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92 Cards in this Set
- Front
- Back
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What is Intelligence |
-Psychometric Views - Psychometric approach- trying to measure a property based on some set of actions - Intelligence is a trait or set of traits on which individuals differ |
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Mental Age |
-Binet-Simon test of intelligence- To determine intelligence, they sought to examine items that were correlated with high teacher ratings - From this they developed the Binet-Simon test of intelligence, which gave a score in terms of the child’s mental level (also referred to as mental age) - Take a 10-year-old and test the 10-year-old on what they should be good at doing, and base them against other 10 year olds I.Q. |
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IQ |
-These tests were eventually modified in the U.S.A. to become the Stanford-Binet test - This test reported test scores in terms of intelligent quotient (IQ), which was a function of the mental age of the child divided by their actual physical age - Adult version is the WAIS-III, child version is the WISC-III- Gives you a score for the child relative to other children that age |
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Stanford-Binet Intelligence scale |
-Intelligence Quotient calculated as - IQ = Mental Age/Chronological Age *100, but all modern tests now use Deviation IQs - Deviation IQ’s- especially more important for late adolescence and adult hood - Cut off for giftedness is 130 and children with intellectual disabilities is 70 and those are standard deviations |
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The Wechsler Scale |
-WPPSI – III - WISC – IV -Tests include both verbal and nonverbal (performance) measures IQ as a relative percentile |
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General Intelligence |
-Sir Francis Gelton believed that intelligence was based on biological differences in the speed of neural conduction- late 19th century - He believed intelligence was how fast your brain was – faster the signal in the brain, the more the brain can do, the more intelligent the individual is - Tested reaction speed – flash a flight and then press a button as soon as you see the light - He attempted to determine if there was a link between intelligence and the speed of sensory processes (using basic instruments!), but he did not find any significant correlation |
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Spearman's G |
-Charles Spearman developed factor analysis to determine if there was a general intelligence that underlay performance in the different forms of Binet’s tests - He found that two factors influenced performance on these tests: general intelligence (g) and specific intelligence (s) - Factor analysis is when you analyze a set of data and look for a general - G stands fro general intelligence |
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Specific vs. General intelligence |
-Specific intelligence referred to skills that applied directly to the problem being solved (e.g., knowing how a specific calculation) - General intelligence was a factor that correlated positively with the results of all of the tests (similar to Galton’s idea of general intelligence) |
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Fluid vs. Crystal G |
-Fluid intelligence is most directly helpful in unfamiliar testing situations -The opposite is true for crystallized intelligence Fluid intelligence appears to peak during the early 20’s, whereas crystallized intelligence peaks at around age 50 - Decades of crystalized intelligence - 3 kinds of intelligence – fluid g, which is flexible, crystalized g, which is information learned through experiences, and specific intelligence that helps you in one specific domain |
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What is g? |
-Mental speed and working memory have both been raised as possible basis of g Individuals with high IQ scores typically also have faster responses to sensory events (faster sensory perception) - Speed of sensory perception also correlates well with fluid g, although not as well with crystallized g -Individuals who have high IQ have higher fluid g -The digit span of working memory also tends to be greater in individuals who score high on IQ tests- they can remember more than 7 digits at one time - Intelligence may be related to the ability to process information quickly |
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What is intelligence? |
-Gardner’s theory of multiple intelligences - At least 7 kinds of intelligence (8? 9?) -Linguistic, spatial, logical-mathematical, musical, body-kinesthetic, interpersonal, intrapersonal, naturalistic, spiritual (?)- difficulty with spiritual is your can’t measure it |
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How stable are IQ scores across childhood? |
-IQ is highly reliable scale - Scores at age 8 correlate with scores at age 18 (.70)- results stay similar - Many children show fluctuations Increase or decrease; not random - Environment important |
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What do IQ scores predict? |
-Scholastic achievement - .50 correlations with future grades - Vocational outcome - Occupation (higher in white collar jobs)- best predictor of a white collar job having wealthy parents - Education (increased levels of education)- best predictor of a good education is wealthy parents -The Gifted (IQ 130-150+) - The Mentally “Delayed” (IQ below 70) |
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Factors that influence IQ |
-Evidence for Environment - The Flynn effect: secular trend of IQ - Flynn effect is the data that shows that IQ cores have increased over time - People today have better fluid g than those in the past - Grand parents probably exercised their fluid g less than we do - Adoption Studies - Adoption to more advantaged family & IQ resembles biological parents more than adopted parents - Children who are adopted IQ’s changes to the adopted families scores |
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Environmental hypothesis |
-EnvironmentalHypothesis - Groups differ in IQ due to environment - Some environments more conducive to intellectual growth than others - Low-income families may be particularly at risk- Malnourishment;if you’re not getting the same quality of food then your brain won’t grow asbig - Caregiversunder stress- stress suppresses the brains growth -Fewerage-appropriate toys, books- access to toys and shows they don’t develop ashigh in IQ than children coming from a rich environment with multiple factors we end up with differenced in IQ |
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Some at home-risks for low IQ scores |
-Mother did not complete high school - Family has four or more children-parents don’t have as much time for each child -Father is absent from family - Family experienced many stresses Parents have rigid child-rearing values - Mother has poor mental health- alcoholic, stress etc. |
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The Three R's |
-Reading, writing, arithmetic - Reading depends on phonological recoding requires the brain to process visual signals into auditory signals -Related to the orthography of a language – the link between visual symbols and sounds (deep = harder to learn/more obscure) - Dyslexia: Great difficulty in learning to read despite an average intelligence - Phonological processing, phonological recoding, is the single best predictor of reading disabilities Phonological difficulties associated with brain activation |
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SEXUAL DEVELOPMENT |
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Defining sex and gender |
-Sex- A person’s biological identity, -Chromosomes, physical identity and hormones -Gender- A person’s social and cultural identity ---The two are typically strongly correlated but not always |
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Why have two sexes? |
-Sexual reproduction produces greater diversity, parasite resistance, and reduces negative · -Developmental process varies between the sexes · -Shuffling of genes that happens during sex thatis the big benefit -Mutations |
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Womens success |
-The world record for having the most number of children officially recorded is 69 by the first of two wives of Feodor Vassilyev (1707-1782), a peasant from Shuya, 150 miles east of Moscow. In 27 confinements, she gave birth to 16 pairs of twins, seven sets of triplets and four sets of quadruplets! |
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Men's success |
-The most prolific father of all time is believed to be the last Sharifian Emperor of Morocco, Mulai Ismail (1646-1727). In 1703 he had at least 342 daughters and 525 sons and by 1721 he was reputed to have 700 male descendants! -Called the blood thirsty- he’s not the record holder - Men can experience more reproductive variance then women |
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HEXACO personality traits |
-Men and women have different average levels of basic personality traits - Differences between men and women 1. Honest-Humility (♀+)- how willing you are to exploit others; women are more honest 2. Emotionality (♀++)- how sentimental you are, women are much higher 3. Extraversion- men are no different then women 4. Agreeableness- opposite of honesty, how forgiving are you to other people exploiting you, men and women the same 5. Conscientiousness (♀+) women are more consciountenous 6. Openness to Experience (♀-)- women are a little lest |
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Sex, evolution and gender differences |
-Parental Investment Theory: Trade off between investing time and resources in parenting and mating lead to sex specific strategies and preferences- own health, parenting and mating opportunities - Misconceptions relating to evolution of male and female choices: Thinking males and females are coldly conscious when making mating decisions; that sex differences are “natural” and should be promoted; that the only purpose of sex is reproduction - Don’t think of these consciously |
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Textbook sex differences |
-Verbal ability - Visual/spatial abilities- better in men than in women, men are more proficient without a map, men are better to throw and catch -Mathematical ability (not really true?) -Aggression- men are more aggressive physically then women , gossip, social and chatting men and women are almost identical in these forms of aggression -Overt vs. covert (very small difference) |
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Other possible sex differences |
-Activity level - Boys have a higher activity level -Fear, timidity and risk taking- girls are more cautious, boys are lacking fear - Developmental vulnerability – boys are more susceptible, higher dyslexia in boys than girls -Emotional expressivity/sensitivity- boys tend to be less sentimental - Compliance- willing to work with others in a structure of rules |
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Factors influencing pubertal timing |
-Increased health and nutrition appear to be the largest contributors to trend for puberty to begin at lower ages - Menarche delayed by low levels of nutrition (as is menstruation) - Adult height permanently stunted by poor nutrition - Environment manipulation a biological system |
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Adolescence, puberty, and sexual development |
-Aspects of rearing environment can affect girls’ reproductive strategy - Girls’ rate of pubertal maturation affected by: -Socioemotional stress- stress Maternal relationship- poor relationship with mother -Father absence and relationship quality with father- girls who had an absent father were more likely to have an early puberty - All of these can increase the onset of puberty |
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The development of gender identity and cognition |
-Gender operates at the macrosystem level; identity involves four dimensions- at the cultural level - Gender is highly informed by the culture norms Knowledge of membership in gender category - Gender typicality- what’s the expected behavior of men vs women - Pressure for gender conformity- how strongly are gender norms reinforced |
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The development of sexual orientation |
-A Biosocial Perspective of Sexual Orientation and Gender Identity- looks at the combination of nature and nurture - Prenatal and adolescent hormones, in addition to experiences during childhood, determine one’s sexual identity (Congenital adrenal hyperplasia - CAH)- ex that shows the strong influence of hormones - Erotic orientation is not determined at puberty but sex hormones (DHEA and testosterone) produced at puberty assist in the activation of that content - DHEA is what changes your attractions and initiates usually a few years before puberty |
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Homosexuality (male) |
-Possible life strategy (Fafifene; sisters)- gay men who tend to cross dress and act like women, tend to invest a lot in their sister’s children -Possible by-product of maternal immune system - More biological older brothers- sexualizing characteristics - Disruption of 2nd trimester masculinization -15% of the reason for homosexuality |
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Asexuality |
-Roughly .5-1 % of adult population reports asexuality (no feelings of sexual attraction; romantic feelings may exist) - More common amongst women, shorter individuals, delayed menarche, minorities, religiosity, and individual lower education; suggesting both biological and environmental routes |
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Boys vs. Girls sexual preferences |
-Compared to women, men report a greater preference for: 1. More partners Different partners 2. Greater arousal by physical stimulus - Men also report a higher frequency of thoughts about sex and sexual urges - Casual Sex |
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SOCIAL DEVELOPMENT |
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Theories of social cognitive development |
-Cognitive-Developmental -Parallels cognition in Piaget’s stages -Selman’s Role-Taking Theory- looks at yourability to think in the social problem in a complex way, another personsperspective· -Ability to understand other person’s perspectivedevelops -Presented interpersonal dilemmas with multiplecharacters to children |
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Selman's stages |
-Egocentric or undifferentiated- toddlers act asif they don’t understand other peoples mind, act in order to their own wishes -Social-informational role taking- people startunderstanding that people have different roles and different jobs -Self-reflective role taking- able to reflect inwhat you would do in that role, ex 10-year-old would think yea I probably wouldlimit sugar intake -Mutual role taking- individuals kind exchangepositions, put yourself in my shoes and I put myself in your shoes -Societal role taking- put yourself in the contextor broader society |
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Theory of mind |
-Understanding that human action is motivated byunderlying mental states -You do things because you have your own reasonfor doing things - Entire justice system is based on theory of mind -Intentions, beliefs, emotions, desires |
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False belief |
-Dissociation in Development -Special ability our minds has · -Understanding of beliefs and photographs bothdevelop between 3- and 4-years, but... |
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Disassociation in autism |
-Autism -Lack of theory of mind -Good at false photographs but very poor at thefalse beliefs |
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Bear dragon test |
-Test tosee if theory of mind is related to inhibition? -Kind oflike Simon says -Do whatthe bear says and not what the dragon says - The trick is to not listen to the dragon |
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Six basic emotions in infancy |
1. They are all rooted in our evolutionary heritage,make their appearance early in infancy, and have a rapid, automatic onset 2.They have distinct, universally-recognized facialpatterns- cross culture, universally recognized 3. They are believed to be innate and hardwired intothe subcortical motor areas of the brain- argument is that you can see it inchildren that are blind, believe that they are adaptive and have an importantrole to play |
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Joy (Happiness) |
-Joy isperhaps best illustrated by the smile- smiles first appear during sleep, notsocially motivated smile -Endogenoussmiles appear in newborns- Typically, during sleep, associated with low levelsof brain activity (asocial) -Duchennesmiles are the first genuine social smiles, occur at 1 month- those are magical -Socialsmiling appears to be influenced by cognitive development -Smilesbecome increasingly selective (informed) with age |
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Suprsise (Interest) |
-Surprise and interest represent two differentemotions- I don’t know why your book puts them together -Surprise is dependent on, and helps furtherdevelop, cognitive development- surprise is triggered by unexpected acts -Not observable until infants begin to formcognitive expectations Surprise is accompanied by regular physiologicalresponses such as:· - Heightened sensory sensitivity - Orienting towards stimulus - Rapid inhibition of unrelated behaviors - General fight or flight response |
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Anger |
-One of three emotions that comes from commonroot- initial is distress -Initial emotion is distress/upset - During early months, anger is secondary topain/distress signal -This changes with age, with anger becoming thedominant signal - Appears to be due to a shift in self-reliance |
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Sadness |
- Also appears to be derived from distress/upset- Emerges at around 3 months- tends to emergearound social situations - Infants display sadness and distress to theStill-Face Paradigm -Sadness is often a response towards a particularsocial interaction - Sadness is a response to loss- signal that youlost something, relationships |
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Disgust |
- Disgust is originally a food-oriented behaviorwhere the individual rejects an unpalatable item from the mouth - Later (2-3 years of age), disgust is alsoassociated with undesirable social behaviors |
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Fear |
-Like anger and sadness, fear originates from thegeneral distress display - Fear begins to emerge at around 3 months - Fear can be triggered by: intense, novel, social,conditioned, or evolutionarily-relevant stimuli - Fear provokes a withdrawal response that isassociated with fight or flight - Fear has been particularly well-studied in olderinfants -Most fears are not innate |
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Self-conscious emotions |
Theself-conscious emotions are: 1. Embarrassment- is an obvious signal that you havebroken a social norm 2. Envy- of others 3. Empathy- being able to appreciate someone else’sfeelings 4. Pride- opposite side of the same coin, showingoff your strengths and hiding your weaknesses 5.Shame- try to minimize yourself and hide yourflaws 6.Guilt- when you damage a relationship and yourmotivated to repair it |
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Temperament |
- Temperament may be defined as: “constitutionallybased individual differences in emotional, motor, and attentional reactivityand self-regulation. Temperamental characteristics are seen to demonstrateconsistency across situations, as well as relative stability over time.”Rothbart & Bates, 1998 |
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Thomas and Chess |
- Initiated the New York Longitudinal Studywhere 141 children were studied in a longitudinal experiment that started atbirth and continued through to adulthood - Are you born with a certain way of interactingwith the world - Goal was to determine if there were basic, stableunderlying behavioral and emotional patterns amongst individuals |
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Temperament types |
- Easy: generally positive mood, quickto adapt, regular routines- people who respond well to change, easy to adapt,generally have a positive mood - Difficult: reacts more negatively,irregular routines, slow to adapt- reacts more negatively to the environment - Slow-To-Warm-Up:a reactsmildly negative, low activity level, slow to adapt- once they find stabilitythey behave like they are easy going · - None Classified: blendsof the above- mashup |
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Rothbart & Bates Dimensions |
1.Fearful distress 2.Irritable distress 3.Positive Affect 4.Activity level 5.Attention span/persistence 6.Rhythmicity |
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Assessment Issues |
- Temperament is difficult to assess for severalreasons: -Different markers exist at different ages (e.g.,crying in infancy vs. teen yelling) - Markers often rely on reports from non-trained,potentially-biased observers (e.g., parents) - Different scales use different measures(including physiological) -Still a lot of challenge measuring temperament inyoung children |
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HEXACO |
- Big Five is a common personality model, however…-5 factors that are commonly used - Lexical studies of personality structure indiverse languages reveal a common set of six (but not more than six) H = Honesty-HumilityE = Emotionality X = eXtraversion A = Agreeableness C = Conscientiousness O = Openness to Experience |
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H and reciprocal altruism |
- Honesty-Humility: cooperate despite opportunity to exploit. - if your high in honesty yournot likely to take advantage of anybody else - Benefits: gains from cooperation - Costs: missed gains from exploiting others |
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A and reciprocal altruism |
-Agreeableness: cooperate despite (perhaps) being exploited.- sustain relationships frolonger periods of time - Benefits: gains from cooperation - Costs: losses from being exploited by others |
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E and kin altruism |
-Emotionality as kin investment: -Direct link: sentimentality (feelings of empathy, attachment promote kin altruism) - Indirect link: fearfulness/dependence (protection of self & kin).- risk E (continued)· - Benefits: better survival chances for self and kin· - Costs: missed gains from risky opportunities- not as likely to break away from family and friends and move away |
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X as social endeavour |
-Extraversion as engagement in social endeavour(leading, entertaining, socializing).- how much energy do you invest in socialinteractions - Benefits: social gains (mates, friends, allies) - Costs: time, energy, social risks |
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C as task-related behavior |
- Conscientiousness as engagement in task-relatedendeavour (working, planning, organizing)- your engagement with tasks, timemangagement, highly punctual, reliable ·
- Benefits: material gains (incl. food), safety· - Costs: time, energy |
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O as idea-related endeavor |
- Openness to Experience as engagement inidea-related endeavour (learning, imagining, thinking) - Benefits: material and social gains (from discovery) |
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PARENTING AND FAMILIES |
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Rene Spitz & Attachment |
-Initially observed infants in hospital settings - Noticed that infants who did not receive regular care from an individual caregiver showed “affect hunger”- emotion, impoverished and diminished emotional development - That is, the infants showed impoverished emotional development and a desire for affection (early on) - Point of view of parenting from the medical model Looked at children who were being raised in a hospital - Hints that parenting had to do with your emotional outcome |
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Harlow & Cupboard Theory |
-The Cupboard Theory of attachment was initially proposed to explain the mother-infant bond - Infants bonded to the mother because she was a “cupboard” for their needs (e.g., food, water, heat) - Idea was that you bonded with somebody because they acted like a cupboard. Inside the cupboard you could get food, drink, warmth |
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John Bowlby |
-Bowlby was a psychoanalytical psychologist interested in studying children -Synthesized evolution, psychoanalysis, and developmental psychology - Believed that there is an innate psychological mechanism for promoting a bond between caregiver and infant - Studying relationships, PSTD and children with psychological problems - Found these children with problems psychologically had problems with their parents -Called it attachment |
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Tenants of attachment |
1. Emotional bond has a basic survival value (particularly for our ancestors) 2. Bond is mediated by the CNS 3. Each partner builds a mental working model of the relationship 4. That progression is gradual and sets up later mental models |
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Phase 1 of attachment |
-Preattachment (0 - 6 weeks): the infant is indifferent to particular caregivers (i.e., is indiscriminate)- first few weeks of life - This is likely due to energetic demands of newborns - However, there is some evidence that newborns do prefer their mothers (e.g., prefer her smell over other mothers) - Evidence that babies like the sensory aspect of their mothers- evidence they prefer the mother but respond to anyone |
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Phase 2 of attachment |
-Attachment in the Making (2-7 months): during this phase infants can discriminate between caregivers, and start to build a working model of relationships based on experiences - Begin to learn social rules and norms -Limited by lack of object permanence (although this is now disputed) - No stranger anxiety |
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Phase 3 of attachment |
-Clear-Cut Attachment (7-24 months): during this phase stranger and separation anxiety appear -The mother serves as a secure base from which the child can explore his/her environment -Separation is actively protested -`Stranger anxiety- when the baby is no longer comfortable with the people they do not know |
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Phase 4 of attachment |
-Goal-Corrected Partnership (2 yrs +): stranger and separation anxiety begin to diminish as a sense of independent autonomy develops -Relationship becomes increasingly reciprocal (e.g., negotiation, sharing) - Separation anxiety slowly dies away |
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Attachment and fathers |
-Attachment is independent of the age and sex of the caregiver -Typically studied in mothers because they are typically the primary caregiver, but fathers, grandparents, and teachers, can all form attachments - Attachments can differ from each other (e.g., secure with Mom, not with Dad) - Bond can change over time -Primary attachment bond – who spend the most amount of time with the child |
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Strange-situation test |
-Developed by Mary Ainsworth (Bowlby’s student) after observing mothers in Uganda Her goal was to be able to measure attachment -Involves a parent and infant entering a new room that the child then explores -The child then has to respond to different situations without the parent -If the infant is distressed, and then quiet upon return, the infant is said to have secure attachment |
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Attachment Groups |
-65%- securely attached - 20%- insecure avoidant - 15%- insecure resistant |
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Modern mothers |
-Mothers are still the primary caregivers - Women have almost equal power as men (equal rights) - However, an increasing number of women are working outside of the home - This has led to conflict in defining the role of mothers and an increase in the number of external caregivers |
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4 parenting types - Authoritative |
-Authoritative parentà parent who sets limits on a child’s behavior using reasoning and explanation and displays a high degree of nurturance - Expects child to behave in a mature manner - Uses rewards more than punishments - Communicates expectations clearly and provides explanations to help the child understand the reasoning behind the expectations |
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Authoritarian |
-Authoritarian parentà parent who relies on coercive techniques to discipline the child and displays a low level of nurturance. -Coercive techniques include threats or physical punishment - Places firm limits and controls on the child - Little verbal exchange between the parent and the child Effects on the child - Does not exhibit a strong social responsibility or sense of independence - Appears anxious about social comparison |
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Permissive |
-Permissive parentà parent who sets few limits on the child’s behavior - Makes few demands on mature behavior - Allows child to make own decisions about routine behaviors including TV viewing, bedtime, and mealtimes - Can be moderate to very nurturant |
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Dismissive |
-Dismissive parentà parent who has no limits or warmth, doesn’t care - Makes few demands on mature behavior -With regard to nurturance, they are cool and uninvolved - Unavailable to support or guide the child |
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Facts about child abuse |
-At estimated 900,000 children were abused or neglected in 2002 - More than 60% were neglected, 20% physically abused, 10% sexually abused, 7% emotionally abused, 3% other (e.g., medical) |
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Aggression and Altruism |
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Aggression |
-Aggressionis found amongst all kinds of animals- ancient behavior -Recently,aggression has been viewed as not purely maladaptive- malfunctioning,aggression can have negative outcomes but there can also be benefits -Aggressionhas functional benefits to those who use it -Differentanimals have differences in aggression |
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Delinquent behavior |
-A significantproportion of delinquent behavior is thought to be caused by adolescents- peaksin men around 18-24 years of age -Moffittsuggests that delinquency may be the result of late teens trying to enter theworld of adults by committing adult acts- because your not kids anymore theywant to show that they are adults, engage in criminal behaviors to show howthey are grown up -Harrissuggests that delinquency is the result of trying to establish an identityunique from mainstream adult society- its because they are trying to distancethemselves from adults, show how they are very different form their parents |
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Young male syndrome |
-Daly& Wilson believe that it is YMS, or Young Male Syndrome- the male versionof PMS but worse and lasts years -Youngmen compete with each other to gain status- males competing for a reputationand status really really counts - Statusallows men to get more/better mates |
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Developmental trajectory of aggression |
-Aggressionpeaks in the early preschool/JK years- present in every child, differentchildren though have different trajectory -Aschildren get older, physical aggression decreases compared to other forms -Transitionto middle school is an important source of renewed conflict -AggressionDevelopment -most kids there’s a big drop off between ages 4-6 when schoolstarts |
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Adolescent conflict- bullying |
-Bullyingmay be defined as: “as a goal-directed harmful act aimed at a weakerindividual” - Goal-directed,harmful, power imbalance - Bullyingis found throughout all age groups but it tends to peak during the transitionto high school- bullying is found everywhere, maladaptive behavior on a hugescale -BullyingIn Canada- haven’t changed much over time |
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Signs of being a bully |
- Littleconcern for others’ feelings (KNOW THE KEY ONES THAT ARE BOLDED) - Does notrecognize impact of his/her behaviour on others - Aggressivewith siblings, parents, teachers, friends, and animals -Bossyand manipulative to get own way –break norms in order to get what they want |
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Signs of victimization |
-Notwanting to go to school or participate in extra-curricular activities – changesin behavior -Anxious,fearful, over-reactive - Exhibitslow self-esteem and makes negative comments about him/herself - Headachesand stomach aches without obvious cause - Expressesthreats to hurt himself/herself or others |
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Altruism |
-Altruism stems from twosources – kin selection (caring for copies of your genes in anotherbody)and reciprocity – you scratch my back; I’ll scratch yours (karma)- somethinghumans are better are than any other animal -Universalsof human morality -Capacityfor cooperating that surpasses any other mammal -The twocombined (e.g., an eye for an eye, blood is thicker than water) are universalsof human social behavior |
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Altruism |
-Peoplearen’t just predisposed to aggression - In fact,we are very cooperative apes - Childrenbegan displaying empathy as infants, begin sharing behavior at around 18 months - Continuedeveloping and showing altruistic tendencies as they get older |
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Altruism and empathy |
-Altruismand empathy are first seen in infancy when infants will cry when other infantscry - Toddlerswill respond to sadness in attached figures -Whentheory of mind emerges, true altruism and empathy can emerge as one understandsanother’s pain- emerges around 4 years of age |
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Callous empathy |
-Callousempathy is a termed used to describe adult psychopaths- violate basic norms -They areable to understand other’s emotions, but are unaffected by them -Thisallows them to callously manipulate the emotions of other people withoutsuffering from internal emotional consequences- can interact with peoplewithout having emotional consequences |
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Callous Empathy |
- Psychopaths commit more than half of all violent crimes -Adult psychopaths respond to empathy therapy by becoming worse! (normal criminals become better) - Evidenceexists that this behavior is “locked into” by adolescence- by mid late adolescencethe cues seem to lock in and no intervention is effective - Currentresearch is looking into how this callous empathy develops in younger children - Thereare several early emotional cues that begin to emerge in childhood |
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Callous Empathy |
1. Shallow emotional affect- not really emotional, may get very upset though 2. Fearlessness 3. Low inhibition- tend to be reckless 4. Good emotion regulation (really just shallow affect?); glibness- means slick, charming 5. Boredom, sensation seeking 6. Grandiosity |
