Human Development Ch. 4

Front 1

Social Smile

Back 1

A smile evoked by a human face, normally first evident in infants about 6 weeks after birth

Front 2

Stranger Wariness

Back 2

An infant's expression of concern-a quiet starre when clinging to a familiar person, or a look of sadness-when a stranger appears

Front 3

Separation Anxiety

Back 3

An infant's distress when a familiar caregiver leaves, most obious between 9 and 14 months

Front 4

Self-Awareness

Back 4

A person's realization that he or she is a distinct individual whose body, mind, and actions are sperate from those of other people.

Front 5

Psychoanalytic Theory
Freud: The Oral and Anal Stages

Back 5

Oral Stage (1st year):
The mouth is the young infant's primary source of gratification.

Anal Stage (2nd Year):
The infants main pleasure comes from the anus-particularly from the sensual pleasure of bowel movements and, eventually, the psychological pleasure of controlling them.
*Both the oral and anal stages are fraught with potential conflicts that have long-term consequences.
**A person can be stuck (fixated) at a stage if didn't fulfil it

Front 6

Psychoanalytic Theory
Erikson: Trust and Autonomy

Back 6

Trust vs Mistrust (Birth to one):
1st crisis of psychosocial development. Infants learn basic trust if the world is a secure place where their basic nneeds (for food, comfort, attention, and so on) are met.

Autonomy vs Shame and Doubt (1-3 yrs):
Erikson's second crisis of psychosocial development. Toddlers either succeed or fail in gaining a sense of self-rule over their actions and their bodies

*Erikson also believes probs in early infance could last a lifetime.
**He took culture into account.

Front 7

Behaviorism (Skinner & Watson are some)

Back 7

From the perspective of behaviorism, parents mold an infant's emotions and personality as they reinforce or punish the child's spontaneous behaviors.
-They believe that parents smile and pick up their infant at every glimmer of a grin, he or she will become a child-and later an adult-with a sunny disposition. The opposite is also true.

This theory emphasizes the role of parents, especially mothers.

Front 8

Behaviorism
SOCIAL LEARNING

Back 8

The acquisition of behavior patterns by observing the behavior of others.

Ex. Albert Bandura's Bobo doll experiment where children watched an adult hitting a rubber clown and then treated the clown the same way.

Front 9

Cognitive Theory

Back 9

-Thoughts and values determine a person's perspective.
-Thinking is affected both by the person's age and by cultural values, and thoughts affect emotions. Cognition guides parents as well as infants.
-Early EXPERIENCES are important because beliefs, perceptions, and memories make them so, not because they are buried in the unconscious (psychoanalytic) or burned into the brain (behaviorism).
-A child's INTERPRETATION of early experiences that is crucial, not necessarily the experiences themselves.
-People can rethink and reorganize their thoughts, developing new working models that are more positive than their original ones.
Ex. a mistrustful girl can learn to trust if her later experiences-such as marriage to a faithful and loving husband-provide a new model

Front 10

Cognitive Theory
Working Model

Back 10

In cognitive theory, a set of assumptions that the individual uses to organize perceptions and experiences. For example, a person might assume that other people are trustworthy and be surprised by evidence that this working model of human behavior is erroneous

Front 11

Ethnotheories

Back 11

A theory that underlies the values and practices of a culture but is not usally apparent to the people within the culture.

Front 12

Temperament

Back 12

Inborn differences between one person and another in emotions, activity, and self-regulation. Temperament is epigenetic, originating in the genes but affected by child-rearing practices

Front 13

9 Temperamental Traits clustered into 4 categories

Back 13

**New York Longitudinal Study (NYLS). by 3 months, infants manifest nine temperamental traits that are clustered into four categories.

Easy (40%)
Difficult ( 10%)
Slow to warm up (15%)
Hard to classify (35%)

Temperment often changes in the early weeks but becomes increasingly stable by age 3 or so, partly because parents and culture encourage certain traits.

Front 14

Big Five

Back 14

The five basic clusters of personality traits that remain quite stable throughout life:
openness: imaginative, curious, welcoming new experiences
conscientiousness: Organized, deliberate, conforming
extroversion: outgoing, assertive, active
agreeableness: Kind, helpful, easygoing
neuroticism: anxious, moody, self-critical

Front 15

Proximal Parenting

Back 15

Caregiving practices that involve being physically close to the baby, with prequent holding and touching

Front 16

Distal Parenting

Back 16

Caregiving practices that involve remaining distant fromt he baby, providing toys, food, and face-to-face communication with minimal holding and touching

Front 17

Goodness of Fit

Back 17

A similarity of temperament and values that produces a smooth interaction between an individual and his or her social context, including family, school, and community

Front 18

Synchrony

Back 18

A coordinated, rapid, and smooth exchange of responses betwen a caregiver and an infant
-emotional "attunement" of an improvised musical duet, and a smoothly flowing "waltz"

Front 19

Still-Face Technique

Back 19

An experimental practice in which an adult keeps his or her face unmoving and expressionless in face-to-face interaction with an infant

Front 20

Attachment
Ainsworth

Back 20

According to Ainsworth, "an affectional tie" that an infant forms with a caregiver-a tie that binds them together in space and endures over time

Front 21

Proximity-seeking behaviors

Back 21

When an infant approaches and follows a caregiver

Front 22

Contact-maintaining behaviors

Back 22

Touching, dnuggling, and holding

Front 23

Secure Attachment

Back 23

A relationship in which an infant obtains both comfort and confidence from the presence of his or her caregiver

Front 24

Insecure-avoidant Attachment

Back 24

A pattern of attachment in which an infant avoids connection with the caregiver, as when the infant seems not to care about the caregiver's presence, departure, or return

Front 25

Insecure-resistant/ambivalent Attachment

Back 25

A pattern of attachment in which an infant's anxiety and uncertainty are evident, as when the infant becomes very upset at separatin fromt he caregiver and both resists and seeks contact on reunion

Front 26

Disorganized attachment

Back 26

A type of attachment that is marked by an infant's inconsistent reactions to the caregiver's departure and return

Front 27

Strange Situation

Back 27

A laboratory procedure for measuring attachment by evoking infants' reactions to the stress of various adults' comings and goings in an unfamiliar playroom.

Front 28

Social Referencing

Back 28

Seeking information about how to react to an unfamiliar or ambiguous object or event by observing someone else's expressions and reactions. That other person becomes a social reference.

Front 29

Stages of Attachment (7)

Back 29

Preattachment (0-6 wks): newborns signal, via crying and body movements, that they need others
Attachment in the making (6wk-8mon): Infants respond preferentially to familiar people by smiling, laughing, babbling.
Classic secure attachment (8mon to 2 yrs): Infants greet primary caregiver, show separation anxiety, play happy when caregiver around

Front 30

Patterns of Infant Attachment

Back 30

Insecure-avoidant (A) child plays happily/Child continues playing/Child ignores her (10-20)
Secure (B): child plays happily/child pauses, is not as happy/Child welcomes her, returns to play (50-70)
Insecure-resistant/abivalent (C): Child clings, is preoccupied with mother/child is unhappy, may stop playing/child is angry; may cry, hit mother, cling (10-20)
Disorganized (D): Child is cautious/child may stare or yell; looks scared, confused/Child acts oddly-may freeze, scream, hit self, throw things (5-10)