Term
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Definition
•Internal/Subjective Feeling
•Physiological Change
•Behavioral Expression |
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Term
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Definition
| Has done a lot of work in area of facial expressions and how different facial expressions denote specific emotions. |
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Term
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Definition
Happiness
Sadness
Disgust
Anger/Madness
Fear
Surprise |
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Term
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Definition
| Appear around 2 months, around the same time as cooing |
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Term
| Laughter (about internal things) |
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Definition
| At around 4 months of age, infants laugh in response to their own body (e.g. when you tickle them) |
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Term
| Laughter (about external things) |
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Definition
| By around 1 year of age, children laugh at unexpected things, repeated things, etc. By age 2, they'll purposely make other people laugh. |
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Term
| When do children first show anger, and why? |
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Definition
| 4-6 Months -- related to goal-related behavior (e.g. if you take a toy away from them) |
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Term
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Definition
6 months (around when they start crawling)
By this age, infants have formed a mental representation of their caregivers, who they want to stay with. |
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Term
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Definition
Both appear around 2 years of age.
Guilt is empathy for others, wanting to make amends. Parents can evoke this.
Shame is internalized-- feeling bad about one's self. Focus is more on self and conequences of behavior. |
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Term
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Definition
| Appear around 2 years of age. Include embarrassment, pride, guilt, and shame. |
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Term
| Differentiating other's emotions |
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Definition
| Using the habituation paradigm with fearful/happy faces and from looking at the ability infants have to mimic others' emotions, it has been found that infants can differentiate emotions at around 4-6 months of age. |
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Term
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Definition
| In looking at social referencing experiments (parent's expression makes kid more/less likely to approach new object) and still face experiment, it has been found that children can "use" others' emotions at around 1 year of age. |
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Term
| Stages in the development of children's understanding that people can experience multiple emotions simultaneously |
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Definition
5 years-- a situation can cause a person to experience two different emotions.
6.5 years-- a situation can cause a person to experience two emotions that differ in intensity.
8 years-- a situation can cause a person to feel positively and negatively at same time. |
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Term
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Definition
By age 1, children understand word "no"
Temper tantrums peak at age 2.
By 4-5, children are pretty well regulated.
Children's behavior is goal directed and purposeful. When you block them from goals, they lose it and have a tantrum. |
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Term
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Definition
| is a predictor of later behaviors like SAT scores, academic achievement, social competence, attentiveness, self-esteem, and drug use. |
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Term
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Definition
| Constituently based individual differences in emotional, motor, and attentional reactivity and self regulation. Temperamental characteristics are seen to demonstrate consistency across situations as well as relative stability over time. |
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Term
| Current View of Temperament (3 Categories) |
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Definition
Surgency/Extraversion (happiness, attention-seeking)
Negative Affect (anger, frustration, fear)
Effortful Control (regulation, attention span) |
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Term
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Definition
40%
-Easily adapts to new situations
-Happy most of time
-Not fussy or fearful
-Easy to get on a schedule |
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Term
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Definition
10%
-Unhappy most of the time
-Hard to get on schedule
-React intensely to new situations (not at all adaptable) |
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Term
| Slow-to-Warm-Up Temperament |
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Definition
15%
-At first will not react well to a new situation but will warm up to it.
-May seem initially unhappy, but will come around |
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Term
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Definition
35%
Not easy all the time, not difficult most the time. |
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Term
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Definition
| The initial social-emotional bond that develops between an infant and caregiver |
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Term
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Definition
| Noticed that children he studied (orphans from WWII) reacted differently when they lost their parents-- they were withdrawn, depressed, uninterested, fearful, inhibited, etc. Older children were acting out, getting in trouble a lot. Realized how important early child-parent relationship is. |
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Term
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Definition
| Filmed infants in orphanages and found that infants were reserved, apprehensive, withdrawn and lethargic. |
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Term
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Definition
Studied the quality of attachment with baby monkeys and wire-mesh vs. cloth-covered mothers, which alternately provided nourishment. Found that monkeys spent much more time clinging to cloth-covered monkey.
Notion of contact confort, which is a mechanism for attachment as opposed to just feeding. |
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Term
| Bowlby's Attachment Theory background. |
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Definition
Influenced by ethology, promotes instinctive tendencies.
-Pre attachment, attachment in the making, clear cut attachment, reciprocal relationships |
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Term
| Bowlby's attachment theory: Pre attachment |
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Definition
birth to 6 weeks
-Cries, eliciting care-giving behavior |
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Term
| Bowlby's attachment theory: attachment in the making |
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Definition
6 weeks to 6-8 months
social smile |
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Term
| Bowlby's attachment theory: clear-cut attachment |
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Definition
6-8 months to 1.5-2 years
stranger anxiety, separation anxiety |
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Term
| Bowlby's attachment theory: reciprocal realtionships |
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Definition
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Term
| Ainsworth Strange Situation Task |
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Definition
| Mother & infant hang out in room for 3 minutes, stranger enters room, silent for 1 minute, talks to baby, then approaches baby. Mother leaves, stranger comforts baby if necessary. Mother comes back after 3 minutes, consoles baby. Repeat. |
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Term
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Definition
| In Ainsworth Strange Situation Task, baby becomes upset when mom leaves room, but is easily consoled when she comes back. (65%) |
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Term
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Definition
| In Ainsworth Strange Situation Task, baby doesn't care when mom leaves and doesn't care when she comes back. (20%) |
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Term
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Definition
| In Ainsworth Strange Situation Task, baby becomes upset when mom leaves but stays upset when mom comes back. This is insecure attachment (10%) |
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Term
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Definition
| in Ainsworth Strange Situation Task, baby was dazed and confused-- didn't understand what was going on-- often inconsistent (5%) |
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Term
| Consequences of Secure attachment |
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Definition
| higher quality friendships, few conflicts in friendships, fewer behavioral problems. |
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Term
| How do parent ensure secure attachment |
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Definition
| if they are predictable, sensitive, and appropriate. Studies have shown that you can help teach parents to use this sort of behavior and encourage secure attachment. |
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Term
| Parental Attachment Status: Autonomous |
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Definition
Parents could answer questions easily, talk about childhood experiences well, talk about parents in a balanced way. Acknowledge parents' importance, talk about both good and bad things.
These parents had secure attachment as children and most of their infants were securely attached. |
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Term
| Parental Attachment Status: Dismissive |
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Definition
Adults who had difficulty giving examples from childhood, coming up with memories, etc. Don't think childhood experiences have too much to do with person they are today. Present an idealized version of their parents.
Anxious/avoidant infants often have dismissive parents. |
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Term
| Parental Attachment Status: Preoccupied |
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Definition
Pre-occupied with all the emotional stuff that occurred during childhood. Say that parents had an influence on who I am today, with lots of negative examples.
Anxious/resistant babies sometimes have preoccupied parents (sometimes autonomous) |
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Term
| Parental Attachment Status: Unresolved/Disorganized |
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Definition
Individuals who present a very inconsistent picture. Talk about trauma or loss in childhood.
Disorganized babies often have unresolved parents. |
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Term
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Definition
Put red sticker subtly on infants' nose, let them look in mirror. by 15-18 months, children will try to take sticker off.
Done as a "knowledge test" in other cultures without mirrors and have found same effect.
In similar study in which kids were videotaped, half of 3 year olds reached for sticker, all of 4 year olds reached for it. |
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Term
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Definition
| 2 years-- start using pronouns |
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Term
| Identifying self in photographs |
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Definition
| Children can do this by 20 months of age. |
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Term
| How children describe themselves: age 3 |
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Definition
| At age 3, they have lots of descriptions-- they are proud of themselves, the stuff they have and can do, but don't talk about emotions. |
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Term
| How children describe themselves: age 9 |
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Definition
| kids are verbose, social referencing, base things on other people, are concerned with what others think, have a hierarchy of values, recognize that what they do effects other people, talk about weaknesses. |
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Term
| How children describe themselves: age 15 |
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Definition
| Teens have a lot more confusion, speak about relationships with other people, don't know who they are, have a discrepancy between what they want to be and what they are. |
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Term
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Definition
| In adolescence, teens tend to be very self absorbed |
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Term
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Definition
| In adolescence, teens believe that they're the only person in the whole world who has experienced what they're experiencing. |
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Term
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Definition
| In adolescence, teens are very aware of peers and think that they are the center of attention. They're very self-conscious |
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Term
| Illusion of Invulnerability |
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Definition
| In adolescence, teens don't think that anything bad can happen to them-- bad things only happen to other people. This is why they take such risks. |
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Term
| Erikson's take on adolescence |
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Definition
| They're going through the identity vs. identity confusion issue. |
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Term
| Search for identity-- 15 year olds vs. 21 year olds |
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Definition
at age fifteen, they mostly don't have a clear vision of anything (diffusion) but can articulate a little for themselves (achievement) and base some things on what parents say (foreclosure)
At age 21, it's mostly achievement, some diffusion, a little foreclosure, and a few who aren't really working on developing identity. |
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Term
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Definition
Scholastic competence
Athletic competence
Social competence
Behavioral conduct
Physical appearance
Job competence
Close friends
Romantic appeal |
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Term
| How do you test self esteem in children? |
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Definition
| show them pictures-- ask if they're "a lot like you" or "not like you" or answer questions with "really true for me" and "sort of true for me" etc. Some kids score highly on different aspects and overall appraisal is consistent with this. Others have different feelings of different aspects but still have high overall self worth |
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Term
| Gender Differences in Self Esteem |
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Definition
| Females are more concerned with appearance and social behavior, males are more concerned with competence and conduct |
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Term
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Definition
| in preschool because they are egocentric. This dips when they start comparing themselves to peers, and then increases again towards end of elementary school. Drops again in middle school. |
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Term
| How can we promote self-esteem |
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Definition
Virtues of "unconditional positive regard"
Children need to learn relationship between action and outcome. If they perform poorly, they'll do poorly. if they perform well, they'll do better. It's not the best just to talk about raising their self esteem. |
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Term
| Piaget: Moral Realism/Constraint |
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Definition
5 years of age
Rules can't be broken or changed. Focus on consequences/outcome. |
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Term
| Moral Relativism (autonomous morality) |
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Definition
8 years of age
Children will agree that rules of a game can be changed as long as everyone agrees. |
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Term
| Kohlberg's Theory of Moral Judgement |
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Definition
| Stage theory, liked theory of broad applicability, argued that stages/sequencing is universal, looked at cross cultural work. Used Heinz's story-- should you stil drugs from wife to save her from cancer? |
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Term
| Kohlberg's Stages of Moral Development: Preconventional |
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Definition
Punishment and Reward
Stage One: Obedience Orientation-- reasoning just based on avoiding punishment.
Stage Two: Instrumental Orientation--Has to with self interest, more in terms of reward of bargaining. You should behave in some sort of way because you might get a favor in return. How does this effect me? |
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Term
| Kohlberg's Stages of Moral Development: Conventional |
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Definition
Social Norms and Expectations
Stage Three: Interpersonal Norms. Win approval of others.
Stage Four: Social System Morality: Maintin social order. |
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Term
| Kohlberg's Stages of Moral Development: Post-Conventional |
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Definition
Moral Codes
Stage Five: Social Contract. We have laws that need to be followed for the good of all, but there are certain circumstance where the situation outweighs the law.
Stage Six: Universal ethical principle
All reasoning based on abstract principles of justice, equality, etc. Very few people reach stage six/reason at this level, even adults. |
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Term
| Positive Critiques of Kohlberg's Theory of Moral Development |
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Definition
Good:
-systematic changes in moral development
-influence of cognitive factors-- melds social reasoning with cognitive development.
-promoting moral reasoning-- one can promote moral reasoning and push people forward faster because ages weren't given to stages. Kohlberg developed a program to do this. |
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Term
| Negative Critiques of Kohlberg's Theory of Moral Development |
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Definition
Discontinuous stage theory-- notion of broad applicability doesn't seem to be the case.
Gender differences: gilligan's ethics of caring argued that there are gender differences in moral reasoning and Kohlberg's ideas apply more to males. Females think more about caring and responsibility for others, males think about individual rights and justice.
Also, dilemmas were unrealistic (Eisenberg) and there are cultural differences. |
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Term
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Definition
| developed scenarios that were more appropriate for children than Kohlberg's -- bday party one. |
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Term
| Eisenberg's Levels of Prosocial Behavior: Hedonistic Orientation |
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Definition
| Preschool age. Based on self and self interests. |
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Term
| Eisenberg's Levels of Prosocial Behavior: Needs-Oriented |
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Definition
| Young, elementary school. Kids can't tell you why they reason. Based on simple rules. No sympathy or sophisticated perspective about what it would be like to do the nice thing. |
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Term
| Eisenberg's Levels of Prosocial Behavior: Stereotyped/Approval Focus |
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Definition
| Based on expectations of parents and others. Children have internalized stereotypes of what is good behavior and bad behavior-- what good people do and what bad people do. |
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Term
| Cultural differences in moral reasoning |
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Definition
In America/western culture, there is an individual rights philosophy.
In Eastern culture, there is a caring for others philosophy. |
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Term
Prosocial Behavior,
Empathy vs Sympathy |
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Definition
| Helping, altruistic behavior without clear self-benefit. Children must develop sense of sympathy and empathy. Sympathy: feeling sorry/bad for someone else Empathy: internalized feeling, putting oneself in another's situation. In order to feel empathy, one must have to take the other's perspective. |
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Term
| Development of Prosocial Behavior in Infants |
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Definition
| By 6-8 months, babies notice of other babies are upset or look concerned. By 10-12 months, infants will become upset if they see other upset infants. By 18-25 months, infants try to help out. |
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Term
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Definition
| Children will share by age 5-7, or by age 3 if you put them in a collaborative task. |
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Term
Cultural differences in prosocial behavior
(traditional vs. urban) |
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Definition
| traditional societies are more likely to engage in prosocial behavior than urban societies. This is because in traditional societies, people are more dependent on each other and on the community. |
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Term
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Definition
| Unprovoked agressive behavior meant to intimidate or harass or torment someone else. |
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Term
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Definition
| When someone acts aggressively based on the reaction of what someone else just did. |
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Term
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Definition
| Aggression someone displays in order to achieve some goal |
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Term
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Definition
| Not physical agression-- more, spreading rumors, malicious gossip, etc. |
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Term
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Definition
| The use of technology to harass, intimidate, or torment someone else. Like relational agression, but on computers, via texting, etc. |
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Term
| Gender Differences in agression |
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Definition
less girls are agressive than boys, overall, but this is a small difference.
More boys are physically agressive than girls.
Girls are more relationally agressive than boys. |
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Term
| Gender differences in cyber bullying |
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Definition
| females engage in cyber bullying more than males, and more females report being victims of cyberbullying than males. |
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Term
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Definition
| males are more physically agressive than females. |
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Term
| Social cognitive processing with agression |
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Definition
| aggressive children are more likely to attribute neutral cues as agressive and not neutral. |
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Term
| Bandura & his experiments |
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Definition
| "social cognitive theory--" worked with Bobo doll experiments in which children watched adult perform novel, agressive acts on a doll. Children learned aggression from just watching, and even came up with novel forms of aggression, like using a toy gun. |
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Term
| Influence of Media Violence |
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Definition
There are lots of studies showing the short come mal-effects of violence on behavior.
Correlational studies have found correlations between TV violence and aggressive behavior.
Longitudinal studies and meta analyses (on both TV and video games) have found the same thing. Helpin behavior decreases after playing violent video games and aggressive behavior, cognition, and physiological arousal also increase. |
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Term
| Why is it that exposure to violence makes kids so aggressive? |
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Definition
| Observation learning, priming of aggressive tendencies, physiological arousal, and emotional desensitization have all been suggested. |
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Term
| Other variables influencing correlation between violence and aggression |
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Definition
-Age- younger kids are more vulnerable
-Aggressiveness of viewer/temperament
-Realism of violence
-Identification with and attractiveness of perpetrator. |
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Term
| Stereotypical adjectives about men and women |
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Definition
Men: aggressive and independent
Women: gentle and emotional.
Children's stereotypes increase with age. |
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Term
| Gender differences (physical) |
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Definition
Boys are stronger, have more birth complications and childhood illness, are more ADD and physically active, more likely to engage in risk taking behaviors, die earlier, bigger.
Boys are more (physically) aggressive too. |
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Term
| Gender differences (mental) |
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Definition
Verbal Abilities: girls do better (maybe b/c of faster left hemisphere development or environment)
Spatial Abilities: boys do better (maybe because of right hemisphere lateralization, environment, or evolutionary)
Mathematical abilities: boys do better (maybe because of stereotype threat or right hemisphere lateralization)
----in meta analysis, found just a slight advantage for males in complex problem solving in high school. Boys better at standardized tests, girls have better grades. Overall, gender (as compared to maternal education, home environment, school quality) was a weakest predictor of mathematical ability.
Girls are also more emotionally sensitive and more likely to conform to social influence. |
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Term
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Definition
| By 2-3 years of age, children can correctly label the sex of an individual and themselves. They think that gender can change if the situation changes. |
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Term
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Definition
| During preschool years, children can correctly label people's sex and also understand that girls grow up to be women and boys grow up to be men. |
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Term
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Definition
By 4-7 years of age, kids understand that one's gender is something that persists-- you stay the same gender (generally) your whole life.
By age six, children play almost exclusively with same-sex friends. |
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Term
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Definition
| had theory of gender development with gender schemas |
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Term
| Divorce and family structure |
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Definition
1/2 of all marriages ends in divorce. 68% of families have 2 parents in home. This is lower for african americans and latinos.
It is more often in african american families that a grandparent will raise a child.
Many kids are raised by gay and lesbian parents too, which does not make kids any different. |
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Term
| Parent responsibilities by gender |
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Definition
| Moms and dads equally have bedtime duties. Moms more often get their kids ready for school though and dads are more likely to engage in rough-and-tumble play. |
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Term
| Baumrind's Parenting Styles: Authortative |
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Definition
High in demandingness, high in responsiveness
Have expectations and consequences but there's give and take, communication, etc. |
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Term
| Baumrind's Parenting Styles: Authoritarian |
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Definition
High in demandingness, low in responsiveness
Rules with iron fist-- high expectations but no give and take |
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Term
| Baumrind's Parenting Styles: Indulgent Permissive |
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Definition
Low in demandingness, high responsiveness
No clear expectations or rules, no consequences. Parent is responsive-- will negotiate things, communicate, etc. |
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Term
| Baumrind's Parenting Styles: Indifferent Uninvolved |
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Definition
Low in demandingness, low in responsiveness.
Laissez-faire, very self-involved |
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Term
| How do Baumrind's parenting styles affect kids? |
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Definition
| Authoritative parents are best. Indifferent gives most school misconduct. |
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Term
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Definition
| Disciplinary technique in which you reason with child about why behavior is bad, talk about relationship between consequences and behavior. Emphasis on behavior rather than child. Encourages complex emotions, especially guilt. Promotes empathy. Children internalize codes of conduct. |
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Term
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Definition
| Disciplinary style in which parents try to exert power over child. Punishment is emphasized (especially physical punishment.) No reasoning takes place. Also, emphasis on rewards but with no explanation taking place. Often kind of arbitrary. |
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Term
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Definition
| Disciplinary technique in which there is an emphasis on emotional withdrawal from child. Parent withdraws emotion or love from child who is misbehaving. Emotional disengaging in form of behavior or verbal statements. Emphasis on child, not behavior. Elicits feelings of shame and anxiety and other negative sorts of emotions. |
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Term
| Siblings: Birth order differences |
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Definition
First borns: more conforming, high achieving, high in conscientiousness, score higher on IQ tests.
Later borns: more open to new experience, social, popular, high in agreeableness. |
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Term
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Definition
if you fight with your siblings a lot when you're young, you probably will have similar relationship with them in the future.
Children of the same sex get a long better.
Children closer in age get a long worse. |
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Term
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Definition
| Virginia longitudinal study found that mother's behavior immediately following divorce is less affectionate and less tolerant. There is thus more acting out on kid's side. Daughters fare better with mothers than fathers. Sons don't. Overall, children in families of divorce have lower school achievement, self concept, conduct, etc. Much more likely to be depressed, become pregnant as teens, ultimately get divorced themselves. |
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Term
| Negative Reinforcement Trap |
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Definition
| e.g. Mom wants son to do dishes. Son complains. Mom argues back. This repeats until Mom gives up. Son learns he can complain and argue until he gets what he wants. |
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Term
| Child maltreatment statistics |
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Definition
| 3 million cases of child abuse per year. 1/3 of them are sustained. 5 children per day die due to abuse and neglect. 80% of those who die are 4 or younger. |
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Term
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Definition
| Neglect (most common), physical abuse, sexual abuse, other (psychological abuse, abandonment, educational neglect, congenial drug addiction) |
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Term
| Predictors of Maltreatment |
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Definition
Cultural values (acceptableness of harsh physical punishment)
Parental characteristics (self control, impulse control, emotional regulation, parent's history of abuse, stress at home, substance abuse, low self esteem)
Children's characteristics (age, disabilities, step children, difficult temperaments)
Economics (poverty, which is related to racial and ethnic group. Poverty is defined in 2012 as income for family of 4 of less than $23,000. Children are 25X MORE LIKELY TO EXPERIENCE ABUSE IF THEY ARE LIVING IN POVERTY) |
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Term
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Definition
| Children playing alone or watching each other play but not playing themselves. First step in developmental sequence of peer interactions |
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Term
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Definition
| occurs after nonsocial play, around age 1. Children play alone but are interested in what others are doing. |
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Term
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Definition
16-18 months
children engage in similar activities, smile or talk to each other, and offer each other toys |
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Term
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Definition
Age 2
Children organize their play around specific themes and take on special roles based on the theme |
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Term
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Definition
Voluntary relationship between two people based on mutual liking. By 4-5 years of age, children claim to have a "best friend." By 8-11, people rely on their friends-- they depend on them for trust and assistance.
By adolescence, people are more intimate and loyal to their friends than their parents and family.
People tend to be friends with people similar to them. Most are friends with just people of their own gender, sometimes with both genders. if they're only friends with the opposite gender, this is bad. |
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Term
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Definition
| Sometimes, friends spend much of their time together discussing each other's personal problems. This strengthens friendships but can also put people at risk for depression and anxiety. It's more common for girls. |
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Term
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Definition
| children who care for themselves after school. 8-12 is when it's appropriate for them to be alone. As long as they live in good neighborhoods, etc. they'll be fine. |
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Term
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Definition
Can be harmful:
-school performance can suffer
-mental and behavioral problems are more likely if you're working 15-20 hours a week-- more likely to have low self esteem, anxiety, depression, etc.
-also, adolescents tend just to spend their money immediately.
That being said, in moderation, part-time behavior can be good, making kids more responsible, etc. |
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