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Universities » Kent State University (KSU) » PSYC - Psychology » 20651 - CHILD PSYCHOLOGY - HONOR.. » Flash Cards

chp 7 - Flashcards

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Class:PSYC 20651 - CHILD PSYCHOLOGY - HONORS
Subject:Psychology
University:Kent State University
Term:Spring 2010
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Facial Expression infants show similar facial expressions for basic emotions the world over.
Nonverbal encoding expression of emotion without words; consistent in people of all ages, everywhere. •Range of Emotion •MAX coding system
Range of Emotion mothers report infants show joy, anger, surprise, fear, and sadness
MAX coding system finds interest, distress, and disgust at birth. Other emotions emerge over next 6 months.
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Stranger anxiety caution and wariness displayed by infants when encountering an unfamiliar person. –Begins around 6 months. –Reflects increased cognitive abilities
Separation anxiety distress displayed by infants when a customary care provider departs. –Begins around 8-9 months. –Peaks at 14 months and then slowly decreases
Social smile Smiling in response to other individuals. •As babies get older, their social smiles become directed toward particular individuals, not just anyone. •By 18 months, social smiling is directed more toward mothers and other caregivers.
Nonverbal Decoding ability to discriminate facial and vocal expressions of emotion.
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8 weeks -infants can tell different facialexpressions of emotions apart
4 months infants may already have begun to understand the emotions behind facial and vocale xpressions of other people.
Social referencing intentional search for information about others’ feelings to help explain the meaning of uncertain circumstances and events – first occurs around 8 or 9 months. –Infants use others’ facial expressionsin the search for information to guide their own reaction.
Roots of Self-awareness knowledge about oneself. •Begins to grow around 12 months •Mirror and Rouge Task-measure of self-awareness. Around 17 to 24 months, most infants try to wipe off rouge. •Crying, when presented with complicated tasks, implies awareness of infant’s own lack of capability to carry out tasks.
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Theory of mind knowledge and beliefs about how the mind works and how it affects behavior –Infants learn to see other people as compliantagents, beings similar to themselves who behave under their own power and who have the capacity to respond to infants’ requests. –Understanding of causality and intentionality grows.
empathy an emotional response that corresponds to the feelings of another person -an emotional response that corresponds to the feelings of another person. Develops by the age of 2.
deception used in games of ―pretend‖ and in outright attempts to fool others, beginning at the age of 2.
Attachment positive emotional bond that develops between a child and a particular individual. •When children experience attachment to a given person, they feel pleasure when they are with them and feel comforted by their presence at times of distress. •Children use attachment individual as a secure base from which to explore the environment
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Theories of Attachment –Lorenz- animals imprint on first moving stimulus during a critical period and become attached to it.
Theories of Attachment -freud- babies become attached to mother because she satisfies oral needs
Theories of Attachment -Harlow- contact comfort is basis of attachment
Theories of Attachment -Bowlby- attachment is based on baby’s need for safety and security. •Strong, firm attachment provides safe base from which child can gain independence.
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Ainsworth Strange Situation A sequence of staged episodes that illustrate the strength of attachment between a child and (typically) his or her mother.
Secure attachment pattern (66%) children use the mother as a kind of home base and are at ease when she is present; when she leaves, they become upset and go to her as soon as she returns.
Avoidant attachment pattern (20%) children do not seek proximity to the mother; after the mother has left, they seem to avoid her when she returns as if they are angered by her behavior
Ambivalent attachment pattern (10-15%) children display a combination of positive and negative reactions to their mothers; they show great distress when the mother leaves, but upon her return they may simultaneously seek close contact but also hit and kick her
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Disorganized-disoriented attachment pattern (5-10%) children show inconsistent, often contradictory behavior, such as approaching the mother when she returns but not looking at her; they may be the least securely attached children of all. Attachment Patterns
Attachment and Later Relationships infant attachment has significant consequences for relationships at later stages of life, especially adult romantic relationships
Reactive Attachment Disorder extreme problems forming attachments to others. –Feeding difficulties –No response to social overtures –General failure to thrive –Rare, typically result of abuse or neglect
Mother's attachment role –Sensitive to infant’s needs –Aware of infant’s moods –Provide appropriate responses –Attachment styles are stable over generations –Overly-and under-responsive mothers have insecurely attached infants
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Interactional synchrony is more likely to produce secure attachment.
Baby’s Temperament linked to attachment
Father’s Attachment Role –Fathers spend more time playing with infant. –Fathers engage in rough and tumble play. –Patterns hold across cultures
Multiple Attachment Relationships infants can form attachments with more than their parents.
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Bases for Relationship Formation –Mutual regulation model -Reciprocal socialization
Mutual regulation model infants and parents learn to communicate emotional states to one another and to respond appropriately.
Reciprocal socialization A process in which infants’ behaviors invite further responses from parents and other caregivers, which in turn bring about further responses from the infants
infant to infant reactions •Babies react positively to other infants. –Laugh, smile, vocalize. –More interest in infants than in inanimate objects. –Level of sociability rises with age. •14-month-olds imitate each other. •Infants can learn from each other.
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mirror neurons the capacity of young children to engage in imitation suggests that imitation may be inborn.
Differences among infants differences among –Personality –Temperament –Differences in the lives they lead.
–gender –the nature of their families –the ways in which they are cared for •Differences among infants are also based on
Personality sum total of the enduring characteristics that differentiate one individual from another
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Erikson’s Theory of Psychosocial Development of Personality The theory that considers how individuals come to understand themselves and the meaning of their own and other people’s behavior.
Trust-versus-mistrust stage (birth to 18 months) period during which infants develop a sense of trust or mistrust, largely depending on how well their needs are met by their caregivers
Autonomy-versus-shame-and-doubt stage (18 months-3 years) period during which toddlers develop independence and autonomy if they are allowed the freedom to explore, or shame and self-doubt if they are restricted and overprotected.
Temperament Patterns of arousal and emotionality that represent consistent and enduring characteristics in an individual • refers to how children behave, as opposed to what they do or why they do it.
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From the behavioral genetics perspective, temperamental characteristics are seen as inherited traits that are fairly stable during childhood and across the entire life span. •These traits are viewed as making up the core of personality and playing a substantial role in future development.
Easy babies Babies who have a positive disposition; their body functions operate regularly, and they are adaptable (40% of all infants).
Difficult babies Babies who have negative moods and are slow to adapt to new situations; when confronted with a new situation, they tend to withdraw (10% of all infants).
Slow-to-warm babies Babies who are inactive, showing relatively calm reactions to their environment; their moods are generally negative, and they withdraw from new situations, adapting slowly (15% of all infants).
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Goodness-of-fit long-term adjustment is dependent on the degree of match between children’s temperament and the nature and demands of the environment in which they are being raised. •How do parents react to the infant’s temperament. •How does the culture react to the infant’s temperament.
Gender the sense of being male or female. - is a social construct
Sex refers to sexual anatomy and sexual behavior.
Early Male-female Differences •Male infants more active and fussier. •Boys’ sleep more disturbed than girls’ sleep. •Male newborns more irritable
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Gender roles behaviors that society assigns as appropriate to males and females. •Infants can distinguish between males and females by 1 year of age. •Boys and girls prefer different toys; parents reinforce choice. •Boys behave more independently by age 2; parents reinforce. •(Differences in behavior may also be due to prenatal hormones.)
Family Life •Key statistics suggest that many infants are being raised in environments in which substantial stressors are present. •Such stress makes it an unusually difficult task to raise children—which is never easy, even under the best circumstances. •On the other hand, society is adapting to the new realities of family life in the 21st century.
Family Life •Increase in the number of single-parent families in last 20 years. •55% of mothers with infants work part-or full-time jobs •1 in 6 children live in poverty in U.S., higher rate in minority and single parent homes
Family Life •Many children are cared for outside the home for a portion of the day. –30% of children whose mothers work are in day care –>80% of infants are cared for by people other than their mother in their 1styear of life. –High quality day care is o.k. –Low quality day care (crowded, caretaker ratio 1:4 kids, dirty, unsafe, unhappy, unlicensed) can produce less secure attachment, due to multiple caretakers and/or insensitive, unresponsive mothers.
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 Facial Expressioninfants show similar facial expressions for basic emotions the world over.
 Nonverbal encodingexpression of emotion without words; consistent in people of all ages, everywhere.
•Range of Emotion
•MAX coding system
 Range of Emotionmothers report infants show joy, anger, surprise, fear, and sadness
 MAX coding systemfinds interest, distress, and disgust at birth. Other emotions emerge over next 6 months.
 Stranger anxietycaution and wariness displayed by infants when encountering an unfamiliar person.
–Begins around 6 months.
–Reflects increased cognitive abilities
 Separation anxietydistress displayed by infants when a customary care provider departs.
–Begins around 8-9 months.
–Peaks at 14 months and then slowly decreases
 Social smileSmiling in response to other individuals.
•As babies get older, their social smiles become directed toward particular individuals, not just anyone.
•By 18 months, social smiling is directed more toward mothers and other caregivers.
 Nonverbal Decodingability to discriminate facial and vocal expressions of emotion.

 8 weeks-infants can tell different facialexpressions of emotions apart
 4 monthsinfants may already have begun to understand the emotions behind facial and vocale xpressions of other people.
 Social referencingintentional search for information about others’ feelings to help explain the meaning of uncertain circumstances and events
– first occurs around 8 or 9 months.
–Infants use others’ facial expressionsin the search for information to guide their own reaction.
 Roots of Self-awarenessknowledge about oneself.
•Begins to grow around 12 months
•Mirror and Rouge Task-measure of self-awareness. Around 17 to 24 months, most infants try to wipe off rouge.
•Crying, when presented with complicated tasks, implies awareness of infant’s own lack of capability to carry out tasks.
 Theory of mindknowledge and beliefs about how the mind works and how it affects behavior
–Infants learn to see other people as compliantagents, beings similar to themselves who behave under their own power and who have the capacity to respond to infants’ requests.
–Understanding of causality and intentionality grows.
 empathyan emotional response that corresponds to the feelings of another person

-an emotional response that corresponds to the feelings of another person. Develops by the age of 2.
 deceptionused in games of ―pretend‖ and in outright attempts to fool others, beginning at the age of 2.
 Attachmentpositive emotional bond that develops between a child and a particular individual.
•When children experience attachment to a given person, they feel pleasure when they are with them and feel comforted by their presence at times of distress.
•Children use attachment individual as a secure base from which to explore the environment
 Theories of Attachment –Lorenz-animals imprint on first moving stimulus during a critical period and become attached to it.
 Theories of Attachment -freud-babies become attached to mother because she satisfies oral needs
 Theories of Attachment -Harlow-contact comfort is basis of attachment
 Theories of Attachment -Bowlby-attachment is based on baby’s need for safety and security.
•Strong, firm attachment provides safe base from which child can gain independence.
 Ainsworth Strange SituationA sequence of staged episodes that illustrate the strength of attachment between a child and (typically) his or her mother.
 Secure attachment pattern(66%) children use the mother as a kind of home base and are at ease when she is present; when she leaves, they become upset and go to her as soon as she returns.
 Avoidant attachment pattern(20%) children do not seek proximity to the mother; after the mother has left, they seem to avoid her when she returns as if they are angered by her behavior
 Ambivalent attachment pattern(10-15%) children display a combination of positive and negative reactions to their mothers; they show great distress when the mother leaves, but upon her return they may simultaneously seek close contact but also hit and kick her
 Disorganized-disoriented attachment pattern(5-10%) children show inconsistent, often contradictory behavior, such as approaching the mother when she returns but not looking at her; they may be the least securely attached children of all.
Attachment Patterns
 Attachment and Later Relationshipsinfant attachment has significant consequences for relationships at later stages of life, especially adult romantic relationships
 Reactive Attachment Disorderextreme problems forming attachments to others.
–Feeding difficulties
–No response to social overtures
–General failure to thrive
–Rare, typically result of abuse or neglect
 Mother's attachment role–Sensitive to infant’s needs
–Aware of infant’s moods
–Provide appropriate responses
–Attachment styles are stable over generations
–Overly-and under-responsive mothers have insecurely attached infants
 Interactional synchronyis more likely to produce secure attachment.
 Baby’s Temperamentlinked to attachment
 Father’s Attachment Role–Fathers spend more time playing with infant.
–Fathers engage in rough and tumble play.
–Patterns hold across cultures
 Multiple Attachment Relationshipsinfants can form attachments with more than their parents.
 Bases for Relationship Formation–Mutual regulation model
-Reciprocal socialization
 Mutual regulation modelinfants and parents learn to communicate emotional states to one another and to respond appropriately.
 Reciprocal socializationA process in which infants’ behaviors invite further responses from parents and other caregivers, which in turn bring about further responses from the infants
 infant to infant reactions•Babies react positively to other infants.
–Laugh, smile, vocalize.
–More interest in infants than in inanimate objects.
–Level of sociability rises with age.
•14-month-olds imitate each other.
•Infants can learn from each other.
 mirror neuronsthe capacity of young children to engage in imitation suggests that imitation may be inborn.
 Differences among infantsdifferences among

–Personality
–Temperament
–Differences in the lives they lead.
 –gender –the nature of their families –the ways in which they are cared for•Differences among infants are also based on
 Personalitysum total of the enduring characteristics that differentiate one individual from another
 Erikson’s Theory of Psychosocial Development of PersonalityThe theory that considers how individuals come to understand themselves and the meaning of their own and other people’s behavior.
 Trust-versus-mistrust stage(birth to 18 months) period during which infants develop a sense of trust or mistrust, largely depending on how well their needs are met by their caregivers
 Autonomy-versus-shame-and-doubt stage(18 months-3 years) period during which toddlers develop independence and autonomy if they are allowed the freedom to explore, or shame and self-doubt if they are restricted and overprotected.
 TemperamentPatterns of arousal and emotionality that represent consistent and enduring characteristics in an individual
• refers to how children behave, as opposed to what they do or why they do it.
 From the behavioral genetics perspective, temperamental characteristicsare seen as inherited traits that are fairly stable during childhood and across the entire life span.
•These traits are viewed as making up the core of personality and playing a substantial role in future development.
 Easy babiesBabies who have a positive disposition; their body functions operate regularly, and they are adaptable (40% of all infants).
 Difficult babiesBabies who have negative moods and are slow to adapt to new situations; when confronted with a new situation, they tend to withdraw (10% of all infants).
 Slow-to-warm babiesBabies who are inactive, showing relatively calm reactions to their environment; their moods are generally negative, and they withdraw from new situations, adapting slowly (15% of all infants).
 Goodness-of-fitlong-term adjustment is dependent on the degree of match between children’s temperament and the nature and demands of the environment in which they are being raised.
•How do parents react to the infant’s temperament.
•How does the culture react to the infant’s temperament.
 Genderthe sense of being male or female.

- is a social construct
 Sexrefers to sexual anatomy and sexual behavior.
 Early Male-female Differences•Male infants more active and fussier.
•Boys’ sleep more disturbed than girls’ sleep.
•Male newborns more irritable
 Gender rolesbehaviors that society assigns as appropriate to males and females.
•Infants can distinguish between males and females by 1 year of age.
•Boys and girls prefer different toys; parents reinforce choice.
•Boys behave more independently by age 2; parents reinforce.
•(Differences in behavior may also be due to prenatal hormones.)
 Family Life•Key statistics suggest that many infants are being raised in environments in which substantial stressors are present.
•Such stress makes it an unusually difficult task to raise children—which is never easy, even under the best circumstances.
•On the other hand, society is adapting to the new realities of family life in the 21st century.
 Family Life•Increase in the number of single-parent families in last 20 years.
•55% of mothers with infants work part-or full-time jobs
•1 in 6 children live in poverty in U.S., higher rate in minority and single parent homes
 Family Life•Many children are cared for outside the home for a portion of the day.
–30% of children whose mothers work are in day care
–>80% of infants are cared for by people other than their mother in their 1styear of life.
–High quality day care is o.k.
–Low quality day care (crowded, caretaker ratio 1:4 kids, dirty, unsafe, unhappy, unlicensed) can produce less secure attachment, due to multiple caretakers and/or insensitive, unresponsive mothers.
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