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NEW Developmental Psychology > 5: The development of self and gender > Flashcards

5: The development of self and gender Flashcards

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1
Q

Awareness of agency and permanence of own existence is known as the:

A

subjective self.

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2
Q

In the subjective self, awareness of agency is:

A

Our sense of efficacy/control with others and inanimate objects.

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3
Q

In the subjective self, evidence for the awareness of permanence of own existence is the:

A

development of object permanent at 9-12 months of age.

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4
Q

Who first proposed the idea of the subjective self?

A

William James (1890)

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5
Q

Understanding of one’s own properties, such as name, gender, disposition towards others, etc. is called the:

A

objective self.

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6
Q

What experiment was devices to study self-awareness?

A

Lewis and Brooks (1978), The Rouge Test

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7
Q

According to the results of Lewis and Brooks (1978) Rouge Test, at what age do babies show signs of self awareness?

A

2.5 yrs old.

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8
Q

What other animals show evidence of self-awareness in mirror self recognition tests?

A

Apes, dolphins, magpies and elephants.

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9
Q

What are the 4 stages towards realising the self in Lewis and Brooks (1978) Route Test?

A
  1. Social responses.
  2. Physical inspection (e.g. looking behind the mirror)
  3. Repetitive mirror-testing behaviour.
  4. Realisation of seeing themselves.
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10
Q

With self-awareness comes:

1.
2.
3.

A
  1. A propriety attitude towards objects.
  2. Self-consicous emotions, such as shame.
  3. Use of self descriptives to compare themselves to a standard.
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11
Q

At what age do we begin to internalise the standard of seeking our parents approval?

A

2 years old.

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12
Q

The ability to understand and regulation our own expressions of emotions is called the:

A

emotional self.

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13
Q

What are the 2 key features of the emotional self?

A
  1. Impulse/inhibitory control.

2. Social rules of emotional expressions.

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14
Q

Describe the level of impulse/inhibitory control in infants.

A

Require parents to help regulate emotions.

E.g. cuddling.

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15
Q

Describe the level of impulse/inhibitory control in 2 year olds.

A

Minimally able to regulate own emotions/behaviours.

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16
Q

Describe the level of impulse/inhibitory control in 5-6 year olds.

A

Good emotional control.

E.g. doesn’t hit someone when angry.

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17
Q

Describe the use of social rules of emotional expressions exhibited in 3 yr olds.

A

Use of social smile.

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18
Q

Describe the use of social rules of emotional expressions exhibited in 3-4 yr olds.

A

Uses abbreviated/constricted forms of emotions.

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19
Q

Describe the use of social rules of emotional expressions exhibited in preschoolers.

A

Able to use emotional expressions to get what they want.

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20
Q

What was the procedure for Montemayor and Eisen (1977) study of the self concept?

A

9-18 yr olds were asked the question, “who am I” and the types of answer they gave were recorded.

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21
Q

What were the results of Montemayor and Eisen (1977) study of the self concept?

A

As children get older, they define themselves less by concrete observable characteristics, but more by what they believe or feel.

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22
Q

At what point in a child’s life does their self concept begin to gradually shift towards a more abstract, comparative and generalised self-definition?

A

School age.

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23
Q

By school age, children learn that people’s characteristics are relatively stable, giving them a sense of:

(Hint: GSW)

A

Global Self Worth.

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24
Q

According to Carter (1987-1999) What are the 3 main things to affect self-esteem?

A
  1. Discrepancy between the idea and real self.
  2. The subject value placed on certain skills.
  3. Sense of support from peers, parents and adult mentors.
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25
Q

At what point in our lives is our self esteem most unstable?

A

Early adolescence.

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26
Q

What are the fluctuations observed in self esteem during adolescence?

A

Declines in early adolescence, but rises in later adolescence.

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27
Q

At what age is self-esteem typically at its peak?

A

51 yrs old.

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28
Q

At what age does self-esteem have its largest decrease?

A

51-97 yrs old.

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29
Q

Biological identity is called:

A

sex.

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30
Q

Masculine, feminine, or mixed identity is called:

A

gender.

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31
Q

The process by which children adopt the values and behaviours that are consistent with their gender is called:

A

Gender-typing.

32
Q

The full understanding that gender is constant and permanent, unchanged by appearance, is called the:

A

Gender concept.

33
Q

Behaviours deemed typical for males or females, are called:

A

gender roles.

34
Q

Schemas held about the behaviours, roles, attributes and values associated with each gender, are called:

A

gender stereotypes.

35
Q

What are the 3 stages of gender concept?

A
  1. Gender identity.
  2. Gender stability.
  3. Gender constancy.
36
Q

Describe the gender identity stage of gender concept.

A

The child labels the self and others correctly as male or female.

37
Q

Describe the gender stability stage of gender concept.

A

The child understands a persons gender stays the same throughout life.

38
Q

Describe the gender constancy stage of gender concept.

A

The child understands even if there are external changes to a person (clothing, hair length) their gender doesn’t change.

39
Q

Describe the procedure for William Damon (1977) study of gender stereotypes during early childhood.

A

Asked 4-9 yr olds if a boy called George should play with dolls, and why was he told not to by adult.

40
Q

Describe the results of William Damon (1977) study of gender stereotypes during early childhood.

4 yr olds:
6 yr olds:
9 yr olds:

A

4 yr olds said it was okay for George to play with dolls.
6 yr olds said it was wrong.
9 yr olds said he could play with dolls, but boys usually don’t.

41
Q

What was the conclusion of William Damon (1977) study of gender stereotypes during early childhood.

A

9 yr olds can differentiate between what is typical and what is wrong.

42
Q

What was the procedure for Serbin et al. (2001) toy preference experiment?

A

Studied looking behaviour at toys in 1-3 yr olds using habituation techniques.

43
Q

What were the results of Serbin et al. (2001) toy preference experiment?

A

By 18 months old children showed clear preference for gender consistent toys.

44
Q

What was the conclusion of Serbin et al. (2001) toy preference experiment?

A

Children show preferences for gender specific toys before they develop ideas about gender roles or stereotypes.

45
Q

What was the procedure for O’Brien et al. (1983) study on toy preferences?

A

Studied 15-36 month old children in day care centre.

46
Q

What were the results of O’Brien et al. (1983) study on toy preferences?

Boys:

Girls:

A

Boys:

Show clear preference of boys toys.

Girls:
Preferred girls toys, but more likely than boys to play with opposite gender and neutral toys.

47
Q

At what age does gender typed behaviour appear to be more pronounced in boys than girls?

A

2 yrs old.

48
Q

In general, boys tendency to prefer gender-stereotyped toys and behaviours are _______ throughout childhood.

A

In general, boys tendency to prefer gender-stereotyped toys and behaviours are stable throughout childhood.

49
Q

For the girls, the tendency to prefer gender-stereotyped toys and behaviours:

A

declines with age.

50
Q

Why might boys prefer gender-stereotyped toys and behaviours throughout childhood?

A

Not engaging with gender appropriate toys or behaviour may have greater social risks.

51
Q

Children begin showing preference for same sex playmates:

A

prior to age 3.

52
Q

Children begin showing preference for same sex playmates prior to age 3, despite having no concept of:

A

gender stability.

53
Q

According to Social Learning Theory, children develop gender role behaviour because:

1.
2.
3.

A
  1. Children are exposed to gender-role stereotypes in entertainment media.
  2. Parents reinforce gender-typed activities in children.
  3. Parents choose gender-stereotyped leisure activities .
54
Q

What are the 3 problems with Social Learning Theory’s explanation of why children develop gender role behaviours?

A
  1. Reinforcement of gender specific behaviours through parents are not consistent.
  2. Children of parents who treat their children similarly still show same-sex playmate preferences.
  3. Most girls who exhibit male-stereotypical behaviour do not show less gender-specific behaviour in school.
55
Q

According to Cognitive-Developmental theories, children develop gender role behaviour because:

1.
2.
3.

A
  1. The gender concept.
  2. Once child realises they will be a boy/girl forever, they are highly motivated to learn to behave in an expected/appropriate way.
  3. There is evidence that children become more sensitive to same-sex models after they understand gender constancy.
56
Q

Where is the main problem with Cognitive-Developmental theories explanation of why children develop gender roles?

A

Children show clearly differentiated sex-role behaviour long before they achieve a full understanding of the gender concept.

57
Q

According to Gender Schema Theory, gender schemas begin to develop at:

A

18 months old.

58
Q

According to Gender Schema Theory, gender schemas are fully developed at:

A

2-3 yrs old.

59
Q

According to Gender Schema Theory, gender schema references are obtained from our:

A

environment.

60
Q

According to Gender Schema Theory, experiences are assimilated into a:

A

scheme.

61
Q

According to Gender Schema Theory, children don’t need an understanding of:

A

gender stability.

62
Q

According to Gender Schema Theory, at what age do children develop gender constancy?

A

5-6 yrs old.

63
Q

According to Gender Schema Theory, by early adolescence, gender roles are:

A

social conventions.

64
Q

Gender Schema Theory:

According to Bem (1974) where the 4 individual gender schemas?

A
  1. Feminine.
  2. Masculine.
  3. Androgynous.
  4. Undifferentiated.
65
Q

Gender Schema Theory:

According to Bem (1974), something high in femininity, and low in masculinity, is considered:

A

feminine.

66
Q

Gender Schema Theory:

According to Bem (1974), something high in femininity, and high in masculinity, is considered:

A

androgynous.

67
Q

Gender Schema Theory:

According to Bem (1974), something low in femininity, and high in masculinity, is considered:

A

masculine.

68
Q

Gender Schema Theory:

According to Bem (1974), something low in femininity, and low in masculinity, is considered:

A

undifferentiated.

69
Q

Biological approach:

Explain the procedure of Young et al. (1967) study on the role of hormones in gender role behaviours.

A

Pregnant monkeys were injected with testosterone.

70
Q

Biological approach:

Explain the results of Young et al. (1967) study on the role of hormones in gender role behaviours.

A

Females showed masculine behaviours, such as rough-and-tumble play and threatening gestures.

71
Q

Biological approach:

Explain the procedure of Wallen (1996) study on the role of hormones in gender role behaviours.

A

Injected male hormones into female monkeys.

72
Q

Biological approach:

Explain the results of Wallen (1996) study on the role of hormones in gender role behaviours.

A

Female monkeys became more assertive.

73
Q

Biological approach:

Explain the results of Hines (2006) case study investigating the role of hormones in gender role behaviours.

A

Girls who are prenatally exposed to high levels of androgens exhibited masculine behaviours and interests, even when raised as girls.

74
Q

Biological approach:

The left hemisphere of the brain is involved in:

A

verbal processing.

75
Q

Biological approach:

The right hemisphere of therein is involved in:

A

spatial reasoning.

76
Q

Biological approach:

According to Halpern (2000), following brain lateralisation, _____ experience more difficulties to verbal processing or spatial reasoning than _____.

A

Biological approach:

According to Halpern (2000), following brain lateralisation, men experience more difficulties to verbal processing or spatial reasoning than women.

NEW Developmental Psychology (11 decks)

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