Social Development!

List the 3 gene-environment correlations

evocative, passive, active

active

the child chooses an environment that supports a genetic predisposition

passive

parents provide both the genes and the environment

evocative

child behavior, due to genes, causes others to act in a way that supports this behavior further

diathesis-stress model

what an event “triggers” a genetic predisposition or vulnerability

differential susceptibility model

when a person’s genes make them more sensitive to environment influences of both positive + negative influences

epigenetics

when your environment causes genes to be turned on or off without changing the DNA sequence (a change in gene expression)

temperament

consists of basic dispositions that are inherent in a person. It is strongly influenced by biological factors and is influenced by the environment over time.

overcontrolled

when a child doesn’t show emotions or appears to be anxious

undercontrolled

when a child cannot handle change and everything upsets them

resilient

when a child reacts well to change and interacts with the world around them

goodness of fit

environment matches the temperament

authoritative parenting styles

high warmth and high demands

permissive parenting style

high warmth and low demands

authoritarian parenting style

low warmth + high demands

neglectful parenting style

low warmth + low demands

directive parenting style

-used often in collectivistic cultures

-in between authoritative and authoritarian parenting

-high warmth + high demands

-high warmth is shown through demands and sacrifice rather than affection

internal working model

cognitive frameworks that influence our expectations and behaviors

avoidant attachment style

a child does not react when their caregiver leaves or returns

disorganized attachment style

a child is unpredictable in how they respond to their caregiver when they leave or return

ambivalent

when a child is upset when their caregiver leaves and inconsolable when they return

secure

a child is upset when their caregiver leaves but is easily comforted when they return

differentiation

-wanting to be different from your sibling

-same gender

-close in age

-next to each other in birth order

modeling

wanting to be similar to your sibling

-same gender

-close in age

-younger than sibling

emotional regulation from birth

coregulation- relies on the caregiver for emotions

emotional regulation 4-6 months

attention shifting (looking away)

emotional regulation 7-10 months

social referencing (looking to others for emotions)

emotional regulation toddlerhood

comfort objects (uses a toy for comfort)

preschool emotional regulation

preschool (reframing a narrative to overcome difficult emotions)

mid childhood

problem + emotion centered coping

primary emotion- present at birth

disgust, interest, distress, contentment

primary emotion: 2-7 months

joy, sadness, anger, fear, surprise

secondary (2-3 years)

embarrassment, pride, guilt, shame

emotion dismissing

showing disapproval of emotions + shutting them down (this can be very subtle)

emotion coaching

validating + labeling emotions and seeing them as an opportunity for connection

eye tracking self recognition (infants)

hen showing infants a picture of themself and someone else, an infant who recognizes themself will spend more time looking at the other person

rouge test

You place a mark on their forehead and have them look in a mirror. If they have self-recognition, they will wipe the mark off. If they don’t, they will reach towards the mirror.

theory of mind: 18-24 months

self recognition: eye tracking and the rouge test

4-5 years: basic theory of mind

false belief test (know what someone else thinks)

6-7 years

more advanced: knows what someone thinks about someone else

8-9 years

sarcasm + faux paus

-irony vignette

10-12 years

irony, persuasion + deception

(class example: monkey stealing stickers)

teens

hidden emotions + social manipulation