Chapter 10 Flashcards
(28 cards)
1
Q
attachment evolutionary context
A
- konrad lorenz - geese bond with the first moving object they see
- harlow - monkeys given wire mother with food but spend more time with soft mother
- orphanages - even though babies were fed and nourished they didnt have enough time with caregiver for adequate social care
2
Q
attachment theory
A
- bowlby
- attachment: formation of an enduring, social emotional relationship with a responsive caregiver
- when child needs something they know parent will be there
- attachment facilitates childs survival
3
Q
study of infant parent attachment
A
- mary ainsworth
- strange situation procedure
- patterns of behavior displayed by infant upon separation and reunion with parent
- looks at proximity seeking and ease of being soothed
4
Q
secure attachment
A
- explores room and plays
- misses parent during separation
- prefers parent over stranger
- actively greets parent and settles
- 60-65% of NA babies
- high contingent communication
5
Q
insecure avoidant
A
- not distressed by separation
- avoids parent on reunion
- unemotional in response to parent
- stronger focus on toys
- 20% of NA babies
- low contingent communication
6
Q
insecure resistant attachment
A
- baby distressed pre separation
- preoccupied with parent throughout
- not easily consoled by parent upon reunion
- 10-15% of NA babies
- parent demonstrated inconsistent contingent communication
7
Q
insecure disorganized attachment
A
- disorganized or disoriented behaviors in front of parent
- like freezing in a trance, standing when parent returns then huddling on the floor
- 5-10% of NA babies
- demonstrates disorganized communication
- often seen in abuse situations
8
Q
deeper look at attachment
A
- based of parental sensitivity to child signals to allow for collaborative parent child communication
- contingent communication gives rise to secure attachemnt
- affect attunement: match childs affective state
9
Q
contingent communication
A
- parents able to accurately interpret childs signals
- truly understand what kids need and respond effectively
10
Q
functions of attachment
A
- maintains sense of security
- regulates infants arousal and affect
- communication/promote expression of feelings
- base for exploration - develop a healthy independence
11
Q
more than moms
A
- form attachments to fathers, grandparents, other caregivers
- during play mothers more affectionate than fathers, fathers are more stimulating
12
Q
cultural differences
A
- cultures influence parent child attachment
- what stays the same across cultures: sensitivity associated with infant security
13
Q
parent models of attachment: preoccupied
A
- not coherent
- preoccupied with parents and past relationships
- blame themselves for difficulties in attachment relationships
- exhibit anger about attachment relationships
14
Q
parent models of attachment: disorganized
A
- disorganizes, lacking coherence
- during discussions of trama they lose track of what theyre saying and become silent
15
Q
functions of emotion
A
- help people to adapt to environment
- fear leads to avoiding danger
- happiness strengthens relationships
- disgust keeps people away from things that make them sick
16
Q
basic emotions
A
- universal
- consists of subjective feeling, psychological changes and overt behaviour (facial changes)
17
Q
expression of emotions
A
- non verbal behaviour
- facial expression, eye glaze, tone of voice, bodily motion, timing and intensity of response
18
Q
milestones of emotions
A
- 2-3mo: happiness
- 4-6mo: anger
- 6mo: feat
- 8-9mo: all basic emotions (happiness, sadness, anger, fear, disgust, interest, surprise)
- 18-24mo: complex emotions (pride, shame, guilt, embarrassment)
- 7y: regret
19
Q
recognizing others emotions
A
- by 4-6mo infants can identify facial expressions
- pay more attention to negative emotions
20
Q
understanding and using others emotions
A
- social referencing in unfamiliar environments –> infants rely on caregivers for cues to interprest
- by 14mo they will do something in the moment but use and remember information
- by 18mo they will chose not to do something if they think it will upset another
- elementary school: understand mixed feelings
21
Q
cultural differences in expression
A
- differ in terms of display rules (ex. in na girls can show sadness and boys can show anger) and events that trigger emotions (ex. things that evoke embarrassment may evoke pride in another)
- kids learn display riles for their culture
22
Q
regulating emotions
A
- regulation begins in infancy
- will look away from frightening things
- at 24mo toddlers learn to direct emotions to meet needs
- suppress emotions for social reasons
- rely less on adults for emotional regulation with age
- kids who have difficulty regulating emotions can have an impact on social relationships
23
Q
temperament
A
- pattern of emotional and behavioural styles that are fairly stable across situations that are biologically based
- thomas and chess: 3 patterns: easy, difficult, slow to warm up
- 5 dimensions: activity level, positive affect, inhibition, persistence, negative affect
24
Q
patterns of temperament
A
- easy : calm, happy, predictable routines, flexibel
- difficult: irritable, fussy, easily upset, intense responses to novel things
- slow to warm up: often unhappy and cautions but will eventually warm up to new stimuli with repeated exposure
25
rothbart 3 dimensions
- surgency/extraversion: extent to which a kid is active, vocal, regularly seeks interesting stimulation
- negative affect: extent to which kid is angry, fearful, not easily soothed, shy
- effortful control: extent to which kid can focus attention, not easily distracted, can inhibit responses
26
nature vs nurture
- heredity: identical twins more alike, negative affect the most influenced, bigger influence in childhood than infancy
- environment: more likely to develop intense temperaments when mothers are abrupt and lack confidence, less emotional when parents are responsive, less important for positive effect
27
stability of temperament
- mostly stable through infancy, childhood, adolescence
- temperament not necessarily related to adult personality
- temparament is a predisposition influenced by experience and opportunity
28
temperament and other aspects of development
- temperament related to school success, peer interactions, compliance with parents, mental health, helping others
- good fit between child temperament and environment is ideal
- parent child interactons best when parties adjust to each other
