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84 Cards in this Set
- Front
- Back
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Sympathetic Nervous System
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- Heart Rate Increases
- Liver Releases Glucose - Bronchioles Dilate - Pupils Dilate - Adrenal Glands secrete Epinephrine & Norepinephrine - Digestion is Inhibited - Bladder is Relaxed - Hydration of the Palmar - Eccrine Sweat Glands |
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Temperament
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• early-appearing, stable individual differences in reactivity and self reaction.
- Reactivity refers to quickness and intensity of emotional arousal, attention, and motor action. -- Self regulation refers to strategies that modify reactivity. |
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Thomas and Chess: Activity level
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- ratio of active periods to inactive ones .
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Thomas and Chess: Rhythmicity
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- regularity of body functions such as sleep, wakefulness, hunger, and excretion.
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Thomas and Chess: Distractibility
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• degree to which stimulation from the environment alters behavior
(EX: whether crying stops when a toy is offered). |
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Thomas and Chess: Approach/withdrawal
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- response to a new object, food, or person.
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Thomas and Chess: Adaptability
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- ease with which child adapts to changes in the environment, such as sleeping or eating in a new place.
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Thomas and Chess: Attention span/persistence
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- amount of time devoted to an activity, such as watching a mobile or playing with a toy.
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Thomas and Chess: Intensity of reaction
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- angry level of response such as laughing, crying, talking, or gross-motor activity.
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Thomas and Chess: Threshold of responsiveness
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- intensity of stimulation required to evoke a response.
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Thomas and Chess: Quality of mood
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- amount of friendly, joyful behavior as opposed to unpleasant, unfriendly behavior.
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Rothbart model: Activity level
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- level of gross-motor activity.
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Rothbart model: Attention span / persistence
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- duration of orientating or interest.
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Rothbart model: Fearful distress
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- wariness and distress in response to intense or novel stimuli, including time to adjust to new situations.
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Rothbart model: Irritable distress
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- extent of fussing, crying, and distress when desires are frustrated.
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Rothbart model: Positive affect
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- frequency of expression of happiness and pleasure.
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Rothbart model: Effortful control
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- capacity to voluntarily suppress a dominant, reactive response in order to plan and execute a more adaptive response
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The easy child
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- (40% of the sample) quickly established regular routines in infancy, is generally cheerful, and adapts to new experiences.
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The difficult child
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- (10% of the sample) has irregular daily routines, is slow to accept new experiences, and tends to react negatively and intensely.
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The slow-to-warm-up child
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- (15% of the sample) is inactive, shows mild, low-key reactions to environmental stimuli, is negative in mood and adjusts slowly to new experiences.
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Unclassified:
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- 35% of children who do not fit any of the categories of temperament.
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Basic Emotions
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- happiness, fear, anger, sadness, surprise, and disgust.
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Happiness
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- expressed first in blissful smile, later through exuberant laughter.
- Social smile which is a grin provoked by parents voice develops 6-10 weeks - Laughter develops around 3-4 months |
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Fear
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• similar to anger in that it rises during the 2nd half of the 1st year into the 2nd year
- Most frequent expression of this emotion is to unfamiliar adults, a response called stranger anxiety. - Depends on several factors: - Temperament - Past experience with strangers - The current situation |
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Anger & Sadness
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newborn babies respond with generalized distress to a variety of unpleasant experiences, including:
- Hunger - Painful medical procedures - Changes in body temperature - Too much/too little stimulation - These emotions develop 4-6 months into the 2nd year. - Sadness can occur from the same experiences but are less common than anger. |
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Self-conscious emotions
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- develop in the middle of the 2nd year due to self-awareness and adult instruction. With age, these emotions become more internally governed.
- Guilt - Shame - Embarrassment - Envy - Pride |
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Social Referencing
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- actively seeking emotional info from a trusted person in an uncertain situation.
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Sympathy
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- feelings of concern or sorrow for another’s plight.
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Empathy
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- the ability to detect different emotions, to take another’s emotional perspective, and to feel with that person, or respond emotionally in a similar way. (involves a complex interaction of cognition and affect)
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Ethological Theory of Attachment
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- a theory formulated by Bowlby that recognizes the infant’s emotional tie to the caregiver as an evolved response that promotes survival.
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1. Pre-attachment:
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(birth-6 weeks) built-in signals -- grasping, smiling, crying, and gazing into the adults eyes-- help bring newborn babies into close contact with other humans. Babies of this age recognize their own mothers voice, smell, and face, but they aren’t attached yet because they don't mind being left with an unfamiliar adult.
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2. “Attachment-in-the-making”
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(6 weeks - 6-8 months) during this phase, infants respond differently to a familiar caregiver than to a stranger (EX: the baby smiles, laughs, and babbles more freely with the mother and quiets more quickly when she picks him up). As infants learn that their actions affect the behavior of those around them, they begin to develop a sense of trust- the expectation that the caregiver will respond when signaled- but they do not protest when separated from her.
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3. “Clear-cut” attachment
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- (6-8 months - 18 months-2 years) attachment to the familiar caregiver is evident. Babies display separation anxiety, becoming upset when their trusted caregiver leaves.
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4. Formation of a reciprocal relationship
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- (18months-2 years and on) by the end of the second year rapid growth in representation and language enables toddlers to understand some of the factors that influence the parents coming and going and to predict her return. As a result, separation protest declines. Children negotiate with the caregiver, using requests and persuasion to alter her goals.
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The Strange Situation
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- a laboratory technique for assessing the quality of infant - caregiver attachment between 1-2 years of age by observing the baby’s responses to 8 short episodes, in which brief separations from and reunions with the caregiver occur in an unfamiliar playroom.
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Secure attachment
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- (60%) infants who use the parent as a fixed base from which to explore and who are easily comforted by the parent on being reunited after a separation.
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Avoidant attachment
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- (15%) the attachment pattern characterizing infants who seem unresponsive to the parent when she is present, are usually not distressed when she leaves, and avoid the parent when she returns.
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Resistant attachment
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- (10%) the quality of insecure attachment characterizing infants who seek closeness to the parent before her departure, are usually distressed when she leaves, and combine clinginess with angry, resistive behavior when she returns.
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Disorganized attachment
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- (15%) the attachment pattern reflecting the greatest insecurity, characterizing infants who show confused, contradictory behaviors when reunited with the parent after a separation.
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Self recognition
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(Develops around age 2) indication of self as a physically unique being distinct from other people. Children will point themselves out in photos and refer to themselves by name.
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Body self-awareness
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- realizing that your body can serve as an obstacle.
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Categorical self
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- perceptually distinct attributes and behaviors, such as age, sec, physical characteristics, and goodness and badness (develops between 18-30 months).
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Remembered self
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- the child’s life story narrative, or autobiographical memory, constructed from conversations with adults about the past.
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Enduring Self
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- a view of the self as persisting over time.
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Children’s Theory of Mind
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• a child’s coherent understanding of their own and others rich mental lives.
- Young toddlers: inner self, perspective taking - Ages 2–3: children can grasp other’s emotions and desires -Desire theory of mind - Age 4: acquire belief-desire theory of mind |
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Desire theory of mind
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- the theory of mind of 2-3 year olds who assume that people always act in ways consistent to their desires but who do not understand the influence on behavior of interpretive mental states, such as beliefs.
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Belief-desire theory of mind
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- the more sophisticated theory of mind that emerges around age 4, in which children understand that both beliefs and desires determine behavior
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Recursive thought
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- a form of perspective taking that requires the ability to view a situation from at least two perspectives- that is, to reason simultaneously about what two or more people are thinking.
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Self-concept
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- the set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is.
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Self concept (1-2yrs)
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• Awareness of physically distinct self
• Recognizes own image Body self-awareness |
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Self concept (3-5yrs)
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• Observable characteristics Constructs life-story narrative
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Self concept (6-10yrs)
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• Personality traits
• group membership • Social comparison |
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Self concept (11+yrs)
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• Unifies separate traits into abstract ones
• Organized self-concept system |
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Self-esteem
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• aspect of self concept that involves judgments about one’s own self worth and feelings associated with those judgments. Influenced by culture, age, abilities, social comparison in school and child rearing practices.
- Cognitive - Emotional - Includes: Global appraisal Judgments of different aspects of self |
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Mastery Oriented
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- Attribute success to ability
- Attribute failure to changeable factors - Focus on learning goals - Accredit failure to insufficient effort |
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Learned Helplessness
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- Attribute failure to ability, and cannot be improved by hard work
- Entity view of ability - Focus on performance goals - Success is due to external forces such as luck |
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Identity
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- a well-organized concept of self that defines who one is, what one values, and the directions on wants to pursue in life.
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Identity achievement
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- having already explored alternatives, identity-achieved individuals are committed to a clearly formulated set of self-chosen values and goals. - - They feel a sense of psychological well-being, of sameness through time, and of knowing where they are going.
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Identity moratorium
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- “delay or holding pattern”
- These individuals have not yet made definite commitments. - They are the process of exploring-gathering info and trying out activities, with the desire to find values and goals to guide their lives. |
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Identity foreclosure
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- individuals that have committed themselves to values and goals without exploring alternatives. - - They accept a ready-made identity chosen for them by authority figures-usually parents but sometimes teachers, religious leaders, or romantic partners.
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Identity diffusion
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- lack clear direction.
- They are not committed to values and goals, nor are they actively trying to teach them - they may never have explored alternatives or may have found the task too threatening and overwhelming. |
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Adolescent Suicide
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- Leading cause of death for U.S. youth
Related factors: - Gender - Ethnicity - Family - Environment - Sexual orientation - Personality - Life stress - Mental disorders |
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Inductive Discipline
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- When an adult helps a child notice others feelings. Points out effects of misbehavior on others.
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Positive punishment
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- The goal is to decrease the behavior that it follows. It involves presenting an unfavorable outcome or event following an undesirable behavior.
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Alternatives to Punishment
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• Time out
• Withdrawing privileges • Positive reinforcement for good behaviors |
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Piaget’s Theory of Moral Development:
Heteronomous Morality |
(5-8 years) - Handed down by authorities - Permanent - Unchangeable - Requiring strict obedience |
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Piaget’s Theory of Moral Development:
Morality of Cooperation |
(9-10 years)
View rules as: - Socially agreed-on - Flexible - Ideal reciprocity |
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Ideal reciprocity
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- A standard of fairness based on mutuality of expectations as expressed in the golden rule. “do unto others as you would have them do unto you”.
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Pre-conventional morality
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- Kohlberg’s first level of moral development, in which morality is externally controlled- based on rewards, punishments and the power of authority figures.
Stage 1: punishment and obedience Stage 2: instrumental purpose |
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Conventional level morality
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- Kohlberg’s second level of moral development, in which moral understanding is based on conforming to social rules to ensure positive human relationships and maintain societal order.
Stage 3: “good boy-good girl” Stage 4: social-order-maintenance |
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Post conventional level of morality
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- Kohlberg’s third level of moral development, in which individuals define morality in terms of abstract principles and values that apply to all situations and societies.
Stage 5: Social-contract Stage 6: Universal ethical principle |
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Social Conventions
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- Conventions with VS without clear purpose
- Consider intentions and context of violations |
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Moral Imperatives
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- Consider intentions and context of violations
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Personal Matters
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- Recognize areas of personal choice
- Recognize limits on choice |
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Aggression
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- Instrumental Aggression: (proactive) Meant to help child get something he or she wants
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Hostile Aggression
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- (reactive) Meant to hurt someone else
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Adolescent Delinquency:
1. Early-onset |
– behavior begins in middle childhood Biological risk factors and child-rearing practices combine.
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Adolescent Delinquency:
2. Late-onset |
– behavior begins around puberty Peer influences
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stage 1: Punishment orientation
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- rules are obeyed to avoid punishment
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Stage 2: Instrumental orientation or personal gain
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- rules are obeyed for personal gain
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Stage 3: "good boy-good girl" orientation
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- rules are obeyed for approval
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Stage 4: maintenance of the social order
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- rules are obeyed to maintain social order
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Stage 5: morality of contract and individual rights
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- rules are obeyed if they are impartial; democratic rules are challenged if they infringe on the rights of others
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Stage 6: morality of conscience
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- the individual establishes his or her own rules in accordance with a personal set of ethical principles
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