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40 Cards in this Set
- Front
- Back
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emotion |
feelin that occurs when a person is in a state that is important to themm. emotion is characterized by behavior that expresses the pleasantness or unpleasntness of the state a person is in or the transactions being experienced |
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in infancy emotions have important roles in |
communiaction with others behavioral organization |
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display rules |
rules governing when, where, and how emotions should be expressed are not universal |
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self conscious emotions |
dont occur until after the first year |
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self conscious emotions |
involve the emotional reactions of others |
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mutually regulated interactions between parents and infants |
reciprocal or synchronous |
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basic cry |
rythmic pattern usually consisting of a cry, a briefer silence, shorter inspiratory whistle that is higher pitched than the main cry, and then a brief rest before the next cry |
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anger cry |
similar to the basic cry but with more excess air forced through the vocal cords |
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pain cry |
sudden outburst of loud crying without preliminary moaning, followed by breathholding |
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reflexive smile |
smile that does not occur in response to external stimuli appears during the first month aftter birth, usually during sleep |
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social smile |
smile in response to external stimulus, which, in early development typicall is a face |
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stranger anxiety |
infants fear and wariness of strangers that typically appears in the second half of the first eyar of life |
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seperation protest |
infants distressed crying when the caregiver leaves |
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social referencing |
reading emotional cues in others to help determine how to act in a particular situation |
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temperament |
an individuals behavioral style and characteristic way of responding emotionally |
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temperament refers to |
individual differences in how quickly the emotion is shown, how stron it is, how long it lasts, and how quickly it fades away |
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chess and thomas' classification of temperament |
easy child difficult child slow to warm up child
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easy child |
a child who is generally in a positive mood, who quickly establishes regular routines in infancy, and who adapts easily to new experiences |
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difficult child |
a child who tends to react negatively and cry frequently, who engages in irregular daily routines, and who is slow to accept new experiences |
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slow to warm up child |
child who has a low activity level, is somewhat negative, and displays a low intensity of mood |
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kagans concept of behavioral inhibition |
classifies temperament focuses on differences between a shy,timid and social, extraverted, bold child |
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shyness with strangers |
inhibition to the unfamiliar leads to social anxiety |
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rothbart and bates |
effortful control / self regulation |
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efforful control/self regulation |
dimension of temperament high effortful control shows ability to self regulate arousal and having ability to soothe themselves |
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biological influences in temperament |
high stable hear rates, high levels of coritsol, and high activity in the right frontal lobe are tied to amygdala that is an important role in hear and inhibition |
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goodness of fit |
refers to the match between a childs temperament and the enviornmental demands with which the child must cope |
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attachment |
close emotional bond between two people |
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frued attachment theory |
oral satisfaction |
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eriksons attachment theory |
comfort and trust physical comfort and sensitive care |
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bowlbys ethological attachment theory |
said that we are biologcially equipped to elicit attachment behavior 4 stages of attachment -2months attach to human figures 2-7 months attach to caregiver 7-24 moths seek contact with caregivers 24- months take others feelings into account in directing their own actions |
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internal working model of attachment |
bowlby simple mental modle of the caregiver, their relationship to him or her, and the self as deserving of nurturant care |
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ainsworth |
strange situation |
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strange situation |
observational measure of infant attachment that requires the infant to move through a series of introduction, seperations, and reuinions withthe caregiver and an adult stranger in a prescived order -to find the degree to which the caregivers presence provides the infant with security and confidence |
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outcomes of the strange situation |
securely attached babies insecurely attached babies |
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securely attached babies |
babies that use the caregiver as a secure base from which to explore thier environment - when in presence of their caregiver they will explore |
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insecure avoidant babies |
babies that show insecurity by avoiding their mothers -not distressed if mothers is there or not |
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insecure resistant babies |
babies that often cling to the caregiver, then resist her by fighting against thcloseness, perhaps by kicking or pushing away |
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insecure disorganized babies |
babies that show insecurity by being disorganized and disoreinted -may show patterns of avoidance, resistance, or fear |
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the van ryzin, carlson, and sroufe study |
attachment continuity may reflect stable social contexts as much as early working models attachment security in infancy is linked to later outcomes through connections with the way children and adolecents experience various social contexts |
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developmental cascade model |
involves connections across domains over time that influence developmental pathways and outcomes - can include connections between a wide range of biological, cognitive, and socio emotional processes |
