Exam 3 Flashcards

1
Q

Caused by minor strokes that cut off blood supply to areas of the brain; results in steplike deterioration after each stroke; functioning depends on location and extent of brain damage.

A

Vascular dementia

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2
Q

Caused by protein deposits called Lewy bodies in neurons. Motor problems, as in Parkinson’s disease; visual hallucinations, attention and alertness problems, unpredictable cognitive functioning.

A

Lewy body dementia

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3
Q

Early-onset dementia associated with shrinking of the frontal and temporal lobes. Executive function problems (e.g., impulsive behavior) and poor judgment are more common than memory problems. The best known type is Pick’s disease.

A

Frontotemporal dementia

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4
Q

Caused by a single dominant gene (see Chapter 3). Subcortical brain damage results in involuntary flicking movement of the arms and legs; hallucinations, paranoia, depression, personality changes.

A

Huntington’s disease

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5
Q

(what diesease) Lewy bodies in subcortical areas of the brain contribute to motor problems (tremors, slowing/ freezing while walking); ,

A

Parkinson’s disease dementia

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6
Q

Caused by alcohol abuse; memory problems are the primary symptom in what is called Wernicke–Korsakoff’s syndrome.

A

Alcohol-related dementia

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7
Q

Caused by HIV virus infection. Encephalitis, behavioral changes, decline in cognitive function, progressive slowing of motor functions.

A

AIDS dementia complex or ADC

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8
Q

elderly adults are mistakenly diagnosed as suffering from dementia when they are actually experiencing

A

delirium

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9
Q

extra brain power or cognitive capacity that some people can fall back on as aging and disease begin to take a toll on brain functioning

A

cognitive reserve

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10
Q

located in the senile plaques outside neural cells that are associated with Alzheimer’s disease.

A

beta-amyloidbeta

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11
Q

twisted strands made of neural fibers and the protein tau within the bodies of neural cell

A

neurofibril- lary tangles

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12
Q

masses of dying neural material outside neurons with a toxic protein called beta-amyloid at their core

A

senile plaques

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13
Q

Protein in the neurofibrillary tangles in the bodies of neural cells of individuals with Alzheimers

A

tau

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14
Q

The individual on a path to Alzheimer’s may be recognized as having

A

mild cognitive impairment

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15
Q

is the most common subtype of dementia, or major neurocognitive disorder, accounting for over half the cases

A

Alzheimer’s disease

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16
Q

is a progressive deteriora- tion of neural functioning associated with cognitive decline—for example, memory impairment, declines in tested intellectual abil- ity, poor judgment, difficulty thinking abstractly, and often person- ality changes

A

Dementia

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17
Q

Way of managing stress that involves dwelling on problems and attempting to analyze them; may help explain higher rates of depression in females than in males.

A

ruminative coping

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18
Q

Transactional, multifactor model of substance use that envisions a chain of influences starting with a child with a difficult temperament born into troubled family
and ending with involvement in a deviant adolescent peer group.

A

cascade model of substance use

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19
Q

who is associated with the cascade
a.Izard
b. dodge
c. ainsworth
d. Bowldy

A

Kenneth Dodge

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20
Q
  1. a child who is at risk due to a difficult temperament, born into
  2. an adverse family environment characterized by such prob-
    lems as poverty, stress, and substance use, who is
  3. exposed to harsh parenting and family conflict, and therefore
    develops
  4. behavior problems, especially aggression and conduct
    problems, and therefore is
  5. rejected by peers and gets into more trouble at school,
    so that
  6. parents give up trying to monitor and supervise their now
    difficult-to-control adolescent, which contributes to
  7. involvement in a deviant peer group, where the adolescent is exposed to and reinforced for drug taking and other deviant
    behavior.
A

Kenneth Dodge and others (2009)

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21
Q

occur when a person continues to use a substance, whether alcohol, marijuana, or something else, despite adverse conse- quences such as putting the individual in physically dangerous situations, interfering with performance in school or at work, or contributing to interpersonal problems.

A

substance use disorders

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22
Q

the so-called binge–purge syndrome, involves recurrent episodes of consuming huge quantities of food followed by purging activities such as self-induced vomiting, use of laxatives, rigid dieting and fasting, or obsessive exercising

A

Bulimia nervosa,

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23
Q

involves binge eating without the purging.

A

Binge eating disorder

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24
Q

A life-threatening eating disorder characterized by failure to maintain a normal weight, a strong fear of weight gain, and a distorted body image; literally, “nervous lack of appetite.”

A

anorexia nervosa

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25
Q

, a well-established psychotherapy approach that identifies and changes distorted thinking and the maladaptive emotions and behavior that stem from it, has proved especially effective (Brent & Maalouf, 2009; Weisz, McCarty, & Valeri, 2006

A

Cognitive behavioral therapy

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26
Q

A disorder characterized by attentional difficulties, or overactive and impulsive behavior, or both.

A

attention deficit hyperactivity disorder (ADHD)

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27
Q

function- ing well despite exposure to risk factors for disorder or overcoming even severe early problems to become well adjusted

A

resilience,

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28
Q

they lack self-control and act out in ways that disturb other people and violate social expec- tations

A

externalizing problems,

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28
Q

negative emotions are internalized, or bottled up, rather than externalized, or expressed. Internalizing problems include anxiety disorders

A

internalizing problems

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29
Q

The fifth edition of the Diagnostic and Statistical Manual of Mental Disorders published by the American Psychiatric Association, which spells out defining features and symptoms for the range of psychological disorders.

A

DSM-5

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30
Q

the application of reinforce- ment principles to teach skills and change behavior, to shape social and language skills in children with autism

A

applied behavior analysis (ABA),

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31
Q

A form of autistic spectrum disorder in which the individual has normal or above-average intelligence, has good verbal skills, and wants to establish social relationships but has seriously deficient mindreading and social skills. No longer a separate diagnosis in DSM-5.

A

Asperger syndrome

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32
Q

Co-occurring, as when two or more psychiatric conditions affect the same individual.

A

comorbid

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33
Q

Leo Kanner in 1943 first identified and described ____ (which disorder)

A

Autism

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34
Q

this is associated with what disorder:
- Restricted and repetitive interests and behav- ior.
- Social and communication deficits

A

autism

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35
Q

The view that psychopathology results from the interaction of a person’s predisposition to psychological problems and the experience of stressful events.

A

diathesis–stress model

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36
Q

field of study concerned with the origins and course of maladaptive or psychopathological behavior.

A

developmental psychopathology A

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37
Q

Statistical deviance. Does the person’s behavior fall outside the normal range of behavior? By this criterion, a mild case of the “blahs” or “blues” would not be diagnosed as clinical depression because it is so statistically common, but a more enduring, severe, and persistent case might be.
* Maladaptiveness. Does the person’s behavior interfere with adaptation or pose a danger to self or others? Psychological disorders disrupt functioning and create problems for the individual, other people, or both.
* Personal distress. Does the behavior cause personal anguish or discomfort? Many psychological disorders involve personal suffering and are of concern for that reason alone.

A

Clinical psychologists, psychiatrists, and other mental health professional broad criteria

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38
Q

intergenerational transmission of parenting, or the passing down from generation to generation of parenting styles, whether abusive or positive

A

intergenerational transmission

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38
Q

whose social cognitive theory, is observational learning—for example, of a harsh style of parenting and the use of force.

bandora
freud
Erickson
pagnet

A

bandora

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39
Q

broad term for inadequate care or harmful treatment of a child; encompasses both child abuse and child neglect

A

child maltreatment

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40
Q
  1. Adequate financial support
  2. Good parenting by the custodial parent.
  3. Good parenting by the noncustodial parent
  4. minimal conflict between parents
  5. Additional social support
  6. Minimal other changes.
  7. personal resources
A

influences on family adjustment after divorce

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41
Q

living with a romantic partner without being married, is on the rise, to the point that most marriages

A

Cohabitation

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41
Q

Convenience: They are in a romantic relationship and want an affordable living arrangement or get tired of commuting to be together.
Trial marriage: They live together to find out whether they are compatible enough to marry.
Alternative to marriage: They have no intention to marry. Some reject the concept of marriage

A

reasons unmarried people live together

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42
Q

psychological distress associated with the demands of providing care for someone with physical or cognitive impairments

A

caregiver burden

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43
Q
  1. the recipient of care has Alzheimer’s disease or another form of dementia

2.the caregiver lacks personal resources such as a secure attach- ment style

  1. the caregiver lacks social support—especially in the form of a supportive marriage
  2. cultural and contextual factors do not support caregiving;
A

Caregiver burden is likely to be heavier if:

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44
Q

women to be the _______ of the family—the ones who keep family members in touch with each other and handle family problems when they arise

A

kinkeepers

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45
Q

to describe the situation of middle-aged adults pressured by demands from both the younger and the older generations simultaneousy

A

middle generation squeeze

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46
Q

in which the parent becomes the child and the child becomes the caregiver.

A

role reversal

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47
Q

—positive or negative effects of events at work on family life and effects of events at home on work

A

spillover effects

48
Q

—the spirit of com- petition, jealousy, and resentment between brothers and sisters— is a normal part of sibling relationships

A

sibling rivalry

49
Q

which model?
The combination of a particular kind of child with a particular kind of parent determines developmental outcomes

A

Interactional model

50
Q

which model?
The reciprocal influence of parent and child on one another over time determines how the parent–child relationship and the child’s development unfold

A

Transactional model

51
Q

centers on the negative effects of financial stresses on parent mental health, parenting, and, in turn, child develop- ment

A

family stress model,

52
Q

Many rules and demands; few explanations and little sensitivity to the child’s needs and perspectives

A

Authoritarian

52
Q

Reasonable demands, consistently enforced, with sensitivity to
and acceptance of the child

A

Authoritative

53
Q

Few rules and demands; children are allowed much freedom by indulgent parents

A

Permissive

54
Q

Few rules and demands; parents are uninvolved and insensitive to their children’s needs

A

Neglectful

55
Q

on their children by influencing the behavior of their partners.

A

indirect effects

56
Q

also called blended families, that include at least a parent, a stepparent, and one child.

A

reconstituted families

57
Q

a sequence of changes in family com- position, roles, relationships, and developmental tasks from the time people marry until they die

A

family life cycle

58
Q

in which parents and their children live with other kin—some combination of grandparents, siblings, aunts, uncles, nieces, and nephew

A

extended family household

59
Q

or the ways in which two parents coordinate their parenting and function well

A

coparenting

60
Q

The traditional consists of father, mother, and at least one child.

A

nuclear family

61
Q

theory conceptualize the family as of both parents means that we must consider husband–wife, mother–infant, and father–infant relationships

A

family systems

62
Q

that our lives and development are intertwined with those of other members of our families

A

linked lives

63
Q

refers to the extent to which parents are warm, supportive, sensitive to their children’s needs, and willing to provide affection and praise when their chil- dren meet their expectation

A

acceptance–responsiveness

64
Q

—a spouse, relative, or friend to whom the individual feels especially attached and with whom thoughts and feelings can be shared

A

confidant

65
Q

Healthy balance of attachment and autonomy; freedom to explore
Low anxiety, low avoidance

A

secure working model

66
Q

Shut out emotions; defend against hurt by avoiding intimacy, dismissing the importance of relationships, and being “compulsively self-reliant”
Low anxiety, high avoidance

A

DISMISSING
Avoidant attachment history

67
Q

Desperate for love to feel worthy as a person; worry about abandonment; express anxiety and anger openly
High anxiety, low avoidance

A

PREOCCUPIED
Resistant attachment history

68
Q

Need relationships but doubt own worth and fear intimacy; lack a coherent strategy for meeting attachment needs High anxiety, high avoidance

A

FEARFUL
Disorganized–disoriented
attachment history

69
Q

In Sternberg’s triangular theory of love, love with high levels of all three components of love: passion, intimacy, and decision/commitment.

A

consummate love

70
Q

, which identifies different types of love based on the strength of three components of love

A

triangular theory of love

71
Q

The three components of love in Sternberg’s tri- angular theory of love

A

passion
intimacy
commitment

72
Q

—for partners who are different from them but who have strengths that compensate for their own weaknesses or otherwise complement their own characteristics.

A

complementarity

73
Q

Basis for mate selection centered on similarity between partners in demographic and personal characteristics. Contrast with complementarity.

A

homogamy

74
Q

(whose theory) ______ socioemotional selectiv- ity theory states that older adults actively choose to shrink their social networks to better meet their emotional needs as they real- ize that little time is left to them
a. carstensen
b. erikson
c. bowlby
d. sternbergs

A

Laura Carstensen’s

75
Q

Initiation phase. In early adolescence, the focus is on coming to see oneself as a person capable of a romantic relationship. This is a time of crushes, posturing, and awkward beginnings.
2. Status phase. In mid-adolescence, peer approval is what counts; having a romantic relationship, and having it with the “right kind” of partner, is important for the status it brings in the larger peer group.
3. Affection phase. In late adolescence, the focus is finally on the relationship rather than on self-concept or peer status. Romantic relationships become more personal and caring.
4. Bonding phase. In the transition to emerging adulthood, the emotional intimacy achieved in the affection phase may be coupled with a long-term commitment to create a lasting attachment.

A

in B. Bradford Brown’s (1999) view, adolescent romantic relationships evolve through the following four phases

76
Q

which phase is this in B. Bradford Browns adolescent romantic relationships:
_______ In early adolescence, the focus is on coming to see oneself as a person capable of a romantic relationship. This is a time of crushes, posturing, and awkward beginnings.

A

Initiation phase

77
Q

which phase is this in B. Bradford Browns adolescent romantic relationships: _______. In mid-adolescence, peer approval is what counts; having a romantic relationship, and having it with the “right kind” of partner, is important for the status it brings in the larger peer group.

A

Status phase

78
Q

which phase is this in B. Bradford Browns adolescent romantic relationships: ________ In late adolescence, the focus is finally on the relationship rather than on self-concept or peer status. Romantic relationships become more personal and caring.

A

Affection phase

79
Q

which phase is this in B. Bradford Browns adolescent romantic relationships:
________ In the transition to emerging adulthood, the emotional intimacy achieved in the affection phase may be coupled with a long-term commitment to create a lasting attachment.

A

Bonding phase.

80
Q

subtle and indirect aggression that involves gossiping about and ignoring or excluding others

A

relational aggression—

81
Q

or being liked by many peers

A

sociometric popularity,

82
Q

, or being viewed as someone who has status, power, and visibility in the peer group

A

perceived popularity

83
Q

, or small friendship groups

A

cliques

84
Q

, a loose collection of heterosexual cliques with similar characteristics

A

crowd

85
Q

methods for determining who is liked and who is disliked in a group

A

sociometric techniques—

86
Q

Mildred Parten (1932) classified the types of play engaged in by preschool children of different ages; which stage is this ______ Children play alone, typically with objects, and appear to be highly involved in what they are doing.

A

Solitary play.

87
Q

Mildred Parten (1932) classified the types of play engaged in by preschool children of different ages; which stage is this ______ Children play next to one another, doing much the same thing, but they interact little (for example, two girls might sit near each other, both drawing pictures, without talk- ing to each other much).

A

Parallel play.

88
Q

Mildred Parten (1932) classified the types of play engaged in by preschool children of different ages; __________ Children interact by swapping materials, conversing, or following each other’s lead, but they are not united by the same goal (for example, the two girls may swap crayons and comment on each other’s drawings as they draw).

A

Associative play.

89
Q

Mildred Parten (1932) classified the types of play engaged in by preschool children of different ages __________ Children join forces to achieve a common goal; they act as a pair or group, dividing their labor and coor- dinating their activities in a meaningful way (for example, the two girls collaborate to draw a big mural).

A

Cooperative play.

90
Q

play in which children cooperate with others to enact sometimes very sophisticated dramas

A

social pretend play,

91
Q

play in which one actor, object, or action symbolizes or stands for another

A

pretend play

92
Q

in which parent and child accommodate to each other needs

A

a goal-correcred partnerships

93
Q

Babies who show a ____ _____ of attachment often have parents who are inconsistent in their caregiving; they react enthusias- tically or indifferently, depending on their moods, and are frequently unresponsive

A

resistant pattern

93
Q

play years in a child

A

ages 2-5

94
Q

_______ attachement The parents of infants with an sometimes deserve to be avoided. Some are rejecting; they are impatient, unresponsive, and resentful when the infant interferes with their plans

A

avoidant attachment

95
Q

________ attachment is evident in as many as 80% of infants who have been physically abused or maltreated and is also common among infants whose mothers are severely depressed or abuse alcohol and drugs

A

a disorganized–disoriented style

96
Q

A series of mildly stressful experiences involving the departure of the parent and exposure to a stranger to which infants are exposed to determine the quality of their attachments; developed by Ainsworth.

A

Strange Situation

97
Q

A wary or fretful reaction that infants often display when approached by an unfamiliar person

A

stranger anxiety

98
Q

The Infant’s Attachment to the Caregiver
Infants progress through four phases in forming attachments is associated with who

a. frued and erikson
b. banner and bronfenher
c. (Ainsworth, Bowlby,
d. Buhrmester & Furman

A

c.

99
Q
  1. Undiscriminating social responsiveness (birth to 2 or 3 months). Very young infants are responsive to voices, faces, and other social stimuli, but any human interests them.
  2. Discriminating social responsiveness (2 or 3 months to 6 or 7 months). Infants begin to show preferences for familiar companions. They direct their biggest grins and most enthu- siastic babbles toward those companions, although they are still friendly toward strangers.
  3. Active proximity seeking or true attachment (6 or 7 months to about 3 years). Around 6 or 7 months, infants form their first clear attachments. Now an infant will follow her mother, protest when her mother leaves, and greet her mother warmly when she returns. Soon most infants become attached to other people as well—fathers, siblings, grandparents, regular babysitters (Schaffer & Emerson, 1964).
  4. Goal-corrected partnership (3 years and older). By about age 3, partly because they have more advanced social cognitive abilities, children can participate in a goal-corrected part- nership,
A

The Infant’s Attachment to the Caregive

100
Q

for exploration—a point of safety from which an infant can feel free to venture—

A

secure base

101
Q

as well as a to which the infant can return for comfort if frightened

A

safe haven

102
Q

Harmonious, dancelike interaction between infant and caregiver in which each adjusts behavior in response to that of the other.

A

synchronized routine

103
Q

As distinguished from attachment,
a more biologically-based process in which parent and infant form a connection through contact in the first hours after birth when both are highly alert.

A

bonding

104
Q

Sullivan stressed the developmental significance of these ______ or close childhood friendships.

A

chumships,

104
Q

cognitive representations of themselves and other people that guide their processing of social information and their behavior in relationships (Bowlby, 1973

A

internal working models

105
Q

is a social equal, someone who functions at a similar level of behavioral complexity

A

peer

106
Q

is a hormone produced primarily in the hypothalamus that plays roles in facilitating caregiving and parent–infant attachment in animals and humans

A

Oxytocin

107
Q

attachment theory, as developed :
* The capacity to form attachments is part of our evolutionary heritage.
* Attachments unfold through an interaction of biological and environmental forces during a sensitive period early in life.
* The quality of the attachment between infant and caregiver
shapes later development and the quality of later relationships.
* Internal working models of self and others are the mechanism
through which early experience affects later development.

a. Bowlby & Ainsworth,
b. Lewis & Rosenblum
c. Buhrmester & Furman,

A

a. Bowlby & Ainsworth,

108
Q

According to Bowlby (1969), an ______ is a strong affec- tional tie that binds a person to an intimate companion.

A

attachment

109
Q

_______ The theory of close relationships developed by Bowlby and Ainsworth and grounded in ethological theory (with psychoanalytic theory and cognitive theory); it says that close emotional bonds such as parent-child attachments are biologically based and contribute to species survival.

A

attachment theory

110
Q

A discipline and theoretical perspective that focuses on the evolved behavior of different species in their natural environments.

A

ethology

111
Q

, an innate form of learning in which the young will follow and become attached to a moving object (usu- ally the mother) during a critical period early in life.

A

imprinting

112
Q

(who?) _____ has discovered that older adults achieve their goal of emotional fulfillment in part through what she calls a positivity effect:

a. Ainsworth
b.Carstensen
c. Bowlby
D. Skinner

A

Carstensen

113
Q

: a tendency for older adults to pay more attention to, better remember, and place more priority on positive infor- mation than on negative information

A

positivity effect

114
Q

—cultural rules specifying what emotions should and should not be expressed under what circumstances

A

emotional display rules

115
Q

Infants’ monitoring of companions’ emotional reactions in ambiguous situations and use of this information to decide how they should feel and behave.

A

social referencing

116
Q

A “secondary emotion” such as embarrassment or pride that requires an awareness of self; unlikely to emerge until about 18 months of age.

A

self-conscious emotion

117
Q

distinct basic emotions that emerge within the first 6 months of life

A

primary emotions,

118
Q

who developed primary emotions
a. freud
b. skinner
c. izar
d. Ainsworth

A

carroll Izard