HD FS 229 Study Guide - Final Guide: Jerome Kagan, Birth Order, Parenting Styles
13 Dec 2016
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Exam 3 Review Topics
38 Multiple Choice Questions
Temperament
▪ Definition of temperament
o Reactionary style consistent across situations over time that
includes emotions and behaviors
▪ Stability of temperament
o Quality vs. Expression
▪ Quality changes how its expressed over time
▪ High activity changes with motor skill development
(expressed through fussing then crawling)
o Timing
▪ Thomas and Chess’ 3 Types of Temperament:
o Easy tempered
▪ Sleep/eat well
▪ Don’t disturb easy
▪ 40% in US
o Difficult
▪ Hate new experiences
▪ Don’t sleep or eat well
▪ 10% in US
o Slow to warm up
▪ High activity level
▪ No extreme emotions
▪ 15%
o 9 Components of Temp
▪ Activity level
▪ Rhythmicity (biological clock)
▪ Distractibility (ability to focus)
▪ Approach/withdrawl
▪ Adaptability
▪ Attention span (with no distractions)
▪ Intensity of reaction (high positive=easy
high negative=difficult)
▪ Threshold of responsiveness (how much stimulation required
for emotion)
▪ Quality of mood
▪ Genetic/Environmental Contributions to Temp.
o Biology/genes
o Parenting style
o Culture
▪ American children high on activity level
▪ Japanese lower on intensity of reaction
o Nutrition
▪ Malnourished children higher on withdrawal
o Birth order
▪ Heritability of Temperament
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Exam 3 Review Topics
38 Multiple Choice Questions
o 50% heritability
o Stronger for some qualities than others (activity level,
approach/withdrawl)
▪ Parenting Behaviors: How do they impact children’s temperament?
o Style of care giving affects structures in the brain
o Sensitive face to face play
▪ Parents who use this can decrease difficulty of baby
▪ Parents can read emotions
o Inconsistent discipline
▪ No clear or stable rules
▪ Creates negative quality of mood
o Parental rejection
▪ Love withdrawal (do this or I wont love you)
▪ Leads to higher level of child withdrawl
▪ Sulloway’s Theory: First Borns vs. Later Borns
o Scientific revolutionaries had the same/similar birth order
(youngest)
o Birth order affects how they go about getting resources
o Every child is striving for 2 resources- attention and affection
o First borns
▪ Pick their niche, don’t need to be flexible
▪ More likely to have difficult temperament
o Later borns
▪ Have more limited options, need to be flexible with
personality
▪ Easy babies because they need to adapt
▪ What is Goodness of Fit? How is it achieved with difficult children?
o How well an environment fits a child’s temperament
o Sensitive face to face play can lower difficulty along with consistent
punishment and good ER
▪ Pg. 415: What are the components of temperament described by Jerome
Kagan and, separately, by Mary Rothbart?
Attachment
▪ What did Harlow’s study demonstrate?
o Primate experiment
o They had a preference for the comfort mother
o Only used the feeding mother when they were hungry
▪ How is attachment adaptive? What are the components of attachment
(Emotional, Cognitive, etc.)?
o Resilient
o Children can overcome deprivation
o Learn about attachment through people later in life
▪ Stages of attachment dev.:
o Pre-attachment (birth- 6 weeks)
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Exam 3 Review Topics
38 Multiple Choice Questions
▪ Equally happy with everyone
▪ No preference for caregivers
▪ No separation anxiety
o Attachment in the making (6 weeks- 8 months)
▪ Happier with caregiver but attachment not fully there
▪ Still no separation anxiety
o Clear cut attachment (8 months- 2 years)
▪ Showing strong preference to care givers
▪ Separation anxiety emerges
o Formation of reciprocal relationships (2 years +)
▪ Able to remain attached even if not physically with us
▪ Different infant attachment styles: parenting behaviors that contribute to
each style (know the Interactional Synchrony patterns)
o Secure
▪ 60% of American children
▪ Use parent as secure base, check in with parent
▪ Separation of parent brings distress and reunion calms child
almost instantly
▪ Strange situation
• Child explores but still checks with parent
▪ Parenting style
• Parent is there to provide when baby is in need
• Can read childs cues ( baby indicates it wants
attention and parent responds)
o Insecure
▪ Avoidant
• 15% of American children
• Do not use parent as secure base
• Separation and reunion of parents does not affect
child
• Parenting style
o Child indicates it wants attention but parent
ignores it
o Parent tries to engage at inconvenient times
▪ Resistant/ambivalent
• 10% of American children
• Do not use parent as secure base because they will
not leave parents side
• Do not feel secure
• Extreme distress when parent leaves
• Reunion causes anger/distress but they still cling to
parent
▪ Disorganized
• 15% of American children
find more resources at oneclass.com
find more resources at oneclass.com
