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Inf & Child (3)
| Question | Answer |
|---|---|
| Social Cognition | subfield of cognitive development that combines social psychology with cognitive psychology |
| Social Cognition Main Topic Of Interest For Infants & Children | how do infants and children eason about other people? |
| joint attention | the shared attention of two individuals on the same object or event (happens through shifts in gaze, head turning, and pointing) |
| "Gaze" Following Starts To Happen Between 3-6 Months, But... | it's not fully about shared visual attention until a bit later |
| Infants Know The Important Of Eyes For Interpreting Other's Attention By Age... | 12 months, end of the first year |
| 9-Month-Olds Will Follow Head Turns, Even When... | eyes are closed |
| By 10-11 Months, Babies Will Only Follow Head Turns When It Also Involves... | open eyes |
| Infants Use Pointing So That They Can Establish Joint Attention With Others By Age... | 2, end of the second year |
| Infants Interpret Other People's Actions To Be Goal Directed By Age... | 6 months |
| When A Human Repeatedly Reaches For An Object, Babies Are Surprised When... | that human later reaches for the alternative object (does not apply to a mechanical claw) |
| Infants Use Shared Interests And Behavior To Predict Affiliation By Age... | 9 months |
| Infants Will Selectively Imitate Behaviors Based On The Goal Of The Person By Age... | 14 months |
| As Babies Get Older, They Develop An Increasingly Complex Connection Between Reasoning About... | social cognition and behavior |
| Despite Different Contexts, Social Cognition Has... | strikingly similar development (can develop through many different kinds of experiences) |
| Children's Own Experience Reaching Fort Objects Impacts Their Interpretations Of... | other people's reaching for the object |
| Theory Of Mind | understanding that others have mental states that affect their behavior |
| Mental States Include... | desires, thoughts, beliefs, knowledge, feelings |
| The False Belief Task Is Used To Measure... | theory of mind |
| False Belief Tasks | smarties & pencils experiment |
| Theory-Theory | children have a "theory" of "mind" // initially, this is based on their own mind // with experience, they start to learn about things in the world and more complex perspectives and they can change their theory |
| Theory-Theory: Desire VS Beliefs | broccoli and crackers (14-month old fails, 18 month-old passes) |
| 14-Month-Olds In The Desire VS Beliefs Experiment | fail since the child's theory about preference is about their own preference |
| 14-Month-Olds In The Desire VS Beliefs Experiment | pass since the child revised their theory to include diverse preferences |
| Understanding That People Can Hold False Beliefs May Be Harder Than Understanding That People Can... | hold different preferences |
| In Western Cultures, The Theory Of Mind Develops First In... | terms of different desires |
| What Other Ability/Skill Might Be Needed To "Pass" The False Belief Theory Of Mind Task? | inhibitory control |
| What Abilities/Skills Might Require Theory Of Mind? | friendships, lying/deception, game playing, strategies for persuading other |
| Kids Trust A Familiar Adult More Than A... | stranger (they also seek out a familiar adult more than a stranger for new information) |
| What Happens When The Familiar Adult Is Wrong? | 3-year-olds will go with the familiar adult, 4-year-olds would be uncertain, 5-year-olds would go with the reliable adult |
| Three Overlapping Factors That Help Develop Morality | socialized through experience, constructed through children's own actions, based on a "moral core" (innate?) |
| Classic Theories Of Moral Tend To Underestimate... | children's attention to different social and morally relevant features that might be relevant |
| Moral Core | propose an early and maybe innate tendency to identify and like individuals who are cooperative, empathetic, or helpful, and dislike individuals that are not |
| Helper-Hinderer Study Results At 3 Months | infants prefer helpers over hinderers |
| Helper-Hinderer Study Results At 6-10 Months | seems to be driven by a liking of helpers and a disliking of hinderers |
| Helper-Hinderer Study Results By 10 Months | they prefer the victim of aggression vs the aggressor // they prefer a bystander who intervenes against an aggressor to help vs. those who do not intervene |
| GO BACK TO HELPER-HINDERER STUDY (13-2) | GO |
| In The Helper-Hinderer Study, 8-Month-Olds Attend To... | the goal of the main character, the intention of the helpers and hinderers, the knowledge and beliefs |
| Do 8-Month-Olds Prefer An Agent Who Tries To Help Or One That Doesn't? | one who tries (even when neither are successful) |
| Do 10-Month-Olds Prefer An Agent Who Helps On Purpose Of Helps On Accident? | on purpose |
| Do 10-Month-Olds Prefer An Agent Who Hurts On Purpose Of Hurts On Accident? | on accident |
| 15-Month-Olds Prefer Someone Who Provides Correct Information Only When They Know The Agent Has... | the correct information |
| Toddlers Love To Help! | !!! |
| Preference For Equality In 15-Month-Olds | 15-month-olds are more surprised at the unfair (was determined this has to involve social agents) |
| Infants And Children Show In Group Preferences Fairly... | early in life |
| Group Manipulation: Food Preferences | there is a puppet that has a similar preference versus a dissimilar preference |
| Infants Prefer Those Who Help People Like Them But Harm People Not Like Them | (yikes) |
| Features Of Emotion | elicitors or triggers // physiological changes (HR, hormones) // cognitive appraisal (how you interpret the feeling) // emotional expression (crying, face) // communicative function |
| Expressing Positive Emotions: 1st Month | reflexive smiles (includes happening during sleep) |
| Expressing Positive Emotions: 1.5-3 Months | emergence of social smiles |
| Expressing Positive Emotions: 3-4 Months | laughs |
| Expressing Positive Emotions: Around 7 Months | smile more at familiar people |
| Expressing Positive Emotions: By End Of First Year | different kinds of smiles and laughs for different people and situations |
| Expressing Negative Emotions: From Birth | general distress |
| Anger Occurs Around... | 4 months (increase in intensity between 4-16 months) |
| Fear Occurs Around... | lots of debate! (increase in intensity between 4-16 months) |
| Self-Conscious Emotions (Ex: Shame, Guilt) Occur Around... | 2nd or 3rd year of life // require some sense of self // hard to measure |
| Understanding Other People's Emotions: Infants | already have basic abilities to discriminate emotions and use emotional information to guide their own behavior (???) |
| Discriminating Emotions In Evident In A Basic Way In Newborns | open eyes more to happy speech than to angry, sad, or neutral speech |
| Babies Can Distinguish Between Intensities Of Happy Faces By Age... | 3-months |
| Babies Can Tell The Difference Between Happy And Negative Emotions By Age... | 4-months (ex: anger) |
| Babies Can Match Emotion Across Modalities In Strangers By Age... | 5-months |
| Babies Can Categorize Emotions By Positive, Negative, And Other Features By Age... | 7-months |
| Babies Can Use Emotions To Predict Behavior Around Age... | 12 months (ex: angry face more likely to lead to hitting than a happy face) |
| Social Referencing | looking for and using social information (including emotion) in ambiguous situations |
| Babies Can Use Emotions To Learn About The World Around Age... | 12+ months |
| Not All Emotions Are Recognized Equally At The Same Time In Development, Since Emotions Differ In Terms Of... | valence and arousal |
| Valence | positive vs negative emotions |
| Arousal | more intense/stimulates vs less intense/stimulated emotios |
| Can Children Discriminate Emotion Based On Valence Or Arousal First? | valence (happy feels good and sad feels bad) |
| Mixed Emotions Show Improvement Around Age... | 5 |
| Emotional Regulation | to monitor, evaluate, and modify emotional reactions |
| Emotional Regulation In Infants Is Primarily Supported By... | caregivers (ex: distracting them) |
| Babies Start Using Strategies On Their Own Toward Age... | 12 months, end of the first year (related to effortful and inhbitory control) |
| Effortful Control | voluntarily regulation attention and behavior |
| Emotional Regulation In Early Childhood | moving toward true self-regulation, but also need to learn display rules |
| Temperament | individual differences in emotional, motor, and attentional reactivity, and self-regulation (consistent across tasks and time) |
| Modern Temperament Classifications: The Three Dimensions | reactivity or negative emotionality, self-regulation, approach/withdraw |
| Temperament Classifications: Reactivity Or Negative Emotionality | irritability, negative mood, inflexibility, high-intensity negative reactions |
| Temperament Classifications: Self-Regulation | effortful control of attentional and emotional processes, persistence, non-distractibility, emotional control |
| Temperament Classifications: Approach/Withdraw | tendency to approach novel situations and people vs to withdraw and be wary |
| Temperament Is Related To Adult... | personality (openness to experience, consciousness, extraversion, agreeableness, neuroticism) |
| The Reactivity Temperament Dimension Is Related With The Personality Trait Of... | neuroticism |
| The Approach/Withdraw Temperament Dimension Is Related With The Personality Trait Of... | openness to experience |
| The Self-Regulation Temperament Dimension Is Related With The Personality Trait Of... | extraversion |
| Reactivity Is Associated With Shyness | high fearfulness, difficulty with new things |
| Self-Regulation Is Regulating Toward Goals And Controlling Behavior | high on these dimensions leads to better emotional regulation |
| What Causes Development Changes? | direct effects, indirect (evocative) effects, and interactional effects |
| Attachment | one aspect of the relationship between child and caregiver that is involved with the child feeling safe, secure, and protected |
| Secure Attachment In The Strange Situation | they might be upset by the caregiver leaving, but are happy when they are able to return to play |
| Avoidant Attachment In The Strange Situation | don't seem to notice or care when the caregiver comes/goes |
| Resistant Attachment In The Strange Situation | extremely distressed by the separation, and not easily soothed by the reunion |
| Disorganized Attachment In The Strange Situation | contradictory behaviors, fear and freezing |
| Parental Behaviors For Secure Attachment | consistently respond to distress in loving ways |
| Parental Behaviors For Avoidant Attachment | the caregiver consistently responds in insenstive/rejecting ways |
| Parental Behaviors For Resistant Attachment | the caregiver responds inconsistently or makes the issue about the parents' distress rather than the child |
| Parental Behaviors For Disorganized Attachment | atypical, described as frightening, frightened, dissociated, sexualized, or otherwise atypical (not limited to when the child is distressed) |
| Secure Attachment Definition | a person feels comfortable with closeness, trust, and independence in relationships because they experienced consistent care and support from caregivers |
| Avoidant Attachment Definition | a person tends to avoid emotional closeness and dependence on others because caregivers were often emotionally unavailable or unresponsive |
| Resistant Attachment Definition | a person becomes overly dependent, anxious, or clingy in relationships because caregivers were inconsistent in providing comfort and support |
| Disorganized Attachment In One Sentence | a person shows confused or fearful behavior in relationships because caregivers were frightening, unpredictable, or both a source of comfort and fear |
| Attachment Styles Can Shift By... | middle childhood (children become less reliant on their parents as attachment figures) |
| Positive Psychological And Behavioral Adjustments Are Based On What Kind Of Parental Relationships? | positive emotional |
| Internalizing Problems Is Based On What Kind Of Parental Relationships? | insecure attachments in middle childhood |
| High In Warmth/Responsiveness, Low In Control/Demandingness | permissive parents |
| High In Warmth/Responsiveness, High In Control/Demandingness | authoritative parents |
| Low In Warmth/Responsiveness, Low In Control/Demandingness | uninvolved parents |
| Low In Warmth/Responsiveness, High In Control/Demandingness | authoritarian parents |
| Features Of Parenting That Might Hurt Emotional And Social Development | dismissive responses to emotions, overly psychologically controlling, corporal punishment, household chaos |
| Features Of Parenting That Positively Impact Emotional And Social Development | emotional coaching, conversations about feelings and mental states |
| When Do Children Usually Pass The Rouge Test Of Self Recognition/Concept? | near the send of the second year of life (soon before age 2) |
| Rouge Test Of Self Recognition/Concept | a developmental psychology test in which a mark (usually red “rouge”) is placed on a child’s face to see if they recognize themselves in a mirror (demonstrates self-awareness and the development of self-concept) |
| Emotions That Require Self-Awareness | embarrassment, shame, pride |
| When Do Children Start To Display Emotions Of Self-Awareness? | around age 2 |
| What Age Do Children Typically Have A Sense Of Gender Categories And Their Own Gender? | 24-30 months (also leads to gender stereotyped play) |
| Parallel Play | playing near each other, maybe even with the same toy, but not together |
| Cooperative Play | working together, having roles in the play |
| When Does The Shift Between Parallel Play And Cooperative Play Usually Happen? | between 4 and 6 years old (infants and toddlers -> early childhood) |
| Hostile Aggression | actions, with the intention to inflict pain on someone |
| Instrumental Aggression | aimed at achieving a specific goal |
| Relational Aggression | non-physical aggression in which harm is caused by hurting someone's relationships or social status |
| What Types Of Aggression Increase In Toddlerhood But Decrease In Early Childhood And Why? | hostile and instrumental // children are getting better at language, inhibiting disruptive or not appropriate behavior, and social skills |
| Social Comparison | the judgment of one's traits, abilities, and behaviors relative to other people (increases with age) |
| Social Comparison In Early Childhood | less likely to make social comparisons // if they do, they tend to compare themselves to a single person |
| Social Comparison In Middle Childhood | more likely to make social comparisons // compare themselves across several areas to a large number of people across networks |
| Social Comparison And Cognitive Development | changes in cognitive development also change the nature and impact of social comparison |
| Decentration During Cognitive Development | focusing on multiple dimensions (it's not all black-or-white) |
| Perspective Taking And Theory Of Mind During Cognitive Development | other people's mental states may differ from theirs (what's inside matters too) |
| Friendships Are Often Formed Through... | similarities |
| The More Similarities Friends Share, The More They Are Likely To... | remain friends over time |
| Problems In Emotion Understandnig And Regulation Place Children At Risk For... | mental health problems, social isolation, and disengagement from school (can lead to low friendship quality and low peer acceptance) |
Created by:
age47
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