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86 Cards in this Set
- Front
- Back
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What should guilt be reserved for ? |
1. Intentional harm to someone/something 2. Neglegancedescribe guilt an |
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Describe guilt and 2-4 year olds |
They feel guilty whenever they make a mistake whether intentional or not |
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Describe guilt and 5 - 7 year olds |
They know to feel guilty ONLY if it was intentional - they only apologize if it was intentional |
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Define Emotional Self Regulation |
Ability to regulate and manage your emotional experiences |
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Some examples of how infants regulate emotions ? |
(1) Crying and (2)turning their head away from something |
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Who has to help kids regulate emotions ? |
Their parents |
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What did the marshmallow study conclude ? |
Kids who can wait to eat the marshmallows love better lives . |
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For kids who wait to eat the marshmallow , what can this lead too ? |
Good grades , good relationships , most likely to not be obese ,successful lives |
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Can emotional self regulation be taught ? |
Yes |
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Can emotional self regulation be taught ? |
Yes |
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When does self recognition emerge? |
18-24 months |
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define Sense of agency |
your actions causes people and objects to react in a predictable way |
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define Empathy |
recognizing and understanding the emotions of others |
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define Compassion |
wanting to make it better |
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define Sympathy |
feeling sorry for someone |
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how do most kids categorize themselves? |
age, gender, and physical characteristics |
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what is the most salient feature to kids? |
skin color |
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define Self Control |
capacity to resist an impulse |
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define Compliance |
voluntarily obedient to adult requests |
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define Self esteem |
reflects a person's overall subjective emotional evaluation of his or her own worth
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at what age do children begin to make social comparisons? |
between 8 and 11 years old |
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describe the self esteem of PreSchoolers |
self esteem is high * this is the time when you learn alot |
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describe the self esteem of Middle School children
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self esteem is at a lower appropriate level |
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describe the self esteem in Pre-adolescence
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it rises up higher than normal |
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describe the self esteem in adolescence
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self esteem goes down a lot (teenage years) (insecurities) |
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describe the self esteem in adulthood
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it rises but at many different levels * some higher than others ( a variety ) |
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define Attributions |
expectations for the causes of behaviors or things that happen |
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What are the two approaches to Success and Failure ? |
(1) master oriented (2) learned helplessness |
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describe master oritented |
attribute success to ability and failure to insufficient effort ie. Internal locus of control |
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describe earned helplessness |
sucess is attributed to luck and failure is low ability ie. external locu of control |
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what is Internal Locus of Control? |
control over ones' life |
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what is External locus of control? |
not in control of what happens to you |
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Describe mindset study |
- randomly split group into two - gave one an impossible puzzle and the others a easy puzzle - told one group "wow your'e smart" and the other "wow you work hard" |
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When is IQ stable? |
3rd grade/preschool |
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what % of kids tested gifted in kindergarten are no longer in it in the 3rd grade? |
70% |
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in kindergarten how is IQ tested? |
on environment - what they have been exposed too |
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How to make children mastery oriented? |
- praise hard work - minimize comparisons - help them overcome failure - encourage them & say you believe in them - accommodate individual differences in learning |
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what is temperament? |
individual differences in emotional reactions - individual deiff presented at birth |
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another definition for temperament .. |
inate way of responding to the enviroment |
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is temperament relatively stable or unstable over time? |
relatively stable |
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What are the 9 dimensions of temperament? |
1. activity level 2. distractability 3. intensity of response 4. regularity/ rhythmicity 5. sensory threshold 6. approach/ withdrawal 7. adaptability 8. persistence and attention span 9. quality of mood |
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1. activity level |
- what is the kids ideal speed? - they active? are they chill? - do they prefer loud of quiet activities? - boys have higher activity level how active are you? |
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2. distractability |
how much are they distracted? How focused are they? how easily distracted ? * degree to with stimulation can alter behavior - don't measure distractability necessarily when the person is really focused on something are you easily distracted? |
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3. intensity of reaction |
how hard do they cry? how hard do they laugh? if you laugh hard you'll most likely cry hard. how intense is your reaction? |
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4. regularity/rhythmicity |
how predictable are your routines? when you sleep? eat ? drink? poop? is it around the same time everyday? some babies are predictable and some are not how predictable are you? |
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5. sensory thresehold |
if i walk in the room will you wake up? are they willing to try new foods? do dog barks scare them or is it normal? how sensitive your senses are ... |
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6. approach/withdrawal |
how quick you would run into the ocean at the beach? how you approach new things or are you afarid to approach new things? how much do you explore? |
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7. adaptability |
if there are changes in routine or a change in plans how do you react? how adaptable are you? |
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8. persistence and attention span |
how long will they will sit and keep trying something until they give up? how motivated are they? |
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9. quality of mood |
how happy a baby is? (just happy to be there/alive in general) are they generally cheerful or not? are they overall happy or unhappy babies? |
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What are the 4 types of babies? |
1. easy baby 2. difficult baby 3. slow-to warm up 4. hard to classify |
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Easy baby |
babies that are pretty easy to care for - they have routines - they're generally cheerful - very adaptive |
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What % of babies are easy babies? |
40% |
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Difficult babies |
-not rhythmic - not adaptive - tend to have negative and intense reactions |
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what percent of babies are difficult ? |
10% |
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slow to warm up babies |
- inactive babies - low-key reactions to things * ie low intensity - low adaptability ( need time to accept change) |
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What % are slow-to-warm babies? |
15% |
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hard to classify babies |
35% are hard to classify they don't fit either 3 of the categories |
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describe jerome kagan experiment |
int the lab he put 4 month olds in bouncy chairs and shaked them, and he observed. |
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Describe 4 month low reactant babies.. |
little to no reaction , chill and relaxed |
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Describe 4 month high reactant babies..
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arms and legs moving, clenching fist and then baby started crying |
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Describe 14 month low reactant babies..
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were outgoing, assertive and independent |
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Describe 14 month high reactant babies..
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now shy anxious and did not like new things |
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Describe 21 year old low reactant babies..
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were leaders at 21 |
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Describe 21 year old high reactant babies..
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much more likely to have anxiety disorder |
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what happens when high reactive had sensitive parenting? |
children were.. - very successful - they overthink in positive way |
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what is the key to a good outcomes? |
sensitive parenting |
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define goodness of fit |
* when a parent adapt to the temperamental needs of their child parent of difficult baby think of their child as a challenge rather than a problem |
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because of sensitive parenting ... |
high reactive babies flourish as well as easy babies due to sensitive parenting
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if parents are not sensitive what are some outcomes .. |
- behavior problems - school problems -poor peer relationship |
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what is the genetic influence on temperament? |
genetics account for 50% of temperament |
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which type of people are best to study for temperament? |
identical twins |
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why ? |
because they have the exact same genes but temperament can be different |
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when babies touch their face alot in the womb what is it due too? |
hyperactive nervous system |
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Some examples that can cause hyperactive nervous system ? |
Mother smokes, teratogens, mom is in chemical area, mom has more testosterone than usual , high stress levels in mom |
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Which race of babies are less active ? |
Asians |
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Briefly describe "strange situation" experiment ( Mary A ) |
- mom and baby comes into lab and play - mom leaves baby in lab with stranger for 20 minutes - stranger offers comfort - observe the baby when mom returns |
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Securely attached babies |
- Worried when mom leaves - calmed by mothers return immediately - use mom as secure & protection base - constantly checking in with mom |
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Securely attached babies |
- Worried when mom leaves - calmed by mothers return immediately - use mom as secure & protection base - constantly checking in with mom |
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2. Insecure avoidant ? |
- unresponsive to parents and does not seek proximity - doesn't care when mom leaves - hostility Anger and resentment - doesn't hug mom back |
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Insecure ambivalent/ resistant |
-not sure about how feels about mom - feels whole about 2 separate things - not sure our secure or insecure
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Insecure ambivalent/ resistant |
-not sure about how feels about mom - feels whole about 2 separate things - not sure our secure or insecure
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Insecure disorganized |
-associate with neglect and abuse -includes parents spend time on phone and not giving attention - no engagement (neglect) -something not right about the baby - run to mom then run away ( contradictory behavior ) |
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What can attachment security predict? |
Your child's attachment |
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What kind of parents do avoidant babies have ? |
Consistent insecure parenting |
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What kind of parenting do ambivalent babies get ? |
Some insensitive + some sensitive parenting |
