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Psych 211: Developmental Psychology > 211: CH. 8 > Flashcards

211: CH. 8 Flashcards

Developmental Psychology

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1
Q

who theorized initiative vs guilt?

A

Erikson

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2
Q

what is initiative?

A

having a:
- new sense of purposefulness
- eagerness to try new things and join activities (play permits trying out new skills)
- having strides in confidence development

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2
Q

What is guilt?

A

overly strict superego or conscious that causes too much guilt

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3
Q

what is guilt related to?

A

parental threats, criticism, and punishment

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3
Q

what does self awareness promote development of?

A

self concept

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3
Q

what is self concept

A

a person’s perception of who they are, including their thoughts, feelings, and beliefs about themselves

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4
Q

what to emerging language skills enable children to do?

A

enables children to discuss their inner mental states

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5
Q

what does self concept consist largely of?

A

observable characteristics such as appearance, possessions, and behavior

as wells as typical emotions and attitudes such as “I like…” and “I don’t like…”

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6
Q

what does self concept not yet reference?

A

personality traits such as “I’m shy”

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7
Q

when it comes to self concept, is emotions based more internally or externally?

A

externally

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8
Q

delay of video self identification happens until what age?

A

age 4

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9
Q

what is self esteem?

A

self judgement and associated feelings; a person’s overall evaluation of their worth or value, and their beliefs about their abilities and limitations

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10
Q

what are influences on self esteem?

A
  • emotional experiences
  • future behavior
  • long term psychological adjustment
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11
Q

gains in emotional competence show improvements in:

A
  • emotional understanding
  • emotional self regulation
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12
Q

preschoolers have the emotional understanding to correctly judge:

A
  • causes of emotions
  • consequences of emotions
  • behavioral signs of emotions
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13
Q

gains in emotional competence increase in what emotions?

A

self conscious emotions (shame, guilt, pride, and empathy, GSEEP)

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14
Q

what is preschoolers emotional understanding challenged by?

A

situations offering conflicting emotional cues

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15
Q

what are some factors that contribute to emotional understanding?

A

parents, siblings, peers, and make believe play

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16
Q

what happens to emotional self regulation by ages 3-4?

A

children are aware of strategies for adjusting emotional arousal

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17
Q

what is emotional self regulation affected by?

A
  • temperament (effortful control)
  • warm parents who use verbal guidance
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18
Q

no full distinction between appearance and reality yields what kinds of fears?

A
  1. monsters
  2. ghosts
  3. darkness
  4. preschool/childcare
  5. animals
    (phobias are also possible)
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19
Q

what do self conscious emotions depend on?

A

adult feedback (labeling help)

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20
Q

what are self conscious emotions?

A

GSEEP: guilt, shame, embarrassment, envy, pride

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21
Q

what is empathy?

A

feeling same or similar emotions as another person

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22
Q

what is sympathy?

A

feeling concern or sorrow for another’s plight

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23
Q

what motivates children towards pro-social behavior?

A

empathy

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24
Q

does empathy usually lead to sympathy in children?

A

yes but not with all children, some children become personally distressed when feeling empathy

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25
Q

what are two factors that encourage sympathy, empathy, and pro-social behavior?

A
  1. nature (temperament)
  2. nurture (parenting)
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26
Q

what is nature (temperament)?

A
  1. sociable
  2. assertive
  3. good at emotional self regulation
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27
Q

what is nurture (parenting)?

A

warm sensitive parents who:
1. show empathetic concern
2. encourage emotional expressiveness

28
Q

what are the cognitive play categories?

A
  1. functional play (0-2 yrs)
  2. constructive play (3-6 yrs)
  3. make believe play (2-6 yrs)
29
Q

what is functional play (0-2 yrs)

A

simple, repetitive motor movements, with or without objects

30
Q

what is make believe play (2-6 yrs)

A

acting out everyday and imaginative roles

31
Q

what is constructive play (3-6 yrs)

A

creating or constructing something

32
Q

who studied peer sociability in play?

A

Parten (1932)

33
Q

what are the four kinds of peer sociability in play?

A
  1. nonsocial activity
  2. parallel play
  3. associative play
  4. cooperative play
34
Q

what is nonsocial activity in play?

A

unoccupied, onlooker behavior, solitary play

example: a child playing with blocks alone, completely focused on building a tower without interacting with other children around them

35
Q

what is parallel play?

A

plays near other children with similar materials, does not try to influence them

example: when two children sit next to each other playing with the same toys, like blocks, but each child builds their own separate structure without directly interacting or coordinating with the other child

36
Q

what is associative play?

A

engages in separate activities, exchanges toys and comments

example: two children playing with dolls side-by-side, talking to each other, and interacting with the dolls in their own separate storylines

37
Q

what is cooperative play?

A

orients with peers toward a common play goal

example: children working together to build a sandcastle on the beach

38
Q

how do collectivist cultures vary in play?

A
  1. they stress group harmony
  2. discourage self assertion
39
Q

true or false, cultures vary in belief about the importance of play

A

true

40
Q

what are the four perspectives on moral development?

A
  1. psychoanalytic (emotional)
  2. social learning (social moral)
  3. cognitive developmental (thinking)
  4. theological factors (spiritual)
41
Q

what is the psychoanalytic (emotional) approach built upon?

A

Frued’s ideologies of superego and guilt, however new evidence shows that the psychoanalytic approach is is based upon induction, and empathy based guilt

42
Q

what is social learning (social moral) based upon?

A

modeling and moral behavior, as well as punishment

43
Q

what is cognitive developmental (thinking) based upon?

A

children as active thinkers about social rules

44
Q

what are theological factors (spiritual) based upon?

A

sin as a core human trait and need for holy spirit to regenerate a heart

45
Q

who created effective models of moral behavior?

A

social learning theorist bandura 1977

46
Q

what is inductive discipline?

A

pointing out the effects of a child’s misbehavior on OTHERS

example: saying “When you take your brother’s toy without asking, it makes him feel sad because he doesn’t have it to play with. How would you feel if someone took your favorite toy?”

47
Q

true or false, inductive discipline is active training in perspective-
taking that helps children understand their
effect on others.

A

true

48
Q

what are some key points in effective models of moral behavior?

A
  1. warmth and responsiveness
  2. competent restrained power
  3. consistency between words and behavior
49
Q

what are the three kinds of child aggression?

A
  1. physical
  2. verbal
  3. relational
50
Q

is physical aggression direct or indirect?

A

either

51
Q

is verbal aggression direct or indirect?

A

always direct

52
Q

is relational aggression direct or indirect?

A

either

53
Q

how is harm caused in regards to physical aggression?

A

physical injury

54
Q

how is harm caused in regards to verbal aggression?

A

threats of physical aggression, name-calling, and teasing

55
Q

how is harm caused in regards to relational aggression?

A

social exclusion, malicious gossip, and friendship manipulation

56
Q

what is an example of physical aggression?

A

punching someone, kicking someone, slapping someone, or hitting someone

57
Q

what is an example of verbal aggression?

A

calling someone names, yelling insults, making threats, or using harsh language to intentionally inflict emotional harm; essentially, using words to deliberately hurt or intimidate someone.

58
Q

what is an example of relational aggression?

A

Spreading false rumors about another person to embarrass them or ruin their reputation

59
Q

are the three types of childhood aggression proactive or reactive (in defense)?

A

each can be either proactive or reactive

60
Q

what is the ultimate cause of aggression?

A

ultimately it is sin, default selfishness

61
Q

what are individual differences as the sources of aggression?

A

gender and temperament

62
Q

what is the source of aggression in regards to family?

A

harsh inconsistent discipline as well as cycles of such discipline, whining and giving in

63
Q

how does media violence increase aggression

A

media violence increases hostile thoughts and emotions and aggressive behavior

64
Q

does media violence create short term or long term behavior problems

A

media violence creates both short term and long term behavior problems

65
Q

what are the three theories of gender identity

A
  1. social learning
  2. cognitive developmental
  3. gender schema
66
Q

what is social learning in the theory of gender identity?

A

gender typed behavior leads to gender identity

67
Q

what is the cognitive developmental theory of gender identity?

A

self perceptions (gender constancy) precede gender typed behavior

68
Q

what is gender schema in the theory of gender identity?

A

combines social learning and cognitive developmental features

69
Q

what are the two influences on gender typing?

A

genetic and environmental

70
Q

what are the genetic influences of gender typing?

A

evolutionary adaptiveness and hormones

71
Q

what are environmental family influences on gender typing?

A
  • family
  • teachers
  • peers
  • broader social environment

Psych 211: Developmental Psychology (16 decks)

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