Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Child Psych Final
| Term | Definition |
|---|---|
| expressive component of emotion | -happiness (smile, joy) -sadness, anger, disgust, ect |
| physiological component of emotion | -happiness (smile, eyebrows up) |
| experiential component of emotion | subjective feeling of the emotion |
| functions of emotions | -help regulate the childs behavior -positive and negative emotions can lead to opposite outcomes of a child |
| AFFEX and measuring emotions | -way we an measure emotions in children -physiological, PET, fMRI |
| physiological way of measuring emotion | -heart rate -EEG |
| PET | positron emission tomography |
| fMRI | functional magnetic resonance imaging |
| basic emotions | happiness, sadness, fear, anger, surprise, disgust |
| complex emotions | grief, regret, jealousy |
| interactive synchrony | infants know how to take the initiate in social interactions and being on the same page as their caregiver |
| asynchronous interactions | different parts of the gifted brains do not develop synchronously |
| signaling behaviors | -crying and smiling |
| separation anxiety | worsens a lot about being apart from family members or other close people |
| cortisol | stress hormone |
| norepinephrine | important regulator of brain development |
| best practices in emotional regulation | -situation selection -modification -distraction |
| paul ekman | people from many cultures express and interpret emotional expressions in the same way |
| john bowlby | -british psychiatrist who was one of the first people to study attachment -separated from parents during WWI -separation anxiety |
| mary ainsworth | -studied separation anxiety -secure and insecure attachments |
| secure attachment | -less fussy when parents are separated from them -able to be comforted by caregivers and feel safe to explore environment when caregiver nearby |
| insecure attatchment | cry, scream, clingy, angry with parents when they come back after being gone |
| avoidant attachment | -caregiver doesnt show care or responsiveness past providing essentials like food and shelter -child disregards own struggles and needs in order to maintain peace and keep caregiver close by |
| ambivalent attachment | -try to remain close to their caregiver by up-regulating their attachment behavior -quick to distress when away from caregiver and may be angry when they come back |
| disorganized attachment | child seems constantly on edge and craves attention of caregiver but then be frightened when they get that attention |
| nuclear family | mother, father, and dependent children |
| extended family | grandparents, aunts, uncles, ect live in household |
| single family | -only one parent/caregiver -single women are poorer than single males -programs to help these households (TANF and SNAP) |
| augmented family | coparents that got other partners after divorce |
| LGBTQ family | MLM or WLW families raising children |
| functionality of extended family | -support and care for younger generation -participates in care of the family -support family economically -offer advice due to living longer |
| Robert LeVine Goals of Family | -survival goals -economic goals -cultural goals |
| authoritative parenting | -children are able to have a voice and caregivers let their children ask questions -they always hear their children out and explain things to them about what they did wrong -children grow up to be able to communicate |
| authoritarian parenting | -the parents way or nothing -do as the parents say and complete compliance of the children -no reasoning with the child at all and harsh punishments -leads t more aggression and resentment, less empathy |
| permissive parenting | -allow child to do whatever they want to do -neglectful of child -no guidelines -leads to more children with poor impulse control, more dependent, not responsible for actions -leeching off of parents, no job |
| helicopter parent | -never leave their child alone and are always with the, and always give them what they want -anxiety, entitlement, inability to cope |
| solitary play | -child plays by themselves in a consistent pattern -prefer to be alone and dont invite others/themselves into play -if this happens frequently: self-esteem issues, avoidance behaviors, social interactions do not bring pleasure |
| onlooker play | -child is in back/side of the room and looking at children playing -dont ask to participate and not welcome to participate with others -becomes problematic for teachers trying to connect children |
| parallel play | children will play alongside eachother but do not communicate with one another |
| associative play | -children are interacting with another and playing with each other -healthiest kind of play |
| dramatic play | -role play with another acting out different scenarios that are different from enviornment they are in -act out certain roles and see themselves in those roles -emerges in preschool years |
| rough and tumble play | -on the ground joking with each other -not aggressive but involves physicality |
| effective parenting | -pos expressions and approval -kids must know they are loved and hear it -setting limits -providing children with opportunities to become more independent -setting appropriate beh controls -effective disciplinary techniques -interagent consistancy |
| roles of siblings | -role model outside of parents -dependence with certain matters |
| physical abuse | beating, hitting slapping, harsh punishments |
| emotional abuse | manipulation, guilt |
| dental abuse | -dont take to dentist when they have cavities -dont teach them proper dental hygiene |
| sexual abuse | forced to do sexual acts by a parental figure |
| abuse | -stress main reason why children are abused -2-7 years old most likely to be abused because more needy |
| sociometric rating scale | -rate peers on a variety of characteristics -most popular, dont like, ect -get an idea of how other children are evaluating others -children who are considered popular, rejected, neglected, and controversial |
| dominance hierarchy | -everyone knows the place that they are in -peers have dominance hierarchy |
| peers | -companions of same age and developmental stage -usually functional and help feel good abt ourselves -can act as models -provide inappropriate behaviors -act as reinforcers |
| peer groups | formed when children have similar interests |
| peer relationships | 1 year - brief interactions 2 - interactions bit longer 3 - play interactions that become more frequent |
| friendship | -can challenge something you say and still be friends after -mutual disclosure -all genders can be friends -women's friendships tend to be closer due to amount they share |
| bullying | -10% of children are victims of bullying victims tend to be shy and not able to defend themselves |
| peer-rejected children | -loneliness -low self-esteem -social anxiety -poor academic performance -mental health problems |
| boys play behavior | display aggressive, competitive behavior |
| girls play behavior | prefer teamwork and talking |
| negative consequences of spanking | -mental health problems, aggression, antisocial behavior, cognitive difficulties, low self-esteem, substance abuse |
| intra-agent consistency | you are consistent of how you behave as a parent |
| interagency agreement | partners who are in the household agree to the kinds of behaviors that are wrong and right |
| sociometry | measurement that reflects the degree to which someone is liked or disliked by their peers |
| sociometric scale | degree to which children are liked or disliked by their peers |
| sociometric nomination | -ask children in a classroom who they would nominate for certain roles |
| Jacob Moreno | sociograms |
| social copentency | ability to get along and maintain harmony in relationships with each other |
| kenneth dodge | five step model of social competency |
| five step model of social competency | 1 - you have to perceive the groups cues correctly 2 - able to evaluate and make sense of the cues 3 - generate one or more potential responses 4 - choose a response 5 - monitor the outcome and modify the behavior |
Created by:
axniss001
Popular Psychology sets