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Psych 1100E
Lecture 27 (pg. 465-478)
| Term | Definition |
|---|---|
| What is the purpose of emtional responses? | Emotional responses communicate our inner states to other people and influence how others respond to us. |
| What are the two main ways infants express their feelings? | Facial expressions and vocalizations. |
| At what age do infants begin to develop a sense of self? | 18 months. |
| What is the main way to know an infant has began developing a sense of self? | They are able to recognize themselves in a mirror |
| At what age do toddlers begin to display pride and shame? | 2 years old. |
| Emotional regulation | The process by which we evaluate and modify our emotional reactions. |
| Temperament | A biologically based general style of reactingg emotionally and behaviourally to the environment. |
| 3 classified groups for children according parents from Alexander Thomas and Stella Chess' study | Easy infants, difficult infants, slow-to-warm-up infants. |
| Why was Alexander Thomas and Stella Chess' study critisized? | It relied too much on the parents' reports of their childrens' behaviour. |
| According to behavioural inhibition, describe inhibited infants. | Inhibited infants are quiet and timid; they cry and withdraw when they are exposed to unfamiliar people, palces, objects, and sounds. |
| Describe an uninhibited infant. | Uninhibited infants are more sociable, verbal, and spontaneous. |
| Describe a highly uninhibited infant at 7 years old. | Highly uninhibited infants tended to become sociable and talkative 7 year olds. |
| Describe a highly inhibited infant at 7 years old. | Highly inhibited infants developed into quiet, cautious, and shy 7 year olds. |
| Who came up with the 8 major psychological stages? | Erik Erikson |
| Psychological stages | Each stage involves a different "crisis" (ie conflict) over how we view ourselves in relation to other people and the world. |
| According to Erikson, what is the main psychological crisis from birth to age 1? | Basic trust vs. basic mistrust |
| According to Erikson, what is the main psychological age from age 1-2? | autonomy vs. shame and doubt |
| According to Erikson, what is the main psychological age from age 3-5? | initiative vs. guilt |
| According to Erikson, what is the main psychological age from age 6-12? | industry vs inferiority |
| According to Erikson, what is the main psychological age from age 12-20? | identity vs. role confusion |
| Imprinting | A sudden, powerful, biologically primed from of attachment in animals. |
| At what stage does the strongest imprinting take place? | The critical period |
| Attachment | In humans, the strong emotional bond that develops between children and their primary caregivers. |
| Sensitive period | The first few years of life when we most easily form a secure bond with caregivers that enhances our adjustment later in life |
| Harlow's study (process and conclusion) | Terry cloth monkey (comfort) vs barbed wire (nourishment), to see which "mother" the baby monkey would choose. Contact comfort - body contact with a comforting object - is more important in fostering attachment than is the provision of nourishment. |
| 3 stages of attachment during infancy proposed by John Bowlby | 1. Indiscriminate attachment (newborns cry, vocalize and smile to anyone) 2. Discriminate attachment (attahcment behaviours towards familiar caregivers over strangers) 3. Specific attachment behaviour (caregivers become a secure base) |
| Stranger anxiety | Distress over contact with unfamiliar people (in this case, infant cries and reaches for caregiver) |
| Separation anxiety | Distress over being seperated from a primary caregiver |
| Goal-corrected partnership | According to Bowlby, this stage emerges in which children and caregivers can describe their feelings to each other and maintain their relationships whether they are together or apart. |
| Strange Situation Test (developed by who and what is its function) | Developed by Ainsworth, it is a standardized procedure for xamining infant attachment. Mother plays with child, then leaves the baby with a stranger. |
| 3 forms of attachment (and 2 subsets) | 1. securely attached 2. Insecurely attached --> Anxious-resistant and anxious-avoidant 3. disorganized-disoriented attachment |
| Securely attached infant | Infants explore and react positively to strangers. Distressed when mother leaves, happy when she returns. |
| Insecurely attached: anxious-resistant | Fearful when mother is present (demand her attention) highly distressed when she leaves. Not soothed when she returns, may react angrily. |
| Insecurely attached: anxious-avoidant | Few signs of attachment. Barely cry when mother leaves. Don't seek contact when she returns. |
| Disorganized-disoriented attachment | Appear disoriented and confused. Show contradictory behaviours (trying to get close to mother, then strike out or freeze when mother tries to give comfort) |
| Attachment deprivation conclusion | Being raised without attachment to a real, interactive caregiver produces long-term social impairment. |
| Authoritative parents | Controlling but warm: Demanding, but caring; good child-aorent communication. |
| Authoritarian parents | Controlling and rejecting relationship: Assertion of parental power without warmth. |
| Indulgent parents | Warm and caring but not enough discipline: Warm toward child, but too lax in setting limits. |
| Neglectful parents | Neither warmth nor guidance: Indifferent and uninvolved with child. |
| Gender identity | A sense of "femaleness" or "maleness" that becomes a central aspect of our personal identity. |
| Gender constancy | The understanding that being male or female is a permanent part of a person (develops around age 6-7). |
| Sex-role stereotypes | Beliefs about the type of characteristics and behaviours that are appropriate for boys and girls to possess. |
| Socialization | The process by which we acquire the beliefs, values and behaviours of a group, which plays a key role in shaping our gender identity and sex-role stereotypes. |
| Sex-typing | Treating others differently based on whether they are female or male. Transmitted through observational learning and operant conditioning. |
| What are the three main levels of moral reasoning? | 1. Preconventional 2. Conventional 3. Postconentional |
| Who developed the stages of moral reasoning? | Kohlberg |
| What is the first level of moral of moral reasoning? Explain it. | Preconventional: Basis for judging what is moral: Actual or anticipated punishment and rewards, rather than internalized values. |
| What are the first and second stages of moral reasoning (preconventional)? Explain them. | 1. Punishment/obedience orientation: Obeying rules and avoiding punishment 2. Instrumental/ hedonistic orientation: self-interest and gaining rewards |
| What is the second level of moral reasoning? Explain it. | Conventional: Conformity to the expectations of social group; person adopts other people's values. |
| What are the third and fourth stages of moral reasoning (conventional)? Explain them. | 3. Good child orientation: Gaining approval and maintaining good relations with others 4. Law and order orientation: Doing one's duty, showing respect for authority, and maintaining social order |
| What is the third level of moral reasoning? Explain it. | Postconventional: Moral principles that are well thought out and part of one's belief and value system |
| What is the fifth stage of moral reasoning (postconventional)? Explain it. | 5. Social contract orientation: General principles agreed upon bby society that foster community welfare and individual rights; recognition that society can decide to modify laws that lose their social utility |
| What is the sixth stage of moral reasoning (postconventional)? Explain it. | 6. Universal ethical principles: Abstract ethical principles based on justice and equality; following one's conscience |
| What do critics argue about Kohlberg's Stages of Moral Reasoning? | That the model contains cultural and gender biases. |
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jarnol33
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