Child Psychology - Intro, Theories, & Causes

Front 1

Risk Factor Definition & Examples

Back 1

Variable that precedes a negative outcome and increases chance that outcome will occur

Examples:

Genetic - e.g. inherited genetic disorders

Biological - e.g. malnutrition

Psychological - e.g. emotion regulation deficits

Familial - e.g. parental divorce

Social-Cultural - e.g. peer rejection

Front 2

Protective Factor Definition & Examples

Back 2

Variable that reduces risk and increases resiliency

Examples:

Genetic - e.g. genetic screening

Biological - e.g. high quality nutrition

Psychological - e.g. help from therapist

Familial - e.g. good relationships with peers

Social-Cultural - e.g. peer acceptance

Front 3

What three risk characteristics can make a difference in outcome?

Back 3

1. Intensity - how large/small is psychological impact?

2. Duration - how long does risk last?

3. Timing - e.g. rejection of peers immediately following death of a parent vs. rejection of peers right before moving to a new city

Front 4

What are three key characteristics of resilience?

Back 4

1. Managing to avoid negative outcomes and/or ability to achieve positive outcomes

2. Displaying sustained successful ability under stress

3. Showing recovery from trauma

Front 5

Describe Family portion for Protective Triad of Resilience

Back 5

1. Close relationship to caring parent

2. Authoritative style of parenting

3. Supportive extended family network

Front 6

Describe Individual portion for Protective Triad of Resilience

Back 6

1. Good intellectual functioning

2. Sociable, easygoing

3. Self-confidence, self-efficacy (or intended result)

4. Talents

Front 7

Describe School & Community portion for Protective Triad of Resilience

Back 7

1. Connections to social organizations

2. Attendance at effective schools

Front 8

Somatogenesis theory of disorder

Back 8

Bodily malfunction or imbalance

Front 9

Psychogenesis theory of disorder

Back 9

Psychological variables responsible for causing mental illness

Front 10

Normative Approach

Back 10

Examining large groups of individuals to determine group norms

Front 11

Recapitulationist Theory

Back 11

Ontogeny recapitulates phylogeny

OR

an individual organism's development (from birth to maturity) summarizes main points of particular feature developments of that organism

Front 12

Mental Testing Movement

Back 12

Alfred Binet developed first practical intelligence test called the Binet-Simon scale.

English-speaking children use Stanford-Binet Scale

Front 13

Thorndike's Law of Effect

Back 13

Responses followed by pleasant outcome are MORE likely to be repeated

AND

Responses followed by unpleasant outcome are LESS likely to be repeated

Front 14

Classical Conditioning

Back 14

Learning a new behavior through a process of association

Front 15

Operant Conditioning

Back 15

Reinforced behavior tends to be repeated (e.g. strengthened)

vs.

Un-reinforced behavior tends to be extinguished (e.g. weakened)

Front 16

Give examples of US, UR, CS, & CR using Pavlov's dog

Back 16

Unconditioned Stimulus - e.g. dog food

Unconditioned Response - e.g. salivation

Conditioned Stimulus - e.g. bell

Conditioned Response - e.g. salivation (b/c of bell)

Front 17

How could you increase your child's want to go to school?

Back 17

1. Positive reinforcement - e.g. give money for perfect attendance

OR

2. Negative reinforcement - e.g. take away free time by giving lots of chores if school is missed

Front 18

How could you decrease your child's avoidance of going to bed?

Back 18

1. Positive punishment - e.g. give them time out

OR

2. Negative punishment - e.g. take away TV priviledges

Front 19

What is difference between reinforcement and punishment?

AND

What does negative and positive involve?

Back 19

Reinforcement - intends to INCREASE behavior

Punishment - intends to DECREASE behavior

AND

Negative - taking something away

Positive - adding something

Front 20

What are some problems with punishment?

Back 20

1. Positive punishment models aggressive behaviors

2. Positive punishment does NOT teach new prosocial behaviors, only what not to do

3. Not effective when used sporadically

4. Negatively reinforced to avoid punishment

5. Can lead to child abuse

Front 21

Social Learning Theory (or Modeling Theory)

Back 21

Behaviors can be learned through observation

e.g. BoBo doll experiment

Front 22

Back 22

A. Cell nucleus

B. Cell body

C. Axon

D. Myelin sheath

E. Neural pulse

F. Axon terminals

Front 23

Brain Development

Back 23

Relationship between structure and function

Experiences shape the brain

Neural Plasticity - differentiation is use-dependent

Front 24

What is midbrain responsible for?

Back 24

1. Motor supply to muscles

Front 25

What is pons responsible for?

Back 25

1. Face sensation

2. Facial movement

Front 26

What is medulla responsible for?

Back 26

1. Breathing

2. Heartbeat

3. Digestion

Front 27

What is cerebellum responsible for?

Back 27

1. Controlling motor and mental coordination

Front 28

What is thalamus responsible for?

Back 28

1. Acting as a relay station for sensory input

Front 29

What is hypothalamus responsible for?

Back 29

1. Regulating behavior and emotion

Front 30

What is limbic system responsible for?

Back 30

1. Regulating emotional experiences

2. Regulating expressions

3. Regulating basic drives

4. Critical for learning and impulse control

Front 31

What is basal ganglia responsible for?

Back 31

1. Regulating, organizing, and filtering information

2. Related to cognition, emotions

4. Mood and motor function

Front 32

What are the 4 lobes and their functions?

Back 32

1. Frontal lobes - higher functioning - e.g. thinking, reasoning, working memory, self-control, social cognition

2. Parietal lobes - integrate signals

3. Temporal lobes - expression of language, memory, and language

4. Occipital lobes - visual processing

Front 33

What are 2 endrocrine system players and their functions?

Back 33

1. HPA Axis - consists of:

Hypothalamus - releases CRH

Pituitary Gland - secretes ATCH

Adrenal Glands - (see below)

2. Adrenal Glands - begins producing cortisol (when activated by ATCH) in order to suppress CRH & ACTH production

Front 34

Explain neurotransmitter GABA's functions and implicated role in psychopathology

Back 34

Functions:

1. Reduces arousal -

2. Moderates emotional responses - e.g. anger, hostility, and aggression

3. Linked to anxiety and discomfort

4. Inhibits anxiety

Psychopathology:

1. Anxiety disorders

Front 35

Explain neurotransmitter Dopamine's functions and implicated role in psychopathology

Back 35

Functions:

1. Acts as a switch (turning on various circuits)

2. Promotes exploratory, extroverted, and pleasure-seeking behaviors

Psychopathology:

1. Schizophrenia

2. Depressive disorders

3. ADHD

4. Substance use disorders

Front 36

Explain neurotransmitter Norepinephrine's functions and implicated role in psychopathology

Back 36

Functions:

1. Controlling emergency reactions & alarm responses

2. Regulating emotions and behavior

Psychopathology:

1. Acts to adjust behavioral tendencies

Front 37

Explain neurotransmitter Serotonin's functions and implicated role in psychopathology

Back 37

Functions:

1. Information processing

2. Motor coordination

3. Inhibits tendency to explore

4. Regulates eating, sleeping, and aggression

Psychopathology:

1. Eating disorders

2. Sleep disorders

3. OCD

4. Schizophrenia

5. Depressive disorders

Front 38

List three types of twins

Back 38

1. Monozygotic (or identical) - zygote that separates into two clusters of cells

2. Dizygotic (or fraternal) - release and fertilization of two ova

3. Semi-identical - two sperm fertilize one ovum

Front 39

Multifactorial Transmission

Back 39

Many traits determined by combination of both genetic and environmental factors

Front 40

Genotype

Back 40

Set of genes individual has

Front 41

Phenotype

Back 41

Observable properties of the body and behavioral traits - e.g. identical twins have same genotype, but can have different phenotypes due environmental factors

Front 42

Concordance Rate

Back 42

Percentage of instances in which both twins show a trait, when it is present in one one twin.

e.g. One twin with autism; if both have it there is a concordance, if only the one has it there is NO concordance

Front 43

Describe difference between categorical trait and continuous trait

Back 43

Categorical trait - (qualitative trait) in which phenotypes are expressed in categories - e.g. albinism

Continuous trait - (quantitative trait) in which phenotypes vary by small degrees - e.g. height

Front 44

Twin Studies

Back 44

compare correlations for a trait between:

identical (100% of genes)

and

fraternal (50% of genes)

Front 45

Adoption Studies

Back 45

compare correlations for a trait between:

child and biological parent

and

child and adoptive parent

Front 46

Adoptive Twin Studies

Back 46

correlations for

twins raised together

vs.

twins raised apart

Front 47

Temperament

Back 47

an individual's behavioral style and characteristic emotional response -- that is consistent across lifespan

Front 48

Emotion Reactivity

Back 48

Threshold and intensity of emotional experience

HIGH Threshold = Response only when stimulus is VERY HIGH

e.g. HIGH anger Threshold = Can withstand STRONG Intensity of anger provoking stimuli before responding with anger

LOW Threshold = Response even when stimulus is VERY LOW

e.g. LOW anger Threshold = Can only handle WEAK Intensity of anger provoking stimuli before responding with anger

Front 49

Emotion Regulation

Back 49

Ability to monitor, evaluate, and modify emotional reactions to accomplish a goal

Front 50

Describe the TWO types of Emotion Dysregulation

Back 50

1. Underregulation - expression uncontrolled - e.g. poor impulse control, acting-out, aggressive behavior

2. Overregulation - inability to express feelings - e.g. anxiety disorders, depressive disorders

Front 51

Describe: Easy Child, Difficult Child, & Slow-To-Warm-Up Child

Back 51

Easy Child (40%) - positive mood, regular routines, easily adaptable to new experience

Difficult Child (10%) - negative mood, irregular routines, slow to adapt to change

Slow-To-Warm-Up Child (15%) - low activity, somewhat negative, displays low intensity of mood

Front 52

Developmental Contexts

Back 52

a child's environment can encourage or discourage persistence of temperamental characteristics

Front 53

Goodness-of-Fit

Back 53

Interaction between child's temperament and child-rearing style

Effective child rearing is good fit

Front 54

List the 4 Types of Parenting Styles with their levels of Demandingness & Responsiveness

Back 54

1. Authoritative - HIGH Demandingness & HIGH Responsiveness

2. Authoritarian - HIGH Demandingness & LOW Responsiveness

3. Permissive - HIGH Responsiveness & LOW Demandingness

4. Uninvolved - LOW Responsiveness & LOW Demandingness

Front 55

List characteristics of child with Secure Attachment

Back 55

1. Uses mom as a secure base

2. Saddened by separation from mom

3. Soothed by reattachment to mom

4. Well adapted to environment

5. Moderate threshold for activation

Front 56

List characteristics of child with Insecure-Avoidant Attachment

Back 56

1. Indifferent to mom's departure and return

2. Child is independent

3. Higher activation threshold

4. Less adapted to environment

Front 57

List characteristics of child with Insecure-Ambivalent Attachment

Back 57

1. Clings to mom

2. Does not explore

3. Unable to be comforted by mom

4. Less adapted to environment

5. Low threshold activation

Front 58

List characteristics of child with Disorganized Attachment

Back 58

1. Extreme inability to predict child's behavior

2. Either high/low threshold

3. Either more/less adapted to environment

Front 59

Epigenesis

Back 59

Development results from bidirectional exchanges between genes and environment