Psyc Developmental Exam 1

Front 1

reproduction

Back 1

replace dying members

Front 2

Economic services

Back 2

producing and distributing goods and services

Front 3

social order

Back 3

ways to reduce conflict and maintain order

Front 4

socialization

Back 4

training the young to be competent, participating members of society

Front 5

reproduction
economic services
social order
socialization

Back 5

What is function of the family?

Front 6

authoritative parenting

Back 6

high acceptance, high involvement, warm, responsive, attentive, good communication, reasonable demands, consistent discipline, teaches self-regulation, gradual autonomy, encourage expression of thoughts/feelings, and kids show strong academic and social skills and self-esteem.

Front 7

authoritarian parenting

Back 7

low acceptance, high involvement, rejecting, cold, degrading, uses of threats, yelling, criticizing, hitting, low in autonomy granting, make decisions for kid, self-expression discouraged, unreasonable expectation. Kid is angry, anxious, depressed, difficulty with challenging task, easily overwhelmed, hostile when frustrated, and afraid to make mistakes.

Front 8

permissive parenting

Back 8

high acceptance, low involvement, little control of child’s behavior and activities, lack of consistent discipline, few demands made. The kid is impulsive, disobedient, demanding, rebellious, sense of entitlement, immature, poor self-control, dependent on and expect others to do their work, little motivation to achieve

Front 9

uninvolved parenting

Back 9

low acceptance, low involvement, emotionally detached, withdrawn, poor communication, little or inconsistent discipline, control or guidance, not interested in child’s development, minimal commitment to parenting. The kid has poor attachment and coping skills, poor school performance and low self-esteem.

Front 10

coregulation

Back 10

A form of supervision in which parents exercise general oversight while letting children take charge of moment-by-moment decision making

Front 11

physical abuse

Back 11

assaults, such as kicking, biting, shaking punching, or stabbing, that inflict physical injuries

Front 12

sexual abuse

Back 12

fondling, intercourse, exhibitionism, commercial exploitation through prostitution or production of pornography and other forms of sexual exploitation

Front 13

neglect

Back 13

failure to meet the child’s basic need of food, clothing, medical attention, education or supervision

Front 14

emotional abuse

Back 14

acts that could cause serious mental or behavioral disorders, including social isolation, repeated unreasonable demands, ridicule humiliation, intimidation or terrorizing.

Front 15

Between 6 to 10 weeks, the parent's communication evokes a broad grin

Back 15

Social smile, when does it appear?

Front 16

stranger anxiety

Back 16

expression of fear with unfamiliar adults

Front 17

separation anxiety

Back 17

an infant’s distressed reaction to the departure of the trusted caregiver

Front 18

self-conscious emotions

Back 18

– humans are capable of a second, higher-order set of feelings, including guilt, shame, embarrassment, envy, and pride. Each involves injury to our enhancement of our sense of self.

Front 19

emotional self-regulation

Back 19

refers to the strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals.

Front 20

social referencing

Back 20

actively seeking emotional information from a trusted person in an uncertain situation

Front 21

empathy

Back 21

involves a complex interaction of cognition and affect: the ability to detect different emotions, to take another’s emotional perspective, and to feel with that person, or respond emotionally in a similar way.

Front 22

easy child (40%)

Back 22

Thomas and Chess Temperament

quickly establishes regular routines in infancy, is generally cheerful and adapts easily to new experiences

Front 23

difficult child (10%)

Back 23

Thomas and Chess Temperament

has irregular daily routines, is slow to accept new experiences, and tends to react negatively and intensely.

Front 24

slow to warm up child (15%)

Back 24

Thomas and Chess Temperament

is inactive, shows mild, low-key reactions to environmental stimuli, is negative in mood, and adjusts slowly to new experiences

Front 25

unclassified (35%)

Back 25

Thomas and Chess Temperament

show unique blends of temperamental characteristics

Front 26

goodness of fit

Back 26

good match or fit between child’s and parents temperament leads to healthy relationship. Combines genetics and environment.

Front 27

ethological theory of attachment

Back 27

which recognize the infant’s emotional tie to the caregiver as an evolved response that promotes survival, is the most widely accepted view

Front 28

preattachment (0-6 weeks)

Back 28

Bowlby’s Ethological Theory: ages/stages of attachment

grasping, crying, gazing – help newborn babies into close contact with other humans

Front 29

Attachment-in-the-making (6 weeks to 6-8 months)

Back 29

Bowlby’s Ethological Theory: ages/stages of attachment

smiling, laughing, cooing, babbling. Developed a sense of trust – the expectation that the caregiver will respond when signaled

Front 30

Clear-cut attachment (6-8 months to 18months – 2 years)

Back 30

Bowlby’s Ethological Theory: ages/stages of attachment

Babies experience separation anxiety, becoming upset when parent leaves. Stranger anxiety – cautious of new people and parent used as a base for exploration.

Front 31

Formation of reciprocal relationship (18 month – on)

Back 31

Bowlby’s Ethological Theory: ages/stages of attachment

decrease in separation anxiety able to part/greet well; negotiate with adult for another hug, time of arrival home.

Front 32

secure 60%

Back 32

Ainsworth’s types of attachment

parents as secure base. May or may not cry when parent leaves, but excited upon their return (Parenting is warm, predictable)

Front 33

avoidant 15%

Back 33

Ainsworth’s types of attachment

lack of responses from child when adult leaves. Strangers and known adults treated similarity. Slow to greet parent on return or avoids; lack of physical contact or don’t want it. (Parenting is intrusive, overly controlling)

Front 34

resistant 10%

Back 34

Ainsworth’s types of attachment

cling before separation, angry when parent returns. Not easily comforted, anxious (parenting is inconsistent, ambivalent)

Front 35

Disorganized/disorientated 15%

Back 35

Ainsworth’s types of attachment

least secure; contradictory behavior – may cling to parent, but show no emotion. Kid seems to be confused regarding to how to react to parent’s absence or presence (Parenting neglectful, abusive, insensitive; mentally ill or substance abuse).

Front 36

cognitive

Back 36

– the inner processes and products of the mind that lead to “knowing” including all mental activity – attending, remembering, symbolizing, categorizing, planning, reasoning, problem solving, creating, and fantasizing

Front 37

• Infancy and toddlerhood – birth to 2 years
• Dramatic changes in the body and brain that support the emergence of motor, perceptual, and intellectual capacities, language, first independent step

Back 37

Period of human development (after birth) with the most rapid changes

Front 38

continuous

Back 38

the view that development is a process of gradually adding more of the same types of skills that were there to begin with.

Front 39

discontinuous

Back 39

the view that development is a process in which new ways of understanding and responding to the world emerge at specific times.

Front 40

Resilience

Back 40

the ability to adapt effectively in the face of threats to development

Front 41

maturational procress

Back 41

a genetically determined series of events that unfold automatically, much like a flower.

Front 42

normative approach

Back 42

measures of behavior are taken on a large numbers of individuals and age-related averages are computed to represent typical development

Front 43

information processing theory

Back 43

human mind viewed as a symbol manipulating system through which information flows

Front 44

dynamic system perspective

Back 44

– the child’s mind, body, and physical and social worlds form an integrated system that guides mastery of new skills (constantly in motion)

Front 45

sociocultural theory

Back 45

culture, the values, beliefs, custom, and skills of a social group – is transmitted to the next generation

Vygotsky’s theory

Front 46

social interaction

Back 46

cooperative dialogues between children and more kwowledgable members of society – is necessary for children to acquire the ways of thinking and behaving that make up a community’s culture.

Vygotsky’s theory