socialization, emotional development, temperament
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Created by:
helenpoulsen on October 20, 2010
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socialization, temperament
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44 terms
Terms | Definitions |
|---|---|
 Izard & Darwin | Basic Emotions (birth-7 mos.): Universal and innate tendency to display emotions Ability to read others' emotions is also innate |
| dimensions | activity level, rhythmicity, distractability, approach/withdraw, adaptability, attention span & persistance, intensity of reaction, threshold of responsivness, quality of mood |
| inhibited | Jerome Kagan; roughly 20% of kids are shy (inhibited) and have strong physiological response to stress; innate tendency, but can be altered through environmental factors |
| inhibited | Jerome Kagan; children who had been deemed inhibited at age 2 were found to have stronger amygdala response to novel faces as adults |
| amygdala | section of brain; emotional |
| socialization | process by which children acquire the values, standards, skills, knowledge, and behaviors that are regarded as appropriate for their present and future role in their particular society; get it through family, peers... |
| parent effects model | parents (usually mother) have casual effect on children; Diane Baumrind-parenting styles |
| child effects model | children have casual effects on parenting; infants elicit care, sensitivity; Diane Baumrind-parenting styles |
| interactionist/ transactional model | dynamic and reciprocal interaction between parents and child; 'goodness of fit' (Thomas & Chess) child's temperament x parenting skills; metaparenting; family systems theory |
| metaparenting | Holden, modify parenting strategy based on if they r achieving goals for child effects |
| family systems theory | Fingerman, Bermann, family members are interconnected parts of a whole |
| Judith Harris | parents have NO influence on personality of child; Genes + Peers; but parents do influence on attachment, soc. dev., behavior, SES, values/morals; maybe not true if parents influence children which determines the peers kids choose |
| Baumrind's parenting styles | dimensions of responsiveness & control, punnet square |
| authoritative parenting | best kind of parenting; high demandingness/control and high responsiveness/accepting; firm but fair, responsive and child centered, age appropriate expectations, clear rules that are justifiable, autonomy allowed in children; best outcomes for social competence, self esteem, self control, achievment; adolescents have low drug use, high social/achieve |
| authoritarian parenting | low in response/accept and high in demand/control; restrictive and controlling; unrealistic expectations for children's ages; punishments are power oriented, harsher than warranted with few explanations, very high levels of control and demandingness |
| authoritarian parenting outcomes | low acceptance of child - low self esteem, lower academic achievment (actually higher for females), less social competence, more angry & annoyed, possibly more rebellion; in adolescents there is lower social and academic competence than authorative parents |
| permissive parenting | high in response/acceptance, low in demand/control; child centered, lenient of difficulty setting limits or exerting control, may have few rules or fail to enforce rules with consequences; poor umpulse control, self centeredness, low academic achievement, low independence in children, in adolescents higher drug use, misconduct |
| uninvolved / neglectful parenting | not much interaction, alternately harsh and indifferent, laissez faire, few limits, low level of demand and response |
| outcome of uninvolved parenting | worst outcome, insecure attachment, low self esteem, antisocial behavior and problems with peers, poor self control, depression, anger, resentment; adolescents are antisocial behavior, low academic competence, drug abuse, risky behavior |
| Scarr's 'good enough' parenting | super parenting is no better than good enough parenting; kids adopted by highly educated parents have a 50-50 shot of above average performance in life--those highly educated parents' biological offspring have an 80% chance (Rowe)- much of success is in genes |
| operant conditioning | type of discipline, consequences; increase behavior - positive reinforcement (adding consequence, extra candy) or negative reinforcement (remove consequence, no chores) / decrease behavior - positive punishment (adding consequence, have to clean) or negative punishment (taking away consequence, grounding/time out) |
| explanation | type of discipline; aka induction; explaining why not, or having the child explain why not |
| power assertion technique | type of discipline, corporal punishment (spanking), love withdrawal, threats, removal of priveledges |
| Larzelere and others, experiment | mothers of 2-3 yr olds kept diary of behavioral incidences and moms responses (fighting, disobedience); less fighting and disobedience when explanation, consequences; more repeated undesirable behaviors when mothers didnt follow through on consequences; moms who dont follow through on punish have kids that escalate badbehavior |
| spanking pros | serves as immediate consequence, effective on short term basis, most effective in 2-6 yr olds (when used in conjunction with other methods); chronic spanking over age 6 causes more agression from child and worse behavior; americans split 50-50 on spanking debate |
| spanking cons | not necessarily effective long term; associated with aggressiveness, antisocial behavior, delinquency; mixed messages sent to kids about aggression and reinforce aggression, failure to internalize moral lessons; poorer relationship between parent and child-less trust and attachment |
| factors to IQ | SES, educated parents- 30yrs older at birth, many books in house, speak english in house, adopted -goes down, low birthweight - goes down, parents involved in PTA |
| fathers | similarity in parenting response between mom/dad; engage in more physical activities, fathers spend about 1/3 of time with kids, fathers often set the emotional tone of the house |
| siblings | -security (infants went to 4-year old sibling in Strange Situation, after mother left; Stewart, 1983) -confide in each other more than they do in parents (Howe, Aquan-Assee, Bukowski, Rinaldi, & Lehoux, 2000) -Prosocial acts of siblings to each other may outnumber conflicts (Abramovitch, Corter, Pepler, & Stanhope, 1985; Ram & Ross, 2001) -tutoring and teaching skills (Brody, Kim, Murray, & Brown, 2003; Norman-Jackson, 1982), which may result in higher test scores for the younger siblings (Paulhus & Shaffer, 1981; Smith, 1990) |
| peer bullying | physical, psycho., verbally; 15-25% of students (or as high as 30% ; Hunter, Boyle, & Warden, 2007) are victims of bullying; incidents of bullying are carried out by 5-20% of perpetrators. |
| characteristics of bullies | have more self esteem, pretty high status in classroom, sensitive to status and they think they need to put someone down |
| bully witness | 85% of ppl, some are distressed, some egg it on |
| characteristics of victims | usually different in some way; low SES adolescents, outside 'main stream', not good support system |
| outcome of victim | depresion, anxiety, less likely to finish school, poorer health, boys are 4x likely to commit crime, girls get lower immune system- become depressed |
| intervention | adults need to intervene in bullying |
| Izard's Basic emotions - AT 2-7 months JAFFS | J.A.F.S.S. Joy Anger Fear Surprise Sadness |
| Izard's basic emotions - at birth CIDD | C.I.D.D. contentment interest disgust distress |
| complex, self conscious emotions EE | E.E. embarrasment envy 1-2yrs |
| complex, self evaluative emotions GEP | G.E.P. guilt empathy pride 1-2yrs |
| Social Referencing: | looking to others' facial expressions or vocal cues to know how to feel in a situation Evident 8-10 months |
| Emotional Display Rules | understanding when, how, where it is appropriate to express certain emotions parents express mostly happy states & suppress sad states around infants by age 3, children can express an emotion that they don't feel (e.g., happiness at a boring birthday present) |
| emotional self regulation | strategies for managing emotions or adjusting emotional arousal to an appropriate level of intensity; thumb sucking, rocking themselves, looking away, moving away |
| sibling rivalry | -Birth of a new sibling often leads to acting out in older sibling (Dunn, 1993; Dunn & Kendrick, 1982). -Up to 56 arguments per hour in younger siblings -if parents do not intervene in conflicts among preschoolers, rivalry can become habitual (Kramer, Perozynski, & Chung, 1999) |
| factors which influence rivalry | -child temperament: best if two siblings have same temperament -non-affectionate parents (especially fathers) -marital conflict: rivalry highest in divorced & remarried families; lowest when parents get along (Dunn, 1993; Reese-Weber, 2000) -differential treatment of the children by parents exacerbates the problem |
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