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124 Cards in this Set
- Front
- Back
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Emotion
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feeling or affect, that involves a mixture of physical arousal and overt behavior
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Positive Affectively (PA)
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a range of positive emotions from high energy enthusiasm and excitement to being calm and quiet, and withdrawn, that include joy happiness and laughter
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negative affectivity (NA)
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emotions that are negatively toned such as anxiety anger guilt and sadness
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emotional intelligence
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form of social intellignce that involves the ability to monitor one's own and other's feelings and emotions, to discriminate among them, and to use this information to guide ones thinking
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Golmans views on emotional intelligence
developing emtional awareness |
ability to separate feelings from actions
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Golmans views on emotional intelligence
managing emotions |
being able to control anger
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Golmans views on emotional intelligence
reading emotions |
taking the perspective of others
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Golmans views on emotional intelligence
handeling relationships |
ability to solve relationship problems
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Maximally Discriminative Facial Movement Coding System (MAX)
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Izards system of coding infants facial expressionss related to emotion
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Neonatal Smile
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appears at birth, its a reaction to most stimulous
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3 wks-3 mos
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Social Smile
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Anger suprise sadness
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3 to 4 mos
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5 to 7 mos
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fear
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shame/ shyness
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6 to 8 mos
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contempt guilt
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2 years
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Basic cry
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rythmic cry, brief silence, inbreath whisle, breif rest
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Like basic cry, but with more air forced
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anger cry
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pain cry
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sudden loud cry, long initiated cry followed by extended breath holding
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Reflective smile
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not in response to stimuli, usually duruing irregular sleep
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social smile
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response to external stimuli like faces
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stranger anxiety
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fear and wariness 6-12 mos, peaks at 9-10mos
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social referncing
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reading emotinal cues in others to determine action
infants often look to mother, common in 2yr |
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Changes in Emotional Development in: Early Childhood
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-better at talking about emotion and words related to emotion
-increase ability to reflect on emotions -come to understand same event can aflict differently on different people -increased awareness about controling emotions to meet social standards |
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Changes in Emotional Development in: Middle Late Childhood
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-complex emotion like pride, and shame become internalized and help form sense of repsonsibility
-understand more than one emotional can be felt in the same situation -take into account events that can lead to emotional reactions -improved ability to conceal negative emotions |
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Changes in Emotional Development in: Adolescence
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-emotional ups and downs increase in early ados some even need help with anti depressants, but most deal okay
-"termoil" in sterotyped and exxagerated |
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Changes in Emotional Development in: Adulthood and Aging
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-Socialemotional selective theory
-become more selective in their social networks, spend more time with people who relate to their emotional needs -number of contacts decrease over age |
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Temperament
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persons behavioral style and typical emotional reponses
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Infant temperament
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inborn predisposition
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Types of infant temperament (Thomas and Chess): easy
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usually cheerful, adjusts easily to change, regular in habits
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Types of infant temperament (Thomas and Chess): difficult
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moody, frustrates easily over react to change, irreg in habits
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Types of infant temperament (Thomas and Chess): slow to warm up
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low activity level and mood intensity, shy and w/drawln, slow to adapt, but less reactive than difficult
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Teperament and Later Development
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-longitudinal studies generally show a fair amount of contiuity of temperament from early to late
-context of development:interactions between the child and others may mediate the realtionship between child temp and adult personality |
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Goodness of Fit
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match between a child's temperament and the enviroment demands that child must cope with
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longitudinal studies on infant tempermant
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fair amount of continuity of tempermant from early childhood to late adulthood
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tepermant and parenting
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tepermant is a mixture of nature and nuture, but to ensure a good tempermant of a child the parent must be sensitive, flexible and avoid negative labeling of the child
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Attachment
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close emotional bond between the infant and the caregiver
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Imprinting
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newborn birds attach to and follow the first large moving object they see shortly after birth
humans dont impring, but they are prepared to pay special attention to human stimulation |
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Bonding
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some animals like goats needs immediate physical contact for the mother to bond with the offspring
in humans immediate contact helps with bonding, but parents bond to infants after seperation |
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Contact Comfort
Harry Harlow |
raised monkeys in isolation from birth, two "surrogate" mothers placed in the cage:one gave milk and the other was soft, monkey prefered the cloth monkey (this sort of disproved Freud's theory)
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Phase 1: Birth to 2 mos
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infants attend to humans and repsond equally to all, no noticeable preferences
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Phase 2: 2-7 mos
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attach to one figure (primary caregiver) distinguishing familiar from unfamiliar people
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Phase 3: 7-24 mos
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specific attachment develop and infant maintains proximity to attachment figures
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Phase 4: 24 mos on
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goal corrected partnership form with children becoming aware of others feelings and goals
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Strange situation test
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measure of attachment using a series of observation of child meetings, separating from, and reuniting caregiver and stranger
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Infant attachment patterns:
secure attachment |
infant uses caregiver as a secure base from which to explore; repsonds positively to being picked up by others; protests midly upon separation and responds positively to caregiver upong reunion
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Infant attachment patterns:
insecure attachment |
engage little with caregiver and cry upon separation, but do not restablish contact updon reunion
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Infant attachment patterns:
insecure resistant |
often clingy and then oppositional, cry loudly upon separation, but act resentful upon reunion
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Infant attachment patterns:
insecure disorganized |
baby appears dazed and confused or fearful and show strong patterns of avoidance, resistance or extreme fear
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Adolescence attachment:
dismissing/avoidant |
demphase attachment, parents may have been rejecting
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Adolescence attachment:
pre-occupied/ ambivalent |
overly focused on attachment issues parents may have been consistantly unavaliable
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Adolescence attachment:
unresolved/ disorganized |
high fear and disorientation, may result from traumatic expierences with parents
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The results of the NICHD longitudinal study of the effects of day care
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quality of day care is uneven. the lower income familes have the lowest quality of day care.and even quality day care does not have adverse affects on children
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Romantic Love
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passionate love or eros, strong feelings including sexual attraction and infatuation, usually predominante earlier in a love realtionship
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Affectionate Love
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or companoinate love, strong desire for proximity and a deep caring effection, becomes prodominate in a later love relationship
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Sternberg's triangular theory of love: passion/intimacy/commitment
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there are different degrees and combinations between the three, but in order to have a healthy balance in a long relationship, all must be present
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self
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all of the characteristics of a person: includes self understanding, regulation, esteem and concept
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idenity
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who a person is and what is my place what do i belive in? what is my direction in life?
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personality
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the enduring characteristics of individuals; a unique and consistaent pattern of thinking and feeling and behaving
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self understanding
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childs cogtitive representation of seld, the substance and content of the child's self concepts
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infancy: self-awareness and self-recognition
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it is difficult to measure the ability of self understanding because of the lack of communication that infants have
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self awareness
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know what they know and applying it to situations without realizing the typical responses around them, perfect and imperfect contingency
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self recognition
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learning to recognize you own image 18 mos of age
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Perspective taking
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the ability to assume another person's perspective and understand his or her thoughts and feelings
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Perspective taking stages: 0
egocentric viewpoint 3-5 |
child has a sense of differentiation of self and others but fails to distinguish between social perspective of others and self. child can label others overt feelings but does not see the cause and effect relation of reaons to social actions
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Perspective taking stages: 1
social informational perspective taking 6-8 |
child is aware that other has a social perspective based on other's own reaonsing, which may or may not be similar to child's. however, child tends to focus on one perspective rather than coordinating viewpoints
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Perspective taking stages: 2
self reflective taking 8-10 |
child is consious that each inidividual is aware of the other's perspective and that this awreness influences self's and other's view of eachother.child can put himself in someone elses place to better understand the situation,.but cannot abstract from this process of simultaneous mutuality
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Perspective taking stages: 3
multiple perspective taking 10-12 |
can take a step out of their own self to look at a situation where they can see it from the third perspective
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Perspective taking stages: 4
social and conventional system perspective taking 12-15 |
realizes mutual perspective taking does not always lead to a complete understanding. social conventions are seen as necessary bc they are understood by all members of the group
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adolescent's self-understanding differs from that of a child
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more complex, abtract, and there is concentration on finding out who ceyou are in adolescence
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Possible selves
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what indviduals might become, what they would like to become and what they are afraid of becoming
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Adult development of: self-awareness
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knowing your psychological make up, your strengths and weaknesses
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Adult development of: possible selves
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finding what youre good at in life and applying it to make your life sucessful
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Adult development of: Life review
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engaging and looking back on one's life expierences evaluating them and sin some cases reinterpretating them:work love like play.
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self reguation
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ability to control one's behavior without having to rely on others for help
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selective optimization with compensation
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theory that sucessful self-regulation in aging is related to three main factors: selection, optimization, and compensation
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Degree of Personal life investment: 25-34
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work
friends family independance |
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Degree of Personal life investment: 35-54
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family
work friends cognitive fitness |
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Degree of Personal life investment: 55-65
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family
health friends cognitive fitness |
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Degree of Personal life investment: 70-84
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family
health cognitive fitness friends |
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Degree of Personal life investment: 85 on
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health
family thinking about life cognitive fitness |
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self concept
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domain specific evaluations of the self
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self esteem
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global evaluative of the self. self esteem also referred to as self image
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ways to boost self esteem
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-indentification of the causes of low self esteem and the domains of the competence important to ones self
-emotional support and social approval -ahievment -coping |
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Erikson's eight psychosocial stages of development: Infancy (0-1) trust vs mistrust
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trust involves feeling physical comfort minimal fear about the future and that people will respond to my needs
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Erikson's eight psychosocial stages of development: toddler (1-3) autonomy vs shame and doubt
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independance, a seperate sense of self discovering my behavior is my own
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Erikson's eight psychosocial stages of development: preschool (3-6) initiative vs guilt
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developing active purposeful behaviors to cope with teh challenging of wondering social world
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Erikson's eight psychosocial stages of development: elementary school (6-puberty)
industry vs inferiority |
mastering knowledge and intellectual skills becoming competant
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Erikson's eight psychosocial stages of development: Adolescence (10-20) indenity vs role confusion
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finding out who i am, what i am all about, where am i going in life, where i fit into society
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Erikson's eight psychosocial stages of development: Early adulthood (20-40) intimacy vs isolation
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making meaningful contact with abother person finding life partner, developing a shared sense of idenity
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Erikson's eight psychosocial stages of development: middle age (40-60) generativity vs stagnation
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helping the younger generation develop meaningful lives, making a contribution to society that will outlast oneself
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Erikson's eight psychosocial stages of development: old age (60 on) integrity vs despair
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reflecting on ones past and perceving together a positive review and that one has led a meaningful life
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strenghts of Erikson's theory
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socialemtional devel
psychoanalytic theory beyond Frued pyschosexual issues first lifespan theory |
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crticisms of Erikson's theory
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research base of entire theory not established
concepts are general and vauge |
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psychosocial moratorium
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gap between the security of childhood and the independance of adulthood
time of searching and experimentation for different roles |
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James Garcia's concepts of crisis and commitment
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crisis: exploring meaningful alternatives
commitment: personal investment to a decision |
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no commitment made and no crisis expierience
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indenity diffusion
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no commitment made and crisis expierience
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indenity moratorium
actively searching |
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commitment made and crisis expierience
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indenity achievement
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commitment made and no crisis expierience
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indenity foreclosure
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idividuality
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consists of 2 demensions: self assertion, the ability to have and communicate a point of view; separateness, the use of communication patterns to express how one is different from others. have to be established by good family relationships
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connectedness
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consists of two dimensions: mutuality, respect to others views; permeability, openness to others views. if not present idenity confusion and forclosure will occur
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Psychoanalytic theories
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that describe development primarily as unconcious and heavily colored by emotion. bahavior is surface characteristic and cannot be fully understod, it lies deeply in the mind. early expieriences with parents shape our development
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social cognitive theory
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behavior, enviroment and person/cognitive facotrs are impoartant in determining personality
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Humnistic theories
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that stress the person's congnitive capacity for personal growth, freedom to choose ones own destiny and positive qualities
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unconditional positive regard
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term for accepting, valuing, and being positive toward another person regardless of the person's behavior. it is the person's worth directs behavior
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Self-actualization
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highest and most elusive of Maslow's needs- the need to develop to ones full potential as a human being
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Trait theories
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personality consits of broad dispositions, called traits, that tend to lead to characteristic responces
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Big five factors of personality
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view that persoanlity of made up of emotional stability: extraversion, openness, agreeableness, conscientiousness
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Levinson's stage-crisis view of adult development:
17-22 early adulthood trasmission |
leaving the family, and establishing independance from parents and explore possibility for adult identity, and form the dream for life
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Levinson's stage-crisis view of adult development: 22-28 entering the adult world
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build first adult structure, career, marraige, hard word, reliance of specific others
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Levinson's stage-crisis view of adult development: 28-22
Age 30 trasition |
questions goals and directions, make adjustments, keep plugging away
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Levinson's stage-crisis view of adult development: 33-40
culmination of early adulthood |
early-settling down, peak of early adulthood, making it, realizing the dream
later-becoming ones own man, feels independant, go for promotion and drop metor |
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Levinson's stage-crisis view of adult development: 40-45
midlife crisis |
searching for meaning, change direction, find new transitional partner
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Rest of stages are expected, and data was not collected on these
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50-55 age 50 trasition
55-60 culmition of middle adulthood life structure 60-65 late adult trans |
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Midlife crisis criticsms
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no real emperical evidance of the event occuring and the idea is exaggerated
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Levinson strenghts
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provide framework of development for adults
provide dominant themes at diff ages does fit many professional med |
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Levinson cricticsms
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only done with interviews
transitions should deal more with events rather than age |
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life-events approach
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emphasizes how specific events influence adult development
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strenths of the life-events approach
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allows for indi evaluation
stresses interplay between various levels of influence |
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weaknesses of the life-events approach
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over emphazied change and under-emphazied stabilty
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Neugarten et al.'s personality types among the aged
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personality mediates the relationship between activity level and life satisfaction
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Neugarten: Armored/ defended personality
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structured social activity as a psychological defense against adjusting to old age
increase in life satisfaction as long as they can maintain the differences hold on to what they had when they were younger |
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Neugarten: passive dependant personality
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have given up their independance in some way
apathetic: isolate-give up on life dependant: overly dependant |
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Neugarten: disintegrated personality
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senile
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