Flash Cards for test 2 psych

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  1. Interaction between two people over time
  2. 3 needs in developing relationships
    1.Bodily Needs

    2. Psychosocial Needs

    3. Adult response needs
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. Food for example; lead to a series of interactions that soon become a need for social interaction.
    Bodily needs
  8. Children require increasingly challenging stimulation; For infants, adults become the source of information as much as the source of bodily need satisfaction.
    Psychological needs
  9. Adults satisfy needs, provide stimulation, and initiate communication, thus establishing the basis for future social interactions.
    Adult response needs
  10. 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.
    During the first 3 weeks of life
  11. 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.
    From beginning of the fourth week
  12. The Developmental Sequence More complex and sensitive reactions emerge, such as smiling and vocalizations directed at the mother, plus animated behavior during interactions.
    During the Second Month
  13. 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.
    3 months of Age
  14. Opinions of others in the subconcious; for example from PARENTS OR GRANDPARENTS.
    Ghost in the nursery
  15. The study of behavior in natural settings
  16. Sequence of attachment theory
    3 Phases:


  17. 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.
  18. Sequence of attachment behavior The infant's behavior suggests growing hopelessness: monotonous crying, inactivity, and steady withdrawl.
  19. Sequence of attachment behavior Appears when an infant displays renewed interest in its surroundings--but a remote, distant kind of interest
  20. 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.
    Securely attached children
  21. rarely cry during separation and avoid their mothers at reunion. The mothers of these babies seem to dislike or are indifferent to physical contact
    Avoidantly attached children
  22. 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.
    Ambivalently attached children
  23. show a kind of confused behavior at reunion. For example they may look ath the mother and then look away, showing little emotion.
    Disorganized/Disoriented children
  24. Examines the responses of parents to determine if they maintain a coherent, relevant discussion of their early attachments.
    Adult Attachment Interview (AAI)
  25. these individuals value relationships, believe that their attachments help their development, and give consistent and coherent answers.
    Autonomous Adults
  26. 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.
    Dismissing Adults
  27. these induviduals speak of their parents in an angry, incoherent manner
    Preoccupied Adults
  28. These individuals reflected a sense of unresolved loss in their answers.
    Unresolved/ Disorganized Adults
  29. A child's basic personality; technically refers to constitutionally based induvidual differences in emotionable, motor, and attentional reactivity.
  30. Children characterized by regularity of bodily functions, low or moderate intensity of reactions, and acceptance of, rather than withdrawal from, new situations (40%)
    Easy Children
  31. Children Characterized by irregulatity in bodily functions, intense reactions, and withdrawal from new stimuli (10%)
    Difficult children
  32. Children Chaaracterized by a low intensity of reactions and a somewhat negative mood. (15%)
    Slow-to-warm-up Children
  33. Compatibility between parental and child behavior; how well parents and their children get along. Or how well parents adapt to thier children's temperament.
    Goodness to Fit
  34. Feelings and its distinctive thoughts
  35. From Birth to 3 years, a range of emotions from happiness to anger.
    Pleasure, distress, disgust
  36. Years 3-6, More specific responses to specific stimulation.
    Delight, Wariness, Anger
  37. Years 6-9, Emotions slowly becoming differentiated with increasing cognitive development.
    Tear, anxiety, shyness, pleasure
  38. Years 9-12, Concentrated focus on main caregiver.
    Stranger anxiety, Separation anxiety,
  39. Years 12-18, Feelings of securty and well-being encourage exploration of environment
    Elation, security
  40. Years 18-24, Integration of emotional and cognitive features.
    Shame, Defiance
  41. Refers to the need to establish and maintain relations eith others and to regulate behavior according to society's demands.
  42. 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
    Athoritarian Parents
  43. 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.
    Authoritative Parents
  44. 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.
    Permissive Parents
  45. What percentage of divorces involve Children?
  46. 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.
    Gender Identity
  47. Reflects narrow beliefs about the characteristics associated with being male or female.
    Gender Stereotypes
  48. Refers to culturally acceptable sexual behavior.
    Gender Role
  49. Kind of play: Children are seen as observers and not actually engaged in any activity
    Unoccupied Play
  50. Kind of play: Children play by themselves and are not involved with others.
    Solitary Play
  51. Kind Of Play: Children watch others, do not become active themselves, but may call out suggestions or questions.
    Onlooker Play
  52. Kind of Play: Children play beside but not with other children.
    Parallel Play
  53. Kind of Play: Children play with others but seem more interested in the social interactions than the activity itself.
    Associative Play
  54. Kind of Play: Vhildren play with others and are active participants in the goal of the activity.
    Cooperative Play
  55. Age 1-2, Simple, repetitive motor movements with or without objects. Ex, running around rolling a toy back and forth.
    Functional Play
  56. Age 3-6, Creating or constructing something. Ex, Making a house out of leggos, putting together a puzzle.
    Constructive Play
  57. Age 3-7, Acting out roles. Ex. Playing house, school, or doctor.
    Make-believe Play
  58. Age 6-11, Understanding and following rules in games. For example, playing board games, cards, sports.
    Games with rules.
Card Set:
Flash Cards for test 2 psych
2012-03-22 10:51:48
HDATL psychology Test

Info for test Two
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