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74 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Basic emotions |
Experienced by people everywhere and each consist of three element, 1) a subjective feeling 2) a physiological change 3) a overt behaviour Ex: interest, disgust, sadness and fear |
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When do social smiles appear? |
2 or 3 months of age |
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When does stranger wariness emerge? |
At about 6 months |
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Self-conscious emotions involve ..? |
Involve feelings of success when standards or expectations are met and feelings of failure when they are not. (only surface at 18 to 24 months of age) because it requires to have a sense of self with doesn't happen until 15 to 18 months) |
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Social referencing |
Infants in a unfamiliar or ambiguous environment often look at there caregiver as if searching for cues. |
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Display rules |
Culturally specific standards for appropriate expressions of emotions in a particular setting or with a particular person. |
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Evolutionary psychology |
Many humans behaviours represent successful adaptation to the environment. |
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Secure attachment |
The baby may or may not cry when the mother leaves, but when she returns the baby wants to be with her if the baby has been crying it stops |
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Avoidant attachment |
The baby is not visibly upset when the mother leaves and when she returns may ignore her by looking away. |
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Resistance attachment |
The baby is upset when the mother leaves, remains upset or even angry when she returns and is difficult to console. |
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Disorganized (disoriented) attachment |
The baby seems confused when the mother leaves and when she returns seems to not really understand what's happening. |
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Internal working model |
A set of expectations about caregivers availability and responsiveness generally and in times of stress |
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Secure adults |
Describe childhood experiences objectively and value the impact of there caregiver-child relationship on their development. |
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Dismissive adults |
Sometimes deny the value of childhood experiences and sometimes are unable to recall those experiences precisely yet they often idealize their caregivers |
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Preoccupied adults |
Describe childhood experiences emotionally And often express Anger or confusion regarding Relationships with caregivers |
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Inductive reasoning |
Inducing the child to reason, to think for him or herself about the situation. |
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Diffusion |
Individuals in this status are confused or overwhelmed by the task of achieving an identity and are doing little to achieve one (virtually nothing) |
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Foreclosure |
Individuals in this status have an identity determined largely by adults rather than from personal exploration of alternatives. |
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Moratorium |
Individuals in this status are still examining different alternatives and have yet to find a satisfactory identity. |
Part of different phases or statuses |
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Achievement |
Individuals have explored alternatives and have deliberately chosen a specific identity. |
Erick Erikson |
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Adolescent egocentrism |
The self-adsorption that marks the teenage search for identity. |
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Imaginary audience |
Many adolescent feel they are actors whose performance is being watched constantly by their peers. |
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Personal fable |
Adolescent self absorption is also demonstrated by teenagers tendency to believe that their experiences and feelings are unique that no one has ever felt or thought as they do. |
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Acculturation |
The process of integrating into and adopting the customs of a different culture. |
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Recursive thinking |
"He thinks that she thinks..." Emerges at 5 or 6 years of age and improves steadily during elementary (part of second order beliefs) |
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Personal domain |
Pertains to choices concerning ones body and choices of friends or activities. |
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Altruism |
Protocol behaviour that helps others with no expectation of direct benefit to the helper. |
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What effects prosocial behaviour? |
•perspective taking •empathy (Ability to experience another's emotion) •moral reasoning |
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Settings that help determine whether children act altruistically or not. |
•feelings of responsibility •feelings of competence •mood •cost of altruism |
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How do parents foster altruism in their children? |
1) modelling 2) disciplinary action (inductive reasoning) 3) opportunities to behave prosocially |
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Instrumental aggression |
A child uses aggression to achieve an explicit goal. |
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Hostile aggression |
Is unprovoked, it's sole goal is to intimidate, harass or humiliate another child. |
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Reactive aggression |
When one child's behaviour leads to another child's aggression |
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Relational aggression |
A form of verbal aggression in which children try to hurt others by undermining their social relationships |
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Traits that's are male associated and that describe individuals who act on the world and influence it are know as ? |
Instrumental |
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Female associated traits that describe emotional functioning and individuals who value interpersonal relationships are known as..? |
Expressive |
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According to social cognitive theorists what influences children in there learning of gender identity? |
1) parents 2) teachers 3) peers 4) tv |
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Gender labelling |
By age 2 or 3 children understand that they are either boys or girls and label themselves accordingly |
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Gender stability |
During preschool years, children begin to understand that gender is stable ( boys become men and girls become woman) |
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Gender consistency |
Between 4 and 7 years of age most children understand that maleness and femaleness do not change over situations or personal wishes. |
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When all 3 stages of gender development from the cognitive theories of gender identity is understood it is known as ..? |
Gender Constancy |
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How does congenital adrenal hyperplasia (CAH) affect infants? |
A genetic disorder in which beginning in prenatal development the adrenal glands secrete large amounts of androgens. Not such a big effect on boys but girls get in larger clitoris |
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Androgynous |
Means to be both instrumental and expressive equally |
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Authoritarian parenting |
Combines night control with little warmth |
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Permissive parenting |
Offers high warmth And caring but little parental control |
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Authoritative parenting |
Combines a fair degree of parental control with being warm and responsive |
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Uninvolved parenting |
Provides brighter warmth nor control |
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What's the difference between time in and time out? |
Time in is when the adult talks to the child immediately to help them understand the situation instead of isolating them for a brief period as seen in time out |
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When is counterimitation seen? |
When a child learns what not to do indirectly (ex: through a sibling that is being punished) |
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What's is the negative reinforcement trap? |
When a parents reinforces an unwanted behaviour. Usually seen when parents give into a temper tantrum. |
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How does divorce create changes in family life? |
1) loss of a role model, supervisor and a source of parental help 2) economic hardship 3) conflict |
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Influential grandparents |
Are very close to their grandchildren are very involved in their grandchildren's lives and frequently perform parental roles including discipline. |
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Influential grandparents |
Are very close to their grandchildren are very involved in their grandchildren's lives and frequently perform parental roles including discipline. |
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Supportive grandparents |
Similar to influential grandparents but will not take on parental role. |
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Influential grandparents |
Are very close to their grandchildren are very involved in their grandchildren's lives and frequently perform parental roles including discipline. |
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Supportive grandparents |
Similar to influential grandparents but will not take on parental role. |
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Authority-oriented grandparents |
Provides discipline for their grandchildren but otherwise are not particularly active in their grandchildrens lives. |
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Influential grandparents |
Are very close to their grandchildren are very involved in their grandchildren's lives and frequently perform parental roles including discipline. |
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Supportive grandparents |
Similar to influential grandparents but will not take on parental role. |
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Authority-oriented grandparents |
Provides discipline for their grandchildren but otherwise are not particularly active in their grandchildrens lives. |
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Passive grandparents |
Are caught up in their grandchildrens development but not with the intensity of influential or supportive grandparents. Also do not take on parental roles. |
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Influential grandparents |
Are very close to their grandchildren are very involved in their grandchildren's lives and frequently perform parental roles including discipline. |
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Supportive grandparents |
Similar to influential grandparents but will not take on parental role. |
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Authority-oriented grandparents |
Provides discipline for their grandchildren but otherwise are not particularly active in their grandchildrens lives. |
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Passive grandparents |
Are caught up in their grandchildrens development but not with the intensity of influential or supportive grandparents. Also do not take on parental roles. |
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Detached grandparents |
Are uninvolved with their grandchildren |
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Ego resilience |
Children's ability do to respond adaptively and resourcefully to new situations. |
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Where does no social play come From? |
From a early study, pastel identified a development sequence were children play alone or watching others but not playing themselves |
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Parallel play |
Youngsters play alone but maintain a keen interest in what others are doing |
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Parallel play |
Youngsters play alone but maintain a keen interest in what others are doing |
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Associative play |
youngsters engage in similar activities talk or smile at one another and offer each other toys |
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Parallel play |
Youngsters play alone but maintain a keen interest in what others are doing |
Appears soon after first birthday |
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Associative play |
youngsters engage in similar activities talk or smile at one another and offer each other toys |
Begins at roughly between 15 to 18 months of age |
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Cooperative play |
Now children organize their play around a distinct theme and take on special roles based on the theme. |
Toward second birthday |
