UNIT 6

personality is. the relatively consistent blend of emotion, temperament, tought, and behaviour that makes each person unique. the subjective reactions to experience that are associated with physiological and behavioral changes. an early-appearing, biologically based tendency to respond to the environment in predictable ways.

first signs of emotions star. 0-3 months. 3-6 months. 6-9 months.

they can anticipate what is about to happen and experience disappointment by becoming angry or acting warily. It's a time of early reciprocal exchanges. 0-3 months. 3-6 months. 6-9 months.

they try to get responses from people, talk or touch other babies. 6-9 months. 9-12 months. 3-6 months.

infants are intensely preoccupies with their principal caregiver, nay become afraid of strangers. 9-12 months. 6-9 months. 12-18 months.

explore their environment. 12-18 months. 6-9 months. 0-3 months.

they work out their awareness of their limitations in fantasy and in play. 18-36 months. 12-18 months. 9-12 months.

is the most powerful way infants can communicate their needs. crying. smiling. laughing.

the earliest faint smiles occurs spontaneously soon. after birth. during the second month. though 1 month.

smiles are often elicited by high-pitched tones when an infant is drowsy. through 1 month. spontaneously soon after birth. during the second month.

as visual recognition develops, babies smile more at visual stimuli, such as faces they know. during the second month. through 1 month. through 6 months.

laughter becomes more common. between 4 and 12 months. during the second month. through 6 months.

infants smile at an object and then gaze at an adult while continuing to smile. anticipatory smiling. social referencing. imprinting.

the primary, or basic, emotions emerge during the first 6 months or so.These emotions are: contentment (joy), interest (surprise) and distress (sadness, disgust; anger, fear). embarrassment, envy and empathy. pride, shame and guilt.

self-conscious emotions arise only after children have developed self-awareness (from 15 to 24 months). These emotions are: contentment (joy), interest (surprise) and distress (sadness, disgust; anger, fear). embarrassment, envy and empathy. pride, shame and guilt.

by about age 3, having acquired self.awareness plus a good deal of knowledge about their society's accepted standards, rules and goals, children become better able to evaluate their own thoughts, plans, desires, and behavioural against what is considered socially appropriate. Only then can they demonstrate the self-evaluative emotions which are: pride, guilt and shame. embarrassment, envy and empathy. contentment (joy), interest (surprise) and distress (sadness, disgust; anger, fear).

which of these is true. emotions come and go, but temperament is relatively consistent and enduring. temperament come and go, but emotions are relatively consistent and enduring. both temperament and emotions are relatively consistent and enduring.

generally happy, rhythmic in biological functioning, and accepting of new experiences. easy children. difficult children. slow-to-warm-up children.

more irritable and harder to please, irregular in biological rhythms, and more intense in expressing emotion. slow-to-warm-up children. difficult children. easy children.

mild but slow to adapt to a new people and situations. slow-to-warm-up children. easy children. difficult children.

which isn't true about the Strange Situation?. the mother twice leaves the baby in an unfamiliar room, the first time with a stranger. The second time she leaves the baby alone, and the stranger comes back before the mother does. it was firstly done by Bowlby. it is used to determinate the patterns of attachment.

babies with this attachment are flexible and resilient in the face of stress. They sometimes cry when the caregiver leaves, but they quickly obtain the comfort they need once the caregiver returns. Some babies with this type of attachment are comfortable being left with a stranger for a short period of time; however, they clearly indicate they prefer the caregiver to the stranger in the reunion episode, often smiling at, greeting or approaching the caregiver. secure attachment. avoidant attachment. ambivalent (resistant) attachment.

babies with this type of attachment are outwardly unaffected by a caregiver leaving or returning. They generally continue to play in the room, and frequently interact with the stranger. However, upon the caregiver's return, they ignore or reject the caregiver, sometimes deliberately turning away. Babies who have this type of attachment then to show little emotion, either positive or negative. avoidant attachment. ambivalent (resistant) attachment. secure attachement.

babies with this type of attachment are generally anxious even before the caregiver leaves, sometimes approaching the caregiver for comfort when the stranger looks at or approaches them for interaction. They are extremely reactive to the caregiver's departure form the room and generally become very upset for long periods of time, kicking, screaming, refusing to be distracted with toys, and sometimes arching back and away from contact. ambivalent (resistant) attachment. avoidant attachment. secure attachment.

form an understanding of how to act in an ambiguous, confusing or unfamiliar situation by seeking and interpreting another person's perception of it. imprinting. social referencing. attachment.

our image of ourselves. self-concept. self-awareness. self-conscience.

the realisation that they can control external event. agency. self-coherence. mirror image.

the sense of being a psychical whole with boundaries separate from the rest of the world. self-coherence. self-awareness. self-concept.

conscious knowledge of the self as a distinct, identifiable being. self-awareness. self-concept. self-coherence.

which is not a developmental issue in toddlerhood?. the emerging sense of self. developing of autonomy. attachment.

which is not a developmental issue in infancy?. attachment. prosocial behaviour. developing trust.

the process by which children develop habits, skills, values and motives that make them responsible, productive members of society. socialization. internalization. altruism.

which of these is the foundation of socialization?. sel-regulation. altruism. internalization.

the behaviour intended to help others out of inner concern and without expectation of external reward. altruism. kindness. reciprocity.

toddlers show preference to share with. close relations, reciprocity and indirect reciprocity. close relation and reciprocity. reciprocity and indirect reciprocity.