Child Psychology Final - Chapters 11 + 12

Emotions

Complex behaviors that contain 3 distinct elements and produced in response to some sort of internal (ex-self-confidence) and external (ex-what someone says about you) event

Physiological Emotions

Bodily changes (autonomic nervous system, brain waves, heart racing, sweating), can be objectively measured

Experiential Emotions

Your awareness to how your feeling, subjective, context plays a large role, body is reacting to something, can't be assessed

Expressive Emotions

Overt response, detectable to others, we tend to put on a different face to others when we are feeling something different

Coding Scheme

Erik Eikment - Mapping people's emotions (seeing their face and knowing the emotion)

Complex Emotions

Have an added component - Evaluative component (taking in the context of the situation, skills, and capabilities). Ex- a 2 year old completing a puzzle for the first time alone after doing the puzzle with mom, dad, sister, etc. for a while. Kids don't typically feel embarrassed because if they can't do it yet, they know that they don't have that skill set yet. Show around 18-24 months

Synchronization

Involves caregiver and infant recognizing state of others and responding appropriately - learn to read their signals

Early Communication

Cooing: they tend to recognize that they should coo more in the presence of others more instead of to objects. If after 3m and the infant does not get the reaction from you, they become in distress

Secure Attachment Style

Infant will start to play, but use mom as base. May ask mom to come over and play, sometimes can be comforted by stranger, knowing she will return. Show happiness at return. Best/healthiest/most desirable style. 60-65% of infants

Avoidant Attachment Style

Play on their own, content, may not show interest when mom comes over. Mom leaves - their not too upset, some anger, more upset/anger when leaves. Ignore her when she comes back. Forms of an insecure attachment. 20% of infants

Resistant Attachment Style

Child doesn't really know how to respond with caregiver - may want to be picked up, but then changed their mind. Gets very, very upset when mom leaves. Stranger has no ability to console them, difficult to calm down. Forms of an insecure attachment. 10-15% of infants

Disorganized Attachment Style

Often seem confused, stress, don't understand what's happening, tend to hang out by mom, but seem fearful. Continued research. 5-10% of infants

Secure Attachment: Friendship

Higher quality, fewer conflicts in friendships

Secure Attachment: Behavioral Problems

Less likely outside of the home, less likely to act up - summer camps, schools, sports, etc.

Secure Attachment: Interaction Abilities

More skillful interactions, more close friends, longer lasting bonds, make friends quickly

Responsiveness - Parenting style

Degree of parental warmth, level of comfort, and support that they are providing

Demandingness - Parenting style

Extent to which you have rules/limits, do you instill in them, they have an expectation of behavior as they get older, supervising, monitoring their whereabouts - by other, by you, etc. Do we provide them with guidance/structure? Young children need schedule/routines.

Authoritative Parenting

Encourages child to express opinions + question things, okay to ask why + explains reasoning, responsive to needs, provides support, sets limits + provides structure, value autonomy + discipline. Children will have more independence, self-control, less likely for depression/anxiety, + school performance, higher self esteem, better coping skills. High on Demandingness + High on Responsiveness

Authoritarian Parenting

Control children's behavior, very strict rules, require obedience, threaten punishment + no explanation High on Demandingness + Low on Responsiveness

Permissive Parenting

Very few demands, no strict rules, no check ins, extremely communicative, depends on their children to regulate themselves (self-regulation). Low on Demandingness + High on Responsiveness

Rejecting/Neglecting Parenting

Parent completely disengaged, ignore, neglect needs, not monitoring, no structure/support, children will find it elsewhere, no punishment. Low on Demandingness + Low on Responsiveness

Internalizing

An emotional style that is inner-directed and results in emotions such as guilt or sadness

Patterns of Temperament - The Easy Child

Has positive moods, regular body functions, a low to moderate energy level in responses, a positive approach to new situations. Establishes regular feeding + sleeping schedules from early infancy and adapts quickly to new routines, people, and places

Patterns of Temperament - The Difficult Child

Often in a negative mood, has irregular body functions, shows high to intensity reactions, withdraws from new stimuli, and is slow to adapt to new situations. Sleeps and eats on an unpredictable schedule, cries a good deal (+ loudly) and has trouble adjusting to new routines

Patterns of Temperament - The Slow to Warm up Child

Somewhat negative mood, low level of activity and intensity of reaction and withdraws from new stimuli. With repeated exposure to new experiences, he/she begins to show interest and involvement

Learning Theorists Perspective

We attach to a person who provides nourishment. Food played a very big role in attachment - + reinforcer. Problematic when only being attached to person giving food when being only attached to that 1 person. ex- when solely breastfeeding

Artificial Mother Studies - Harlow

Monkey Babies were reared with "wire mothers" and "cloth mothers". The wire mother provides nourishment only while the cloth mother provided "contact comfort" only. The infants far preferred the time on the cloth mother - used as a clear base. They found they could stay attached to the cloth mother and stretch over to the wire mother to eat. They would only go to the wire mother to eat, then go immediately back to the cloth mother

Ethological View of Attachment - Bowlby

Dominant view - Claim: forming attachment to caregiver is necessary for survival. Children who form an enduring, social emotional bond are more likely to survive. Babies automatically elicit behaviors that in turn cause us to respond in a caring way. Ex - crying: you pick them up/comfort them. snuggle: you pick them up and they tend to snuggle into, so you do it back. cooing: you get excited when they are "talking"

Anecdotal Evidence

Typically by 7-8 months. Can attach to more than one person, but the relationship of them is different

Ainsworth - Strange Situation

3 minute episodes where the mom + infant (12-18m) enter a waiting room like style and the researcher allowed initial playtime (3min) while observing the baby's behavior. Stranger comes in, sits down and talks to mom. Mom later leaves, leaving baby for 3 min before coming back. The second time she announces she's leaving, then stranger tries to interact with baby. The researcher records: the infant's response to caregiver before leaving, after the caregiver returns, the response to stranger

Longitudinal Evidence

Infants more likely to have secure attachments at 12 months when parents were sensitive + responded quickly/appropriately at 3 months of age

Israel: Dormitory Vs Home Sleeping

Infants less likely to have secure attachments when slept in dormitories with other children ages 12 and under vs sleeping in the home with parents

Self-Concept

The attitudes, behaviors, and values that collectively make you unique. Self-perceptions, conceptions and the values that you hold about yourself and that an change over time

Concrete Thinking

Real and tangible, dictates everything. Pre-K

Abstract Thinking

Hypothetical thinking, elaboration - now and in future. Adolescence

Moral Development

Changes in our capacity to reason about whether an action is right or wrong that occur with age. Includes understanding of rules + values that guide our interactions with others

Immanent Justice

Punishment will follow if a rule is broken

Self-Regulation

The capacity to monitor, direct, and flexibly adapt one's behaviors and activities to achieve certain goals or meet the demands imposed by others

Effortful Control

The ability to suppress undesirable responses for less dominant ones that are considered socially/morally acceptable

Delay-of-gratification

The child is asked to wait some time period before performing an activity or attaining some highly desired outcome

Conscience

A mechanism that governs what a child should not do, and an ego idea; a mechanism that promotes appropriate/desirable behaviors

Induction

Explaining why transgressions are wrong, provide a rationale for rules and regulations, present a reason for prosocial activity, express disappointment at specific behaviors when exhibited inappropriately

Power Assertion

Using forceful commands, physical punishment, or removal of material objects or privileges to influence behavior

Aggression

The effort to intentionally harm another person, either physically or psychologically, or to destroy property

Instrumental Aggression

Self-serving purpose, to achieve a goal such as a desired toy, or someone else's valued possession

Reactive Aggression

A retaliation in response to that other person's efforts to obtain the toy or possession, or in other cases, in response to an unflattering or negative comment made by another person

Relational Aggression

Such as taunting, name-calling, and malicious gossip, on the other hand, is a form of antisocial behavior designed to harm someone psychologically rather than physically

Factors often found to be associated with Aggression

Behavioral genetic studies involving twins, siblings, etc., a difficult temperament + low scores on personality measures, neuropsychological factors, biological factors, community factors, parenting factors, contextual factors, sociocultural factors, social factors, family factors

Rouge Test

Mom is playing with baby, and at some point mom puts rouge cream on the baby's nose, and continue playing. After, they put baby in front of a mirror in another room and wait for reaction. 1 year - will touch the mirror at the mark. 15 months - they will touch their own nose. 2 years - every infant touches their nose

Photographs of themselves

When they look at photographs of their own self, the majority spend a little more time looking at themselves

Povinelli and Simon

Used 3 + 4 year olds, and played a game and during, added a sticker on their forehead and recorded it. After the game played, they had the child watch the video over and checked for self awareness. Most of them knew it was them. Less than 50% of them reached out to take the sticker off their forehead. 4 year olds - almost all took the sticker off. IV - Age DV - move sticker or not

Self Definition - Pre-K

"Categorical self" - most of the time will define obvious categories to adults about them. Ex - eye color, name, age, preferences they have, skills, possessions

Self Definition - Early Elementary

Mention emotions, see the value of it, social realms, belong to social groups, peer comparisons

Self Definition - Early Adolescence

Big cogntitive change, abstract thinking, attitudes, beliefs, religion, political beliefs, courses they liked, personality traits rather than obvious ones, more flexibility, comfortable expressing their beliefs, use future tense - what they will be doing/become

Freud's Psychosexual theory

You acquire your morals by allying yourself with your same sex parent. ~5 to 6 yrs old. Resolution of Oedipus (males) and Electra (females) complex occurred in the phallic stage. They see the opposite parent as a threat and becomes jealous. Fears retaliation from other parent - castration in boys, loss of love in girls. Fear results in identify with same sex parent. His theory - they take on morals of parent - girls are less moral than boys. Problems: not sure fear even exists, morality doesn't vary by gender, and morality begins to be evident at earlier age

Social Learning Theorists - Modeling

We learn the most from models as competent, authority figures, consistent in their type of responses. Will model both good and bad behaviors - consequences of models behavior also plays a role. Deferred Imitation - ex- bobo doll

Bobo Doll (Bandura)

3 + 4 year olds, half of them watched a female play with the doll appropriately and the other half watched her play aggressively with the doll. The ones who watched her play appropriately, played appropriately when it was their turn and the ones who watched her play aggressively, also played that way

Social Learning Theorists - Rewards and Punishments

Rewards work best if already learned behaviors - strengthens them. Reinforce that behavior all the time. Punishment works, but its most effective if an explanation is provided and it occurs close in time to the inappropriate behavior, needs to be somewhat harsh. Helps us to teach about the moral behavior even at a very early age

Piaget's Theory

Gave children different stories - moral dilemmas to see whether the child intended to do the action leading to bad behavior or it was accident. A - John came to dinner as he was called, opened the door, and broke 15 glasses that were behind the door. B - Henry climbed up to get Jam after his mom told him no, and broke 1 glass. Their answers varied depending on their age.

Piaget's Theory - Moral Realism

Ages 5-10. Based on final consequences of the act, doesn't matter how it happened, just what happened in the end. Ex - the 15 broken glasses vs the 1 broken glass. Rules are fixed and cannot be changed. Immanent Justice. Punishment doesn't have to fit the crime

Piaget's Theory - Moral Relativism

10 and up. The intentions of the wrongdoer are considered (ex- John didn't know that the glasses were behind the door vs. Henry got some jam even after his mom told him no), take into account of someone else's perspective and have some emotional skills + understand the emotions that they experience. Rules can be flexible, punishment should relate to the crime. Punishment is not immant

Evaluation Theory

Well accepted, support from a research perspective, oversimplified with the 2 stages

Kohlberg's Theory

Used hypothetical moral dilemmas and analyzed responses. Moral decision is not important as reasoning behind choice. Can't go backwards from a stage, can't skip stages, your reasoning of answer puts you in a stage. He based it off boys 10-16.

Ex- Man needs a $2,000 drug for his wife, only has $1,000 - should he steal it?

Level 1 - Preconventional Morality

External sources dictate moral decisions. Obey rules and will be rewarded, break rules and will be punished.

Level 1: Preconventional Morality

Stage 1: Punishment and Obedience Orientation: Judgments you make based on avoiding punishments from authority figure. Man shouldn't steal drug, he could go to jail.

Stage 2: Naive Hedonistic Orientation: Kids judge morality in what satisfies their needs/needs of others - if they will gain a reward from doing that. Man should steal the drug because he's helping his wife, so she'll repay him later.

Level 2 - Conventional Morality

Begins with trust and loyalty, moves to law/order - there's a greater societal demand that needs to be maintained.

Level 2: Conventional Morality

Stage 3: Good Boy, Good Girl Orientation: Understand there are social norms/rules, but only apply it to people they know. Man should steal drug because he loves his wife.

Stage 4: Maintaining Social Order Orientation: You should do what's right, but the law should be equally applied to everyone. Man should steal drug because it's his duty to take care of his wife, but he goes to jail, or he shouldn't steal drug because it's illegal, it's unfortunate he doesn't have the money.

Level 3 - Postconventional Morality

Use abstract principles + values as a guide.

Level 3: Postconventional Morality

Stage 5: Legalist Orientation: Realize some laws aren't fair/inconsistent with rights of individuals and wants to maintain their self value. Man should steal drug because a person's life is more important than property or you would encourage stealing in society and would hurt more people then help.

Stage 6: Universal Ethical Principles Orientation: Maintaining our own principles obeys social norms and laws except when it goes against my personal principles - my conscious is my guide. Man should steal drug because you should save/preserve life at all costs, but will pay consequences, or no man shouldn't steal because value of life is important and someone may not live bc you took it

Criticisms of Kohlberg's Theory

1. Moral Thought 🚫 Moral Action - what you think is right may not be right to do; what we say we will do may not always happen in the actual situation.

2. Dilemma's not realistic - we might make them more simple or dramatic.

3. Woman not accurately portrayed - girls were originally portrayed to never get passed stage 3, and boys all the way to stage 6; research showed little differences between girls and boys