Emotional Develop Word Scramble
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| Question | Answer |
| what is a problem with the strange situation test? | it may be culturally biased |
| Bowlby's theory of attachment | stresses importance of attachment in first year and responsiveness of caregiver |
| 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 |
| attachment | close emotional bond to a caregiver |
| 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 |
| 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 |
| extraversion/surgency | uninhibited children, positive anticipation, impulsivity, activity level, and sensation seeking |
| Sternberg's triarchic theory of love | love includes passion, intimacy, and commitment |
| difficult child | the child tends to react negatively and cry frequently, engages in irregular daily routines, and is slow to accept change |
| temperament | an individual's behavioral style and characteristic way of responding |
| socioemotional selectivity theory | older adults become more selective about their social networks |
| 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 |
| Freud's theory of attachment | infants attach to person or object providing oral satisfaction |
| three types of cries | basic, anger, and pain |
| what are the two main types of attachment? | attachment between romantic partners and attachment between parents and children |
| internal working model | expectations of responsiveness by caregiver based on previous experiences |
| securely attached babies | use the caregiver as a secure base from which to explore the environment |
| Erikson's theory of attachment | trust vs. mistrust in the first year of life sets up expectations for future relations |
| 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 |
| fatuous love | involves passion and commitment |
| Chess and Thomas' Classification | three types of temperament: easy child, difficult child, slow-to-warm-up child |
| goodness of fit | the match between a child's temperament and the environmental demands the child must cope with |
| negative affectivity | easily distressed, inhibited children, fear, frustration, sadness, and discomfort |
| reflexive smile | a smile that does not occur in response to external stimula. It happens during the month after birth, usually during sleep. |
| 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 |
| Rothbart and Bates' Classification | three dimensions of temperament: extraversion/surgency, negative affectivity, and effortful control (self control) |
| two types of smiles | reflexive and social |
| effortful control | strategies for self soothing, keep arousal from getting too high, attentional focusing, low-intensity pleasure |
| insecure avoidant babies | show insecurity by avoiding the mother |
| slow to warm up child | the child has a low activity level, is somewhat negative, and displays a low intensity of mood |
| affectionate love | involves intimacy and commitment |
| separation protest | crying when caregiver leaves |
| anxious attachment style | describes adults who demand closeness, are less trusting, and are more emotional, jealous, and possessive |
| social referencing | reading emotional cues to determine how to act in a particular situation |
| how do infants learn about the social world? | face to face play with caregiver and locomotion |
| emotion dismissing parents | view their role as to deny, ignore, or change negative emotions |
| consummate love | involves passion, intimacy and commitment |
| 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 |
| stranger anxiety | infant’s fear and wariness of strangers |
| emotion | a feeling, or affect, comprised of biological, cognitive and behavioral components |
| 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 |
| what brain structures influence the formation of the maternal infant bond? | prefrontal cortex, amygdala, and the hypothalamus |
| easy child | the child is generally in a positive mood, quickly establishes regular routines, and adapts easily to new experiences |
| insecure resistance babies | might cling to the caregiver, then resist her by fighting against the closeness, perhaps by kicking or pushing away |
| what neuropeptide hormones play a role in the formation of the maternal infant bond? | oxytocin and vasopressin |
| social smile | a smile in response to an external stimulus, which, early in development, typically is a face. |
| insecure disorganized babies | show insecurity by being disorganized and disorienting |
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katieliptrap
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