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UNT PSYC 3620 - Ch.10 Vocabulary

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PSYC 3620: Developmental Psychology Ch.10 Vocabulary1. Emotion: the body’s physiological reaction to a situation, the cognitive interpretation of the situation, communication to another person, & actions2. Emotion schemas: all the associations & interpretations that an individual connects to a certain emotion3. Temperament: the general emotional style an individual displays in responding to events4. Easy temperament: a child’s general responsiveness marked by positive mood, easy adaptation to change, & regularity patterns of eating, sleeping, & elimination5. Difficult temperament: a child’s general responsiveness marked by a more negative mood, intense responses, slow adaptation to change, & irregular patterns of eating, sleeping, & elimination6. Slow-to-warm temperament: a general responsiveness marked by a slow adaptation to new experiences & moderate irregularity in eating, sleeping, & elimination7. Goodness of fit: how well a child’s temperamental characteristics match the demands of the child’s environment8. Self-conscious emotions: emotions that depend on awareness of oneself, such as pride, guilt, & shame9. Guilt: feelings children have when they think about the negative aspects of something they have done, particularly moral failures10. Shame: a feeling that occurs as a result of personal failure or when children attribute their bad behavior to an aspect of themselves that they believe they cannot change11. Empathy: sharing the feelings of other people12. Sympathy: concern for others’ welfare that often leads to helping or comforting them13. Social referencing: using the reaction of others to determine how to react in ambiguous situations14. Effortful control: the ability to consciously control one’s behavior15. Delay of gratification: the ability to wait until later to get something desirable16. Emotional intelligence: the ability to understand & control one’s emotions, to understand the emotions of others, & to use this understanding in human interactions17. Externalizing behaviors: behaviors, such as aggressive or destructive behavior, in which the child or adolescent “acts out” on the environment18. Internalizing behaviors: behaviors in which a child’s emotions are turned inward & become hurtful to themselves19. Anxiety: a vague fear about events that may or may not occur20. Anxiety disorder: a level of anxiety that is severe, lasts a long time, & interferes with normal functioning21. Phobia: an irrational fear of something specific that is so severe that it interferes with day-to-day functioning22. Clinical depression: a condition marked by feelings of worthlessness & hopelessness, a lack of pleasure, sleep & appetite disturbances, & possibly suicidal thoughts23. Oppositional defiant disorder: a persisting pattern of behavior marked by defiant, disobedient, &hostile behavior toward authority figures24. Conduct disorder: a persistent pattern of behavior marked by violation of the basic rights of others or major age-appropriate social norms or rules25. Coercive family environment: a pattern of family interaction in which parents & children mutually train each other so that the child becomes increasingly aggressive & the parents become less effective in controlling the child’s behavior26. Attachment: an emotional bond to a particular person27. Secure attachment: a strong, positive emotional bond with a person who provides comfort & a sense of security28. Secure base for exploration: the use of a parent to provide the security that an infant can rely on as she explores the environment29. Drive reduction: the idea that human behavior is determined by the motivation to satisfy or reduce the discomfort caused by biological needs or drives30. Preattachment: the stage of development from birth to 6 weeks, in which infant sensory preferences bring infants into close connection with parents31. Attachment in the making: the stage from 6 weeks to 6-8 months in which infants develop stranger anxiety, differentiating those they know from those they don’t32. Clear-cut attachment: the stage from 6-8 months to 18 months- 2 years, when an infant developsseparation anxiety when a person he is attached to leaves him33. Goal-corrected partnership: the stage of development of attachment from 18 months on, when toddlers create reciprocal relationships with their mothers34. Stranger anxiety: fearfulness that infants develop at about 6 months of age toward people they do not know35. Separation anxiety: distress felt when separated from parent36. Internal working model: mental representations of the particular attachment relationships that achild has experienced that become the model for expectations of future relationships37. Anxious avoidant attachment: an attachment classification in which the infant is not distressed when his mother leaves, is just as comfortable with the stranger as with his mother, and, when his mother returns, does not rush to greet her38. Strange Situation: Mary Ainsworth’s experimental procedure designed to assess security of attachment in infants39. Anxious ambivalent/resistant attachment: an attachment classification in which the infant is reluctant to move away from his mother to explore & is very distressed when his mother leaves, but when his mother returns, he wants to approach her but also angrily resists her attempt to pick him up40. Disorganized/disoriented attachment: an attachment classification in which behavior is unpredictable & odd & shows no coherent way of dealing with attachment issues; often linked with parental abuse or neglect41. Secure base script: the expectation that a child develops that distress will be met with care, concern, & support42. Reactive attachment disorder (RAD): a disorder marked by inability to form attachments to


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UNT PSYC 3620 - Ch.10 Vocabulary

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