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Developmental Psychology > PART 6. PSYCHOSOCIAL DEVELOPMENT DURING THE FIRST YEARS > Flashcards

PART 6. PSYCHOSOCIAL DEVELOPMENT DURING THE FIRST YEARS Flashcards

1
Q

A relatively consistent mix of thoughts, feelings, and behaviors which makes one unique.

A

Personality

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2
Q

BASIC ELEMENTS OF PERSONALITY

A

Emotions
Temperament
Early Social Relationships

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3
Q

process wherein social relationships play a role in personality development

A

psychosocial development

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4
Q

subjective reactions to experience that are associated with physiological and behavioral changes

A

Emotions

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5
Q

in infants, these are due to subcortical nervous system activity

A

smiling and laughing

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6
Q

realization that one is separate and different from the world

A

self-awareness

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7
Q

4 PATTERNS OF CRY (infants)

A

hunger cry
angry cry
pain cry
frustration cry

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8
Q

most powerful way of babies to communicate their needs

A

crying

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9
Q

feelings that depends on self-awareness and knowledge of socially accepted standards of behavior

A

self-evaluative emotions

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10
Q

feelings which depends on self-awareness (ex: empathy)

A

self-conscious emotions

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11
Q

smile-linked vocalization

A

lauhing

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12
Q

It is smiling that is described by infants gazing at their parents and smiling at them.

A

Social smiling

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13
Q

infants smile at an object then gazes at an adult while still smiling

A

Anticipatory smiling

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14
Q

it is a mild form of shame that is developed during 2 1/2 to 3 years

A

evaluative embarrasment

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15
Q

activity intended to help another person with no expectation of reward

A

altruistic behavior

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16
Q

neurons that fire when one does or observes something another person is doing

A

mirror neurons

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17
Q

ability to put oneself in another person’s place and feel what they feel

A

empathy

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18
Q

ability to understand that others have mental states and to be able to gauge their feelings and actions

A

social cognition

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19
Q

style of approaching and reacting to situations

A

temperament

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20
Q

3 Main Types of Temperament (in kids)

A

easy children
difficult children
slow-to-warm-up children

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21
Q

a child that is irritable and harder to please (10%)

A

difficult children

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22
Q

a child that is generally happy, rhythmic in biological functioning, and accepting of new experiences (40%)

A

easy children

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23
Q

a kid that is mild but slow to adapt to new situations (15%)

A

slow-to-warm-up children

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24
Q

appropriateness of environmental demands and constraints to a child’s temperament; key to healthy adjustments

A

goodness of fit

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25
Q

has to do with a child’s boldness or cautiousness in approaching unfamiliar objects or events

A

behavioral inhibition

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26
Q

born with unusually excitable amygdala and is high in behavioral inhibition

A

inhibited

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27
Q

relaxed when presented with a new stimulus and is low in behavioral inhibition

A

uninhibited

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28
Q

theory which proposes that infants and parents are biologically predisposed to become attached to each other

A

Ethological Theory

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29
Q

significance of being male or female

A

gender

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30
Q

the gender that is less reactive to stress

A

girls

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31
Q

gender that is born with 10% larger brain and is physically more vulnerable from conception and on

A

boys

32
Q

socialization process by which children, at an early age, learn appropriate gender roles

A

gender-typing

33
Q

first stage on Erikson’s psychosocial development when we develop a sense of reliability

A

sense of trust versus mistrust

34
Q

reciprocal, enduring emotional tie between caregiver and baby

A

attachment

35
Q

a laboratory technique by Mary Ainsworth used to study infant attachment

A

Strange Situation

36
Q

3 Main Patterns of Attachment

A

secure attachment
avoidant attachment
ambivalent/resistant attachment

37
Q

in other researches they included a fourth pattern of attachment which is

A

disorganized-disoriented attachment

38
Q

True or False. The patterns of attachment is universal to all cultures.

A

true

39
Q

True or False. The patterns of attachment is influenced by baby’s temperament and mother’s sensitivity.

A

true

40
Q

most common attachment wherein the infant cries when caregiver leaves and actively seeks out the caregiver on his/her return

A

secure attachment

41
Q

infant rarely cries when separated from caregiver and avoids contact on his/her return

A

avoidant attachment

42
Q

infant is anxious before caregiver leaves, upset on caregiver’s absence, and both seeks and avoid contact on his/her return

A

ambivalent attachment

43
Q

after separation, infant shows contradictory, repetitious, and misdirected actions on the caregiver’s return

A

disorganized-disoriented attachment

44
Q

lack cohesive strategy to deal with stress and is a reliable predictor of later behavioral and adjustment problems

A

disorganized-disoriented attachment

45
Q

2 possible explanations of disorganized-disoriented attachment

A

gene-environment interaction

gene-environment correlation

46
Q

It is one of the causes for disorganized-disoriented attachment in which a variant of DRP4 gene interacts with a mother’s unresolved loss

A

gene-environment interaction

47
Q

It is one of the causes for disorganized-disoriented attachment wherein a baby’s inborn characteristics pose stressful demands on parents. Hence, the parents elicit behaviors that promote disorganized-disoriented attachment.

A

gene-environment correlation

48
Q

a questionnaire that home observers answer by sorting descriptive phrases to describe infant’s behavior

A

Attachment Q-Set (AQS)

49
Q

wariness of a person a baby does not know

A

stranger anxiety

50
Q

distress when caregiver leaves the infant

A

separation anxiety

51
Q

infant and caregiver can communicate emotional states and respond properly

A

mutual regulation

52
Q

triggered by dramatic drop of estrogen and progesterone after childbirth and may be caused by the challenges faced by a new mom

A

Postpartum depression

53
Q

3 psychological issues

A

emerging sense of self
growth autonomy
socialization/internalization of behavioral standards

54
Q

understanding unclear situation by seeking another person’s perception of it

A

social referencing

55
Q

sense of self; descriptive and evaluative mental picture of one’s abilities and traits

A

self-concept

56
Q

2nd stage of psychosocial development wherein kids balance self-determination and being controlled by others

A

autonomy versus shame & doubt

57
Q

it is the virtue that emerges on the 2nd stage of psychosocial development

A

will

58
Q

tendency of toddlers to resist authorities

A

negativism

59
Q

process in kids develop skills, habits, values, and motives shared by responsible, productive members of society

A

socialization

60
Q

process by which kids accept societal standards of conduct as their own

A

internalization

61
Q

a child’s independent control of behavior to conform to social expectation

A

self-regulation

62
Q

internal standards of behavior and controls conduct and produce emotional discomfort if violated

A

conscience

63
Q

The origin of conscience by Grazyna Kochanska

A

situational compliance

committed compliance

64
Q

eager willingness to cooperate harmoniously with a parent in daily interactions

A

receptive cooperation

65
Q

when one obey to a parent’s order only when he/she is around

A

situational compliance

66
Q

when an infant wholeheartedly obeys parent’s order without reminders

A

committed compliance

67
Q

Quality of Care Measurements

A

structural characteristics

process characteristics

68
Q

refers to the staff training and ratio of caregivers to infants

A

structural characteristics

69
Q

pertains to the warmth, sensitivity, and responsiveness of caregivers and developmental appropriateness of activities

A

process characteristics

70
Q

most essential element in child care

A

caregiver

71
Q

deliberate endangerment of a child

A

maltreatment

72
Q

Forms of Maltreatment

A

physical abuse
neglect
sexual abuse
emotional maltreatment

73
Q

failure to meet child’s basic needs

A

neglect

74
Q

slowed physical growth with no known medical causes, accompanied by poor developmental and emotional functioning

A

nonorganic failure to thrive

75
Q

form of maltreatment in which shaking a baby can cause brain damage, paralysis, or death

A

shaken baby syndrome

76
Q

4 major shifts in brain organization which change emotional processing

A
  1. cerebral cortex becomes functional
  2. frontal lobes and limbic system
  3. myelination of frontal lobes
  4. hormonal changes in autonomic nervous system
77
Q

NICHD means

A

National Institute for Child Health and Human Development

Developmental Psychology (15 decks)

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