Flash Cards for test 2 psych

Interaction between two people over time

3 needs in developing relationships

Characteristic of developing relationship: Ability of parents to adjust their behavior to that of an infant. Parent's help their infants adapt to environmental stimuli.

Characteristic of the Developing relationship: Infant's capacity for attention; style of responding influences interaction. Parents recognize an infant's threshold. that is what and how much stimuli the infant can tolerate.

Characteristic of the Developing relationship: Term used to describe the rythm that is established between a parent's and an infant's behavior. For example the mother makes a face and the infant tries to respong similarly.

Characteristic of the Developing Relationship: Infants' realization that they have a share in controlling their interactions with others. Infants learn to direct their attention to their mothers, and a pattern of interactions is established.

Food for example; lead to a series of interactions that soon become a need for social interaction.

Children require increasingly challenging stimulation; For infants, adults become the source of information as much as the source of bodily need satisfaction.

Adults satisfy needs, provide stimulation, and initiate communication, thus establishing the basis for future social interactions.

The Developing Sequence Infants begin to direct actions toward adults. Emotional reactions also appear at this time, with obvious signs of pleasure at the sight and sound of adults, especially females.

The Developing Sequence Infants begin to direct actions toward adults. Emotional reactions also appear at this time, with obvious signs of pleasure at the sight and sound of adults, especially females.

The Developmental Sequence More complex and sensitive reactions emerge, such as smiling and vocalizations directed at the mother, plus animated behavior during interactions.

The Developmental Sequencethe infant has formed a need for social interactions. This need continues to grow and be nourished by adults until the end of the second or beginning of the third year, when a need for peer interactions develops.

Opinions of others in the subconcious; for example from PARENTS OR GRANDPARENTS.

The study of behavior in natural settings

Sequence of attachment theory
3 Phases:

Sequence of attachment behavior May begin immediatelyh and persist for about one week. Loud crying, extreme restlessness, and rejection of all adult figures mark an infants distress.

Sequence of attachment behavior The infant's behavior suggests growing hopelessness: monotonous crying, inactivity, and steady withdrawl.

Sequence of attachment behavior Appears when an infant displays renewed interest in its surroundings--but a remote, distant kind of interest

Use their mothers as a base from which to explore. Separation intesifies their attachment behavior; they exhibit considerable distress, cease their explorations, and at reunion seek contact with thier mothers.

rarely cry during separation and avoid their mothers at reunion. The mothers of these babies seem to dislike or are indifferent to physical contact

Manifest anxiety before separation and who are intensely distressed by the separation. Yet on reunion they display ambivalent behavior toward their mothers; they seek contact but simultaneously seem to resist it.

show a kind of confused behavior at reunion. For example they may look ath the mother and then look away, showing little emotion.

Examines the responses of parents to determine if they maintain a coherent, relevant discussion of their early attachments.

these individuals value relationships, believe that their attachments help their development, and give consistent and coherent answers.

These individuals denied the ingluence of attachments on their lives and showed memory lapses, and their positive expressions about their parents were indonsistent and contradictory.

these induviduals speak of their parents in an angry, incoherent manner

These individuals reflected a sense of unresolved loss in their answers.

A child's basic personality; technically refers to constitutionally based induvidual differences in emotionable, motor, and attentional reactivity.

Children characterized by regularity of bodily functions, low or moderate intensity of reactions, and acceptance of, rather than withdrawal from, new situations (40%)

Children Characterized by irregulatity in bodily functions, intense reactions, and withdrawal from new stimuli (10%)

Children Chaaracterized by a low intensity of reactions and a somewhat negative mood. (15%)

Compatibility between parental and child behavior; how well parents and their children get along. Or how well parents adapt to thier children's temperament.

Feelings and its distinctive thoughts

From Birth to 3 years, a range of emotions from happiness to anger.

Years 3-6, More specific responses to specific stimulation.

Years 6-9, Emotions slowly becoming differentiated with increasing cognitive development.

Years 9-12, Concentrated focus on main caregiver.

Years 12-18, Feelings of securty and well-being encourage exploration of environment

Years 18-24, Integration of emotional and cognitive features.

Refers to the need to establish and maintain relations eith others and to regulate behavior according to society's demands.

Parents who are demanding, and for them instant obedience is the most desirable child trait. No consideration is given to the child's view. No explanation is given for the answer

Parents who respond to their children's needs and wishes. Believing in parental control, They expect mature behavior and will enforce rules,but encourage their children's independence in seauch for potential.

Parents who take a tolerant, accepting view of their children's behavior, including both aggressive and sexual urges. They rarely use punishment or make demands of their children. Children make almost all of their decisions.

What percentage of divorces involve Children?

A convicion that one belongs to the sex of birth. Children indicate thier ability to label their own sex and the sex of others between ages 2 and 3.

Reflects narrow beliefs about the characteristics associated with being male or female.

Refers to culturally acceptable sexual behavior.

Kind of play: Children are seen as observers and not actually engaged in any activity

Kind of play: Children play by themselves and are not involved with others.

Kind Of Play: Children watch others, do not become active themselves, but may call out suggestions or questions.

Kind of Play: Children play beside but not with other children.

Kind of Play: Children play with others but seem more interested in the social interactions than the activity itself.

Kind of Play: Vhildren play with others and are active participants in the goal of the activity.

Age 1-2, Simple, repetitive motor movements with or without objects. Ex, running around rolling a toy back and forth.

Age 3-6, Creating or constructing something. Ex, Making a house out of leggos, putting together a puzzle.

Age 3-7, Acting out roles. Ex. Playing house, school, or doctor.

Age 6-11, Understanding and following rules in games. For example, playing board games, cards, sports.