Chapter 10--Emotional Development, Temperament, and Attachment

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Psychology (Child Development) Flashcards on Chapter 10--Emotional Development, Temperament, and Attachment, created by Naomi Nakasone on 27/03/2018.
Naomi Nakasone
Flashcards by Naomi Nakasone, updated more than 1 year ago
Naomi Nakasone
Created by Naomi Nakasone over 6 years ago
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Question Answer
basic emotions anger, sadness, joy, surprise, fear
complex emotions embarrassment, shame, guilt, envy, pride
self-evaluative emotions shame, guilt, and pride
emotional display rules culturally defined rules specifying which emotions should or should not be expressed under which circumstances
emotional self-regulation strategies for managing emotions or adjusting emotional arousal to an appropriate level of intensity
social referencing the use of others' emotional expressions to infer the meaning of otherwise ambiguous situations
emotional competence consists of competent emotional expressivity, competent emotional knowledge, and competent emotional regulation
social competence ability to achieve personal goals in social interactions while continuing to maintain positive relationships with others
competent emotional expressivity frequent expressions of more positive emotions and relatively infrequent displays of negative ones
competent emotional knowledge the ability to correctly identify other people's feelings and the factors responsible for those emotions
competent emotional regulation the ability to adjust one's experience and expression of emotional arousal to an appropriate level of intensity to successfully achieve one's goals
temperament a person's characteristic modes of responding emotionally and behaviorally to environmental events such as activity level, irritability, feafulness, and sociability
fearful distress (temperament) wariness, distress, and withdrawal in new situations or in response to novel stimuli
irritable distress (temperament) fussiness, crying and showing distress when desires are frustrated (sometimes called frustration/anger)
positive affect (temperament) frequency of smiling, laughing, willingness to approach others and to cooperate with them (called sociability by some researchers)
activity level (temperament) amount of gross motor activity (i.e., kicking, crawling)
rhythmicity (temperament) regularity/predictability of bodily functions such as eating, sleeping and bowel functioning
synchronized routines generally harmonious interactions between two persons in which participants adjust their behavior in response to the partner's feelings and behaviors
asocial phase (of attachment) approximately the first 6 weeks of life, in which infants respond in an equally favorable way to interesting social and nonsocial stimuli
phase of indiscriminate attachments the period between 6 weeks and 6 to 7 months of age in which infants prefer social to nonsocial stimulation and are likely to protest whenever any adult puts them down or leaves them alone
phase of specific attachment the period between 7 and 9 months of age when infants are attached to one close companion (usually the mother)
secure base the use of a caregiver as a base from which to explore the environment and to which to return for emotional support
phase of mutiple attachments the period when infants are forming attachments to companions other than their primary attachment object
secondary reinforcer an initially neutral stimulus that acquires reinforcement value by virtue of its repeated association with other reinforcing stimuli
Psychoanalytic Theory of Attachment "I love you because you feed me" Freud Young infants are oral, satisfaction from suckling, attracted to anyone who provides oral pleasure Mother = security, affection, relaxed and generous feeding practices
Learning Theory of Attachment "I love you because you reward me" Feed and gratify their needs -- associate mother with pleasant or pleasurable sensations
secondary reinforcer an initially neutral stimulus that acquires value by virtue of its repeated association with other reinforcing stimuli
Cognitive-Development Theory of Attachment "To love you, I must know that you will always be there" Infant must be able to discriminate familiar companions from strangers and object permanence
Contemporary Theory of Attachment biological + behavioral
imprinting an innate or instinctual form of learning in which the young of certain species will follow and become attached to moving objects (usually their mothers)
preadapted characteristic an attribute that is a product of evolution and serves some function that increases the chances of survival for the individual and the species
kewpie doll effect the notion that infantlike facial features are perceived as cute and lovable and elicit favorable responses from others
stranger anxiety a wary or fretful reaction that infants and toddlers often display when approached by an unfamiliar person
separation anxiety a wary or fretful reaction that infants and toddlers often display when separated from the person(s) to whom they are attached
Strange Situation a series of eight separation and reunion episodes to which infants are exposed in order to determine the quality of their attachments
secure attacment an infant-caregiver bond in which the child welcomes contact with a close companion and uses this person as a secure base from which to explore the environment
resistant attachment an insecure infant-caregiver bind, characterized by strong separations protest and a tendency of the child to remain near but resist contact initiated by the caregiver, particularly after a separation
avoidant attachment an insecure infant-caregiver bond, characterized by little separation protest and a tendency of the child to avoid or ignore the caregiver
disorganized/disoriented attachment an insecure infant-caregiver bond, characterized by the infant's dazed appearance on reunion or a tendency to first seek and then abruptly avoid the caregiver
Attachment Q-set (AQS) an alternative method of assessing attachment security that is based on observations of the child's attachment-related behavior at home; can be used with infants, toddlers, and preschool children
amae a Japanese concept that refers to an infant's feeling of total dependence on his or her mother and the presumption of mother's love and indulgence
caregiving hypothesis Ainsworth's notion that the type of attachment that an infant develops with a particular caregiver depends primarily on the kind of caregiving he or she has received from that person
internal working models cognitive representations of self, others, and relationships that infants construct from their interactions with caregivers
Ainsworth's caregiving hypothesis Claims that babies may be responding adaptively by forming avoidant attachments with unresponsive caregivers who seem to dislike their company
Kagan's temperament hypothesis Easy kids = secure attachment Difficult kids = insecure attachment
Thomas & Chess's goodness-of-fit model Best summarizes how characteristics of infants and caregivers combine to influence attachment quality; adults whose parenting illustrates goodness-of-fit have children who adapt well, despite temperaments
Konchanska's integrative theory Claims that temperament influences attachment classification only when caregiving does not foster secure attachment
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