Exam 10: A: Emotional Development

Persistent children, active children, and distractible children are all as likely to succeed in school.

A positive relationship with parents and siblings is related to children's understanding of emotions.

Shy, inhibited two-year-olds were less likely than outgoing two-year-olds to help a hurt stranger.

In the New York Longitudinal Study, the largest group of babies was classified as "difficult."

During the elementary-school years, children have a decreased ability to see multiple, differing emotions.

Babies who are a few weeks old use social smiles.

Chinese 11-month-olds have been found to cry and smile more than European American 11-month-olds.

Smiles during the first month reflect the infant's pleasure in interacting with others.

Infants who are high on effortful control tend to be high on surgency/extraversion and low on negative affect.

Complex emotions depend on the child having some understanding of self.

When an experimenter feigns injury, shy and outgoing children are equally likely to notice and be disturbed by the adult's distress.

Distinct displays of anger emerge between four and six months of age.

Temperament during infancy is not related to temperament later in life.

Self-conscious emotions are responses to meeting or failing to meet expectations or standards.

A secure attachment is most likely when parents respond to infants predictably and appropriately.

By seven years of age, children experience feelings of relief, but are less likely to experience feelings of regret.

Around six months, babies show stranger wariness.

Adults with dismissive attachment representation are the most likely to provide the sensitive caregiving that promotes secure attachment relationships in their own children.

Extroversion looks like a blend of the temperamental dimensions of positive affect and activity level.

Attachment is an enduring social-emotional relationship.