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Psych 150 Chapter 5
Socioemotional development in infancy
| Question | Answer |
|---|---|
| Primary emotions | - first 6 months - include surprise, interest, joy, anger,sadness, fear and disgust |
| Self-conscious emotions | Require self-awareness that involves consciousness and a sense of “me.” Include jealousy, empathy, embarrassment, pride, shame, and guilt |
| Reflexive smile | smile that does not occur in response to external stimuli and appears during the first month after birth, usually during sleep. |
| Social smile | smile in response to an external stimulus, typically a face As early as 4 to 6 weeks in response to a caregiver’s voice |
| Duchenne marker | 6-12 months eye constriction and mouth opening occur 2 year old becomes aware of social meaning of smiles |
| Stranger anxiety | when an infant shows fear and wariness of strangers; usually emerges gradually First appears at about 6 months as wary reactions, and by 9 months is more intense |
| Separation protest | infants experience fear of being separated from their caregivers Crying when the caregiver leaves; initially displayed by 7 to 8 months and peaks at about 15 months |
| Chess and Thomas’ classification | Easy -positive mood, regular routine adapts easily to new experiences Difficult– negatively, cries frequently, engages in irregular routines, slow to accept change Slow-to-warm-up child – low activity level, somewhat negative, low intensity of mood |
| Kagan’s behavioral inhibition | Focuses on differences between a shy subdued timid child and a sociable, extraverted bold child Inhibited children react to many aspects of unfamiliarity with initial avoidance, distress, or subdued affect. |
| Rothbart and Bates’ classification Extraversion/surgency | positive anticipation, impulsivity, activity level, and sensation seeking |
| Rothbart and Bates’ classification Negative affectivity | fear, frustration, sadness, and discomfort |
| Rothbart and Bates’ classification Effortful control | ability to regulate their emotions, behaviors, thoughts High - ability to keep their arousal from getting too high and have strategies for soothing themselves Low - unable to control their arousal; become easily agitated & intensely emotional |
| self-recognition | being attentive and positive toward one’s image in a mirror—appears as early as 3 months of age. One strategy to test infants' visual self-recognition is the use of a mirror technique. 2nd year- physical features & body awareness |
| Trust vs. Mistrust (0-1 year) | Infants learn trust when they are cared for in a consistent, warm manner. If the infant is not cared for in a consistent, warm manner, a sense of mistrust is likely to develop. |
| Autonomy vs. Shame and Doubt (1-3 years) | builds as the infant’s mental, motor abilities develop -feel pride in these new accomplishments, important for parents to recognize their motivations When parents consistently overprotect toddlers or criticize accidents = excessive sense of shame |
| Face-to-face play | 2 to 3 months; more positive emotions toward people than objects |
| Still-face paradigm – | caregiver alternates between engaging in face-to-face interaction with the infant and remaining still and unresponsive. |
| Cooperation | 1-year olds – cooperative behavior coincidental; 2 years old – more actively cooperative efforts to reach a goal |
| Social referencing | Reading emotional cues in others to help determine how to act in a specific situation; by the end of 1st year |
| John Bowlby Phase 1 | birth – 2 months Direct attachment to human figures |
| John Bowlby Phase 2 | 2 – 7 months Focused on one figure |
| John Bowlby Phase 3 | 7 - 24 months Specific attachments develop |
| John Bowlby Phase 4 | From 24 months on Aware of others’ feelings, goals and plans and begin to take these into account in forming their own actions |
| Strange situation | infant moves through a series of introductions, separations, and reunions with the caregive |
| Securely attached | use the caregiver a secure base from which to explore the environment; mild protest; positive reunion behavior |
| Insecure avoidant | show insecurity by avoiding the mother |
| Insecure resistant | cling to the caregiver and then resist her by fighting against the closeness |
| Insecure disorganized | appear dazed, confused, and fearful |
| interpreting differences in attachment | secure attachment reflects a positive parent infant relationship and provides the foundation that supports healthy socioemotional development later on in life |
| Caregiving styles | Secure – sensitive and consistent Avoidant – unavailable or rejecting Resistant – inconsistent; not very affectionate Disorganized – abusive or neglectful |
Created by:
Nanyelynunez
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