Vocab For Developmental Psych Test 3

Front 1

A close emotional relationship between two persons, characterzied by mututal affection and a desire to maintain proximity

Back 1

Attachment

Front 2

The first phase in the development of attachment, lasting from birth to 2 months, in which the child prefers social situations to nonsocial sitations

Back 2

Indiscriminate social responsiveness

Front 3

Second phase in the development of attachment, lasting from 2 months to 7 months of age

Back 3

Discriminate social responsiveness

Front 4

Third phase in the development of attachment, lasting from ages 8 months to 24 months, in which the infant is attached to one close social companion, such as the mother

Back 4

Focused attachment

Front 5

A wary or fretful reaction that infants and toddlers often display when separated from the persons to whom they are attached

Back 5

Separation Anxiety

Front 6

The use of others' emotional expressions to infer the meaning of otherwise ambiguous situations

Back 6

Social Referencing

Front 7

Period when infants are forming attachments to companions other than their primary attachment object

Back 7

Multiple Attachments

Front 8

A wary or fretful reaction that infants and toddlers often display when approached by an unfamiliar person

Back 8

Stranger Anxiety

Front 9

A series of either separation and reunion episodes between infant and caregiver are exposed in order to determine the quality of their attachments

Back 9

Strange Situation Procedure (Mary Ainsworth)

Front 10

alternative method of assessing attachment security that is based on observations of the child's attachment-related behaviors at home; can be used with infants, toddlers, and preschool children

Back 10

Attachment Q-Set (AQS)

Front 11

An infant-caregiver bond in which the child welcomes contact with a close companion and uses this person as a secure base from which to explore the environment

Back 11

Secure attachment

Front 12

An insecure infant-caregiver bond, characterized by strong separation protest and a tendency of the child to remain near but resist contact initiated by the caregiver, particularly after a separation

Back 12

Resistant attachment

Front 13

An insecure infant-caregiver bond, characterized by little separation protest and a tendency of the child to avoid or ignore the caregiver

Back 13

Avoidant attachment

Front 14

An insecure infant-caregiver bond, characterized by the infant's dazed appearance on reunion or a tendency to first seek and then abruptly avoid the caregiver

Back 14

Disorganized attachment

Front 15

cognitive representations of self, others, and relationships that infants construct from the interactions with caregivers

Back 15

Internal Working models

Front 16

An initially neutral stimulus that acquires reinforcement value by virtue of its repeated association with other reinforcing stimuli

Back 16

Secondary Reinforcement

Front 17

Study done to test importance of feeding in attachment that used a wiry monkey that fed half the infant monkeys and a cuddly furry monkey that fed the other half. No matter who fed the infant monkeys, they always preferred spending time with the cuddly monkey

Back 17

Harlow (1959)

Front 18

Ainsworth's notion that the type of attachment that an infant develops with a particular caregiver depends primarily on the kind of caregiving he or she has received from that person

Back 18

Caregiving hypothesis

Front 19

Theory that innate, built-in behaviors are specifically designed to promote attachments between infants and their caregivers, as shaped by evolutionary interests

Back 19

Ethological Theory (Bowlby)

Front 20

A person's characteristic modes of responding emotionally and behaviorally to environmental events, including such attributes as activity level, irritability, fearfulness, and sociability

Back 20

Temperament

Front 21

Study that found that temperament can change and that a child's temperament early in life may or may not persist into adulthood

Back 21

New York Longitudinal Study (Thomas & Chess)

Front 22

Dimension of temperament. Wariness, distress, and withdrawal in new situations or in response to novel stimuli

Back 22

Fearful distress

Front 23

Dimension of temperament. Fussiness, crying, and showing distress when desires are frusturated (sometimes called frusturation/anger)

Back 23

Irritable distress

Front 24

Dimension of temperament. Frequency of similing, laughing, willingness to approach others and to cooperate with them

Back 24

Positive affect

Front 25

Dimension of temperament. Amount of gross motor activity (eg. kicking, crawling)

Back 25

Activity level

Front 26

Dimension of temperament. Length of time child orients to and focuses on objects or events of interest.

Back 26

Attention span/ persistence

Front 27

Dimension of temperament. Regularity/ predictability of bodily functions such as eating, sleeping, and bowel functioning

Back 27

Rhythmicity

Front 28

temperamental profile in which the child quickly established regular routines, is generally good natured, and adapts easily to novelty

Back 28

Easy temperament

Front 29

Temperament profile in which the child is irregular in daily routines and adapts slowly to new experiences, often responding negatively and intensely

Back 29

Difficult temperament

Front 30

Temperamental profile in which the child is inactive and moody and displays mild passive resistance to new routines and experiences

Back 30

Slow-to-warm-up temperament

Front 31

the notion that our heritable attributes affect others' behavior toward us and thus influence the social environment in which development takes place

Back 31

Evocative genotype/ environment correlation

Front 32

A temperamental attribute reflecting one's tendency to withdraw from unfamiliar people or situations. It is a relatively steady attribute from toddlerhood into later childhood

Back 32

Behavior inhibition

Front 33

Thomas and Chess's notion that development is likely to be optimized when parents' child-rearing practices are sensitively adapted to the child's temperamental characteristics

Back 33

Goodness-of-fit model

Front 34

Kagan's view that the Strange Situation measures individual differences in infants' temperaments rather than the quality of their attachments

Back 34

Temperament Hypothesis

Front 35

Mimicry of adult's facial expressions by infants. This occurs soon after birth, disappears for several months, and then resurfaces around 6 months of age, suggesting that it is at first a reflex and later voluntary

Back 35

Newborn imitation

Front 36

Recognition that one can be the cause of an event

Back 36

Personal Agency

Front 37

Experiment that tested memory of learning in infants. Baby's legs were attached to an attractive mobile and the infants realized they could move the mobile. The babies then were removed from the crib and put back in several days later to see if they could move the mobile

Back 37

Rovee-collier

Front 38

The use of others' emotional expressions to infer the meaning of otherwise ambiguous situations

Back 38

Social referencing

Front 39

When a mother/caregiver does not give a facial expression to a child, the child initially smiles expecting the mother to do the same, but then becomes distressed when the mother remains expressionless

Back 39

Still-face situation

Front 40

The ability to recognize oneself in a mirror or a photograph

Back 40

Self recognition

Front 41

Study that looked at age that children acquire self recognition by placing a bright sticker on toddler's foreheads and allowing them to see themselves in a camera recording and observing if they tried to take off the sticker

Back 41

Povinelli

Front 42

More mature self-representation, emerging between ages 3.5 and 5 yrs, in which children are able to integrate past, current, and unknown future self-representations into a notion of a "self" that endures over time

Back 42

Extended self

Front 43

The process of comparing and evaluation the self by comparing oneself to other people

Back 43

Self comparison

Front 44

One's evaluation of one's worth as a person based on an assessment of the qualities that make up the self-concept

Back 44

Self esteem

Front 45

A willingness to strive to succeed at challenging tasks and to meet high standards of accomplishment

Back 45

Achievement motivation

Front 46

An inborn motive to explore, understand, and control one's environment

Back 46

Mastery motivation

Front 47

Study that looked at when children develop a drive to succeed and accomplish tasks. Found that children <2yrs were happy to accomplish tasks but did not seek recognition for doing so or get mad if they could not, that children ~2yrs seek approval ("I did it!"), and children ~3+yrs develop true pride and shame for accomplishing/not accomplishing tasks

Back 47

Stipek

Front 48

Study/scale developed to see when children develop true self esteem. They found that children before the age of 8 typically have inflated self-esteem, rating themselves positively in many categories

Back 48

Harter - Self-perception profile for children

Front 49

Causal explanations for behavior (such as I was running because I was being chased or I chose A because it seemed like a better answer than B)

Back 49

Attributions

Front 50

Causal explanations that one provides for his/her successes and failures

Back 50

Achievement attributions

Front 51

Research procedure that measures adults' response to infants whose gender label has been experimentally assigned

Back 51

Baby X Technique

Front 52

the ability to mentally manipulate or otherwise draw inferences about pictorial information. It has been found to be better in males than females

Back 52

Visual/ spatial abilities

Front 53

Children's tendency to associate with same-sex playmates and to think of the other sex as an outgroup

Back 53

Gender segregation

Front 54

acts such as snubbing, exclusion, withdrawing acceptance, or spreading rumors that are aimed at damaging an adversary's self-esteem, friendships, or social status

Back 54

relational aggression

Front 55

True or false. Males are more physically active than females, even before they are born

Back 55

true

Front 56

True or false. Boys and girls are equal in terms of risk taking.

Back 56

False, males take more risks

Front 57

From toddlerhood on, girls display more emotions than boys except for this particular emotion.

Back 57

Anger

Front 58

From early in the preschool period, ____ are more compliant with the requests of parents, teachers, and other authority figures

Back 58

Girls

Front 59

The process by which a child becomes aware of his or her gender and acquires motives, values, and behaviors considered appropriate for members of that sex

Back 59

Gender typing

Front 60

The stage of gender identity in which the child first labels the self as a boy or a girl

Back 60

Basic gender identity

Front 61

Understanding that a certain toy, activity, or personal characteristic is considered more typical for one sex than the other

Back 61

Gender role knowledge

Front 62

Knowledge that gender is a permanent attribute

Back 62

Gender constancy

Front 63

The stage of gender identity in which the child realizes the gender is stable over time

Back 63

Gender stability

Front 64

The stage of gender identity in which the child recognizes that a person's gender is invariant despite changes in the person's activities or appearance

Back 64

Gender consistency

Front 65

Organized sets of beliefs and expectations about males and females that guide information processing

Back 65

Gender schemas

Front 66

The finding that people who reach puberty late perform better on visual/spatial tasks than those who mature early

Back 66

Timing of puberty effect

Front 67

A genetic anomaly that causes one's adrenal glands to produce unusually high levels of androgen from the prenatal period onward; often has masculinizing effects of female fetuses

Back 67

Congenital adrenal hyperplasia

Front 68

Females who develop male external genitalia because of exposure to male sex hormones during the prenatal period

Back 68

Androgenized females

Front 69

A genetic anomaly in which a male fetus is insensitive to the effects of male sex hormones and will develop female external genitalia

Back 69

Testicular feminization syndrome

Front 70

The notion that psychological differences between the sexes and other gender-role stereotypes are created and maintained by differences in socially assigned roles that men and women play (rather than attributable to biologically evolved dispositions)

Back 70

Social roles hypothesis

Front 71

Behavior with the intention of harming a living being who is motivated to avoid this treatment

Back 71

Aggression

Front 72

Aggressive acts for which the perpetrator's major goal is to gain access to objects, space, or privileges

Back 72

Instrumental aggression

Front 73

Aggressive acts for which the perpetrator's major goal is to harm or injure a victim

Back 73

hostile aggression

Front 74

Study that found that overly aggressive children were typically raised in households that had helped to create this aggression. These households had members that constantly argued or were mean

Back 74

Patterson 1982

Front 75

Any stimulus whose removal or termination as the consequence of an act will increase the probability that the act will recur

Back 75

Negative reinforcer

Front 76

Study that found children go through six steps when reacting to ambiguously harmful circumstances (could be an accident or on purpose). Also found that the emotional state of children and past episodes play into children's reactions to these situations

Back 76

Dodge

Front 77

The emotional component of morality, including feelings such as guilt, shame, and pride in ethical conduct

Back 77

Moral affect

Front 78

The cognitive component of morality; the thinking that people display when deciding whether various acts are right or wrong

Back 78

Moral reasoning

Front 79

The behavior component of morality; actions that are consistent with one's moral standards in situations in which one is tempted to violate them

Back 79

Moral behavior

Front 80

Standards of acceptable and unacceptable conduct that focus on the rights and privileges of individuals. These standards focus on prescriptions against such things as hitting, stealing, lying, cheating, etc.

Back 80

Moral rules

Front 81

Standard of conduct determined by social consensus that indicate what is appropriate within a particular social context

Back 81

Social conventional rule

Front 82

Experiment that sounded a loud buzzer when children attempted to play with attractive toys and sounded no buzzer when they attempted to play with less attractive toys. Found that immediate firm punishment, as well as providing explanations, reinforce behaviors better

Back 82

Forbidden toy paradigm

Front 83

Study that found moral character in children is situation dependent. Some children would not lie/steal/cheat in certain situations but would in others and children who did were just as likely as children who did not to claim cheating is wrong

Back 83

Hartshorne & May

Front 84

A form of discipline in which an adult relies on his or her superior power (for example, by administering spankings or withholding priviliges) to modify or control a child's behavior

Back 84

Power assertion

Front 85

Piaget's first stage of moral development, in which children view the rules of authority as sacred and unalterable

Back 85

Heteronomous Morality

Front 86

The notion that unacceptable conduct will invariably be punished and that justice is ever present in the world

Back 86

Immanent Justice

Front 87

Piaget's second stage of moral development, in which children realze that rules are arbitrary agreements that can be challenged and changed with the consent of the people they govern

Back 87

Autonomous Morality

Front 88

Kohlberg's term for the first two stages of moral reasoning, in which moral judgements are based on the tangible punitive consequences (stage 1) or rewarding consequences (stage 2) of an act rather than on the relationship of that act to society's rules and customs

Back 88

Preconventional morality

Front 89

Kohlberg's term for the third and fourth stages of moral reasoning, in which moral judgements are based on a desire to gain approval (stage 3) or to uphold laws that maintain social order

Back 89

Conventional morality

Front 90

Kohlberg's term for the fifth and sixth stages of moral reasoning, in which moral judgements are based on social contracts and democratic law (stage 5) or on universal principles of ethics and justice (stage 6)

Back 90

Postconventional morality

Front 91

Process by which a fertile woman conceives with the aid of sperm from an unknown donor

Back 91

Donor insemination

Front 92

Assumption by Judith Harris that peers have a much stronger long-term effects on peoples' personality than parents

Back 92

Nurture Assumption

Front 93

Model of family influences in which parent and child are believed to influence each other reciprocally

Back 93

Transactional model

Front 94

Model of family influence in which parents (particularly mothers) are believed to influence their children rather than vice versa

Back 94

Parental effects model

Front 95

Model of family influence in which children are believed to influence their parents rather than vice versa

Back 95

Child effects model

Front 96

A restrictive pattern of parenting in which adults set many rules for their children, expect strict obedience, and rely on power rather than reason to elicit compliance

Back 96

Authoritarian parenting

Front 97

Flexible, democratic style of parenting in which warm, accepting parents provide guidance and control while allowing the child some say in deciding how best to meet challenges and obligations

Back 97

Authoritative parenting

Front 98

Pattern of parenting in which otherwise accepting adults make few demands of their children and rarely attempt to control their behaviors

Back 98

Permissive parenting

Front 99

A pattern of parenting that is both aloof (or even hostile) and overpermissive, almost as if parents neither cared about their children nor about what they may become

Back 99

Uninvolved parenting

Front 100

The spirit of competition, jealousy, and resentment that may arise between two or more siblings

Back 100

Sibling rivalry

Front 101

The process of defining and evaluating the self by comparing oneself to other people

Back 101

Social comparison

Front 102

Degree to which we are influenced by our peers. Peeks in early adolescence, varying across different topics

Back 102

Peer conformity

Front 103

A measure of a person's likeability (or dislikeability) in the eyes of peers

Back 103

Peer acceptance

Front 104

Procedures that ask children to identify those peers who they like or dislike or to rate peers for their desirability as companions; used to measure children's peer acceptance (or nonacceptance)

Back 104

Sociometric techniques

Front 105

Resources (both tangible and intangible) provided by other people in times of uncertainty or stress

Back 105

Social support

Front 106

Age related differences among cohorts that is attributable to cultural/historical differences in cohorts' growing-up experiences rather than to true developmental change

Back 106

Cohort Effect

Front 107

Widely used individual intelligence test that includes a measure of general intelligence and both verbal and performance intelligence

Back 107

Wechsler Adult Intelligence Scale (WAIS)

Front 108

Seven mental abilities, identified by factor analysis, that Thurstone believed to represent the structure of intelligence

Back 108

Primary Mental Abilities test (PMA)

Front 109

The ability to understand relations or to solve problems that depend on knowledge acquired from schooling and other cultural influences

Back 109

Crystallized intelligence

Front 110

The ability to perceive relationships and solve relational problems of the type that are not taught and are relatively free of cultural bias

Back 110

Fluid intelligence

Front 111

theory that cognitive skills that are not regularly used become harder to access when needed

Back 111

Disuse hypothesis

Front 112

memory for events from the distant past

Back 112

Remote memory

Front 113

Wariness, distress, and withdrawal in new situations or in response to novel stimuli

Back 113

Fearfull distress

Front 114

Fussiness, crying, and showing distress when desires are frustrated (sometimes called frustration/anger)

Back 114

Irritable distress

Front 115

Frequency of smiling, laughing, willingness to approach others and to cooperate with them (sometimes called sociability)

Back 115

Positive affect

Front 116

Amount of gross motor activity (eg. kicking, crawling)

Back 116

Activity level

Front 117

Length of time child orients to and focuses on objects or events of interest

Back 117

Attention span/ persistence

Front 118

Regularity/ predictability of bodily functions such as eating, sleeping, and bowel functioning

Back 118

Rhythmicity

Front 119

Thomas and Chess's notion that development is likely to be optimized when parents' child-rearing practices are sensitively adapted to the child's temperamental characteristics

Back 119

"goodness of fit" model

Front 120

A person's classification of the self along socially significant dimensions such as age and sex

Back 120

Categorical self

Front 121

State of affairs in which one's primary objective in an achievement context is to display one's competencies (or to avoid looking incompetent)

Back 121

Performance goal

Front 122

State of affairs in which one's primary objective in an achievement context is to increase one's skills or abilities

Back 122

Learning goal

Front 123

What are the three aspects of self?

Back 123

Self knowledge, self evaluation, and self regulation

Front 124

A behavior, value, or motive that members of society consider more typical or appropriate for members of one sex

Back 124

Gender-role standard

Front 125

a social prescription, usually directed toward males, that one should be dominant, independent, assertive, competitive, and goal-oriented

Back 125

Instrumental role

Front 126

A social prescription, usually directed towards females, that one should be cooperative, kind, nurturant, and sensitive to the needs of others

Back 126

Expressive role

Front 127

A magnification of sex differences early in adolescence; associated with increased pressure to conform to traditional gender roles

Back 127

Gender intensification

Front 128

A psychological identity that includes both masculine and feminine characteristics or traits

Back 128

Androgyny

Front 129

Agression is a [stable/unstable] attribute. In other words, is an aggressive 5 yr old likely to become an aggressive 30 yr old?

Back 129

Stable

Front 130

In Piaget's theory, the first five years of life, when children are said to have little respect for or awareness of socially defined rules

Back 130

Premoral period

Front 131

What are the four dimensions of parenting?

Back 131

Warmth, sensitivity/responsitivity, reasoning, and control

Front 132

Children who are liked by many members of their peer group and disliked by very few

Back 132

Popular children

Front 133

Children who are disliked by many peers and liked by few

Back 133

Rejected children

Front 134

Children who receive few nominations as either a liked or a disliked individual from members of their peer group

Back 134

Neglected children

Front 135

Children who receive many nominations as a liked and many as a disliked individual

Back 135

Controversial children

Front 136

Children who reseive a average number of nominations as a liked and/or disliked individual from members of their peer group

Back 136

Average-status children

Front 137

Theory of attachment that believes attachment is formed to a caregiver who feeds a child. "I love you because you feed me."

Back 137

Psychoanalytic Theory

Front 138

Theory of attachment based on the idea that attachment is formed to caregivers because of the rewards given to the child. "I love you because you reward me."

Back 138

Learning Theory

Front 139

Theory of attachment based on the idea that attachment is formed when a child knows a caregiver will always be there for them. "To love you, I must know you will always be there fore me."

Back 139

Cognivitive-Developmental Theory

Front 140

Theory of attachment that is based on the idea that attachment increases the probability of survival. "I love you because I was born to love."

Back 140

Ethological theory

Front 141

an innate or instinctual form of learning in which the young of certain species will follow and become attached to moving objects (usually their mothers)

Back 141

Imprinting

Front 142

The notion that infantlike facial features are perceived as cute and lovable and elicit favorable responses from others

Back 142

Kewpie Doll effect

Front 143

True or false? Temperament of an infant/toddler is stable and will be the same later in life.

Back 143

False

Front 144

Early self-representation in which 2 and 3 yr olds recognize current representations of self but are unaware that past self-representations or self-relevant events have implications for the present. Phenomenon seen in Povinelli's research (sticker placed on forehead)

Back 144

Present self

Front 145

Study that found that there are only a few gender stereotypes that hold true, including: females have better verbal abilities, boys have better visual/spatial abilities, boys are better at arithmetic reasoning, boys are more physically and verbally aggressive

Back 145

Maccoby

Front 146

Tendency to view harm done under ambiguous circumstances as having stemmed from a hostile intent on the part of the harmdoer

Back 146

Hostile attributional bias

Front 147

Standards of conduct determined by social consensus that indicate what is appropriate within a particular social context, such as not eating in class or using the bathroom without permission

Back 147

Social-conventional rules

Front 148

A selfless concern for the welfare of others that is expressed through prosocial acts such as sharing, cooperating, and helping

Back 148

Altruism