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Developmental Psychology UCLA > Final Exam > Flashcards

Final Exam Flashcards

1
Q

What is emotion?

A

irrational

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2
Q

Emotions are

A

(1) Inferred - Deduced by certain evidence
(2) Reactive - Not spontaneous
(3) Functional - Serves a purpose (ex: fight or flight fearful response)

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3
Q

What is temperament?

A

– Stable individual differences in quality and intensity of our internal and external responses to our environment that…

  1. Emerge early in life
  2. Show some stability over time
  3. Are pervasive across a wide range of situations (we can expect a response to be similar to other situations)
  4. Show some evidence of heritability
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4
Q

Thomas and Chess (1977)

A

Temperament profiles (3; Flexible, Fearful, Fiesty) & dimensions (9; what they believe temperment to be ex: activity level, adaptability, persistence, etc.)

The dimensions clustered in predictable ways to form the profiles.

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5
Q

Rothbart 2011

A

Looked at temperament (4 types) in terms of reactivity and regulation & how fast the children responded to stimuli.

  • Reactivity: How easily the child moved to action
  • Regulation: How they manage the reactive tendencies
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6
Q

Heterotypic Continuity

A

Phenotypes in infancy&raquo_space; Different phenotypes in adulthood

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7
Q

Amygdala development

A
  • Basic structure is present at birth
  • Amygdala volumetric growth is complete by age 4 in girls
  • Most rapid rate of development is within the postnatal period
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8
Q

Harry Harlow

A

– Monkeys prioritized warmth and attachment over food

– Stress made them unable to socialize later

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9
Q

John Bowlby

A

– Proposed attachment theory; children are predisposed to develop attachments with caregivers as a means of increasing the chances of their own survival
– Works off evolutionary theory

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10
Q

Secure base

A

– Bowlby’s term for an attachment figure’s presence that provides a sense of security to child that makes it possible for infant to explore the environment

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11
Q

Attachment development: Asocialphase (0–6 wks):

A

no particular preference for social stimuli

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12
Q

Attachment development: Indiscriminate attachments (6wks– 6mons):

A

enjoyall people

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13
Q

Attachment development: Specific attachment (7–9mons):

A

onlywant one person; wary of strangers

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14
Q

Stranger Anxiety

A

– They understand what strangers are

–>BOTH DEVELOPMENTALLY APPROPRIATE AND ADAPTIVE FORTHE CHILD TO ACT LIKE THIS!

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15
Q

Separation Anxiety

A
  • Emerges around 8 months; learn they aren’t mom anymore and there is reason to be afraid
    –>BOTH DEVELOPMENTALLY APPROPRIATE AND ADAPTIVE FORTHE CHILD TO ACT LIKE THIS!
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16
Q

Mary Ainsworth’s Strange Situation

A

A series of separation and reunion episodes to which infants are exposed in order to determine the quality of their attachments

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17
Q

Secure Children

A

– Welcomes contact with caregiver and uses care giver as secure base from which to explore the world
–65% children

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18
Q

Anxious Resistant Children

A

– Insecure attachment, characterized by separation protest and tendency for child toremain near CG (not explore) yet resist contact from CG
– Clingy but they aren’t soothed by CG and want nothing to do with them

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19
Q

Anxious Avoidant Children

A

– Insecure, characterized by little protest and child largely ignores CG
– Apathetic but can be sociable with other adults

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20
Q

Disorganized

A

– Insecure bond characterized by confused approach to CG
– HIGHLY REPRESENTED IN ABUSE POPULATIONS
– Video where mom was erratic and was yelling “stop that! … you’re hurting mommy”

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21
Q

Long term consequences of attachment style

A
  • Most attachment classifications remain stable & can affect variety of life outcomes (e.g., romantic relationships)
  • mechanism: internal working models
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22
Q

How is CG sensitivity a key contributor for attachment styles?

A

– Anxious/ resistant:
–> CG seen to be emotionally unavailable, imperceptive, unresponsive and rejecting.
–> infants often expressed random aggression, were more clingy and demanding

– Anxious avoidant
–> CG was inconsistently available for infant When available was preoccupied and unattuned
–> Infants were more anxious, clingy and demanding

– Disorganized:
–> Homes usually had physical/sexual abuse histories, psychologically disturbed parents and/or parents with substance abuse

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23
Q

internal working models:

A

– cognitive representations of self and others, and relationships that infants construct from their interactions With CG

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24
Q

internal working models: Secure

A

–likelyto be one that expects that their needs will be known and met, that they willbe attuned to and emotionally regulated , and that they can freely exploretheir environment in safety

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25
Q

internal working models: insecure

A

– likely mom doesn’t respond to myemotions, especially when I am needy or angry so I will shut down my needs andtry to become independent” the infants then protect themselves “

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26
Q

Long term effects of attachment

A

–Childrenwho were securely attached have more harmoniousrelationships with peers
– Secure attachment predicts positive peer & romantic relationships and emotional health in adolescence
– Securely attached children also earn higher grades and are more involved in school than insecure children
–likely that children’sdevelopment can be better predicted from the combination of both their earlyattachment status and the quality of subsequent parenting than from eitherfactor alone

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27
Q

Whathappens when there’s no caregiver? (PI Youth study)

A

– PI youth randomly sent into foster care, did study where they measured stress during MRI and found early adversity was associated with more internalizing problems and more stress
- Also larger amygdala volume; adaptive response

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28
Q

Precocial

A

No attachment figure needed

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29
Q

Altricial

A

Need someone to take care of them

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30
Q

Hospitalism (Rene Spitz, 1945)

A
  • Case study where babies were put in isolation with proper medical care
  • Had retarded physical development and disruption of perceptual–motor skills and language due to lack of social contact
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31
Q

The family as a system

A

Shows the reciprocal influence family members have on each other

— Parents influence children
— Children influence the behavior and child rearing strategies of their parents
— Children influence parent interactions
— Marital relationship influences children

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32
Q

Functions of families in child rearing

A

– The most fundamental function is to ensure the survival of offspring by providing for their needs
– as economic function for providing for children
– Cultural training: tremendous drive to want to teach children about world we lived in and pass down family recipes etc.

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33
Q

Things to consider for family systems

A
  • This is the first social context a child is in and there is a lot of variability (mom & dad, siblings?)
  • Sibling rivalry, which child is receiving attention
  • IQ? There are birth order effects
34
Q

Birth order effects of IQ

A
  • Confluence (Older children have more opportunities to instruct younger siblings)
  • Resource (Parents have less resources w/ the more kids)
  • Born to Rebel (Suggests youngest have an IQ not yet measurable by current techniques as a result of learning to think different)
35
Q

Direct effects from family members

A

Instances where any pair of family members affects and is affected by each other’s behavior

36
Q

Indirect effects from family members

A

Instances where the relationship between two individuals in a family is modified by the behavior or attitudes of a third family member

37
Q

Parenting styles

A

The degree of warmth and control in parent-child relationships

38
Q

Baumrind’s parenting styles

A

High support, high demand authoritative
High support, low demand permissive
Low support, high demand authoritarian
Low support, low demand disengaged

39
Q

Factors Affecting Parenting Style: SES

A
  • SES; your workplace rewards different values (independence vs compliance)
  • Urban poverty results in parents being less supportive even though these children need it the most; authoritarian style may be protective factor
  • Race/ethnicity; WEIRD parenting considered good parenting
40
Q

Theories for poor outcomes of divorce

A

– Absence theory (suffer because now they live with one)
– Economic disadvantage theory (econmic hardship)
– Conflict theory (household hostility)

41
Q

Divorce and effect of children

A
  • Sex differences (More difficult for males, not male model)
  • Age (younger and older do better)
  • Temperament (“fiesty” have more difficulty)
42
Q

Visitation

A

– Many fathers do no visit children post–divorce
–Seems to be positive outcomes related to boys
–Can be difficult b/c mother gate–keepers & mother must absorb “bumps” when father fails to show

43
Q

What is a peer?

A

One that is of equal standing with another; social equals;

44
Q

Why are peers important?

A

– Feedback and practice in role taking skills
– Growth promoting conflicts in viewpoint
– Practicing compromise
– Emotional security
– Training for later romantic relationships

45
Q

DevelopmentalTrajectory of peer sociability

A

During Infancy & toddlerhood,

  • starting at 6 mos, a bit of interaction with peers like babbling
  • one year: turn taking
  • 18 mons: coordinated interactions (imitation)
  • 2 yrs: complementary roles (tag)
46
Q

Play

A

Used to:
–> master communication with equals
–> develop emotional understanding and trust
–> practice compromise

47
Q

Non social play

A
  • Ages 0-2
  • unoccupied (not directed at anything)
  • solitary (Some object of focus)
  • onlooker (Watches other people play)
48
Q

Parallel play

A
  • Ages 0-2

- Child plays independently at the same activity as other children

49
Q

Associative play

A
  • Next to each other, but some social engagement like sharing toys
50
Q

Cooperative play

A
  • Play with a goal like a house or an imaginative story

- Cooperative

51
Q

Peer acceptance and perceived popularity

A

– Sociometric technique where you ask children who they like/dislike in class

52
Q

Popular peer status

A

– Everyone wants to be friends with them and tend to be skilled at initiating interactions with peers and at maintaining positive relationships
- Less aggressive

53
Q

Rejected Peer Status

A
  • Children who are liked by few and disliked by many
  • Typically because they are aggressive or withdrawn
  • Hostile attribution bias
54
Q

Aggressive rejected children

A

– Hostile and threatening behavior, physical aggression, disruptive behavior, and delinquency
– Aggressive behavior often underlies rejection by peers

55
Q

Relational aggression

A

not physical aggression; where words are usedto effect someone’s social standing through lies/ gossip

56
Q

Withdrawn–rejected children

A

– Tend to be kids who are really shy + negative factor

– Children are rejected or socially excluded

57
Q

Neglected Peer Status

A

– Refers to children or adolescents who are infrequently mentioned as liked or disliked

58
Q

Controversial peer Status

A

– Refers to children or adolescents who are liked by quite a few peers and are disliked by quite a few others
– Tend to have characteristics of both popular and rejected children
– Some peers view such children as arrogant and snobbish

59
Q

Social skills training

A

– a common approach for assisting rejected children to teach social skills
– Based on the assumption that rejected children lack social skills that promote positive interactions with peers

60
Q

Stability of sociometric status

A

– Over relatively short time periods such as weeks or months, children who are popular or rejected tend to remain so, whereas those who are neglected or controversial tend to change their status
– Overtime, sociometric stability for rejected children is generally higher than all other groups and may increase with the age of the child

61
Q

Factors that help influence peer acceptance

A

– Physical characteristics
– Cognitive skills
– Parenting
–> in NA culture: Authoritative parenting increased liked votes

62
Q

Aggression (in reference to not being rough and tumble play)

A
  • Hostile (aggressive)

- Instrumental (I hit you to get the ball out your hand)

63
Q

Hostile attribution bias:

A

Tending to think the other person is committing acts of aggression

64
Q

Crick and Grotpeter (1995) Girls aggression

A
  • Perhaps girls are more aggressive but not in terms of pain and hostility
65
Q

What are the type types of highly aggressive children?

A

––> Proacitve aggressor (typical bully)

––> Reactive aggressor (Hostile attribution bias)

66
Q

Development of altruism

A

– One year olds will offer toys to companions and toddlers often will try to comfort another who is distressed; pay attention to people crying example
– Spontaneous acts w/o adult nearby are very rare

67
Q

Altruistic prosocial behavior

A

The origins altruistic prosocial behavior are rooted in the capacity to feel empathy and sympathy

68
Q

Development of Altruistic Behavior

A

– Infants respond to others’ distress but may not be able to differentiate between other’s emotional reactions and their own; theory of mind, separation anxiety, etc.
– By age two, children start to more clearly differentiate between another’s’ emotional distress and their own; more prosocial behaviors

69
Q

Factors that influence altruism by parents

A

–> Forces child to see relationships b/w his/her acts and consequences (see what you did?)
–> Role–taking ability (how do you think he feels?)
–> Prosocial moral reasoning: thinking that is done when deciding whether to help and when these actions could be costly to self (what do you think will help?)

70
Q

Kohlberg’stheory of moral judgement

A

Moral judgement given to children, care for only logic not actual judgment

  • Preconventional
  • Conventional
  • Post conventional
71
Q

Preconventional moral reasoning

A

moral reasoning is self–centered, focusing on getting rewards and avoiding punishment

72
Q

Conventional moral reasoning

A

moral reasoning is centered on social relationships

– Care about how situational outcomes impact others and want to please and be accepted

73
Q

Post conventional moral reasoning

A

–moral behavior is based on self–chosen ethical principles that are generally comprehensive and universal, such as justice, dignity and equality

74
Q

low reactivity, high regulation

A

–more fearful and controlled
–not easily impressed
–maintain high level of self regulation

75
Q

social referencing

A

looking to CG to see if they are also distressed by what the child is distressed by

76
Q

Kagan (1987)

A

Behavioral inhibition (inhibited vs. uninhibited) looked at temperament in a way that related to our tendency to withdraw from unfamilar people or situations

  • Example in class of children as infants and as 10 year olds
77
Q

Self-regulation

A
  • Infants engage in self-soothing techniques as they get older; this helps reduce distress
  • One tactic is “Social referencing” & baby is expose to visual cliff. Mom reassures baby it’s okay.
  • Self-regulation uses PFC
78
Q

Emotional regulation

A
  • PFC, top-down regulation
  • Amygdala (emotions)
  • Reflexive / Automatic responses, bottom-up
79
Q

Ochsner (2004) Cognitive reappraisal

A
  • Study where they asked people to force themselves to think posivitely (more PFC) or negatively (more amygdala)
  • We get better at this as we age
  • Regulation strategy
80
Q

Child characteristics based on parenting styles

A

1) Authoritative; Can control behavior
2) Authoritarian; unhappy and low in social and academic competence
3) Permissive; Impulsive, misconduct, low school achievement
4) Rejecting-Neglecting; attachment problems, antisocial behavior, poor relationshsips

81
Q

Roles of peers during adolescence & the adolescent brain

A

Friends trigger activation in reward circuitry (ventral striatum) in adolescents & Adolescents do not engage regulatory (PFC) circuitry like adults

  • Car study
  • Sugar water study

Developmental Psychology UCLA (3 decks)

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