2/23 Lecture Flashcards
(33 cards)
1
Q
Immorality: Bad behavior
A
- Bad behavior in one domain does not predict bad behavior in another: Cheaters in classroom and cheaters on the playground
- No evidence of increases or decreases across development
2
Q
Parenting predicts Bad behavior
A
Physical punishment by parents predicts
- more antisocial behavior
- more aggression
- less internalized sense of morals
- greater likelihood of abusing one’s own child/spouse
3
Q
Conduct Disorder
A
- Characterized by aggressive and antisocial behavior
- Subset of children with CD also are characterized as having “callous-unemotional traits”
- Kids with low prosocial traits which is the most concerned with bad behaviors
- Don’t care about other people’s thinking, causing harm to other people
- Hard to recognize fear of other people
4
Q
Psychopathy
A
- Approximately 10% of children with CD show CU traits
- CU traits predict adult psychopathy
- Psychopathy afflicts 1% of the adult population
- Successful psychopath: CEO or successful in business (society production)
5
Q
Psychopaths and Moral/Conventional Distinction
A
- Done in prison
- Prisoner who are either psychopaths or not psychopaths
- Do not distinguish differences on moral and conventional wrong
- Do not distinguish differences on moral and conventional wrong
- “All of the things are morally wrong”- they all want to get out of prison
6
Q
Monkeys attachment
A
- Cloth mother: warmth and comfort
- Wire mother: nourishment
- With the present of cloth mother: explore world
- Physical contact with mom
7
Q
John Bowlby
A
- Attachment with nanny
- Early belief of institution of children
- What happen with the kids without parents in hospital for two weeks but only stranger
8
Q
Mary Ainsworth
A
The Strange Situation
- Test whether a given child was born in an attachment
- Present of a mum and a stranger
- Present of stranger without mum
9
Q
Secure Attachment
A
When mum left, babies are sad. When mum is back, babies are happy and mum comforts.
10
Q
Insecure-Avoidant
A
Distressed when mum leaves, and ignore her when mum comes back
11
Q
Insecure Ambivalent
A
Sad when mum leaves, and angry with mum but approaches her
12
Q
Insecure-Disorganized/disoriented
A
Hard to be one of the category or combination of above; very mad but very easy to calm down
13
Q
Close contacts: Babies in Israeli community villages- attachment study
A
Infants who went home with parents at night have secure attachment (60%), the infants who stay over night (20%) without parents
14
Q
Close contacts: Soft vs hard carriers (13 months attachment study)
A
- 83% of infants who use soft carriers with secure attachment
- 39% of infants who use hard carrier with secure attachment
15
Q
Insightful parenting: Secure attachment: specific parenting behaviors
A
- Be sensitive to baby’s signals
- Adjust to baby’s mood
- Accepting of baby even in difficult times
- Be physically and psychologically available
16
Q
Insightful parenting: Parents of insecure-avoidant babies
A
- Don’t respond to baby’s signals
- Not much physical contact
- Angry and irritable when together
17
Q
Insightful parenting: Parents of insecure-ambivalent
A
*Unaffectionate and inconsistent
18
Q
Insightful parenting: Parents of insecure-disorganized/disoriented
A
- neglect or physical abuse
- depressed mothers
- 82% of abused infants
19
Q
Infant Temperament Profiles
A
Jerry Kagan
- “Easy” Temperament: Secure
- “Slow-to-Warm-Up” Temperament: Avoidant
- Difficult” Temperament: Ambivalent
20
Q
Intervention study for difficult babies
A
6 months babies in Netherlands
- One group with parent training, and another group without
- 6 months later, 63% with trained parent’s baby has secure attachment (vs 22% of control group without parent training)
- Parent problems loom larger than child problems (Parent characteristics)
21
Q
Internal Working Models
A
- Assess attachment security at 12 months
- Then, at 3 years brought kids in for a memory
- Secure attached: remember more about positive events than negative events
- Insecure attached: remember more about negative events than positive events
22
Q
Susan Johnson
A
- Habituate with the parent holding the child at first and the parent herself walk up
- Then, either parent walks far away from baby or the parent walk closely with baby when baby cries
- Secure attached: look longer when they saw parent walk away
- Insecure: surprised and look longer when they saw parent come back
23
Q
Emotions
A
- Positive or negative
- Physical changes: heart beat
- Physical manifestation of emotions: facial expressions
24
Q
Relevance of emotions
A
- Tell other what you feel
- Predict behavior
- Signal for yourself to be adaptive to recognize someone’s emotions
25
Expressing Emotions: Do babies have feelings
1. Videotaped babies in different situations
2. Select examples of "peak emotions"
3. Asked undergraduates to guess what the baby was feeling
* Naive participants were quite accurate
* Break down every emotions into sets of facial expressions
* Ability to categorize emotions improved with training (Micro-expression)
26
Joy
* Internal states: reflexive smiling in newborns (sleeping)
| * Social smiles by 2 months: only happen when they are awake
27
Social smiles
* Babies show social smiles "Duchenne smiles" to familiar people
* Babies show social smiles to people instead of other objects
28
Fear
* Some weariness between 3-7 months
* More apparent fear response after 7 months
* Stranger anxiety
* Separation anxiety
* Nonsocial fears
29
Understanding others' emotions
*4-7 months can discriminate among happy, sad, and angry faces
*Habituation trials: Happy Helen, Happy Helen, Happy Helen
Test trials: Happy vs Sad Helen
Finding: Look longer at Sad Helen
30
Social referencing: Emotional Eavesdropping
* Child sees adult interact with toy
* Another adult expresses anger or not
* Half the time the angry person then leaves the room
* Children imitate action on toys when angry person is absent
31
Preschoolers and Older children
Preschoolers: can apply labels for others' emotions and can understand the causes of emotions
Older children: can identify more complex emotions and have more complex scripts for emotions
32
Abuse children
1. Children living in abusive homes
2. Nonmaltreated children
* If you live in a home which you always perceive angry faces, it takes less angry faces for you to recognize that person is angry; better telling all emotions especially anger
* Adaptive because it happens often
33
Neglect children
1. Children who had been institutionalized
2. Children living in their bio families
* Institutionalized children hard to identify and understand emotions other than anger
* The longer they stay in institution, they more you are lack in emotion identification
* Institutionalized children were similar in what they found easy vs hard emotions
