Social Emotional Development Flashcards
(22 cards)
What is temperament?
Robhart and Bates (2006)
-Early appearing individual differences in reactivity and self regulation
Define reactivity:
[R and B (2006)]
Speed and intensity of emotional arousal, attention and action.
Define self regulation:
[R and B (2006)]
-Stratergies to modify reactivity
Chess and Thomas (1977)
Longitudinal study of development of temperament.
Findings:
- temperament can both protect and expose individual to psychological problems
- parenting affects temperament
Chess, Thomas and Birk (1986)
3 types of temperament:
Easy 40%
Difficult 10%
Slow to warm up 15%
Uncategorised 35% - showed a blend of the above category traits.
Define type: Easy
Quickly established regular routines, is generally cheerful and adapts easily to new experiences.
Define type: Difficult
Has irregular daily routines, is slow to accept new experiences and reacts with intensity.
Define type: Slow to warm
Inactive and often negative in mood, generally shows mild reactions to external stimuli, adjusts slowly to new experiences.
Thomas and Chess’ 9 dimensions:
ACTIVITY Level // RHYTHMicity of functions // DISTRACTibility // Approach-withdrawal in RESPONSE to new people// ADAPTbility to new environment// ATTN span and persistence// Reaction INTENSITY// Threshold of RESPONSIBEness// MOOD quality.
Rothbart’s 6 dimensions:
REACTIVITY
Activity - Attention - Distress - Irritable/ fearful
Positive affect
SELF REGULATION
Effortful control
Methods of measuring temperament
Interview Questionnaire Behavior ratings Parental report Lab observations- (additional neurobiological measures)
Kagan and colleagues 2001/ ‘03/ ‘07.
Development Of Shyness and Sociability.
Longitudinal study
@4m unfamiliar sight/ sounds
A- tense, agitated, crying
B - relaxed, quietly vocal
@2yr unfamiliar toys/ unpredictable
A- cried and withdrew
B- laughed and showed interest
@4.5yrs interview and group setup
A- would not engage for interview and reluctant to socialize, shy.
B- talkative regarding thoughts and feelings, easy to approach, sociable.
Kagan et al
300 male infant to adolescent
Findings:
20% shy, 40% social in infancy. Although 70/80% of extremes groups toned down .with growth
Neurobiological correlates of shyness and sociability
Heart rate- shy children consistently higher than social. Magnified in response to unfamiliar.
Cortisol - stress hormone found in saliva increased in shy children and rises more in response to stress.
Pupil dilation/ BP/ Temperature
All increased in shy children, in response to novel stimuli.
Harlow and Zimmerman 1959
Rhesus monkeys: wire/ food mother or warm/cloth mother.
Findings: monkeys would leave the cloth mother only for food before returning for comfort.
Ainsworth 1973
Attachment and safe base
Parent as a safe base from which to explore.
Separation and reunion episodes trigger differences in infant exploration.
Ainsworth and Bell 1970
Strange situation
Examines separation protest, stranger anxiety and reunion behavior.
Ainsworth and Bell 1971
Types of attachment
Type A : Secure 70%
Type B : Avoidant 20%
Type C : Resistant 10%
Secure attachment
Distressed at caregiver absence, happy on return.
Avoidant of lone stranger, happy with parent.
Sensitive and responsive caregiver.
Avoidant attachment
No distress at carer absence or return.
Treats caregiver and stranger similarly, disinterested, both able to comfort equally.
Insensitive caregiver, may be associated with abuse/ neglect.
Resistant attachment
Closeness prior to events but Intense distress at parent absence, and mix of clinginess/ resistance upon return.
Fear of stranger, unwilling to explore.
Ambivalent attachment as a result of poor maternal availability. Child unable to depend on carer.
Disorganized disoriented
Greatest amount of insecurity, displaying confused and contradictory behaviors such as looking away while being held.
