13019755
Descripción
Fichas por Naomi Nakasone, actualizado hace más de 1 año
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Creado por Naomi Nakasone
hace más de 6 años
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| Pregunta | Respuesta |
| 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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