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Term 5: Behavioral Science > 6/2- Familial & Extra-familial Influences on Development > Flashcards

6/2- Familial & Extra-familial Influences on Development Flashcards

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1
Q

Family (def)?

A

2+ people related by birth, marriage, adoption, or choice who have strong emotional ties and responsibilities to each other (US Census Bureau)

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2
Q

What percentage of households have kids?

A

45%

(mostly in married couple, then female, then male householder)

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3
Q

Number of children in households by percentage?

A
  • 55% have no children
  • 19% have 1 child
  • 16% have 2 children
  • 9% have 3+ children
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4
Q

2 major dimensions of parenting influences?

A
  • Demandingness/control- amount of oversight parents offer
  • Acceptance/responsiveness- amt of investment and caring (warmth) (pic 1)
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5
Q

4 different parental styles based on the 2 major dimensions of parenting influences?

A

- Permissive: low demandingness/control with high responsiveness/acceptance

- Authoritative: high demandingness/control with high responsiveness/acceptance

- Authoritarian- high demandingness/control with low responsiveness/acceptance

- Permissive-neglecting- low demandingness/control with low responsiveness/acceptance

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6
Q

Characteristics of authoritarian parents?

A

(high control, low responsiveness)

Adult

- imposes rules

- expects obedience

- discusses little

- uses forceful tactics

(That 70s Show Clip)

(Dead Poet’s Society Clip)

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7
Q

Characteristics of kids with authoritarian parents?

A

(high control, low responsiveness)

  • Toddlers: defiant and impulsive
  • Children: moody, unhappy, easily annoyed and unfriendly
  • Adolescents: average school achievement, non-deviant, low self-reliance, low self-esteem

(That 70s Show Clip)

(Dead Poet’s Society Clip)

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8
Q

Characteristics of kids with permissive parents?

A

(low control, high responsiveness)

  • Toddlers: prone to tantrums, non-compliant, poorly attentive
  • Children: impulsive and aggressive (esp boys), bossy, self-centered, lacking self-control, lacking self-reliance, negative academic achievement
  • Adolescents: fair on social competence, moderate self-confidence, + and - self-esteem, negative school engagement, prone to drug and alcohol abuse, tendency toward disruptive behaviors

(Think: Regina’s mom from Mean Girls)

(Think: Veruca’s dad in Charlie/Choco Factory)

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9
Q

Characteristics of kids with permissive-neglecting parents?

A

(low control, low responsiveness)

  • Not clearly studied in Baumrind’s studies
  • Children were high in aggression and asocial behaviors
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10
Q

Characteristics of authoritative parents?

A

(high control, high responsiveness)

Adults:

- Controlling but flexible

- Provides rationales for rules

- Seeks children’s input

(Full House clip)

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11
Q

Characteristics of kids with authoritative parents?

A
  • Toddlers: compliant
  • Children: cheerful, responsible, self-reliant, achievement-oriented, cooperative
  • Adolescents: positive self-esteem, positive social skills, positive moral and pro-social concern, positive academic achievement, low on measures of internalized distress

(Full House Clip)

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12
Q

What is the Transactional Model of Family Influence?

A

Recognizes that children influence parenting as much as parenting influences children

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13
Q

In what groups are different parenting styles seen?

A
  • Socioeconomic groups (SES)
  • Ethnic groups
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14
Q

How does parenting style differ by SES?

A
  • Poverty living and its stresses contribute to authoritarian styles over-represented
  • Relation between social class and parenting styles may be related to people focusing on the skills needed by workers in their respective fields
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15
Q

How does parenting style differ ethnically: Native American and Hispanic?

A

Stress communal rather than individual goals, maintain close ties to relatives, and demand proper and polite behaviors instead of competitiveness and pursuit of individual goals

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16
Q

How does parenting style differ ethnically: Asian-Americans?

A

Stress self-discipline, interpersonal cooperation (may appear more authoritarian)

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17
Q

How does parenting style differ ethnically: African-American?

A

“No-nonsense parenting” (falls somewhere between authoritarian and authoritative); may be adaptive in situations where supervision cannot be provided or the environment is threatening

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18
Q

Which parenting style has the best outcome?

A

Authoritative parenting

  • The link between authoritative parenting and positive developmental outcomes exists for many racial and ethnic groups studied both in the US and elsewhere
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19
Q

What influential factors are brought up by siblings?

A
  • Birth order
  • Sibling rivalry
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20
Q

Birth order: characteristics of first-born?

A
  • “Guinea pigs” (parents have a lot of enthusiasm and little practical experience); parents have high expectations and are both more affectionate and more punitive towards them
  • Tend to have higher IQ, more likely to go to college, more likely to conform to parents’ and adults’ requests
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21
Q

Birth order: characteristics of later children?

A
  • Parents have more realistic expectations, and are more relaxed in discipline
  • Tend to be less concerned about pleasing parents and adults, more popular with peers, and more innovative
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22
Q

Birth order: characteristics of only children?

A
  • Similar to first children
  • Comprehensive analysis of 100+ studies shows little difference in terms of being “spoiled brats”
  • Tend to succeed more in school, and higher levels of intelligence, leadership, autonomy, and maturity
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23
Q

How to minimize sibling rivalry?

A

Minimized when parents continue to provide love and attention to older children and encourage them to form a care-taking role with the new baby

24
Q

Siblings are more likely to be warm and harmonious to each other when?

A
  • With same sex siblings
  • When neither sibling is too emotional
  • As the younger child approaches adolescence
  • When parents don’t play favorites and treat all siblings fairly
  • Lack of marital conflict (marital conflict is a good predictor of antagonistic sibling interactions)
25
Q

Benefits of siblings?

A
  • Aid in emotional understanding
  • Promote negotiation and compromise
  • More mature forms of moral reasoning
26
Q

Demographics of divorce:

  • What percentage of couples get divorced?
  • What percentage of kids have divorced parents?
A

- 50-60% of newly married couples can expect to divorce

  • About 40% of US kids have divorced parents
27
Q

What is the psychological risk for kids of divorce?

A

2x that of kids with intact families

  • 20-25% of children of divorce
  • 10% of children of intact families

Resiliency

  • 75-80% of children from divorce exhibit resiliency
28
Q

Impact of divorce: preschool age kids (short term)?

A

Short term:

  • Regression
  • Separation anxiety
  • Generalized anxiety
  • Sleep problems
  • Aggression
29
Q

Impact of divorce: preschool age kids (long term)?

A

Long term:

  • Unconscious feelings about causality
  • Decreased self-worth
  • Depression
  • Conduct disorders
  • Developmental delays
30
Q

Impact of divorce: middle school age kids (short term)?

A

Short term:

  • Loneliness
  • Helplessness
  • Feelings about responsibility
  • Conflicts of loyalty
  • Decreased school performance
  • Conflictual peer relationships
31
Q

Impact of divorce: middle school age kids (long term)?

A

Long term:

  • Unrealistic longings for reconciliation
  • Antisocial behaviors
  • Academic problems
  • Depression
  • Anxiety
32
Q

Impact of divorce: adolescents (short term)?

A

Short term:

  • Acute depression
  • Anger
  • Accelerated and/or conflicted separation/individuation process
33
Q

Impact of divorce: adolescents (long term)?

A

Long term:

  • Substance abuse
  • Depression
  • Suicidal ideation
  • Anxiety
  • Relationship problems
34
Q

Impact of divorce on all (long-term)?

A
  • Unwanted pregnancies
  • Weaker marital relationships
  • Lower SES attainment
35
Q

Risk factors for kids in divorce?

A

Risk:

  • High level of inter-parental conflict
  • Extended family conflict
  • Reduced economic circumstances
  • Complex step-parent homes
  • Ongoing legal battles
36
Q

Protective factors for kids in divorce?

A

Protective:

  • Good relationships with at least one parent who remains involved
  • Support of sibblings
  • Support of peers
  • Continued contact with opposite sex parent if that parent is reasonably healthy
  • Supportive grandparents or other extended family
37
Q

Tips for divorcing parents?

A
  • Don’t keep it a secret or wait til last minute
  • Tell your child with your spouse
  • Keep things simple and straight-forward
  • Tell them the divorce is not their fault
  • Admit that this will be sad and upsetting for everyone
  • Reassure child that you both still love them and will always be their parents
  • Do not discuss each other’s faults or problems with the child
38
Q

What did Harlow’s monkey experiments show in terms of peers? (Peer deprivation)

A

Raised monkeys alone with peer deprivation

  • Showed abnormal patterns of sociability
  • When exposed to age-mates, became avoidant or aggressive
39
Q

What did Harlow’s monkey experiments show in terms of peers? (Peer-only monkeys)

A

Peer-only monkeys:

  • Formed strong reciprocal attachments
  • Excessively clingy
  • Highly distressed over minor things
  • As adults aggressive towards non-peer monkeys
40
Q

What was found in 6 3 yo kids living alone in Nazi concentration camp (parents killed at 12 mo and received minimal caregiving from inmates); raised themselves?

A
  • Indifferent/hostile towards staff, aggressive/upset when separated at the treatment center
  • Eventually had + relationships with adult caregivers and were okay 35 years later
41
Q

What are the sociometric peer classifications?

A
  • Popular
  • Rejected
  • Neglected
  • Controversial
  • Average
42
Q

Friendship qualifications (gradient)?

A
  • Shared activity -> psychological similarity -> reciprocal emotional commitments
43
Q

Security and social support provided by peer influences

A
  • Having 1+ supportive friend reduces loneliness and victimization of unpopular children
  • Children who enter KG with friends have fewer adjustment problems
44
Q

What lab result was found after conversations with acquaintances vs. friends?

A

Higher saliva cortisol (indicative of stress)

45
Q

Peer influences on conformity?

A
  • Preschool children who are criticized for cross-sex play stop the activity in under 1 min
  • Peers are influential on things like clothes, social events, and recreational activities
46
Q

How many hours per day do kids spend using media? Primary modality?

A

7 hours TV

  • > 50% of kids under 2 yo watch 90+ min/day
  • 8-10 yo watch 3.4 hrs/day
  • 11-14 yo watch 5 hrs/day
  • 15-18 yo watch 4 hrs/day

Having a TV in bedroom increases amts by 1-2 hrs a day (over those above)

Boys tend to watch more tv

47
Q

Why is excessive television problematic?

A
  • Associated with increased weight in males
  • Associated with sleep deprivation in girls
  • May lead away from other activities that are more physical and social
  • Amt of violence and different developmental levels of understanding
48
Q

What percentage of programs (6am-11pm) had violent acts?

A

58%

49
Q

T/F: Watching violent program and behaving violently are reciprocal?

A

True

50
Q

What is another effect of TV and violence in terms of world beliefs?

A

Develop mean world beliefs

  • View the world as a violent place where people rely on aggression to solve problems
  • Can desensitize to violence
51
Q

Addressing violence with families (tips)?

A
  • Even though actor not hurt/killed, violence in real life results in pain or death
  • Refuse to let children see shows known to be violent; change channel/turn off TV when something offensive comes on with explanation of what is wrong
  • Disapprove of violent episodes in front of children, stressing belief that such behavior is not the best way to resolve a problem
  • To offset peer pressure among friends and classmates, contact other parents and agree to enforce similar rules about length of time and type of program the children may watch
52
Q

T/F: TV is not a good influence

A

False

  • Sesame street (preschoolers get increased vocab, pre-reading, and numeracy skills even when watched alone- unlike other shows)
  • Clifford and Dora increase expressive language skills
53
Q

How can TV be beneficial?

A
  • Tool to teach children about social relationships
  • Can encourage prosocial behaviors if parents reinforce lessons
  • Conflict resolution
  • Exposure to people, cultures, and ideas not necessarily typical of the community the child lives in
54
Q

How much tv should kids watch before the age of 2? After?

A

Before 2: none (detrimental to language devo)

After 2: limit to 1-2 hrs/day

55
Q

Positives and negatives of computers/videogames?

A

Positive:

  • Action-oriented videogames are associated with improved motor control, attention, vision, cognition, visual memory, and set shifting

Negative:

  • 94% of videogames marketed for teens had violence
  • Violent videogames have been found to be associated with short and long term aggression (particularly in males)
56
Q

Positive aspects of social media?

A
  • Staying connected to friends
  • Developing new social contacts with peers with similar interests
  • Sharing content of self-expression, such as art, music, and political views
  • Developing and expressing your individual identity
57
Q

Negatives aspects of social media?

A
  • Bullying online (“cyber-bullying”)
  • Sharing too much info
  • Vulnerablity to predatory adults
  • Sharing photos/video that you later regret
  • Exposure to large amts of commercial advertisements which may not be age-appropriate
  • Risk of identity theft
  • Reduced amt of time for physical activity

Term 5: Behavioral Science (24 decks)

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