Psych - Study Guide, Exam 1

Front 1

Lifespan development

Back 1

The scientific study of systematic patterns of physical, cognitive, and social growth, change, and stability from infancy through death.

Front 2

physical development

Back 2

Body, brain, nervous and sensory systems
Muscles, motor skills
Needs for food, drink and sleep

Front 3

cognitive development

Back 3

Intelligence, learning, mental abilities
Thinking, problem solving
Memory
Language
Perception

Front 4

psychosocial development

Back 4

Personality
Emotions
Social Relationships

Front 5

culture

Back 5

total pattern of a group’s customs, beliefs,
art, and technology

Front 6

sensitive period

Back 6

in the course of development, a
period when the capacity for learning in a specific area is especially pronounced

Front 7

plasticity

Back 7

To what degree, and under what conditions, is development open to change and intervention

Front 8

globalization

Back 8

increasing connections between
different parts of the world in trade, travel,
migration, and communication

Front 9

contexts

Back 9

settings and circumstances that
contribute to variations in pathways of human development, including SES, gender, and ethnicity, as well as family, school, community, media, and culture

Front 10

majority culture

Back 10

within a country, the cultural
group that sets most of the norms and standards
and holds most of the positions of political,
economic, intellectual, and media power

Front 11

socioeconomic status

Back 11

(SES) person’s social class, including educational level, income level, and occupational status

Front 12

ethnicity

Back 12

group identity that may include
components such as cultural origin, cultural
traditions, race, religion, and language

Front 13

natural selection

Back 13

evolutionary process in which
the offspring best adapted to their environment
survive to produce offspring of their own

Front 14

evolutionary psychology

Back 14

branch of psychology that examines how patterns of human functioning and behavior have resulted from adaptations to evolutionary conditions

Front 15

Preformationism

Back 15

Children viewed as miniature adults
Medieval Times

Front 16

Tabula rasa

Back 16

Idea appearing in early writings of Aristotle that the mind is a blank slate (babies), shaped by experience and perception. An idea embraced during the "enlightenment" by John Locke, English philosopher and physician

Front 17

noble savages

Back 17

meant to refer to Jean-Jacques Rousseau's theory that mankind is innately good

Front 18

continuous development

Back 18

Development appear to be a continuous, gradual process. ex: Pinetree

Front 19

discontinuous development

Back 19

Development appear to involve abrupt changes, larger quantitative stages. ex: Butterfly

Front 20

hypothesis

Back 20

in the scientific process, a researcher’s idea about one possible answer to the question proposed for investigation

Front 21

quantitative change

Back 21

change that can be expressed in numerical
form

Front 22

qualitative change

Back 22

change that cannot be expressed by numbers

Front 23

zone of proximal development

Back 23

difference
between skills or tasks that children can
accomplish alone and those they are capable of performing if guided by an adult or a more competent peer

Front 24

scientific method

Back 24

Systematic observation or experimentation that produces reliable and valid findings.
Scientific Method involves doing a series of steps

Front 25

sample

Back 25

subset of a population for which data are
collected in a scientific study

Front 26

population

Back 26

in research, the entire category of
people represented by a sample

Front 27

naturalistic observation

Back 27

A type of descriptive research. Observing a subject in their natural setting. Pros:Actual behavior, not self-report Cons: Observation may affect behavior, observer bias

Front 28

laboratory observation

Back 28

Observing the behavior of a subject in a laboratory setting, eg. The Strange Situation

Front 29

case study

Back 29

An intensive, in-depth investigation of an individual or a couple of individuals. A type of descriptive research. Pros: Rich, detailed data. Cons: Difficult to generalize results

Front 30

correlational study

Back 30

Correlational research attempts to define the relationships among variables
It is a special case of descriptive research
It enables the researcher to PREDICT one outcome based on another outcome
Yet correlational research is not a cause-effect relationship. Give example.

Front 31

experiment

Back 31

Examines how one variable CAUSES another variable to change. Pros: Control, identification of cause and effect. Cons: May not reflect real life

Front 32

independent variable

Back 32

in an experiment, the variable that is different for the experimental group than for the control group

Front 33

dependent variable

Back 33

in an experiment, the outcome that is measured to calculate the results
of the experiment by comparing the experimental group to the control group

Front 34

cross sectional study

Back 34

research design that involves collecting data from people of a variety of ages on a single occasion. Pros: Quick and inexpensive Cons: Correlations difficult to interpret, generational context

Front 35

longitudinal study

Back 35

research design in which the
same persons are followed over time and data are collected on two or more occasions. Pros:Can observe change within a participant, No cohort effects.
Cons: Cost
Time
Attrition
Practice Effects
Loss of Funding
Loss of Impact
Measurement Change

Front 36

nature vs. nurture

Back 36

debate among scholars as to whether human development is influenced mainly by genes (nature) or environment (nurture)

Front 37

cohort effect

Back 37

in scientific research, an explanation of group differences among people of different ages based on the fact that they grew up in different cohorts or historical periods. Differences have to do with historical differences and not necessarily maturation.

Front 38

phycoanalytic theory

Back 38

Psychosexual theory:
Freud (1856-1939)
Focus on unconscious, internal forces and interaction with others. Freud’s theory proposing that sexual desire is the driving force behind human development.
Behavior and development are driven by inner forces that are subconscious and uncontrollable.

Front 39

behaviorist theory

Back 39

Key focus: observable behaviors, quantitative change through learning.
Behavioral results from exposure to the external world and outside stimuli in the environment.

Front 40

social learning

Back 40

a perspective that states that people learn within a social context and is facilitated through such concepts as modeling and observational learning. Albert Bandura: bobo doll experiment

Front 41

information processing

Back 41

Mind as a symbol-manipulating system analogous to a computer
Cognitive development as a continuous process: Attention, Memory, Strategies

Front 42

cognitive-developmental

Back 42

focus on how cognitive abilities change with age in stage sequence of development, pioneered by Piaget
and since taken up by other researchers

Front 43

sociocultural

Back 43

Development as a socially-mediated process.Children socializing with their peers or adults plays a major role in their cognitive development.
Vygotsky stresses dialogue between children and adults in order for knowledge to be passed to the child. Children can perform more challenging tasks when assisted. Challenging tasks promote maximum cognitive growth
(Zone of proximal development)

Front 44

ecological

Back 44

Bronfenbrenner’s theory that human development is shaped by five interrelated systems in the social environment. Microsystem, Mesosystem, Exosystem, Macrosystem, Chronosystem

Front 45

children's research rights

Back 45

Protection from harm
Risk vs. benefit ratio
Privacy – confidentiality
Knowledge of results – debriefing
Access to beneficial treatments

Front 46

hypothesis

Back 46

A testable prediction about the
relationship between two or more variables
(Specific, Operationalized concepts,Testable) Possible explanations for phenomena, used to predict the outcome of research.

Front 47

questions for a potential hypothesis

Back 47

Can it be proven wrong?
Can it be supported?
Are there logical reasons for expecting the prediction to be correct?
Would the results be relevant?
Is it practical and ethical to test your prediction?

Front 48

mitosis

Back 48

process of cell replication in which the
chromesomes duplicate themselves and the cell divides into two cells, each with the same number of chromosomes as the original cell

Front 49

meiosis

Back 49

process by which gametes are generated, through separation and duplication of chromosome pairs, ending in four new gametes from the original cell, each with half the number of chromosomes of the original cell

Front 50

zygote

Back 50

following fertilization, the new cell formed
from the union of sperm and ovum

Front 51

dizygotic twins

Back 51

two ova are released by the woman instead of one, and both are fertilized by sperm

Front 52

monozygotic twins

Back 52

when a zygote that has just begun the process of cell division splits into two separate clusters of cells

Front 53

DNA

Back 53

(deoxyriboynucleic acid) long strand of
cell material that stores and transfers genetic information in all life forms

Front 54

chromosome

Back 54

sausage-shaped structure in the
nucleus of cells, containing genes, which are paired, except in reproductive cells

Front 55

gene

Back 55

segment of DNA containing coded
instructions for the growth and functioning
of the organism

Front 56

sex chromosomes

Back 56

chromosomes that determine whether an organism is male (XY) or female (XX)

Front 57

genotype

Back 57

organism’s unique genetic inheritance

Front 58

phenotype

Back 58

organism’s actual characteristics,
derived from its genotype

Front 59

homozygous

Back 59

refers to having identical alleles for a single trait

Front 60

heterozygous

Back 60

refers to having two different alleles for a single trait.

Front 61

dominant-recessive inheritance

Back 61

If one of two parents is affected by a genetic condition with a dominant inheritance pattern, every child has a one-in-two chance of being affected. So on average half their children will be affected and half their children will not be affected and so will not pass on the condition. However, as chance determines inheritance, it is also possible that all or none of their children will be affected. Examples of genetic conditions that show a dominant pattern of inheritance are Huntington's disease, achondroplasia and neurofibromatosis.

Front 62

recessive inheritance

Back 62

An autosomal recessive disorder means two copies of an abnormal gene must be present in order for the disease or trait to develop.

Front 63

polygenic inheritance

Back 63

Many genes determine a characteristic

Front 64

gene therapy

Back 64

method of treating genetic disorders that involves replacing the affected genes with genes that do not have the disorder

Front 65

mutations

Back 65

single gene mutations can have a dramatic effect, such as the lack of production of a certain protein (resulting in PKU)

Front 66

sex-linked inheritance

Back 66

pattern of inheritance in which a recessive characteristic is expressed because it is carried on the male’s X chromosome. the phenotypic expression of an allele related to the chromosomal sex of the individual. This mode of inheritance is in contrast to the inheritance of traits on autosomal chromosomes, where both sexes have the same probability of inheritance. Since humans have many more genes on the X than the Y, there are many more X-linked traits than Y-linked traits.

Front 67

PKU

Back 67

Single gene mutation- Infants born with two recessive alleles lack an enzyme that converts phenylalanine into tyrosine
Phynylalanine disrupts neural signaling by inhibiting the formation of myelin

Front 68

Down syndrome

Back 68

genetic disorder due to carrying an extra chromosome on the 21st pair

Front 69

heritability

Back 69

statistical estimate of the extent to which genes are responsible for the differences among persons within a specific population, with values ranging from 0 to 1.00
-Heritability estimates are population statistics – they tell us NOTHING about individuals
-Heritability estimates apply only to the population studied, at that time, under those environmental conditions
-High heritability does not mean that environmental interventions would be ineffective

Front 70

passive genotype

Back 70

theory of genotype-environment effects, the type that results from the fact that in a biological family,parents provide both genes and environment to their children
*It is very difficult to separate genetic
influences from environmental influences because parents provide both, and
they are likely to provide an environment that reinforces the tendencies they have provided to their children through their genes.

Front 71

evocative genotype

Back 71

the type that results occur when a person’s inherited characteristics evoke responses from others in the environment

Front 72

active genotype

Back 72

the type that results when people seek out environments that

Front 73

crossing over

Back 73

at the outset of meiosis, the exchange of genetic material between paired chromosomes

Front 74

germinal stage

Back 74

first 2 weeks after conception

Front 75

embryonic stage

Back 75

weeks 3–8 of prenatal development

Front 76

fetal stage

Back 76

in prenatal development, the period from Week 9 until birth

Front 77

cephalocaudal pattern

Back 77

prenatal growth from conception to 5 months when the head grows more than the body. It is also the trend of infants learning to use their upper limbs before their lower limbs

Front 78

proximodistal pattern

Back 78

the prenatal growth from 5 months to birth when the fetus grows from the inside of the body outwards. When referring to motor development, the proximodistal trend refers to the development of motor skills from the center of the body outwards

Front 79

age of viability

Back 79

the age a fetus can survive outside the mother's womb. It has become younger and younger in the US

Front 80

teratogen

Back 80

any environmental agent that causes damage during the prenatal period

Front 81

blastocyst

Back 81

ball of about 100 cells formed by about one week following conception

Front 82

neural tube

Back 82

in the embryonic period, the part of
the endoderm that will become the spinal cord and brain

Front 83

Maternal stress

Back 83

Causes an elevation of stress hormones in the fetus, an increased likelihood of intrauterine infection and increases chances for preterm labor. In extreme cases, the fetus builds itself permanently to deal with this kind of high-stress environment, and once it's born may be at greater risk for a wide range of stress-related pathologies

Front 84

poor maternal nutrition

Back 84

Prenatal nutrition influences risks for serious prenatal problems as well as the risk of premature delivery and low birth weight. Can cause problems much later on down the road (links to disease and sickness, schizophrenia)
-Deficiency in folic acid can cause anencephaly and spinal bifida

Front 85

maternal attitudes

Back 85

Mothers who resent being pregnant and feel no attachment to their babies are more likely to have children who had emotional problems.
Extreme maternal distress even poses a risk of hurting baby physically, as it has been linked with increased risk of prematurity and low birth weight.

Front 86

exercise

Back 86

Walking, jogging, or swimming, stimulates the circulatory and muscular systems of a woman’s body. It increases her ability to process oxygen, a benefit for both her and the fetus, and increases muscle tone and strength (preventing back ache and constipation). However high-risk sports should be avoided during
pregnancy.

Front 87

alcohol

Back 87

Babies born to mothers who are heavy drinkers in first trimester have 30% chance of Fetal Alcohol Syndrome
-small head
-brain abnormalities (lack of convolutions)
-eye abnormalities
-congenital heart disease
-abnormalities of face and joints
Heavy drinking = 5+ units of alcohol/day
The effects of moderate drinking are less clear.

Front 88

opiates

Back 88

causes physical, cognitive, and behavioral problems in infants. Can cause premature birth or miscarriage

Front 89

tobacco

Back 89

Smoking during pregnancy increases risk of still birth and death at birth. Smoking during pregnancy is likely to lead to lower birth weight. Second hand smoke can lead to low birth weight and even childhood cancer.

Front 90

toxoplasmosis

Back 90

A parasitic disease contracted from cat feces and raw meat. Can cause encephalitis (inflammation of the brain) and neurologic diseases, and can affect the heart, liver, inner ears, and eyes

Front 91

mercury

Back 91

A neurotoxicant and can cause severe disabilities in fetus. Impacts on cognitive thinking, memory, attention, language, and fine motor and visual spatial skills have been seen in children exposed to methylmercury in the womb

Front 92

germinal period- major changes

Back 92

First 1 to 2 weeks. Zygote divides and forms blastocyst, which implants in
uterus and begins forming the amnion, placenta, and umbilical cord

Front 93

embryonic period- major changes

Back 93

From week 3 to 8. Cell division, migration, differentiation, & death. Ectoderm, mesoderm & endoderm form. Growth continues rapidly; eyes, ears, nose, jaw and neck form, internal organs become more distinct. Neural tube forms, heart begins beating. By the end of the embryonic period, the embryo can respond to touch and can move

Front 94

fetal period- major changes

Back 94

From weeks 9 to 38. Genitals form and release sex hormones; fingernails, toenails, and taste buds develop; organs begin to become functional and there is a tremendous amount of growth in size. Brain development. Vernix and Lanugo are formed. 3 months, 3 ounces, 3 inches

Front 95

How a genetically male fetus becomes male

Back 95

A gene in the sex-determining region of the short arm of the Y, now referred to as SRY, has been found to direct production of a protein which binds to DNA, inducing differentiation of cells derived from the genital ridges into testes.In a male, SRY and other genes induce differentiation of supporting cells into Sertoli cells and (indirectly) steroidogenic cells into Leydig cells to form testes, which become microscopically identifiable and begin to produce hormones by week 8. Germ cells become spermatogonia.

Front 96

How a genetically female fetus becomes female

Back 96

Without SRY, ovaries form during months 2-6. Failure of ovarian development in 45,X girls (Turner syndrome) implies that two functional copies of several Xp and Xq genes are needed. Germ cells become ovarian follicles. Supporting and steroidogenic cells become theca cells and granulosa cells, respectively.

Front 97

breech presentation

Back 97

baby positioned toward the birth canal feet first

Front 98

fontanels

Back 98

soft spots on the skull between loosely
joined pieces of the skull that shift during birth process to assist passage through the birth canal

Front 99

Apgar scale

Back 99

neonatal assessment scale with five
subtests: Appearance (color), Pulse (heart rate),
Grimace (reflex irritability), Activity
(muscle tone),
and Respiration (breathing)
Virginia Apgar, pediatrician

Front 100

anoxia

Back 100

deprivation of oxygen during birth process and soon after that can result in serious
neurological damage within minutes

Front 101

low birth weight

Back 101

term for neonates weighing less
than 2,500 grams (5.5 lb)

Front 102

preterm

Back 102

babies born at 37 weeks gestation or less

Front 103

small for date

Back 103

term applied to neonates who
weigh less than 90% of other neonates who were born at the same gestational age

Front 104

surfactant

Back 104

substance in lungs that promotes
breathing and keeps the air sacs in the lungs from collapsing

Front 105

kangaroo care

Back 105

recommended care for preterm and
low-birth-weight neonates, in which mothers or fathers are advised to place the baby skin-to-skin on their chests for 2–3 hours a day for the early weeks of life

Front 106

3 stages of childbirth

Back 106

labor, delivery of baby, delivery of placenta and umbilical cord

Front 107

reflexes

Back 107

Babinski (press and stroke both palms-Mouth opens, eyes close, head
tilts forward). Moro(Dip downward suddenly, or loud sound- Arch back, extend arms and legs outward, bring arms together swiftly). Stepping (Hold baby under arms with feet touching floor- makes stepping motions. Rooting (Touch on cheek or mouth- turn toward touch. Grasping (Object placed in palm- Hold tightly)

Front 108

SIDS

Back 108

death within the first year of life due to unknown reasons, with no apparent illness or disorder

Front 109

synaptogenesis

Back 109

the formation of synapses.

Front 110

mylenation

Back 110

process of the growth of the myelin sheath around the axon of a neuron; an envelope of fatty material that increases the speed of communication
between neurons

Front 111

experience-dependent vs. experience-expectant plasticity

Back 111

experience-dependent plasticity, in which behavior is altered as a result of learning from the environment. Plasticity of this type can occur throughout the lifespan and may involve many kinds of behavior, including some emotional reactions. A second type of plasticity, experience-expectant plasticity, involves the strong effect of specific experiences during limited sensitive periods of development.

Front 112

the visual cliff

Back 112

a glass-
covered table with a checkered pattern below the glass, but on one half of
the table the checkered pattern was just below the surface whereas on the
other half it was about two feet below, giving the appearance of a “visual
cliff” in the middle of the table

Front 113

crying contagion

Back 113

newborns tend to cry in response to the cries of another newborn, though not to those older infant, a chimpanzee or white noise.

Front 114

the six-week peak

Back 114

the point at which crying decreases, especially among collicy babies.

Front 115

the two ways neurons communicate

Back 115

Neurons differ from other cells in the body in that they are not di-
rectly connected to each other. Instead, they are separated by tiny gaps called synapses.
Neurons communicate across the synapses by releasing chemicals called neurotransmitters.
The axon of the neuron releases neurotransmitters, and the dendrites receive them.

Front 116

independent locomotion: consequences

Back 116

child gets more choice in social interaction and relationships, choose learning experiences, world becomes more dangerous

Front 117

sensorimotor stage

Back 117

in Piaget’s theory, the first 2 years of cognitive development, which involves learning how to coordinate the activities of the senses with motor activities

Front 118

assimilation

Back 118

cognitive process of altering new
information to fit an existing scheme

Front 119

accommodation

Back 119

cognitive process of changing a
scheme to adapt to new information

Front 120

representation

Back 120

the ability to picture the world mentally and think about an object or event in its absence

Front 121

deferred imitation

Back 121

in Piaget's theory that refers to the ability to imitate behavior that was observed at an earlier time.

Front 122

object permanence

Back 122

awareness that objects (including people) continue to exist even when we are not in direct sensory or motor contact with them

Front 123

habituation

Back 123

The gradual reduction in the strength of a response due to repetitive stimulation

Front 124

dishabituation

Back 124

Following habituation, the increase in responsiveness due to a new stimulus

Front 125

visual preference

Back 125

an experiment used to assess the character of infant's perceptual systems and innate cognitive faculties.

Front 126

violation of expectations

Back 126

Logic: Babies will look longer at an event that “surprises” them or violates something they are expecting based on their knowledge.

Front 127

babbling

Back 127

repetitive consonant–vowel combinations

Front 128

jargoning

Back 128

inflections and pauses; it will sound as if baby is speaking some unknown language. Combining of syllables

Front 129

representation: three types of evidence used to demonstrate that a certain age infant has it?

Back 129

Representation: the ability to picture the world mentally and think about an object or event in its absence

Evidence for representation:
-Object permanence
-Deferred imitation
-Make-believe play

Front 130

A not B error

Back 130

Piaget's experiment indicating that infants before 12 months do not fully understand object permanence. They're understanding of the world around them is based on their actions.

Front 131

describe standard habituation paradigm

Back 131

What does baby see, do, what happens during habituation and dishabituation, what kind of thing does that tell us
(novelty preference)

Front 132

describe preferential looking paradigm

Back 132

Training Phase: Present a stimulus (or stimulus sequence) until the child is habituated. Testing Phase: Present the same stimulus or a novel stimulus one each trial (measure looking time to each type)

Front 133

joint attention

Back 133

is interactionally-achieved when one person, animal or agent alerts another to a stimulus by means of eye-gazing, finger-pointing or other verbal or non-verbal indication

Front 134

social referencing

Back 134

term for process of becoming more adept at observing others’ emotional responses to ambiguous and uncertain situations, and using that information to shape one’s own emotional responses

Front 135

separation anxiety

Back 135

distress or agitation resulting from separation or fear of separation from a parent or caregiver to whom a child is attached

Front 136

stranger anxiety

Back 136

child begins to notice that some people are different than others and they show a preference to those who are more familiar or that they have an attachment to. (starts usually around 8 mos)

Front 137

risk factors

Back 137

Risk factors are related to poor or negative outcomes. For example, poverty, low socioeconomic status, and mothers with schizophrenia are coupled with lower academic achievement and more emotional or behavioral problems. Risk factors may be cumulative, carrying additive and exponential risks when they co-occur.

Front 138

protective factors

Back 138

Personal and environmental factors that are the source of children’s resilience

Front 139

emotions

Back 139

a feeling state produced by the distinctive physiological responses and cognitive evaluations that motivate action
-Primary emotions: most basic emotions, such as anger, fear, disgust, surprise, and happiness.
-Secondary emotions: emotions that require social learning, such as embarrassment, shame, and guilt; also called sociomoral emotions

Front 140

resilience

Back 140

the ability to recover quickly from the adverse effects of early experience or persevere in the face of stress with no apparent special negative psychological consequences

Front 141

temperament

Back 141

Stable, individual differences in quality and intensity of emotional reactions, activity level, attention, and self-regulation
-easy
-difficult
-slow to warm up

Front 142

self-conscious emotions

Back 142

During the second year of life, new emotions begin to emerge when children gain the understanding that they themselves are entities distinct from other people and begin to develop a sense of self. (guilt, shame, embarrassment, envy, pride)

Front 143

self-awareness

Back 143

the understanding by a person that they themselves are entities distinct from other people

Front 144

goodness of fit

Back 144

positive development and psychological adjustment are supported by a good fit between the child’s temperament and parent’s child-rearing practices. Thomas and Chess

Front 145

attachment: what is it, what characterizes it

Back 145

An enduring emotional bond between babies and specific people.
Characterized by:
-Proximity seeking
-Separation distress
-Happiness at reunion
-Orientation toward caregiver

Front 146

self-regulation

Back 146

Being able to properly regulate one's emotions. At around 6 months, show the first signs; they can self-soothe and also self-distract to avoid what has upset them

Front 147

Bowlby's stages of attachment

Back 147

Attachment to their mother as an internal working model. Develops in four phases:
Preattachment phase
Attachment in the making phase
Clear-cut attachment phase
Reciprocal attachment phase
During the clear-cut attachment phase
infants display full-blown separation anxiety. Infants utilize their mother as a secure base. Believed that attachment forms in all but extreme deprivation cases, then: detachment.

Front 148

Describe Harlow's experiment. Who's theory was he testing?

Back 148

monkey's, Frued's biological driven theory

Front 149

Describe the strange situation and who developed it

Back 149

Mary Ainsworth. Types of clasification:
*Securely attached
*Insecurely attached
-Anxious/avoidant
-Anxious/resistant
-Disorganized

Front 150

Factors predicting secure attachment

Back 150

maternal attitudes, home environment, SES, emotional and physical needs are consistently met in a timely manner.

Front 151

What is the rouge test and what does it test for?

Back 151

From the age of 18 months, the child simply sees a "sociable playmate" in the mirror's reflection. Self-admiring and embarrassment begin at 12 months, and at 14 to 20 months most children demonstrate avoidance behaviors.[1] Finally, at 18 months half of children recognize the reflection in the mirror as their own and by 28 to 40 months self-recognition climbs to 100%. Children do so by evincing mark-directed behavior; they touch their own nose and/or try to wipe the mark off. The study also found two strong predictors of self-recognition: object stimulation (maternal effort of attracting the attention of the infant to an object either person touched) and mutual eye contact. A strong correlation between self-concept and object permanence have also been demonstrated using the rouge test

Front 152

What are secondary emotions, and when are they evident?

Back 152

Emotions that require social learning, such as embarrassment, shame, and
guilt. Secondary emotions are also called sociomoral emotions, because infants are not born knowing what is embarrassing or shameful but have to learn this from their social environment. Secondary emotions develop mostly in the second year of life.