Child Psychology Final Exam Chapter 10 Emotion Rapid appraisal of personal significance of situations feeling triggered because important to individual Functionalist Approach is to energize behavior and is aimed at attaining personal goals Cognitive processing impacts anxiety and performance learning the response of others on an emotional level Earliest emotional life consists mainly of two global arousal states 1 Attraction to pleasant stimulation 2 Withdrawal from unpleasant stimulation Facial expressions offer most reliable cues of infant emotion Basic Emotions can be directly inferred from facial expressions happiness interest surprise fear anger sadness disgust evolutionary history promote survival Happiness Smile from birth Social Smile 6 t0 10 weeks broad grin evoked by the stimulus of a human face Laugh 3 to 4 months Fear 6 to 12 months Stranger Anxiety 8 to 12 months wariness to unfamiliar adults not universal depends on temperament past experience with strangers current situation Self Conscious involve injury to or enhancement of our sense of self include shame embarrassment guilt envy pride emerge end of second year Secure base point from which to explore venturing into the environment and then returning for emotional support Emotional self regulation strategies for adjusting our emotional state to a comfortable level to accomplish our goals requires voluntary effortful management of emotions improves gradually as a result of brain development and assistance of caregivers Emotional self efficacy in young people the feeling of being in control of their emotional experience favorable self image optimistic outlook Understanding and Responding to Other s emotions by 3 4 months Have expectations for caregiver responses for emotional exchanges Social Referencing relying on another person s emotional reaction to appraise an uncertain situation Temperament early appearing stable individual differences in reactivity and self regulation Reactivity quickness and intensity of emotional arousal attention and motor action Self regulation strategies that modify reactivity Effortful control Voluntarily suppress dominant response in order to plan and execute a more adaptive response Thomas Chess New York Longitudinal Study First Influential model Impacts psychological adjustments increase chances of psych problems protect from negative effects of stress Structure of Temperament Easy 40 adapt easily cheerful Difficult 10 slow to accept new experiences negative and intense reactions Slow to warm up 15 adjusts slowly to new experiences inactive and fearful Unclassified 35 Stability of Temperament develops with age and not very stable Prediction after age 3 emotion attention action better established Brain development frontal lobes Goodness of fit model temperament and child rearing environment Good fit more adaptive functioning Poor fit adjustment problems Attachment strong affectionate tie with special people in our lives which leads to pleasure when interacting with them or comfort by their nearness during stress Second half 1st year early bond important but influenced by continuing parent child relationship Ethological Theory of Attachment 1 Preattachment 2 Attachment in the making 3 clear cut attachment 4 Formation of a reciprocal relationship The Strange Situation Types of Attachment Secure 60 Avoidant 15 Resistant 10 Disorganized disoriented 15 Separation anxiety tends to increase between 6 15 months Strange situation Separation and reunion episode response during reunion Secure explore freely in caregiver s presence often visibly upset when caregiver leaves great caregiver warmly at reunion Insecure Avoidant show little or no distress upon separation avoid contact with caregiver upon reunion may show more positive behavior with stranger Insecure Resistant thoroughly distressed by separations don t settle easily upon reunions mix proximity seeking and angry behaviors Disorganized Disoriented confused contradictory behaviors dazed fearful facial expressions frozen postures Chapter 13 Masculine instrumental traits Feminine Expressive traits Early Childhood 18 months clothes color toys Parents encourage gender specific play and behavior reinforce dependence in girls independence in boys language indirectly teaches roles Middle childhood adolescence achievement more important gender affects perceived competence parents continue to demand independence from boys extend stereotypes to include personalities and school subjects more flexible about behavior gender stereotypic attributes relate to BUT do not define gender harsh views on some violations Cross Cultural research gender stereotypes similarities BUT promoted by cultures Androgens animals increase active play choose same sex peers suppress maternal caregiving Gender Stereotypes widely held beliefs about characteristics deemed appropriate for males and females Gender Identity perception of the self as relatively masculine or feminine androgyny measure middle childhood Gender labeling don t understand permanency sex Gender stability change behavior change sex Gender consistency cross gender activities don t affect Gender Constancy Fully understanding Instrument traits reflecting competence rationality assertiveness Expressive traits emphasizing warmth caring and sensitivity were viewed as feminine Social learning theory gender typing behavior leads to gender identity Cognitive Developmental Theory self perceptions gender constancy come before behavior Gender intensification increased gender stereotyping of attitudes and behavior biological social cognitive factors more in early adolescence declines mid to late Over abilities no difference Verbal girls speak better than boys Biological girls left hemisphere of the brain Environmental verbal parents talk more to girls language arts considered feminine Math boys do better than girls Biological right hemisphere and androgens Environmental math parents see boys as better at math masculine stereotype threat Emotional Sensitivity girls boys infers others emotions express feelings identify own emotions Aggression boys are more physically aggressive androgen hormones Media children s books still portray boys and girls stereotypically TV still very gender stereotypic females occupy fewer roles portrayed as young caring attractive etc Canadian Study effects of TV on gender stereotypes Chapter 14 The Family Most common family form lifelong commitment of man and woman care for children until
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