Chapter 4 Life Span

Front 1

emotional intelligence

Back 1

the ability to perceive emotions, to identify and understand their meaning, to integrate them with other kinds of cognition, and to manage them.

Front 2

Izard's Differential Emotions Theory

Back 2

construes emotions to be directed product of underlying neural processes related to each of the emotional expressions. emotions are based on evolution rather than learning and do no require cognitive components, such as appraisal or intent, to exist.

Front 3

Izards Differential Emotions Theory:
Emotions emerge in ______ and ____ in a form that is ___________. In Izard's theory, _______ or ________ plays a role in________.......

Back 3

Emotions emerge in infancy and early childhood in a form that is comparable to the emotions experience by adults. In Izard's Theory, socialization or learning plays a role in emotional expression, mainly to expand or facilitate the individuals capacity to regulate the innate forms of emotions.

Front 4

Sroufe's Developmental Position

Back 4

position that emotions are not fully formed at birth but that they develop from undifferentiated responses into more differentiated ones and finally into an integrated emotional repertoire.

Front 5

orthogenic

Back 5

As a behavior becomes differentiated or elaborated, it also becomes hierarchically organized or controlled by higher levels of functioning.

Front 6

social referencing

Back 6

infants use the emotional information provided by caregivers to help them interpret situations that are ambiguous to them.

Front 7

still face paradigm

Back 7

a research technique for assessing infant coping strategies. The infant is seated facing the mother who is instructed to interact in normally pleasant and playful ways at first and then is asked to change her behavior and to be completely unresponsive or withdrawn.

Front 8

attachment theory

Back 8

according to Bowlby, the infant and his primary caregivers participate in an interactive system that has evolved to keep the infant safe and ensure survival.
As the infant changes cognitively and emotionally, an affectionate bond with the caregiver emerges in stages, with a full fledged attachment likely by about 7 or 8 months.

Front 9

authoritative style

Back 9

an interactive parenting style that combines high levels of warmth (affection, sensitivity and responsive) with moderate to high levels of control or demanding. Associated with many positive child outcomes.

Front 10

authoritarian style

Back 10

a interactive parenting style that combines low levels of warmth (cold emotional climate) with high levels of control or demanding. Associated with negative emotional tone, poor social skills, and other negative outcomes in children.

Front 11

securely attached

Back 11

an attachment category describing babies who typically show distress on separation from the mother in the strange situation test, but who greet her happily on her return, usually seeking comfort by reaching to be picked up. Once reassured they tend to return to exploring. In Batholomew's description of adult attachment categories, describes individuals who expect others to be available and supportive of their needs in close relationships, who are comfortable with emotional closeness, but ar also reasonably autonomous.

Front 12

anxious-ambivalent

Back 12

an attachment category describing babies who show a great deal of distress on separation from their mothers, and who may act angry when reunited with the mother. alternatively approaching and resisting her, or who may respond listlessly to her efforts to comfort. They seem preoccupied with their mothers and rarely return to exploration after a separation.

Front 13

avoidant

Back 13

An attachment category describing babies who typically fail to cry when separated from their mothers in a strange situation test. They actively avoid or ignore her when she returns, sometimes combining proximity seeking and moving away, but mostly turning away and often appearing unemotional. In Batholomew's typology of adult attachment, a category that is subdivided into two types (dismissing and fearful) based on the individuals reports of felt distress

Front 14

disorganized-disoriented

Back 14

An attachment category describing babies who produce contradictory and even bizarre behaviors in the strange situation test, showing both and inclination to approach the mother when stressed and a tendency to avoid her when she approaches.

Front 15

releasers

Back 15

Infant physical characteristics that elicit nurturant responses from adults, such as small body size, large yes, and large head size relative to the total body size.

Front 16

reactivity attachment disorder (RAD)

Back 16

A lack of ability to form affectional bonds with other people and a pattern of markedly disturbed social relationships. RAD can result when a child receives grossly neglectful or pathological care in the early years.

Front 17

permissive style

Back 17

parents are moderately to highly responsive to their children, but low on demandingnes. thus they exercise less behavioral control than other parents.

Front 18

neglecting style

Back 18

parent seem to neglect their responsibility to socialize the child, but they also express less affection and are not likely to be responsive to their child's needs.

Front 19

parent outcome of authoritarian

Back 19

children are more likely to be irritable and conflicted, showing both signs of anxiety and anger, they are conforming with authority figures but are not socially skillful and are susceptible to being bullied. They tend to have low self-esteem and although they exhibit self control with authorities they may lack self regulation when they believe that authorities are not monitoring them.

Front 20

authoritative parenting outcomes

Back 20

adaptability, competence and achievement, good social skills and peer acceptance, and low levels of antisocial or aggressive behavior.

Front 21

permissive parent outcomes

Back 21

children who exhibit uncontrolled, impulsive behavior and low levels of self-reliance.

Front 22

neglecting parent outcomes

Back 22

impulsive, to show high levels of both externalizing problems (aggressiveness) and internalizing problems (depression) and to have low self esteem.

Front 23

method of control parents choose when they attempt to exercise control

Back 23

power assertion (physical punishment), love withdrawal (withdrawing attention and love), and induction (giving reasons for rules)

Front 24

concrete operational stage

Back 24

In Piaget theory of cognitive development, the period from about age 6 to 12 when children begin to think logically but have difficulty applying logical thought to abstract contents.

Front 25

Premoral

Back 25

Child is unconcerned about rules; makes up her own rules (preschool)

Front 26

Heteronomous Morality

Back 26

Child is a moral realist: Rules are determined by authorities;are unalterable, moral absolutes; must be obeyed. Violations always punished.