Final Flashcards
(33 cards)
happiness
Expressed first in smiles and then through laughter
Social smile emerges at 6-10 weeks
Reciprocal
Laughter at 3-4 months - occur in response to very active stimuli
A few months later infants will laugh at surprises like in peekaboo
self conscious emotions
Guilt, pride, shame
Appear around 18-24 months - when children become self aware
Require adult instruction
Vary by culture - individualistic cultures teach taking pride in personal achievements as opposed to groups achievements emphasized by collectivist cultures
Infants can identify others emotions
by 4-6 mo - distinguish happiness, surprise, and anger
display rules
culture specific norms that dictate the appropriate expression of emotions, e.g. pretending to like a present when you don’t - develops with age 4 year olds can’t do it 8 year olds can
temperament varies on
A) Negative affect - Irritable distress - anger when desires are interrupted -
Fearful distress - wariness in new situations - appears around 6mo
Many believe infants temperament is related to personality later in life
B) surgency/ extraversion - frequency of smiling, laughing, and willingness to approach/ interact with others
C) Attention span/ effortful control - length of time child focuses on objects and events of interest
Bowlby phases of attachment
- Preattachment
Birth to 6 weeks infants remain in close contact with cg but don’t care too much if left with someone unfamiliar - Attachment in the making
6 weeks to 8 months infant develops clear preference for familiar cg over strangers - Clear-cut attachment
6-8 to 18 mo
Secure base (cg as primary point from which to explore and look back to for reassurance), separation and stranger anxiety, social referencing
Visibly upset when cg leaves room - proves object permanence - Reciprocal relationship
18mo to 2 yrs+ child learns parent needs to leave for various reasons sometimes but will return
Learns negotiation with cg
internal working model
mental model that children construct as a result of their experiences - use to guide interactions with cg and others
Bowlby proposed children develop and internal working model of attachment based on experiences of 4 phases, early experiences nad cg relationship determines whether child grows up to feel like they can trust others
Strange situation attachment styles
- 60% secure - use parent as secure base, upset when separate, happy when reunited
- 10% resistant - cling to mother, upset when separated, angry with mother when reunited, won’t explore playroom, will fear stranger even when mother is present - associated with inconsistent parenting - cg suffering depression
- 15% avoidant - not upset when separated, indifferent when reunited, not fearful of stranger, show little motion - due to emotionally unavailable/ rejecting parents
- 10% disorganized - responses unpredictable, often seems confused, tend to be most distressed, hybrid of resistant and avoidant that results from confusion of whether a cg can be trusted
When reunited acts dazed, might approach mother than abruptly pull away - associated with parents who are frightened a(overwhelmed) or frightening ( angry and abusive)
infant emotion dev
happiness smiles at 2-3 weeks, 2-3 mo social smiles
anger 4-6mo
fear 6m0
complex emotions 18-24
3 basic temperament patterns
Easy baby: usually happy and cheerful, adjust well, regular sleeping and eating routines, most common group
Difficult babies: tended to be unhappy, irregular eating and sleeping, intense responses to new situations
Slow to warm up: often unhappy but not upset in unfamiliar situations
3 adult attachments:
Secure adults: describe childhood experiences objectively and value the impact their caregiver-child relationship had on their development
Dismissive adults: sometimes deny the value of childhood experiences and sometimes unable to recall those experiences precisely, often idealize caregivers
Preoccupied adults: describe childhood experiences emotionally and often express anger or confusion regarding relationships with their caregivers
According to attachment theory, only adults with autonomous attachment are likely to provide the sensitive caregiving that promotes secure attachment relationships
erikson’s identity development stages
Stage 1: basic trust vs mistrust birth - 1 year
Infants given warm responsive care learn to trust others for their basic needs, inconsistent care leads to mistrust
Stage 2: autonomy vs shame and doubt 1-3
Children learn to exercise their will and to control themselves or they become uncertain and doubt they can do it themselves
Stage 3:
Initiative vs guilt 3-5
Challenge: to develop a sense of purpose in accomplishing specific goals
Initiative develops when parents support child’s sense of purpose
Stage 4: industry vs inferiority 6- puberty
Am i competent or am i worthless
Challenge: develop self confidence via positive interactions with teachers and peers
Children encouraged and praised develop confidence and diligence
Children ridiculed and punished for their efforts begin to feel inferior
Stage 5: identity vs identity confusion - adolescence
Adolescence marks the first restructuring of one’s sense of self at a time when a person has the intellectual capability to appreciate the significance of these changes.
Goal is to develop integrated lasting sense of self
Identity formed in three areas: love, work, and ideology
Resolved through meaningful in interactions with others - others act as mirror that reflects back info about who he or she is or ought to be
Four different identity statuses:
Identity diffusion
Apathetic state characterized by lack of exploration and commitment
Associated with psychological and interpersonal problems
Can stem from lack of warmth from parents
Socially withdrawn
Disconnected from parents and peers
Low self esteem
Lacks clear direction and finds identity discovery overwhelming
Identity foreclosure
Foreclosure: status determined by adults, not personal exploration
Associated with: authoritarian values, high need for social approval, low levels of autonomy
Adolescent whose identity is foreclosed hasn’t experienced many possibilities but still committed to morals, values, ad goals usually with strong influence from others
Identity moratorium
Moratorium - actively exploring alternatives but not yet found one that is satisfactory
Minimal responsibilities; free to engage in self-exploration
Normal behaviour
Identity achievement
Following moratorium, commitment made to set of self-chosen goals and values
Conscious sense of well-being with ones identity and direction in life
Associated with: High levels of moral reasoning, high levels of intimacy with peers, authoritative parenting
Continuity between past, present and future selves
high self control associated with:
better interpersonal skills, more stable relationships, higher grades
Helps children stay focused on school work and help strong relationships by increasing control in loathing out
Enculturation
degree of integration within a culture
Different from acculturation which is adaption to another culture
Recursive Thinking
being able to understand multiple perspectives at the same time, he thinks she thinks situation proven with false belief task - emerges 5-6yo
prosocial behaviour
Voluntary actions intended to benefit others, such as sharing helping, and showing compassion
Reasons and frequency of these behaviors vary in children but exist globally
In several contexts 18mo realized experimenter needed help and spontaneously helped him - suggests morality is apparent at young age
Toddlers more likely to help someone who has made effort to help them - suggests infants are aware of the norm of reciprocity, but more inclined when someone is nice to them
May be due to altruistic or selfless motives - occurs by 18-24mo
Piaget’s 2 stages of moral reasoning from age 5-10
Heteronomous( being under the authority of another) morality (5-7 yo)
Aka moral realism - respect for external authority, rules absolute and must be followed
Autonomous morality (8-10)
Moral relativism - rules are flexible, moral judgment freely chosen, develop ideal reciprocity
Less dependent on external rewards and develop personal sense of right and wrong
Ideal reciprocity - do unto clothes as you would have them do unto you
Observed children SOMETIMES alternate between two modes of reasoning
Kohlberg’s 6 phases of moral development
Preconventional level: moral reasoning is based on external forces (reward and punishment)
Stage 1: obedience to authority: believing that authority figures know what is right and wrong
Stage 2: instrumental orientation: consistent of looking out for one’s own needs, based in reciprocity,
Conventional level: look to society’s norms for moral guidance
Stage 3: good boy good girl orientation; people guided by aim of winning the approval of others - social praise and avoidance of blame replace reward and punishment as incentive
Stage 4: social order morality: people believe that societal laws are for the best for all people - border moral perspective, each member of society has duty to uphold morality
Majority of adults reason at one of conventional stages but some still stuck in pre-conventional ways
Postconventional: morals based on personal moral code
5: social contract - laws are good only as long as they benefit all group members - laws invalid if discriminatory
6: universal ethics principles: right and wrong defined by self-chosen ethical principles which transcend law or social contract
Only few beings ever reached stage 6 (Nelson Mandela, Gandhi), avg person cant live up to expectations, stage 6 mostly theoretical
Eisenberg’s 3 stages of prosocial reasoning
Stage 1: hedonistic orientation - pursue their on pleasure
Stage 2: approval focused orientation - behave as society expects one to behave
Stage 3: empathetic orientation - consider others perspectives
moral senses evolutionary purposes
Moral goodness: feeling concern for other people and helping them in time of need
Moral evaluation: identifying and disliking group members who do not cooperate
Moral retribution: punishing group members whose behaviour undermines the group
five types of aggression
Instrumental aggression - child uses aggression to achieve explicit goal - by 1
Hostile aggression - unprovoked, sole goal is to intimidate, harass or humiliate another child - elementary school
Reactive aggression - someone’s behaviour leads to child’s aggression - kid loses game then punches kid who won
Relational aggression - verbal form where children try to hurt others by undermining social relationship - more common in girls, telling peers to stay away from particular child
More common than physical aggression in schools
Socialized aggression - aggression expected within situation - ex a hockey fight
Kohlberg’s three stages of gender identity development
Basic gender identity - labeling self as boy or girl 2-3
Gender stability - understanding stability offender over time, associate certain things with certain gender 3-4
Gender constancy - understanding gender is invariant across situations
Occurs around same time that children achieve conservation (concrete operational stage) 4-7
two mechanisms for spatial navigation
euclidian: direction and distance - males use, topographical: placement and landmark use - females use more
