Study guide Exam 3 HDF 313

Study guide Exam 3 HDF 313 - STUDY GUIDE FOR EXAM III...

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STUDY GUIDE FOR EXAM III Infant & Toddler Social-Emotional Development; Concepts: dyadic regulation infant can move toward the caregiver and purposefully signal to the caregiver when distressed recognitory assimilation - infants smile when they are able to assimilate an event into an established scheme…smiles when his mobile turns, when presented with the same teddy bear, when any face appears before him stranger distress -babies may react negatively to strangers beginning around 7 to 10 months., social referencing -using a caregiver's facial expressions or tone of voice as a cue for how to behave. secondary self-conscious emotions (shame, embarrassment, pride/positive self- evaluation), empathy- Distressed by negative emotional signals from others, an early sign of this -Shame - a sense of the self as vulnerable and bad. - Embarassment- sense of self as silly or foolish -Positive self-evaluation - forerunner of pride. deviation anxiety - Distressed when they do something wrong attachment - an enduring emotional tie between an infant and caregiver. -Regular developmental course across diverse cultures secure -base behavior- Infants explore more confidently when the caregiver is present, and monitor the caregiver’s accessibility, checking back from a distance. affective sharing - share positive emotions exclusively with attatchment figures separation distress - cry when caregivers temporarily leave them hierarchical attachment pattern -primary caregiver on top of attatchment Strange Situation - (Mary Ainsworth)- an infant is left alone briefly with a stranger, and later by himself, and then is reunited with the caregiver. -Reactions (especially to reunion with mother) are thought to reveal attachment quality between infant & caregiver reciprocity - social interactions involving mutual exchanges attunement - caregivers’ adjustment of the stimulation they provide in response to signs from the infant sensitivity, adult patterns of attachment secure - Able to discuss childhood relationships coherently, openly, and insightfully. -May either present believable evidence of loving childhood experiences, or present evidence of unloving experiences without idealizing or derogating parents. -Value attachment relationships dismissing - As children, protected themselves from feeling rejected by minimizing attachment-relevant behaviors and emotions. -Often insist on lack of memory for childhood experiences. -As adults, are likely to either idealize or derogate their parents. -Dismissing of attachment relationships and their importance. preoccupied As children, coped with inconsistent or overly anxious caregivers by 1
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maximizing attachment-relevant behaviors and feelings. -As adults, are likely to be either still caught up in anger with parents; or vague,
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This test prep was uploaded on 03/20/2008 for the course HDF 304 taught by Professor Gray during the Fall '08 term at University of Texas.

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Study guide Exam 3 HDF 313 - STUDY GUIDE FOR EXAM III...

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