30s
->many 1st s occur in this time: driver’s license, 1st drink, 1st sex |
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Term
| Describe 3 descriptive facts concerning sexual-social development and how these result in a “maturity gap”? Discuss age of 1st sex and # of partners. |
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Definition
(1) Youth are biologically maturing earlier (with menarche being 1 year earlier
(2) People are getting married later: This creates a large gap which was previously non-existent. This “maturity gap” is known as adolescence. In this stage individuals proceed through a series of largely monogamous relationships (and more casual ones). Sexual experimentation is viewed as desirable
(3) People are having sex soon after puberty (it has always been this way). Average age for first sex drops slightly (average cross-culturally is 16-19). The average number of partners has been increasing. Early first sex predicts # of partners. Teens 50 years ago where early 1st sex (under 18) and had few partners (due to early marriage). Females are catching up to males in terms of number of partners (the double-standard is being reduced). |
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Term
| Discuss the function of dating in terms of the two stage-salient tasks of adolescence. |
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Definition
(1) Establishing Identity: Who am I, what do I want to become, knowing what one wants in life, including partner preferences
(2) Establishing the relational foundations needed for long-term romantic relationships in which children are born (family). Aim: continue gene line (not always the case).
-30% in early adolescence
-70% in late adolescence
-most have an had an on-going relationship by late adolescence
-Negative relationships create broken trust, poor partner choices, learn that relationships are dangerous and that oneself is unlovable
-For every good relationship, you are likely to have a better one the next time, positive relationships show us that others are trustworthy and oneself is worthy of being love
-percentages of reported premarital sexual intercourse dropped slightly in the 1980s due to STD fears
These cannot be separated. A stable, clear identity is needed to know what you want. |
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Term
| Identify Schwartz’s value scheme as these describe traditional and modern cultures (3 values each). How are these historical shifts reflected in this shift in values? |
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Definition
-Collective values:
1) Tradition should be preserved: things have been tried and true
2) Conformity (restraint, obedience): idea of connection and belonging
3) Security (social order, harmony, stable society)
-Modern values:
1) “self”-direction (autonomy, choosing, creating)
2) stimulation (excitement, novelty)
3) hedonism (“experience”, happiness, pleasure)
-Understanding changes from different values view
(View 1) modern society has become self-absorbed, narcissistic, secularized (death of religion), amoral/relativist, nihilist (life is without inherent meaning)
(View 2) While acknowledging that there are some negative exaggerations of modern life, there remains a liberating freedom in modern “progress.” |
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Term
| How does the hookup culture (90s) differ from the sexually permissive culture (60s)? List 5 contributing factors of the hookup culture. |
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Definition
-Although casual sex has been around for a long time, dating culture is becoming more and more devalued
-Potential explanations and contributing factors:
• Permissive culture
• Birth control
• Women’s movement
• Gender distribution on campus (sexual strategy theory): men have infinite amount of sperm, and the aim to spread genetics the most the best strategy for men is to have many partners; for women the best strategy for reproduction is to have few partners
• Rising binge alcohol
• Pornography
• Narcissistic entitlement |
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Term
| What are the general rates and types of hookup? |
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Definition
-Rates: 2/3 – 3/4 hookup at some time
-Types of hookups: Random, Regulars (booty call), Friends with benefits
-Contemporary sexual script is moving away from intercourse with an increase of oral and anal sex |
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Term
| Discuss 1-2 reasons feminists have suggested the hookup culture is not healthy for women (include rates). |
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Definition
(1) The orgasm gap: The 1st time with a partner woman orgasm 32% as often as men, With partner repetition it rises to 49%
(2) Woman may feel empowered to be sexual, but have a hard time shaping the encounter
(3) Women may be more focused on establishing relationships and good reputation |
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Term
| Describe/explain the unwantedness/consent continuum. |
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Definition
-Healthy: consent, wanted mutually
-Normal accommodation: consent, not unwanted
-Sexual coercion: "consent" (no saying no), but unwanted
-Sexual assault/rape: no consent, unwanted |
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Term
| Does hookup culture facilitate sexual assault? |
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Definition
-Hooked up – ¼ report being raped
-Never hooked up – 0% rapes
-78% of coerced sex (vaginal, anal, oral) occurred while hooking up
-overall rates: lifetime incidence (most under-reported crime)
-completed: 14.8%
-attempted only: 2.8%
-total: 17.6% |
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Term
| Describe Maltz’s hierarchy. |
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Definition
(3) authentic sexual intimacy
(2) making love
(1) positive role fulfillment
(0) sexual energy, ground zero
(-1) impersonal interaction, accommodating
(-2) abusive interaction
(-3) violent interaction |
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Term
| Describe red flags for dating violence. |
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Definition
-Dominance/Power/Control: one person is making all decisions, not mutual
-Isolation driven by: Jealousy, Dependency/clingy-ness
-Personality changes
-Mental health issues present
-Good start, but problems grow slowly
-Responsibility must be taken
-Weakening sense of self, low self-esteem
-Justifications are made (excuses for the bad behavior, excuses for remaining with someone who behave badlly) |
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Term
| Discuss gender and non/reciprocity as these pertain to dating violence. Highlight the shift from the older view to the current view. |
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Definition
-¼ - ½ have experienced dating violence
-Historically, there is an assumption of male batterer (role of the media?)
-Current research shows: 50% of violent relationships are reciprocal (In adolescents studies show 45% to 72% are reciprocal)
-woman is not defending: initiation occurs at the same rate
-Self defense does not explain high levels of reciprocity
-in cases that were non-reciprocal, women were the perpetrator in 70% of the time
-of those with IPV, 50% were reciprocal |
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Term
| Identify characteristics of victims/perpetrators of dating violence. |
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Definition
Perpetrator Characteristics
-Intergenerational model has dominated in the past: the witness or victim of abuse becomes the abuser
-Childhood abuse is a risk factor for females
-Alcohol and drugs: 1/3 of all incidents of DV
-Attitudes of the acceptance of violence as a means of problem solving
-Low-self esteem, depression, features of ASPD
-Direction of causation is unclear
-Problem solving and communication deficits: unable to express feelings and request help
Victim characteristics
-Experiencing physical abuse as a child
-50% of physically abused had experienced DV
-stronger effect if witnessing intra-family violence is included
-greater likelihood of DV if experienced periodic or total absence or either mother or father |
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Term
| Why do people remain in violent relationships? |
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Definition
-Not necessarily low self esteem, poor coping, masocism
-Victim blame, more recent move to recognize the interdependent nature of relationships
-Quality and number of alternatives may be less desirable that current partner
-Feels a strong emotional investment, not ready to leave
-Don’t want to be abused, but choose to stay despite the abuse |
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Term
| First marriage occurs at _____ years |
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Definition
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Term
| Stage salient issue of early adulthood: |
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Definition
| long-term committed relationship and work (career/children) |
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Term
| 70% met partner through _____ |
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Definition
| distant friends (but not close friends) |
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Term
| Describe the different forms of love according to Sternberg’s model. How does love change over time? |
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Definition
(1) Companionate love: intimacy and commitment
(2) Fatuous Love: passion and commitment
(3) Romantic love: intimacy and passion
(4) Consummate love: intimacy and passion and commitment (western ideal)
OTHER:
Friendship: intimacy
Empty love: commitment
Infatuation: passion |
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Term
| What are the 3 main functions of marriage and the family? |
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Definition
(1) Provides stable family unit in which children acquire knowledge about their society’s rules
(2) Provides an economic partnership that integrates child rearing, performance of household tasks, and earning an income into one family unit
(3) Defines inheritance rights for family property- historically even more so |
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Term
| How has the family changed from collective to individual cultures? |
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Definition
- change from Arranged marriages vs. “Love” marriages
-Collectivist: idea of sticking it out and making it work: Arranged marriage: 90% in india, China is becoming more individualistic, up by 21%, Female emancipation: early marriage ends education
-Greater expectations: For mutual happiness and satisfaction
-More individualism results in decreased social support networks, 42% drop in marital satisfaction with arrival of children
Other relationships have broken the mold:
-Single life: 33% male, and 25% female never married, increased 4x from 1970s, Celibate by choice, Lack of partners, Long term relationship, Serial monogamy
-Non monogamous relationships, Swinging, Open marriage, Polygamy
-Cohabitation: living together and having a sexual relationship without being married, Reasons: want to spend more time together and more convenient, Most common in mid 20s (25% of this age), These do not last long (<2 years), Tend to be less traditional
-Domestic partnership: an unmarried couple living in the same household in a committed relationship, Common for homosexual couples who cannot legally marry, Older couples may live this way and not remarry to avoid losing alimony payments etc
-Interracial marriage: 1% married to 5% married, Public approval from 54% to 80% |
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Term
| Describe different types of families. What are the effects of child development/outcome and the problems or challenges that face these kinds of families. |
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Definition
Adoptive families
-The majority develop securely attached parent-child relationship and are well-adjusted
-Differences in genetic dispositions may form an incompatibility (e.g. athletic, extraverted parents with introverted non-athletic child)
-Adoptees may come from maltreatment contexts and possess “deviant” genes
-More learning difficulties, emotional problems, higher delinquency compared with nonadoptive parents
Donor insemination (DI) families
-Studies show that children faired well at 12 years
-No genetic tie to the father: tend to be less involved with discipline and other areas, also more detached compared with adoptive or biological children
Gay/lesbian families
-Historical concerns have been disconfirmed (e.g. mental health, molestation)
-Concerns about gender typing issues have also been proven invalid |
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Term
Reading: Why Chinese mothers are superior
How does the author define success (3)? To what end do parents seek to direct development? |
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Definition
Academic success
Musical excellence
Professional success |
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Term
Reading: Why Chinese mothers are superior
What does the author mean by the “virtuous circle”? |
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Definition
| As the beginning of a new thing is the hardest, if you push kids past the beginning they will eventually excel and learn to enjoy themselves more, receive praise and the child with gain confidence |
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Term
Reading: Why Chinese mothers are superior
Describe the three big differences between Chinese and western parental mind-sets. |
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Definition
-Western society values self-esteem highly
-Chinese children feel they owe their parents everything as the parents have invested so much in their children
-Parents believe they know what’s best for their children |
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Term
| Describe the family dynamics associated with coercive family environments? |
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Definition
-Coercive environments predict aggressive, poorly adjusted children
-Family members irritate one another and use aggressive tactics as a method of coping
-Negative reinforcement: behaviour is increased by removal of a noxious stimulus |
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Term
| Describe Baumrind’s parenting model. |
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Definition
-Authoritative parent: Controlling/Demanding, Accepting/Responsive
-Authoritarian parent: Controlling/Demanding, Aloof/Unresponsive
-Permissive parent: Uncontrolling & Undemanding, Accepting/Responsive
-Uninvolved parent: Uncontrolling & Undemanding, Aloof/Unresponsive |
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Term
| Describe Authoritarian parenting. How does the Baumerind model not fit with Asian or African American culture? |
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Definition
Authoritative parenting
-Warm and accepting: caring and concern motivates child to comply
-Control is exercised using flexible standards accompanied by a rationale
-This allows freedom of expression, and demands seems fair and reasonable vs. arbitrary and doctorial
-The aim is to elicit committed compliance vs. complaining and defiance
-Both love and limits are needed
-In other cultures, authoritarian parenting is what the research shows is happening, and may be more adaptive |
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Term
| Describe the adaptive parenting practices within the Asian American culture and associated world views and values? |
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Definition
Asian American
-ethics (Confucianism) places emphasis on hierarchal relationships: father-son, older-younger brother, husband-wife
-the subordinate is to respect and display loyalty, the dominant is expected to teach and discipline
-filial piety: obeying and honoring parents
-collective culture: behave in ways that bring honour and not disgrace to the family name
-“guan” involves the continuous monitoring and correcting of the child’s behaviour
-adolescence is viewed as an extension of childhood, rather than achieving independence
-37% of immigrants achieve a B.A. (vs. 20% of the general population)
African American families
-There are protective factors of restrictive parental control in this ethnic group
-Unilateral decision making (part of authoritarianism) predicts decreased deviant activity
-In western cultures it’s associated with low self esteem
-Use of physical punishment: believed to be necessary in a racist and discriminatory culture
-Higher restrictiveness AND higher warmth predict higher academics and lower depression
-Communalism and spirituality
-Parenting practices buffer children against a racist culture |
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Term
| How has the meaning of marriage changed from collective to individualistic culture? |
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Definition
Marriage in collective culture
-Political, social, economic arrangement
-Framed religiously as a covenant (contract) with God
Marriage in an individualistic culture
-Less religious beliefs in modern culture, but 96% of adults continue to marry (decreasing slightly)
-Now marriage is the greatest expression of love and commitment |
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Term
| Discuss factors that contribute to the rise in rates of separation/divorce. |
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Definition
-41% end before 30 years (Ontario is 32%), spikes in 1970 after the divorce act and after the reformation in 1987 (required people only to be separated for a year), currently in a decline (may be due to financial factors in some areas)
Contributing factors
-Increased expectations for marital and sexual fulfillment
-No-fault divorce increased simplicity and ended the stigma
-Only 2% go for a traditional covenant marriage
-Increased economic independence of women: ½ of women earn more than men, relationship satisfaction more important that financial independence
-teen marriage 2x more likely to end in divorce
-low (or very high education)
-divorce rates are highest in the US southern bible belt
-increasing life expectancy: life expectancy reflects problems like famine, war, disease, and health, average lifespan: 1900: 30 years, 1985: 62 years, 2010: 67 years, Is this too long a time for couples to remain together |
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Term
| What are the top 3 reasons for divorce listed in the Amatto, 2003 study? |
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Definition
(1) Infidelity
-40% have ever cheated
-50% have been cheated on: definition of cheating: 10% flirting, kissing 69%, oral sex 77%, intercourse 85%, emotional intimacy 51%
-working it out (69% say yes): 22% say yes no matter what, 47% say yes if only 1x, 32% say no
(2) Incompatibility
(3) Alcohol/substance abuse |
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Term
| Discuss consequences of divorce on the family. |
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Definition
-Financial loss for both, but issues with receiving spousal and child support typically places a burden on the woman (importance of maintaining financial independence)
-Where do children live, do they consent?
-End of family vacations
-Disruption of joint relationships
-Discomfort: "I am a relational and moral failure"
-Parent conflict over issue post separation |
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Term
| Describe the 4 components of an emotion. |
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Definition
-Emotion: a motivational construct that is characterized by changes in affect (or feelings) physiological responses, cognitions, and overt behaviour
(1) Feelings: generally positive or negative in character
(2) Physiological correlates: changes in heart rate, galvanic skin response (sweat gland activity), brain wave activity
(3) Cognitions that elicit or accompany these
(4) Goals: desire to take action (e.g. escape a noxious stimulus, approach pleasant ones, communicate needs, etc.) |
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Term
| What are the Two theories of emotion? |
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Definition
(1) Discrete emotions theory: specific emotions are biologically programmed, accompanied by distinct sets of bodily and facial cues: Emotions are discrete from early in life
(2) Functionalist perspective: the major purpose of an emotion is to establish, maintain, or change one’s relationship with the environment to accomplish a goal: Emotions are discrete early in life, but they also emerge with age |
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Term
| Describe the emotion hierarchy. What ages are the different levels associated with? |
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Definition
Birth: little more than general positive and negative feelings: At birth infants can express interest, distress, disgust, contentment
3-7 months: basic emotions: fear is the last to arise (at 6-7) months
-attachment related emotion (9+months)
-stranger anxiety emerges once a familiar attachment figure is established
-separation anxiety: reactions to
2+ years: secondary emotions: secondary (complex) emotions are self-conscious or self-evaluative emotions that emerge in the second and third years and depend in part on cognitive development (guilt, shame, pride) |
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Term
| Describe 3 broad ways in which emotions can be said to develop as children mature. Provide one example of a problem in this area for each. |
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Definition
(1) Experience and display/express/share a wider range of emotions (a life with color and richness)
-problems: flat, unexpressive, narrow, shallow
-difficulty identifying feeling: I am often confused about what emotion I am feeling
-difficulty describing feelings: hard to find the right words
-reluctant self-disclosure, difficulty being spontaneous, restricted expression of anger/affection, remorselessness
-Anhedonia (depression): lack of enjoyment
-Lack of empathy: feeling nothing when friends tell me their troubles
(2) We become better at identifying and understanding others emotions and understanding their causes
-problems with accurate perception of others
-hostile attribution bias (they did it on purpose) vs. a benign attribution bias found in “healthy” persons
-suspiciousness: many people are just waiting to deceive me
-feared loss: e.g. panicky when the other person is late getting home (insecure attachment)
-from birth babies react to certain vocal signals (crying contagion)
-some controversy as to when babies recognize and interpret facial expression: preference for happy faces
-at 3 months babies can discriminate mothers angry, sad, and happy expressions when corresponding tone is included
-cannot interpret the personal relevance of this
(3) Self-regulation of emotions
-the process of adjusting one’s emotions (up or down) to appropriate levels of intensity in order to accomplish one’s goals |
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Term
| What is meant by the phrase emotion regulation? Discuss up and down regulation. What are 5 ways adults comfort themselves when distressed? |
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Definition
-the process of adjusting one’s emotions (up or down) to appropriate levels of intensity in order to accomplish one’s goals
-sometimes emotions need to be up-regulated to get a message across, e.g. up-playing positive emotions
-requires flexible (regulatory) capacity: e.g. I can get angry when the situation calls for it and can get in a positive mood if need be
-comforting: talking, exercise, nap, distraction, journal, artistic expression, self-care, crying, direct thoughts to happy things, sex/tension release, comfort eating, self-talk |
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Term
| How do parents socialize their infants’ emotional expression? Provide a cross-cultural example where parents encourage different socially desirable emotions. |
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Definition
-parent socialization: respond more to down-regulate negative emotions than positive, which they enjoy and seek to promote: babies are trained to display the positive and suppress/repress the negative
-cross-cultural differences in what is socially acceptable
-North Americans emphasize positive expression
-The Gusii & Aka tribes socialize (reinforce) more “calm contentment” (low positive and negative emotions) as socially desirable, collectivism vs. individualism |
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Term
| What are emotional display rules? How well can children hide emotions by age? |
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Definition
cultural emotional display rules specify what circumstances under which various emotions should/not be expressed, these are codes of conduct
-e.g. smile and say thanks to grandma’s ugly sweater
-3 years: limited ability to hide true feelings, signs were there but subtle
-5 years: better but not proficient
-7-9 years: boys still have difficulty hiding disappointment, anger |
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Term
| What is the role of (parental) conversations around emotions? What do parents provide by way of these conversations, and with what results? |
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Definition
-Important to talk about emotions in order to better understand, e.g. Feeling angry vs. acting out, Being assertive vs. aggression
-We internalize our caregiver’s care into self-care, their understanding becomes ours (to do ourselves, what others did)
-2 years: toddlers begin to talk and use emotional words right away
-parents provide strategies and understanding about frightening, frustrating, or disappointing experiences
-Study: families that talk about emotions have 3-yr-olds that are better at interpreting others’ emotions and settling disputes
-Relationship between emotional understanding and social competence |
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Term
| What is meant by attachment? |
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Definition
-A close emotional relationship between two persons, characterized by mutual affection and a desire to maintain proximity
-People form strong bonds with people whom them rely on for protection, comfort, support |
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Term
| Broadly speaking, how is secure attachment believed to arise and with what results? How does insecure attachment arise, and with what corresponding results? |
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Definition
-Secure attachment: arises when interactions with attachment figures who are available in times of need and are sensitive and responsive to bids for proximity and support
-This results in optimal functioning of the attachment system
-Promotes an inner sense of security: world is a safe place, others are helpful when called upon, can explore one’s environment curiously and confidently and engage rewardingly with other people
-Builds confidence in support seeking as a distress-regulation strategy
-Insecure attachment: arises when attachment figures are unavailable and rejecting in times of need
-Results in an undermining of sense of security
-Alternative (or secondary) strategies or affect regulation develop
-Optimal strategy is secure attachment
-There is an increase in self-related doubts and emotional problems |
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Term
| Briefly describe the structure of the strange situation in the measurement of attachment. |
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Definition
-The strange situation: a measure of caregiver-child relationship
-The structure of the strange situation: a series of eight episodes that attempt to stimulate certain things:
-Setting: naturalistic caregiver/infant interactions in the presence of toys: Aim is to see if the infant uses parent as a secure base
(1) parent and baby enter playroom
(2) parent sits while baby plays (parent as a secure base)
-Brief separations and encounters with strangers induce stress
(3) Stranger enters and talks to parent (stranger anxiety)
(4) Parent leaves (separation anxiety)
-Reunion episodes aim to see if the parent is sensitive and responsive, and infant is comforted, then continues to explore
(5) parent returns and offers comfort; stranger leaves (reunion behaviour)
(6) parent leaves (separation anxiety)
(7) stranger returns and offers comfort (ability to be soothed by stranger)
(8) parent returns and offers comfort (reunion behaviour) |
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Term
| Describe the measurement of attachment as involving two basic aspects. Describe these and how they fit with assessment in the strange situation. |
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Definition
(1) Secure base: exploration in presence of attachment figure (infant uses the parent as a base for exploration)
(2) Safe haven: comfort seeking- brief separations and encounters with strangers cause stress, reunion episodes (to see if infant is comforted by parent and derives comfort)
-reunion is especially of interest in determining attachment style
-Can also be seen as a model of adult romantic relationships |
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Term
| Describe the four categories of parent-child attachment. |
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Definition
-Secure (65%): Explores with the mother, may be upset upon separation, greets mother warmly upon return, if distressed will seek comfort from mother
-Insecure: Resistant (10%): Explore little, distressed upon separation, become very distressed upon mother’s departure, ambivalent upon her return
-Insecure: Avoidant (20%): Show little distress upon separation and may ignore mother even when she tries to gain attention; even sociable with strangers but also occasionally ignore them, More distressed physiologically than the crying infants
-Disorganized/Disoriented (5-10%): Most stressed by the strange situation which reflects the lack of consistent secondary strategy, Approach-avoidance confusion (e.g. move closer than abruptly move away), Odd behaviours (fearful, freeze, curl-up, “snap” out of a trance, which reflects traumatic behaviours) |
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Term
| How is attachment measured after 2 years? |
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Definition
-Assessing secure base scriptedness: assessed on a single dimension (secure vs. lack thereof)
-Coding is for the presence of a basic secure script: Setting > crisis > signals of distress > sensitivity and responsiveness to signal of distress > victim is soothed
-Elaboration on the story: interplay of the characters, thoughts and feelings are discussed
-Is there any “odd content” such as having the doctor cry
-Other method: projective story test |
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Term
| How do infants become attached? |
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Definition
-Synchronized routines: harmonious interactions between two persons in which participants adjust their behaviour in response to the partner’s actions and emotions
-Seen between 4 and 9 weeks there is increased interest in the face
-Established over first few months of baby’s life
-Predicts later secure attachment
-Occurs if caregiver: Provides playful stimulation, Carefully attends to the infant’s states: attributes intentions (“mind”) to the infant- insightfulness, Avoids “intrusion” vs. “following” (also a model of adult relating)
-Post-partum depression: similar to the “blank face” |
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Term
| describe the modern parenting context. |
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Definition
| many parent shows that are on TV, like nanny 911. Parents are wanting to learn alternative parenting strategies, other than old school corporal punishment. Likely also the case that we have inherited a generation of children raise in very permissive families |
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Term
| Discuss consequences of divorce on children. Are the effects strong generally? |
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Definition
| When compared to children from intact families, children of divorce: |
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Term
| What is behavioural inhibition? What is the method of testing infants for this? |
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Definition
- Behavioral inhibition is a cluster of behaviors related to shyness and social anxiety.
-A novel stimulus is presented to a baby: does the baby smile, vs. not |
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Term
| What specific observations point to inhibition? How do these children behave (and EEG) at 21 months, 4 years? |
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Definition
-Markers of BI: muscle tension, motor activity, and irritability
-Most people show an equal amount of left and right, positive and negative, emotional and brain activation.
-Infants high in behavioral inhibition are more easily irritated, distressed, more negative emotion... so their brains light up more on the right side using EEG.
-These kids, at least those on the high end of the BI scale have a tendency to become shy later in life. (related to the adult personality trait of introversion) |
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