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developmental psych3
developmental psych test 3
| Question | Answer |
|---|---|
| bonding | the strong affectionate ties that parents may feel toward their infant; some theorists believe that the strongest bonding occurs shortly after birth, during a sensitive period |
| basic emotions | the set of emotions present at birth or emerging early in teh first year that some theorists believe to be biologically programmed |
| complex emotions | self-conscious or self evaluative emotions that emerge in the second year and depend, in part, on cognitive development |
| emotional display rules | culturally defined rules specifying which emotions should or should not be expressed under which circumstances |
| emotional self-regulation | strategies for managing emotions or adjusting emotional arousal to an appropriate level of intensity |
| social referencing | the use of others' emotional expressions to infer the meaning of otherwise ambiguous situations |
| empathy | the ability to experience the same emotions that someone else is experiencing |
| competent emotional expressivity | frequent expression of more positive emotions and relatively infrequent displays of negative ones |
| competent emotional knowledge | the abilities to correctly identify other people's feelings and the factors responsible for those emotions |
| competent emotional regulation | the ability to adjust one's experience and expression of emotional arousal to an appropriate level of intensity to successfully achieve one's goals |
| temperament | a person's characteristic modes of responding emotionally and behaviorally to environmental events, including such attributes as activity level, irritability, fearfulness, and sociability |
| behavioral inhibition | a temperamental attribute reflecting one's tendency to withdraw from unfamiliar people or situations |
| easy temperament | temperamental profile in which the child quickly establishes regular routines, is generally good natured, and adapts easily to novelty |
| difficult temperament | temperamental profile in which the child is irregular in daily routines and adapts slowly to new experiences, often responding negatively and intensely |
| slow-to-warm-up temperament | temperamental profile in which the child is inactive and moody and displays mild passive resistance to new routines and experiences |
| "goodness-of-fit" model | Thomas and Chess's notion that development is likely to be optimized when parents' child-rearing practices are sensitively adapted to the child's temperamental characteristics |
| attachment | a close emotional relationship between two persons, characterized by mutual affection and a desire to maintain proximity |
| synchronized routines | generally harmonious interactions between two persons in which participants adjust their behavior in response to the partner's feelings and behaviors |
| asocial phase (of attachment) | approximately the first 6 weeks of life, in which infants response in an equally favorable way to interesting social and nonsocial stimuli |
| phase of indiscriminate attachments | period between 6 weeks and 6 to 7 months of age in which infants prefer social to nonsocial stimulation and are likely to protests whenever any adults puts them down or leaves them alone |
| phase of specific attachment | period between 7 and 9 months of age when infants are attached to one close companion (usually the mother) |
| secure base | use of a caregiver as a base from which to explore the environment and to which to return for emotional support |
| phase of multiple attachments | period when infants are forming attachments to companions other than their primary attachment object |
| secondary reinforcer | an initially neutral stimulus that acquires reinforcement value by virtue of its repeated association with other reinforcing stimuli |
| imprinting | an innate or instinctual form of learning in which the young of certain species will follow and become attached to moving objects (usually the mothers) |
| preadapted characteristic | an attribute that is a product of evolution and serves some function that increases the changes of survival for the individual and the species |
| kewpie doll effect | the notion that infantlike facial features are perceived as cute and lovable and elicit favorable responses from others |
| stranger anxiety | a wary of fretful reaction that infants and toddlers often display when approached by an unfamiliar person |
| separation anxiety | a wary or fretful reaction that infants and toddlers often display when separated from the person(s) to whom they are attached |
| Strange Situation | a series of eight separation and reunion episodes to which infants are exposed in order to determine the quality of their attachments |
| secure attachment | an infant-caregiver bond in which the child welcomes contact with a close companion and uses this person as a secure base from which to explore the environment |
| resistant attachment | an insecure infant-caregiver bond, characterized by strong separation protest and a tendency of the child to remain near but resist contact initiated by the caregiver, particularly after a separation |
| avoidant attachment | an insecure infant-caregiver bond, characterized by little separation protest and a tendency of the child to avoid or ignore the caregiver |
| disorganized/disoriented attachment | an insecure infant-caregiver bond, characterized by the infant's dazed appearance on reunion or a tendency to first seek and then abruptly avoid the caregiver |
| Attachment Q-set (AQS) | alternative method of assessing attachment security that is based on observations of the child's attachment-related behaviors at home; can be used with infants, toddlers, and preschool children |
| amae | Japanese concept; refers to an infant's feeling of total dependence on his or her mother and the presumption of mother's love and indulgence |
| caregiving hypothesis | Ainworth's notion that the type of attachment that an infant develops with a particular caregiver depends primarily on the kind of caregiving he has received from that person |
| temperament hypothesis | Kagan's view that the Strange Situation measures individual differences in infants' temperaments rather than the quality of their attachments |
| internal working models | cognitive representations of self, others, and relationships that infants construct from their interactions with caregivers |
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