New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

Lifespan Development week 6, notes for chapter 6

by: Morgan Ball

Lifespan Development week 6, notes for chapter 6 HDFS 2010-001

Marketplace > Auburn University > Human Development > HDFS 2010-001 > Lifespan Development week 6 notes for chapter 6
Morgan Ball

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

Notes related to information discussed in class and what was on the slides in class on chapter 6 (5 pages)
Lifespan Human Development in Family Context
Carol L. Roberson
Class Notes
Human, development, lifespan development
25 ?




Popular in Lifespan Human Development in Family Context

Popular in Human Development

This 6 page Class Notes was uploaded by Morgan Ball on Monday October 17, 2016. The Class Notes belongs to HDFS 2010-001 at Auburn University taught by Carol L. Roberson in Fall 2016. Since its upload, it has received 31 views. For similar materials see Lifespan Human Development in Family Context in Human Development at Auburn University.


Reviews for Lifespan Development week 6, notes for chapter 6


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 10/17/16
Chapter 6 Socio-emotional development in infancy ▯ Developing the roots of sociability  Emotions o What are emotions?  Have biological arousal component, cognitive component, behavioral component  Pulled over by officer  Biological arousal: Heart rate, sweating, etc.  Cognitive: Do I have my licenses? My parents? This is going to be expensive?  Behavioral: Cry, screaming, etc. o How do we know infants experience emotions?  They cry o What functions do emotional expressions have  Behavioral organization (social responses, adaptive behavior  Social responses  “Sorry officer.” “I wasn’t speeding”  Communication o Stranger anxiety  Begins sometime in middle of first year  Baby is more accepting of females and children (reactions less stressed)  If the baby has more experience with others they are less likely to be overwhelmed when seeing others o Separation anxiety  Begins 7-8 months, peaks around 14 months o Both stranger anxiety and separation anxiety are universal, represent increased cognitive abilities and bonds with parents o Social referencing: intentionally looking to another for information about the situation  When getting pulled over and there is a passenger in the car the driver looks at passenger to refer to  Begins around 8-9 months  Mixed messages- different messages from mom and dad can cause distress  When a baby falls over a mom might over react where the child follows but dad might not care as much  Often will use social referencing when the situation is ambiguous/ unclear  Self awareness o Measured by the mirror and rouge experiment  Take a baby and whip something red on their nose and face them in front of a mirror, if they try to move it from their nose they know the baby is them  Gain capability after 17 months, also some awareness of their capabilities (what they are capable of and what they are not capable of)  Chimps can not do the mirror thing but elephants can  Theory of mind o Do they know what is going on in their minds? Can they understand what is in their mind? Guessing someone else’s thoughts o Explanations that children use to explain how others think  Shown in  People as “compliant agents”  Raising a Sippy cup and mom gets milk, baby manipulated mom’s action  Empathy (about 2 years of age)  See friend crying and they give them a hug  Deception  Dog treat story  Temperament Patterns of arousal and emotionality that are consistent, enduring characteristics of the individual  Do they cry easy? Can you take them anywhere? Do they smile more?  Regularly? Eat at the same time. Poop at the same time. Sleep patters. o Appears largely genetic and stable, but modifiable by child rearing practices o Elements include  Activity level  Irritability (how easily disturbed)  Rhythmicity (regularity)  Quality of mood  Approach-withdrawal (to new people, situations) o Thomas and Chess: 3 major types  Easy (40%)  Positive disposition, high rhythmicity, adaptability, moderate or low intensity  Sleep easy, happy, easy to adapt, regular patterns  Difficult (10%)  Negative moods are slow to adapt, withdrawal, high irritability, more predictable  Irregular, hard to comfort when upset, negative and unhappy  Slow to warm (15%)  Inactive, calm but negative mood and withdraw from new situation  They do adapt but slowly  Goodness to fit especially with difficult babies  How do parents react  Warmth and consistency vs. anger and inconsistency  How we interact with children effect them in the long run  Gender: sense of being male or female o Different depending on culture but biologically very similar except for the obvious body parts o Behavior differences are because kids are socialized into their gender roles of the culture  Very few actual differences (other than anatomical- between boys and girls)  Boys: more toward independence  When boys act out “boys will be boys”  Girls: dependence and compliance  Parents seem to be more protective ▯ Social relationships  Attachment: balancing safety and security and the need to explore, learn new skills o Use Ainsworth strange situation test to determine attachment status  Secure: explore independently  +/- Upset when mom leaves, comfort when returns  Wrapping themselves around mom when she returns  Mom exhibits “interactional synchrony” sensitive, responsive, warm  Child is more independent, curious, etc.  Ambivalent: low exploration  High distress when mom leaves, ambivalent react when returns  Mom provides inconsistent care and responsiveness  Child is dependent, anxious, as adults maybe more jealous  Mom is very wishy washy which makes child confused and not great with relationships  When mom returns they are not consistent due to mom not being consistent ▯ Avoidant  Doesn’t interact with mom, not distressed when she leaves, avoids her when she returns o “Given up” on getting emotional needs meet o Mom- low on synchronicity, sensitivity, and warmth, acts as if child is a burden o Child later less involved with others, distant o Mom allows child to cry it out and acts as if they are a burden  Disorganized (disoriented) o Inconsistent, contradictory behavior  Sometimes associated with abusive families  May experience dissociative experiences in adolescence  When mom walks back into room baby runs half way and than collapses on floor mid way  Story with girl and abusive dad and later in life with boyfriend she was crawling ▯ Erikson- psychosocial stages of development  Infancy: 2 stages o Trust vs. mistrust (1-18 months)  Depends on how well their needs are met by caregivers  Do not allow child to cry it out- they rely on caregivers o Autonomy vs. shame and doubt (18-36)  Develop independence, autonomy if parents encourage exploration, freedom  “I can do it myself”  give child opportunities to choice what they want, clothes or shoe tying  Develop shame, self-doubt, unhappiness if parents overly restrictive/ protective  Helping the child (they can almost do something but not too well)- scaffolding ▯ Reciprocal socialization: infants’ behaviors invite response from parents, which then elicit infants’ reactions  They speak- we respond, they smile- we respond, they cry- we respond  Interactions with peers o Smile, laugh, vocalize more while looking at peers than at a mirror image of self o 9-12 months accept toys from others, 14 months reproduce others behaviors


Buy Material

Are you sure you want to buy this material for

25 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Bentley McCaw University of Florida

"I was shooting for a perfect 4.0 GPA this semester. Having StudySoup as a study aid was critical to helping me achieve my goal...and I nailed it!"

Kyle Maynard Purdue

"When you're taking detailed notes and trying to help everyone else out in the class, it really helps you learn and understand the I made $280 on my first study guide!"

Bentley McCaw University of Florida

"I was shooting for a perfect 4.0 GPA this semester. Having StudySoup as a study aid was critical to helping me achieve my goal...and I nailed it!"


"Their 'Elite Notetakers' are making over $1,200/month in sales by creating high quality content that helps their classmates in a time of need."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.