Child Development - Psychology (Ch. 10-12 Vocab)

7/28/2019 Child Development - Psychology (Ch. 10-12 Vocab)

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Attachment: the strong, affectionate tie that humans have with special people in their lives,which leads them to feel pleasure when interacting with those people and to be comforted bytheir nearness in times of stress.

Attachment Q-sort: a method for assessing the quality of attachment between ages 1 and 4years through home observations of a variety of attachment-related behaviors.

Avoidant attachment: the attachment pattern characterizing infants who seem unresponsive to

the parent when she is present, are usually not distressed when she leaves, and avoid the parentwhen she returns.

Basic emotions: emotions such as happiness, interest, surprise, fear, anger, sadness, anddisgust that are universal in humans and other primates and have a long evolutionary history of promoting survival.

Developmentally appropriate practice: research-based standards devised by the National Association for the Education of Young Children that specify program characteristics that meetthe developmental and individual needs of young children of varying ages.

Difficult child: a child whose temperament is characterized by irregular daily routines, slowacceptance of new experiences, and a tendency to react negatively and in

Disorganized/disoriented attachment: the attachment pattern reflecting the greatest insecurity,characterizing infants who show confused, contradictory behaviors when reunited with the parentafter separation.

Easy child: a child whose temperament is characterized by establishment of regular routines ininfancy, general cheerfulness, and easy adaptation to new experiences.

Effortful control: the self-regulatory dimension of temperament, involving voluntary suppression

of a dominant response in order to plan and execute a more adaptive response.

Emotion: a rapid appraisal of the personal significance of a situation, which prepares theindividual for action.

Emotion-centered coping: a general strategy for managing emotion that is internal, private, andaimed at controlling distress when little can be done to change an outcome.

Emotional display rules: a society’s rules specifying when, where, and how it is appropriate toexpress emotions.

Emotional self-regulation: strategies for adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals.

Empathy: the ability to take another individual’s emotional perspective and to feel with thatperson, or respond emotionally in a similar way.

Ethological theory of attachment: a theory formulated by Bowlby that recognizes the infant’semotional tie to the caregiver as an evolved response that promotes survival.

Functionalist approach to emotion: a perspective emphasizing that the broad function of emotions is to energize behavior aimed at attaining personal goals.

Goodness-of-fit model: Thomas and Chess’s model, which states that an effective match, or “good fit,” between a child’s temperament and the child-rearing environment promotes moreadaptive functioning, whereas a “poor fit” results in adjustment problems.

Inhibited, or shy, child: a child who tends to react negatively to and withdraw from novel stimuli.



Interactional synchrony: a form of communication in which the caregiver responds to infantsignals in a well-timed, rhythmic, appropriate fashion, and both partners match emotional states,especially positive ones.

Internal working model: a set of expectations about the availabil ity of attachment figures, their likelihood of providing support during times of stress, and the self’s interaction with those figures,which becomes a guide for all future close relationships.

Problem-centered coping: a general strategy for managing emotion in which the individualappraises the situation as changeable, identifies the difficulty, and decides what to do about it.

Prosocial, or altruistic, behavior: actions that benefit another person without any expectedreward for the self.

Resistant attachment: the quality of insecure attachment characterizing infants who seekcloseness to the parent before her departure, are usually distressed when she leaves, andcombine clinginess with angry, resistive behavior when she returns.

Secure attachment: the pattern characterizing infants who use the parent as a secure base from

which to explore and who are easily comforted by the parent on being reunited after a separation.

Secure base: the baby’s use of the familiar caregiver as the point from which to explore,venturing into the environment and then returning for emotional support.

Self-conscious emotions: emotions—such as shame, embarrassment, guilt, envy, and pride—that involve injury to tor enhancement of the sense of self.

Sensitive caregiving: caregiving that involves responding promptly, consistently, andappropriately to infants and holding them tenderly and carefully.

Separation anxiety: an infant’s distressed reaction to the departure of the trusted caregiver.

Slow-to-warm-up child: a child whose temperament is characterized by inactivity; mild, low-keyreactions to environmental stimuli; negative mood; and slow adjustment to new experiences.

Social referencing: actively seeking emotional information from a trusted person in an uncertainsituation.

Social smile: the smile evoked by the stimulus of the human face. First appears between 6 and10 weeks.

Strange Situation: a laboratory technique for assessing the quality of infant-caregiver attachment between 1 and 2 years of age by observing the baby’s responses to eight shortepisodes, in which brief separations from and reunions with the caregiver occur in an unfamiliar playroom.

Stranger anxiety: expression of fear in response to unfamiliar adults, which appears in manybabies in the second half of the first year.

Sympathy: feelings of concern or sorrow for another’s plight.

Temperament: early-appearing, stable individual differences in reactivity (quickness and

intensity of emotional arousal, attention, and motor action) and self-regulation (strategies thatmodify reactivity).

Uninhibited, or sociable, child: a child who tends to display positive emotion to and approachnovel stimuli.



Acculturative stress: psychological distress resulting from conflict between and individual’sminority culture and the host culture.

Achievement motivation: the tendency to persist at challenging tasks.

Attribution retraining: an intervention that uses adult feedback to encourage learned-helplesschildren to believe that they can overcome failure through effort.

Attributions: common, everyday explanations for the causes of behavior.

Belief-desire theory of mind: the more sophisticated theory of mind that emerges around age 4,in which children understand that both beliefs and desires determine behavior.

Bicultural identity: the identity constructed by individuals who explore and adopt values fromboth their family’s subculture and the dominant culture.

Categorical self: classification of self on the basis of perceptually distinct attributes andbehaviors, such as age, sex, physical characteristics, and goodness and badness. Developsbetween 18 and 30 months.

Desire theory of mind: the theory of mind of 2- to 3-year-olds, who assume that people alwaysact in ways consistent with their desires by who do not understand the influence on behavior of interpretive mental states, such as beliefs.

Enduring self: a view of the self as persisting over time.

Entity view of ability: the view that ability is a fixed characteristic that cannot be improved

through effort; associated with learned helplessness.

Ethnic identity: a sense of ethnic group membership, and attitudes and feelings associated withthat membership, as an enduring aspect of the self.

Generalized other: a blend of what we imagine important people in our lives think of us, crucialto developing a self-concept based on personality traits.

Identity: a well-organizes conception of the self that defines who one is, what one values, andthe directions one wants to pursue in life.

Identity achievement: the identity status of individuals who, after a period of exploration, havecommitted themselves to self-chosen values and goals.

Identity diffusion: the identity status of individuals who do not engage in exploration and are notcommitted to values and goals.

Identity foreclosure: the identity of individuals who, without engaging in exploration, committhemselves to ready-made values and goals chosen for them by authority figures.

Identity moratorium: the identity status of individuals who are exploring, byt not yet committedto, self-chosen values and goals.

Incremental view of ability: the view that ability can increase through effort associated withmastery-oriented attribution.

Inner self: awareness of the self’s private thoughts and imaginings.



Learned helplessness: the view that success is due to external factors, such as luck, whilefailure is due to low ability, which cannot be improved by trying hard.

Mastery-oriented attributions: attributions that credit success to ability, which can be improvedby trying hard, and that credit failure to insufficient effort.

Person perception: the way individuals size up the attributes of people with whom they arefamiliar.

Perspective taking: the capacity to imagine what others may be thinking and feeling.

Recursive thought: a form of perspective taking that requires the ability to view a situation fromat least two perspectives—that is, to reason simultaneously about what two or more people arethinking.

Remembered self: the child’s life-story narrative, or autobiographical memory, constructed fromconversations with adults about the past.

Scale errors: toddlers’ attempts to do things that their body size makes impossible because theylack an objective understanding of the own body dimensions.

Self-concept: the set of attributes, abilities, attitudes, and values that an individual believesdefines who he or she is.

Self-esteem: the aspect of self-concept that involves judgments about one’s own worth and thefeelings associated with whose judgments.

Self-recognition: identification of the self as a physically unique being distinct from other peopleand objects.

Social cognition: thinking about characteristics of the self and of other people.

Social comparisons: evaluations of one’s own appearance, abilities, and behavior in relation tothose of others.

Social problem solving: generating and applying strategies that prevent or resolvedisagreements, resulting in outcomes that are both acceptable to others and beneficial to the self.



Compliance: voluntary obedience to requests and commands.

Construction: in moral development, the process of actively attending to and interrelatingmultiple perspectives on situations in which social conflicts arise and thereby attaining newmoral understandings.

Conventional level: Kohlberg’s second level of moral development, in which moralunderstanding is based on conforming to social rules to ensure positive human relationships andmaintain societal order.

Delay of gratification: ability to wait for an appropriate time and place to engage in a temptingact.

Heteronomous morality: Piaget’s first stage of moral development, in which children view rulesas handed down by authorities, as having a permanent existence, as unchangeable, and asrequiring strict obedience.

Ideal reciprocity: a standard of fairness based on mutuality of expectations, as expressed in theGolden Rule: “Do unto other as young would have them do unto you.”

Induction: a type of discipline in which the adult helps the child notice others’ feelings by

pointing out the effects of the child’s misbehavior on others, especially noting their distress andmaking clear that the child caused it.

Internalization: in moral development, the process of adopting societal standards for right actionas one’s own.



Matters of personal choice: concerns that do not violate rights or others’ welfare and are up tothe individuals.

Moral identity: an individual’s endorsement of moral values, such as fairness, kindness, andgenerosity, as central to his or her self-concept.

Moral imperatives: social rules and expectations that protect people’s rights and welfare.

Moral self-regulation: the ability to monitor one’s own conduct, constantly adjusting it ascircumstances present opportunities to violate inner standards.

Morality of cooperation: Piaget’s second stage of moral development, in which children viewrules as flexible, socially agreed-on principles that can be revised to suit the will of the majority.

Physical aggression: a form of aggression that harms others through physical injury tothemselves or their property.

Postconventional level: Kohlberg’s highest level of moral development, in which individualsdefine morality in terms of abstract principles and values that apply to all situations and societies.

Preconventional level: Kohlberg’s first level of moral development, in which morality isexternally controlled—based on rewards, punishments, and the power of authority figures.

Proactive aggression: a type of aggression in which children act to fulfill a need or desire—obtain and object, privilege, space, or social reward—and unemotionally attack a person toachieve their goal.

Reactive aggression: an angry, defensive response to a provocation or a blocked goal;intended to hurt another person.

Realism: In Piaget’s heteronomous stage or moral development, the child’s tendency to view

rules, like other mental phenomena, as fixed external features of reality.

Relational aggression: a form of aggression that damages a peer’s relationships through socialexclusion, malicious gossip, or friendship manipulation.

Social conventions: customs, such as table manners and rituals of social interaction, that aredetermined solely by consensus.

Time out: a form of mild punishment in which children are removed from the immediate settinguntil they are ready to act appropriately.

Verbal aggression: a form of reaction that harms others through threats of physical aggression,name-calling, or hostile teasing.

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Child Development - Psychology (Ch. 10-12 Vocab)