Chapter 4 Flashcards

Question

Effortful control | Brain and Emotions: Temperament

Answer 1

regulating attention and emotion, self-soothing

Answer 2

fearful, angry, unhappy

Answer 3

active, social, not shy

Answer 4

• Genetics contribute to infant emotions • Some scientists link child traits to early caregiving and culture – Exuberant children changed less than inhibited, fearful ones

Answer 5

Difficult babies tend to become difficult children, but family and culture can deflect negative outcomes. – Possible for babies' temperaments to change

Answer 6

Coordinated, rapid, and smooth exchange of responses between a caregiver and an infant • Infants' ability to achieve synchrony with caregivers is an important way that babies learn how to express their feelings.

Answer 7

* Becomes more frequent and elaborate * Helps infants learn to read others' emotions and to develop the skills of social interaction * Usually begins with parents imitating infants

Answer 8

* Experimental practice in which an adult keeps his or her face unmoving and EXPRESSIONLESS in face-to-face interaction with an infant * Babies are very upset by the still face and show signs of stress.

Answer 9

* Parent's responsiveness to an infant aids psychological and biological development. * Infants' brains need social interaction to develop to their fullest.

Answer 10

``` • Lasting emotional bond that one person has with another • Begins to form in early infancy and influences a person's close relationships throughout life. ```

Answer 11

Birth to 6 weeks • Newborns signal, via crying and body movements, that they need others. • When people respond positively, the newborn is comforted and learns to seek more interaction. • Newborns are also primed by brain patterns to recognize familiar voices and faces.

Answer 12

6 weeks to 8 months • Infants respond preferentially to familiar people by smiling, laughing, babbling. • Their caregivers’ voices, touch, expressions, and gestures are comforting, often overriding the infant’s impulse to cry. • Trust (Erikson) develops.

Answer 13

8 months to 2 years • Infants greet their primary caregivers, play happily when they are present, show separation anxiety when their primary caregivers leave. • Both infant and caregiver seek to be close to each other (proximity) and frequently look at each other (contact). • In many caregiver–infant pairs, physical touch (patting, holding, caressing) is frequent.

Answer 14

2 to 6 years • Young children seek their caregivers’ praise and reassurance as their social world expands. • Interactive conversations and games (hide-and-seek, object play, reading, pretending) are common. • Children expect caregivers to comfort and entertain.

Answer 15

6 to 12 years • Children seek to make their caregivers proud by learning whatever adults want them to learn, and adults reciprocate. • In concrete operational thought (Piaget), specific accomplishments are valued by adults and children.

Answer 16

12 to 18 years • Teenagers explore and make friendships independent from parents, using their working models of earlier attachments as a base. • With formal operational thinking (Piaget), shared ideals and goals become influential.

Answer 17

18 years on • Adults develop relationships with others, especially relationships with romantic partners and their own children, influenced by earlier attachment patterns. • Past insecure attachments from childhood can be repaired rather than repeated, although this does not always happen.

Answer 18

An infant avoids connection with the caregiver, as when the infant seems not to care about the caregiver's presence, departure, or return.

Answer 19

An infant obtains both comfort and confidence from the presence of his or her caregiver.

Answer 20

An infant's anxiety and uncertainty are evident, as when the infant becomes very upset at separation from the caregiver and both resists and seeks contact on reunion

Answer 21

A type of attachment that is marked by an infant's inconsistent reactions to the caregiver's departure and return

Answer 22

A laboratory procedure for measuring attachment by evoking infants' reactions to the stress of various adults' comings and goings in an unfamiliar playroom.

Answer 23

* Exploration of the toys. A secure toddler plays happily. * Reaction to the caregiver's departure. A secure toddler misses the caregiver. * Reaction to the caregiver's return. A secure toddler welcomes the caregiver's reappearance.

Answer 24

* Harsh contexts, especially the stresses of poverty, reduce the incidence of secure attachment * Insecure attachment correlates with many later problems

Answer 25

* Insecure attachment may be a sign, but may not be the direct cause, of problems later in life * Attachment behaviors in the Strange Situation constitute only one indication of the quality of the parent–child relationship * Correlation is not causation!

Answer 26

FREUD: Oral and anal stages – Oral stage (first year): mouth is the young infant's primary source of gratification. – Anal stage (second year): Infant's main pleasure comes from the anus (e.g., sensual pleasure of bowel movements and the psychological pleasure of controlling them)

Answer 27

If a mother frustrates her infant's urge to suck, the child may become an adult who is stuck (fixated) at the oral stage (e.g., eats, drinks, chews, bites, or talks excessively)

Answer 28

Overly strict or premature toilet training may result in an adult with an unusually strong need for control, regularity, and cleanliness

Answer 29

ERIKSON: Trust and autonomy stages • Trust versus mistrust – Infants learn basic trust if the world is a secure place where their basic needs are met. • Autonomy versus shame and doubt – Toddlers either succeed or fail in gaining a sense of self-rule over their actions and their bodies.

Answer 30

An adult who is suspicious and pessimistic (mistrusting) or who is easily shamed (insufficient autonomy) can be created.

Answer 31

Albert BANDURA: Social learning theory – Parents mold an infant's emotions and personality through reinforcement and punishment. • Behavior patterns acquired by observing the behavior of others • Gender roles in particular are learned.

Chapter 4 Flashcards

(55 cards)