Ch. 6: Social & Emotional Development In Infancy

Front 1

emotion

Back 1

a feeling state that involves distinctive physiological responses and cognitive evaluations that motivate action

Front 2

emotion regulation

Back 2

ways of acting to modulate and control emotions

Front 3

basic emotions (6)

Back 3

joy, fear, anger, surprise, sadness and disgust; expressed similarly in all cultures

Front 4

Theory of Gradual Differentiation

Back 4

theory that infants are born with the capacity to express only general emotional reactions that are simply positive or negative (contentment or distress), but then differentiate into basic emotions over the first two years

Front 5

Differential Emotions Theory

Back 5

Theory by Carroll Izard states that basic emotions are innate and emerge in their adult form, either at birth or on a biologically determined timetable

Front 6

Ontogenetic Adaptations

Back 6

view that a trait or behavior has evolved because it contributes to survival and normal development

Front 7

Primary Subjectivity

Back 7

organized, reciprocal interaction between an infant and caregiver with the interaction itself as the focus

Front 8

Still-face method

Back 8

method in manipulating intersubjectivity in a lab where after a few minutes of normal synchronous interaction with her baby, the mother is cued to pose a neutral face and stop responding to her baby (or delayed..) both scenarios baby gets fuss/cries; depressed mothers may be less sensitive to their babies emotional cues (transfer unresponsiveness to baby..)

Front 9

pouting

Back 9

vastly different facial muscles when crying; signals to caregiver that something is wrong as eyes are open and generally directed at them

Front 10

Mirror neurons

Back 10

first discovered in monkeys as monkey watched someone come in eating an ice cream cone; brain cells that fire when the individual sees or heard another perform an action, just as they would fire if the observing individual were performing the same action; already been found after 42 min after birth -> innate!

Front 11

Attachment

Back 11

the close bond that develops between infant and caregiver between 7 & 9 months of age

Front 12

Transitional objects

Back 12

attachment towards a teddy bear, blanket/security blanket

Front 13

Freud's Drive Reduction Theory; "secondary drive"

Back 13

Theory that infants become attached to the people who satisfy their needs with food; through classical conditioning

Front 14

Detachment

Back 14

by Bowlby; children who have been separated from caregivers, after going through initial stage of frantic fear (crying, tantrums, trying to escape), they go through despair and depression; and then no new stable relationship is formed and children seem to be indifferent to other people -> studied from orphanages

Front 15

Bowlby's 4 Phases of Attachment

Back 15

1. Preattachment Phase (first 6 weeks)

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

3. Clear cut Attachment Phase (6-8 months & 18-24months)

4. Reciprocal Relationship Phase (18-24months & older)

Front 16

Preattachment phase

Back 16

Bowlby's attachment phase; first six weeks, infant does not get upset if left by caregiver

Front 17

Attachment in the making phase

Back 17

Bowlby's attachment phase; 6 weeks to 6-8months; begins to respond differently to unfamiliar people

Front 18

Secure base

Back 18

who an infant returns to when they're scared; from which infants make exploratory excursions and to which they come back to every so often to renew contact before returning to their explorations

Front 19

Separation Anxiety

Back 19

distress that babies show when the person to whom they are attached to leaves; 6-8 months & 18-24 months

Front 20

Clear-cut Attachment phase

Back 20

Bowlby's Attachment phase ages 6-8months & 18-24months; mother/caregiver becomes a secure base

Front 21

Reciprocal Relationship Phase

Back 21

Bowlby's Attachment phase ages 18-24months and older; when engaged in activities, child & mother will occasionally interrupt what they're doing to renew their contact

Front 22

Internal Working Model

Back 22

a mental model that children construct as a result of their experiences and that they use to guide their interactions with caregivers and others; begins after parent-child attachment phases are through

Front 23

Mary Ainsworth

Back 23

researcher studying patterns of attachment and strange situation eperiment

Front 24

Strange situation experiment

Back 24

procedure designed by Mary Ainsworth to assess children's attachment on the basis of their use of their mother as a secure base for exploaration, their reactions to being left alone with a stranger, and then completely alone, and their responses when they are reunited with their mother

Front 25

Secure attachment

Back 25

65% of middle-class US children' pattern of secure attachment in which children play comfortably and react positively to a stranger as long as their mother is present; they become upset when mother leaves and are unlikely to be consoled by a stranger, but they calm down as soon as their mother reappears

Front 26

Avoidant Attachment

Back 26

23% of middle-class US children; pattern of insecure attachment in which infants are indifferent to where their mother is sitting, may or may not cry when she leaves, are as likely to be comforted by strangers as their mother, and are indifferent when their mother returns to the room and may even turn or look away

Front 27

Ambivalent/Resistant Attachment

Back 27

12% of middle-class US Children; pattern of insecure attachment in which infants stay close to their mother and appear anxious even when their mother is near; they become very upset when mother leaves but are to comforted by her return; they simultaneously seek reward contact with their mother and RESIST their mother's efforts to comfort them (when picked up arch back and push away...despite demanding to be picked up with crying forced stretched out arms)

Front 28

Disorganized attachment

Back 28

insecure attachment pattern in which infants seem to lack a coherent method for dealing with stress; they may behave in seemingly contradictory ways, such as screaming for their mother but moving away when she approaches, in extreme cases they may even seem dazed and confused as to how to act as they are afraid of their secure base

Front 29

Konrad Lorenz

Back 29

imprinting; studied geese who follow their mother or the first thing they see moving

Front 30

Bowlby

Back 30

theorist who observed in orphanages, infants always changed/fed but failed to thrive, so under Freud's theory if it was just classical conditioning then they would do fine...but they lacked emotional attachment; coined attachment as a "safety thermostat"; experience-expectant

Front 31

Experience-expectant in Attachment

Back 31

Idea that if you don't attach, you are going to die; attachment is critical in survive; if you don't attach you crank up the safety on the thermostat and attach; babies need to do this because they are helpless