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Child Development > Exam 4 Review > Flashcards

Exam 4 Review Flashcards

0
Q

Who defined/studied the three different temperaments in children?

A

Chess & Thomas

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1
Q

Emotional competence

A

Awareness of one’s own emotional state whilst detecting emotion in others.
Self regulation
Controlling one’s own feelings

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2
Q

Shyness with strangers
What is it
Begins at what age

A

Inhibited children react to unfamiliar situations with avoidance or distress

7-9 months

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3
Q

Inhibited vs uninhibited

A

Inhibited react to unfamiliarity with avoidance and distress
Uninhibited are sociable

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4
Q

Who coined the shy/sociable inhibited/uninhibited

A

Kagan

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5
Q

Extraversion/ surgency

A

Positive, Active and sensation seeking

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6
Q

Negative affectivity

A

Fear, frustration, sadness, discomfort

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7
Q

Effortful control

A

Self regulation; more easy going

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8
Q

Rothbart and bates temperament categories

A

Extroversion/surgency
Negative affectivity
Effortful control

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9
Q

Goodness of fit

A

Match between a child’s temperament and the environmental demands

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10
Q

Oral attachment
Who?
What is it

A

Freud

Bond with mother based on nourishment

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11
Q

Orphanage studies
Who?
What were they?

A

Rene Spitz
South American orphanage research showed that when removed from mother or primary caregiver there are negative long term effects

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12
Q

Monkey studies on attachment
Who?
Trying to show what?

A

Harry Harlow

Show that human attachment is based off of more than just food

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13
Q

Strange situation studies on attachment
Who?
4 types?

A 
Mary Ainsworth 
Secure
Insecure avoidant 
Insecure resistant 
Insecure disorganized
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14
Q

Self understanding

A

Cognitive representation of the self

Changes over time and is part of our personal identity

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15
Q

Developmental changes in self identity in infancy

A

Recognition of self

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16
Q

Developmental changes in self identity In early childhood

A

Confusion of self, mind and body.

Concrete descriptions of self, unrealistic positive overestimations Of self

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17
Q

Developmental changes in self identity in middle and late childhood

A

Psychological traits and social descriptions/comparisons. Real self vs ideal self, realistic views of self

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18
Q

Developmental changes in self identity in adolescence

A

Self consciousness and contradictions within the self, possible self

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19
Q

Understanding others: social cognition

A

Processes involved in understanding the world and how we think and reason about others

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20
Q

Self esteem

A

Global evaluative dimension of the self; high vs low

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21
Q

Self concept

A

Makes part of self esteem; domain specific evaluations is different areas of life

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22
Q

Identity: individuality

A

Character traits that make you an individual; what makes you special or sets you apart from the crowd

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23
Q

Identity: independence

A

Authority or control

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24
Q

Identity: autonomy

A

Independence or freedom as in the will of one’s actions

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25
Q

Erikson and identity (4)

A

Identity vs identity confusion
Adolescent experience
Psychosocial moratorium
Implications of identity confusion

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26
Q

Identity Diffusion

A

No commitment, no crisis yet

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27
Q

Identity Foreclosure

A

Commitment, no crisis yet

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28
Q

Identity Moratorium

A

No commitment, in mid crisis

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29
Q

Identity Achievement

A

Commitment Made, crisis behind you

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30
Q

4 types of identity statuses

A

Diffusion
Foreclosure
Moratorium
Achievement

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31
Q

Biological influences on gender

A

Hormones and hormone disorders

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32
Q

Congenital adrenal hyperplasia

A

Women produce more androgens than average

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33
Q

Androgen insensitive males

A

More feminine characteristics

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34
Q

Pelvic field defect

A

All or some of external genitalia missing for males

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35
Q

Social role theory

A

Gender differences result from contrasting roles of men and women. Society dictates these roles

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36
Q

Psychoanalytic theory of gender

A

Gender behavior is similar to same Same sex parent, following attraction to opposite sex parent

37
Q

Social cognitive theory of gender

A

Gender development occurs through observation and imitation

38
Q

Cultural influences on gender

A

Traditional stereotypes

Changes over time

39
Q

Gender schema theory

A

Gender typing emerges as children, gradually develops as they learn schemas of what is gender appropriate in their culture

40
Q

Gender typing

A

Acquisition Of a traditional masculine or feminine role

41
Q

Gender stereotyping

A

Beliefs held about what behavior is appropriate for males and females

42
Q

Interpersonal vs intrapersonal moral development

A

Q

43
Q

Piaget moral development 2 stages

A

Stage 1 heteronomous morality
Transition period
Stage 2 autonomous

44
Q

Kohlberg level 1 stage 1 moral development

A

Punishment/obedience; whatever leads to a punishment is wrong

45
Q

Kohlberg level 1

A

Preconventional; right and wrong are determined by punishment and rewards

46
Q

Kohlberg level 1 stage 2 of moral development

A

Rewards; behave in a way that is rewarded

47
Q

Kohlberg level 2 moral development

A

Conventional; views of others are important, avoid blame and seek approval

48
Q

Kohlberg stage 3 moral development

A

Mutual interpersonal expectations; conforming to meet expectations

49
Q

Kohlberg stage 4 of moral development

A

Social system morality; acknowledging authority and following rules

50
Q

Kohlberg level 3 of moral development

A

Postconventional; justice becomes more abstract; human rights override obedience to law

51
Q

Kohlberg stage 5 of moral development

A

Moral vs legal right; rules must sometimes be broken

52
Q

Kohlberg stage 6 of moral development

A

Universal ethical principles; evaluate views of all involved when making moral decisions

53
Q

Heinz dilemma stages 1-6

A 
1 obedience 
2 self interest
3 conformity 
4 law and order
5 human rights
6 universal human ethics
54
Q

Denial of justice perspective

A

People make moral decisions independently

55
Q

Argument for care perspective

A

Morality is more about concern for others and interpersonal relationships are key

56
Q

Frans de Waal: 4 pillars of morality

A

Reciprocity
Fairness
Empathy
Compassion

57
Q

Chess and Thomas’s 3 classifications of temperament

A

Easy- adapts easily
Difficult- resistant to change
Slow to warm up- low activity levels

58
Q

Kagan’s behavioral inhibition

A

Broad temperament categories of shy vs sociable or inhibited vs uninhibited

59
Q

John Bowlby’s theory of attachment 4 phases

A

1- infants orient to humans
2- infants attach to one figure
3- babies from many attachments
4- emotional connectedness

60
Q

Securely attached

A

Mom is secure base; babies can crawl odd and come back and check in but are comfortable showing independence; reconnect with mom right away

61
Q

Insecure avoidant

A

Avoid mothers; engage in little interaction with mom, not distressed when mothers leave

62
Q

Insecure resistant

A

Cling to caregiver; do not explore, is upset when mom leaves and stays upset when she returns

63
Q

Insecure disorganized

A

Confused and fearful; show patterns of avoidance and resistance, have extreme emotions

64
Q

Understanding others during childhood

A

Inquisitive

65
Q

Understanding others in middle/late childhood

A

Perspective taking

66
Q

10 identity inclusions

A 
Career path
Political identity
Relationship status
Spiritual beliefs 
Motivations and intelligence
Sexual identity 
Hobbies and interests
Personality 
Body image
67
Q

Social conventional reasoning

A

Conventional rules established by social consensus such as hand raising

68
Q

Moral reasoning

A

Ethical issues, rules of morality and justice

69
Q

Moral identity

A

In group vs individual aspect of personality that is present when you have moral notions central to your life

70
Q

Physical vs relational agree soon

A

Physical- physically harming

Relational- aggression not physical such as cyber bullying

71
Q

3 Basic processes of moral behavior

A

Reinforcement
Punishment
Imitation

72
Q

Social cognitive theory of moral behavior

What and who

A

Moral competence vs moral performance, the use of behaviors in specific situation

Bandura

73
Q

Freud: moral feeling

A

Psychoanalytic theory

74
Q

Moral feeling: empathy

A

Empathy, reacting to another’s feelings with an emotional response and wanting to do nice things for those who are down in the dumps

75
Q

Moral personality 3 components

A

Moral identity
Moral character
Moral exemplars

76
Q

Moral character

A

Standing by morals even when temptation arises

77
Q

Moral exemplars

A

People who have led morally exemplary lives, but this is relative to opinion

78
Q

5 Foundations of morality and politics

Who?

A 
Harm
Fairness
Ingroup
Authority 
Purity

Heidt and graham

79
Q

Prosocial behavior

A

Equality, kindness, forgiveness, gratitude

80
Q

T Or F

Ingroup security is separate from seriousness in moral behavior

A

True

81
Q

Heteronomous morality

A

Justice/rules are considered Unchangeable

82
Q

Piaget age of transition period

A

7-10

83
Q

Autonomous morality

A

Rules are created by people able to consider consequences of actions
10+

84
Q

Imminent justice

A

Concept that if a rule is broken, punishment will ensue immediately

85
Q

What did Kohlberg use the Heinz dilemma for

A

To classify people during moral development

86
Q

Ingroups

A

People that you relate to that change with setting

87
Q

Antisocial behavior

A

Index offenses- criminal acts that are prosecuted by law

Status offenses- less serious offenses

88
Q

Gilligan’s 2 problems with Kohlberg

A

Asserts denial of justice perspective and care perspective

Emphasis on gender differences

89
Q

Moral behavior in humans: behavioral economics
Who?
What did they find?

A

Dan Ariely
Everyone cheats but just by a little bit
Reminding people of morality causes them to act more moral
Ingroups more likely to cheat
Farther removed from object of worth, cheat more

Child Development (5 decks)

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