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Emotional Develop
| Question | Answer |
|---|---|
| emotion | a feeling, or affect, comprised of biological, cognitive and behavioral components |
| stranger anxiety | infant’s fear and wariness of strangers |
| social referencing | reading emotional cues to determine how to act in a particular situation |
| separation protest | crying when caregiver leaves |
| socioemotional selectivity theory | older adults become more selective about their social networks |
| attachment | close emotional bond to a caregiver |
| Freud's theory of attachment | infants attach to person or object providing oral satisfaction |
| Erikson's theory of attachment | trust vs. mistrust in the first year of life sets up expectations for future relations |
| Bowlby's theory of attachment | stresses importance of attachment in first year and responsiveness of caregiver |
| internal working model | expectations of responsiveness by caregiver based on previous experiences |
| Sternberg's triarchic theory of love | love includes passion, intimacy, and commitment |
| emotion coaching parents | monitor their children's emotions, view their children's negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively with emotions |
| emotion dismissing parents | view their role as to deny, ignore, or change negative emotions |
| primary emotions | emotions that a present in humans and other animals and appear in the first six moths of the human infant's development. They include surprise, interest, joy, anger, sadness, fear, and disgust |
| self conscious emotions | require self-awareness that envolves consciousness and a sense of me and usually occur for the first time at some point in the second half of the first year through the second year. These include jealousy, empathy, embarrassment, pride, shame, and guilty |
| three types of cries | basic, anger, and pain |
| two types of smiles | reflexive and social |
| reflexive smile | a smile that does not occur in response to external stimula. It happens during the month after birth, usually during sleep. |
| social smile | a smile in response to an external stimulus, which, early in development, typically is a face. |
| temperament | an individual's behavioral style and characteristic way of responding |
| Chess and Thomas' Classification | three types of temperament: easy child, difficult child, slow-to-warm-up child |
| easy child | the child is generally in a positive mood, quickly establishes regular routines, and adapts easily to new experiences |
| difficult child | the child tends to react negatively and cry frequently, engages in irregular daily routines, and is slow to accept change |
| slow to warm up child | the child has a low activity level, is somewhat negative, and displays a low intensity of mood |
| Rothbart and Bates' Classification | three dimensions of temperament: extraversion/surgency, negative affectivity, and effortful control (self control) |
| extraversion/surgency | uninhibited children, positive anticipation, impulsivity, activity level, and sensation seeking |
| negative affectivity | easily distressed, inhibited children, fear, frustration, sadness, and discomfort |
| effortful control | strategies for self soothing, keep arousal from getting too high, attentional focusing, low-intensity pleasure |
| goodness of fit | the match between a child's temperament and the environmental demands the child must cope with |
| securely attached babies | use the caregiver as a secure base from which to explore the environment |
| insecure avoidant babies | show insecurity by avoiding the mother |
| insecure resistance babies | might cling to the caregiver, then resist her by fighting against the closeness, perhaps by kicking or pushing away |
| insecure disorganized babies | show insecurity by being disorganized and disorienting |
| secure attachment style | describes adults who have positive views of relationships, find it easy to get close to others, and are not overly concerned or stressed out about their romantic relationships |
| avoidant attachment style | describes adults who are hesitant about getting involved in romantic relationships and once in a relationship, tend to distance themselves from their partner |
| anxious attachment style | describes adults who demand closeness, are less trusting, and are more emotional, jealous, and possessive |
| romantic love | also called passionate love, or eros, that has strong components of sexuality and infatuation, and it often predominates in the early part of a love relationship |
| affectionate love | also called companionate love, that occurs when individuals desire to have another person near and have a deep, caring affection for that person |
| what are some developmental changes in emotions during middle and late childhood? | improved emotional understanding, improved ability to suppress negative emotions, the use of self-initiated strategies for redirecting feeling, and a development of genuine empathy |
| what are the two main types of attachment? | attachment between romantic partners and attachment between parents and children |
| how do infants learn about the social world? | face to face play with caregiver and locomotion |
| what is a problem with the strange situation test? | it may be culturally biased |
| what neuropeptide hormones play a role in the formation of the maternal infant bond? | oxytocin and vasopressin |
| what brain structures influence the formation of the maternal infant bond? | prefrontal cortex, amygdala, and the hypothalamus |
| affectionate love | involves intimacy and commitment |
| fatuous love | involves passion and commitment |
| consummate love | involves passion, intimacy and commitment |
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katieliptrap
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