Term
| Bowlby investigated what? |
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Definition
| Patterns of family interaction to determine pathological development |
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Term
| Three stages of separation: |
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Definition
•Protest related to separation anxiety
•Despair related to grief and mourning
•Detachment/denial related to defense of self. |
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Term
There is a strong need for what?
Why? |
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Definition
There is a strong need for children to attach to their mothers.
These behaviors evolved as survival mechanisms. Their welfare depends on their ability to attach to caregivers and engage caregivers in reciprocal attachment. |
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Term
| Stages of Bowlby/Ainsworth's Theory: |
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Definition
Preattachment (birth - 6 weeks)
Attachment in the making (6 wks-8mos)
Clear cut attachment (6mos-24mos)
Reciprocal Relationship |
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Term
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Definition
| Infant is helpless but the behaviors cause the mother to respond quickly and consistently to infants needs. Responsiveness of the mother is crucial during this period. |
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Term
| B/A Attachment in the Making |
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Definition
| Infant begins to respond to the actions of the mother and begins to trust that his/her needs will be met. |
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Term
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Definition
The attachment is clear in infant behaviors such as proximity seeking and distress when separated
Adult is used as a secure base.
Adult encourages exploration but sets limits that assure the child of care and concern. |
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Term
| B/A Reciprocal Relationship |
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Definition
| The child shows autonomy and a strong sense of self assuring in exploring. |
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Term
| The result of attachment sequence is |
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Definition
| is that the infant develops an internal working model and has generalized attachment representations |
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Term
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Definition
| result of the attachment sequence, becomes aspect of personality, implications for the formation of other relationships. |
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Term
| Generalized attachment representations |
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Definition
| involve a set of expectations about the social emotional interactions with others. |
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Term
| If attachment develops appropriatley then what? |
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Definition
| Individuals can become attached to others and can risk exploration |
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Term
| Describe Ainsworth's Strange Situation |
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Definition
| parents of young children were asked to leave them alone in the room with strangers and then return shortly. Ainsworth then observed the types of responses when parent was gone and upon their return. |
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Term
| Major Patterns of Attachment |
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Definition
1. Secure attachment
2. Insecure-Avoidant
3. Insecure Resistant
other: Disorganized attachment |
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Term
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Definition
65%
Reestablished contact when parent returned
Is relaxed and will initiate interaction with attachment figure, not dependent on it. Child will range but verbally or otherwise reconnect |
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Term
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Definition
20%
Stayed away from parent and didn't ereestablish contact. Child is difficult to comfort.
May show exaggerated intimacy, periodic fear, aoivdance, hostility, or saddness |
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Term
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Definition
13%
Protested and lashed out at parent's return |
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Term
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Definition
| dazed, confused and shows contradictory or bizarre patterns of behavior. Overly cheerful and active or controlling and rejecting. |
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Term
| Bowlby and Ainsworth Influence |
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Definition
1. testable and generally supported
2. major interest and application to areas of early childhood educators and dev. psych.
3. practical and research implications from this work: parental education, research on early childhood care, adoption, trauma, and child rearing. |
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Term
| Greenspan's Theory of Emotional Development |
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Definition
| • The capacity to organize experiences is present early in life, but initially the organization is emotion based rather than cognition based. |
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Term
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Definition
| •Emotions are a type of personal cognition |
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Term
| Brain Development is relatied to what? (greenspan) |
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Definition
The dev. of cognition based organization.
As the brain develops so does the capacity to progress to higher levels of organization |
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Term
| What role does 'social play' occupy? |
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Definition
| Is the vehicle for promoting social organization. |
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Term
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Definition
•Ego psychology posits that the ego has the capacity to organize, differentiate, elaborate, and transform experience.
Infants organize differently at different stages of ego development |
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Term
| Describe the types of experiences that are important with social play |
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Definition
| must be age appropriate, have range, depth, and stability and be personally unique. |
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Term
| What are the milestones of emotional development for Greenspan? |
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Definition
Engagement (3 weeks – 8 months)
Two-Way Communication (6 months -18 months)
Shared Meaning- (18 months – 36 months)
Emotional Thinking (3 – 6 years) |
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Term
| Describe engagement (Greenspan) |
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Definition
•Infants learn to share attention, relate to others with warmth, positive emotion, and trust that they are secure.
•Milestones: self-regulation and intimacy |
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Term
| Describe Two-Way Communication (Greenspan) |
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Definition
•Learn to signal needs, intentions, comprehend others intentions to communicate information, make assumptions and have reciprocal interactions.
•Milestone: two-way communication |
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Term
| Describe Shared Meaning (Greenspan) |
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Definition
•Learn to relate their behaviors, sensations, and gestures to the world of ideas, engage in pretend play, intentionally use language to communicate.
•Milestones: complex communication and emotional ideas |
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Term
| Describe Emotional Thinking (Greenspan) |
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Definition
•Learn to organize experiences, ideas, make connections, begin reality testing, gain a sense of self, develop categories of experience.
•Milestone: Emotional thinking |
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Term
| Greenspan's Theoretical Influence |
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Definition
1. usefulness is of primary importance
2. practical methods for helping parents and teachers facilitate emotional development
3. Pediatricians incorporate dev. exams into work
4. Designed Therapeutic approach
5. Classification of regulatory disorders into 5 patterns |
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Term
| What is Greenspan's therapeutic approach called? |
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Definition
| Development Individual Difference Relationship Model/Floor time |
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Term
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Definition
•Have the adult enter into the child’s activities, following the child’s lead, and creating a warm affective interaction.
•Foster a child’s emotional organization through ‘opening and closing circles of communication’ |
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Term
| What are greenspan's five patterns of regulatory disorders? |
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Definition
• Hypersensitive/fearful
• Hypersensitive/defiant
Hyporeactice/pain insensitive
• Self-absorbed/underreactive
• Poor motor planning/inattentive |
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Term
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Definition
Acknowledged individual difference (personality and socio-emotional dev. had been too minimized)
Reaction to the view that child's mother was responsible for emotional or bx problems.
NY longitudinal Study |
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Term
| Thomas and Chess: individuality of behavioral responses |
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Definition
| Research designed to learn what infants and children bring to social and emotional interactions as a result of their initial temperment. |
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Term
| What were the three major questions of interest in the NY longitudinal study? |
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Definition
1. Possible to find a set of consistent dimensions of temperament?
2. How do children with varied temperaments fare in interaction with parents, that is 'goodness of fit"
3. Is temperament a stable characteristic? |
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Term
| What are the nine dimensions found to express individual behavioral responsiveness differences? |
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Definition
• Level and extent of motor activity
• Regularity of basic functions
• Withdrawal or acceptance of new stimuli
• Adaptability to environmental change
• Sensitivity level to stimuli
• Energy intensity of responses
• General mood or disposition
• Distractibility potential
• Attention span and persistence in activity |
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Term
| What are the three major temperament types? |
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Definition
Easy
Difficult
Slow to Warm Up |
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Term
| Define easy temperament type |
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Definition
| 40% are easy- positive mood, regular functions, adaptable, approachable responses to new situations. |
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Term
| Define difficult temperament type |
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Definition
| 10% are difficult- negative in mood, irregular in sleeping and eating patterns, slow to adapt, withdraw in new situations |
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Term
| Define slow to warm up temperament type |
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Definition
| 15% are slow to warm up- low activity levels, low intensity reactions, slow to react, will withdraw in new situations. |
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Term
| Can temperament be evaluated at an early age? |
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Definition
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Term
| How well does goodness of fit and later school envr predict longterm effects of temperament on dev? |
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Definition
| no temperamental attribute confers immunity to behavior disorders, nor does it make such a disorder inevitable. It’s a process of interaction between child and environment. |
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Term
| Five factors responsible for individual differences: Thomas and Chess |
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Definition
1. genetic familial
2. prenatal influences
3. paranatal influences
4. early life experiences
5. any combination of th preceding four possibilities
No firm ground exits for preferring any of the factors listed. |
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Term
| Theoretical Influence of Thomas and Chess |
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Definition
•Detailed and extensive longitudinal research that allows replication and generalization to other populations
• Temperament categories hold up
•Important for teachers to know children’s temperamental style as well as their learning abilities.
• Theory used in school settings and through dissemination of Carey Scales of Temperament- enables temperament to be evaluated reliably on the relevant dimensions without using an extensive interview approach. |
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Term
| Bandura's social cognitive/self efficacy theory |
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Definition
| through studies of children's aggressive bx, Bandura identified role of observational learning from models as a major factor in social-emotional development. |
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Term
| Bandura, What do models do? |
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Definition
| influence children’s development by teaching novel behaviors, encouraging or discouraging expression of various behaviors, and eliciting similar but not identical behaviors. |
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Term
| Results from the Bobo doll |
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Definition
children who observed aggressive conditions (live models, film, or cartoon characters) exhibited more aggression that controls who did not see such models.
-observational learning
-vicarious reinforcement |
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Term
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Definition
| three aspects that influence social learning: person, person's bx, environment. |
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Term
| What was so ground breaking in Bandura's learning? |
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Definition
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Term
| Four processes affect how a person might interpret enviromental effects: |
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Definition
1. Attention
2. Retention
3. Motor Reproduction
4. Motivation |
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Term
| Social Cognitive Theory states what? |
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Definition
| That all persons are agents who are proactively engaged in their own development |
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Term
| Why were some social bx'x learned and performed more readily than others? Why did they persist even if vicarious reinforcement was not present? |
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Definition
• Intrepretation by the individual was important
Model of reciprocal determinism
• Three aspect influence the social learning process |
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Term
| 3 factors of Bandura's SCT: |
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Definition
Self beliefs
Self efficacy
Collective Agency |
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Term
| 3 factors of Bandura's SCT: |
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Definition
Self beliefs
Self efficacy
Collective Agency |
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Term
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Definition
specific to human agency, contains the types of actions, skills, and competencies for which the person feels efficacious. (beliefs on social competence)
one’s self-efficacy affect what choices people make about future actions, the amount of effort they expend on certain activities, their perseverance against obstacles, and their resilience when initially unsuccessful.
•Not self-esteem- how one is valued by others |
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Term
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Definition
| When people hold common beliefs about their efficacy and work together with others to achieve goals. |
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Term
| Developmental Change in Bandura'a theory of human agency |
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Definition
1. origins of a sense of personal agency
2. Developing self-appraisal Skills
3. Broadening and Validating Self Efficacy
Self Efficacy in Transition
Career Development and Family Roles
Midlife and Later Changes |
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Term
| Origins of a sense of personal agency |
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Definition
| • Infants lean they can make things happen. They learn that if they behave in certain ways, certain things happens, and realize that actions are caused by themselves |
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Term
| Developing Self Appraisal Skills |
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Definition
| • Children learn self appraisal skills, these are fostered by two types of experiences: direct experiences and social comparison (monitoring performance in comparison to others) Constantly observe their own actions and the actions of others |
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Term
| Self-Efficacy in Transition |
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Definition
| • Mastery of many new skills are required, more responsibility must be assumed. Self-efficacy can be enablement factors. Important for vocational and higher education. |
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Term
| Midlife and Later Changes |
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Definition
| • May be a need to restructure goals and deal with self doubts about the meaning and direction of one’s life, especially during the middle and later years. |
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Term
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Definition
| shared belief that group that group members have about their capabilities to work together to organize and act on plans of action that will achieve their levels of attainment |
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