Attachment (ch. 11) + Sex/Gender (ch. 15) Flashcards
(79 cards)
1
Q
Attachment
A
an emotional bond with a specific person that is enduring across space and time
2
Q
Attachment + Behaviorism
A
Argued that food, such as breast milk, is the basis for a bond –> through process of classical conditioning between infant and mother
- mothers evoke pleasure in the infant only because of this association
3
Q
Harry Harlow Monkey Experiment
A
Infant monkeys prefer ot be close to cloth mother rather than the wire mother that can feed him
4
Q
Attachment theory
A
- proposed by John Bowlby
- posits that children are biologically predisposed to develop attachments to caregivers as means of increasing chances of survival
5
Q
Secure Base
A
refers to the idea that the presence of a trusted caregiver provides an infant w/ a sense of security that makes it possible for the child to explore the environment
6
Q
Purposes of attachment
A
- enhances infant’s chance of survival by keeping caregiver close
- provides emotional security, which allow infant to explore world w/o fear
- serves as a form of co-regulation that helps child manage their levels of arousal and emotions
7
Q
Internal working model of attachment
A
the child’s mental representation of the self, of attachment figures, and of relationships in general that is constructed as a result of experiences w/ caregivers
- the working model guides children’s interactions w. caregivers and other ppl in infancy and at older ages (how reliable these ppl are for infant’s needs and secuirty)
8
Q
If caregivers accessible and responsive…
A
children come to expect interpersonal relationships to be gratifying and they feel worthy of receiving care/love
9
Q
If caregivers are unavailable or unresponsive…
A
children develop negative perceptions of relationships with others and of themselves
10
Q
Ainsworth’s strange situation procedure
A
child accompanied by the parent is placed in lab w/ interesting toys
- child separated from parent and interacts with a stranger, then parent comes back
- assess infants’ attachment to their caregiver
11
Q
Secure attachment
A
- infants use their mother as a secure base during initial session, leaving her side to explore the toys and occasionally check back w/ mom as they play
- Usually distressed when mom leaves room and glad to see her again and they can calm down
12
Q
Insecure/resistant attachment
A
- infants clingy from beginning and don’t really explore toys
- when mom leaves, they get very upset and when reunited, they rebuff mom’s effort for comfort (try to leave mom’s arms when they’re picked up, angry at mom for leaving)
13
Q
Insecure/avoidant attachment
A
- Children avoid their mom in the experiment
- don’t greet her when reunited and ignore her when she’s in the room
14
Q
Disorganized/disoriented attachment
A
- small portion of kids fall into this
- no consistent way of coping with the stress of the experiment
- frequently appear dazed or disoriented and may freeze in their behavior and remain still for a large period of time
- they WANT to approach their caregiver, but also seem to regard her as a source of fear from which they want to withdraw!!!!!
15
Q
Parental sensitivity
A
caregiving behavior that involves the expression of warmth and consistent responsiveness to child’s needs
16
Q
Differential susceptability
A
certain genes result in children being differentially susceptible to the quality of their rearing environment, such as those w. the reactive genes benefit from having a secure attachment
17
Q
Cultural variations in attachment
A
- studies suggest that attachment security is universal across cultures
- differences though in south american children where they are less likely to remain close to their mother whereas children in Italy are more likely to be close
18
Q
Attachment + Socio-emotional dev
A
- attachment status (in infancy and later childhood) has been found to predict social-emotional dev
- securely attached infants experiencing better adjustment and more social skills
19
Q
Self-concept
A
refers to a system made up of one’s thoughts and attitudes about oneself
- includes physical body, social characteristics, and internal characteristics
20
Q
Development of self concept
A
- infants must first differentiate themselves from the environment –> done through interacting with their environment
21
Q
Recognition of the self
A
- becomes more directly apparent by 18-20 months when many kids can look in the mirror and recognize themselves
- this requires them to have memories of their appearance that they match to the mirror image
- by 3, children use language to store memories of their own experiences and behaviors
22
Q
Social comparison
A
- before elementary school, children have unrealistic confidence and overly positive views of themselves - by school age, they begin to compare aspects of their own psychological, behavioral, or physical functioning to others
23
Q
Higher order conceptions
A
the new cognitive capacity to form higher order conceptions of the self allows older children to construct more global views of themselves and to evaluate themselves as a person
24
Q
Personal fable
A
a form of adolescent egocentrism that involves beliefs in the uniqueness of one’s own feelings and thoughts
25
Imaginary audience
the belief, stemming from adolescent egocentrism, that everyone else is focused on the adolescent's appearance and behavior
26
Self-esteem
incorporates a child's overall subjective evaluation of their own worth and the feelings they have about that evaluation
- DOESN'T emerge until age 8
27
Sources of self-esteem (individual differences)
1. age = varies by dev stage
2. physical attributes
3. gender
4. approval from others (esp parents)
28
identity achievement
an integration of various aspects of the self into a coherent whole that is stable over time and across events
29
moratorium
period in which the individual is exploring various occupational and ideological choices and hasn't yet made a clear commitment to them
30
identity foreclosure
individuals who have committed to an identity before engaging in any real exploration
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acculturation
process of adjusting to a new culture while retaining some aspects of one's original culture
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first recognition (sexual identity)
Feelings of alienation resulting from the realization that they're different from others
33
Gender typing
generally, the process of gender socialization during development
34
Gender Typed
refers to behaviors stereotyped for a given person's assigned gender
35
Cross-gender typed
refers to behaviors contrary to those stereotyped for a given person's assigned gender
36
Effect size
magnitude of difference between 2 group's averages and the amt of overlap in their distribution
37
Janet Hyde's "gender similarities hypothesis"
when comparing girls and boys, it's important to appreciate that similarities far out-weight differences on most attributes
38
Gender Dev infleunces
1. biological differences = sex hormones and brain structure account for behavior differences
2. cognition + motivation = learning gender-typed roles through obs and practice
3. cultural factors = relative status of men and women in society
39
Androgens + Gender
- class of steroid hormones that include testosterone
- absence of this creates female genitalia
- has an organizing or activating influence
40
Organizing influence
occurs when certain sex-linked hormones affect brain differentiation and organization during prenatal dev or at puberty
41
Activating influence
occurs when fluctuations in sex-linked hormone levels influence the contemporaneous activation of certain brain and behavioral responses
42
Brain structure
- adult male and female brains show some small average differences in physical structure
- however, diffs don't appear to result in any clear advantage to cognitive performance
43
Self-socialization
individuals use their beliefs, expectations, and preferences to guide how they perceive the world and the actions they choose
44
Lawrence Kohlberg's Cognitive Dev Theory
- proposed that children construct knowledge about gender in the same ways that Piaget theorized children construct knowledge about the physical world
- children actively seek to understand the meaning of gender through observing and interacting with the world around them
- cognitive dev changes in children's understanding of gender during early childhood
45
Gender stability
children come to realize that gender remains the same over time
- however, they;re not clear that gender is independent of superficial appearance and thus believe that a boy who puts on a dress and looks like a girl is now a girl [not true]
46
Gender constancy
the understanding that gender is invariant across situations
EX: I'm a girl and nothing I do will change that
47
Gender schema theory
the motivation to enact gender-typed behavior begins as soon as children can label other ppl's and their own gender (about age 3)
48
Gender schemas
mental representations that incorporate everything the child knows about gender
- include memories of one's own experiences w/ males and females, gender stereotypes transmitted by peers, and messages in media
- responsible for biased processing and remembering of info about gender
49
Gender schemas experiment
- boxes placed in front of 4 and 9 yr olds, each with objects unfamiliar to them but labeled as "boys," "girls," or "boys and girls"
- children spent more time exploring boxes labeled for their own gender
50
Children tend to encode and remember images and info that is ______
schema-consistent
- tend to ignore or distort schema-inconsistent info which helps perpetuate gender stereotypes
51
Gender schema filter
initial evaluation of info as relevant for one's own gender
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Interest filter
initial evaluation of info as being personally interesting
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Tuition (Social Cognitive Theory)
direct teaching during gender socialization
EX: father showing his son how to throw a ball
54
Enactive experience (Social Cognitive Theory)
learning to take into account the reactions one's past behaviors have evoked in others
EX: receiving positive reactions for gender stereotypical behavior and negative for opposite
55
Observational learning
learning through watching other people and the consequences others experience as a result of their actions
56
Social identity Theory
addresses the influence of group membership on ppl's self-concepts and behavior with others
57
Ingroup bias
the tendency to evaluate individuals and characteristics associated with the ingroup more positively than or as superior to those associated with the outgroup
58
Ingroup assimilation
individuals are socialized to confrom to the group's norms
59
Developmental intergroup theory (DIT)
integrates ideas from the cognitive developmental theory, gender schema theory, and social identity theory
- 3 key processes that contribute to dev of stereotyping and prejudice based on a person's gender --> establishing the psychological salience of gender, categorizing individuals based on their gender, and developing stereotypes and prejudices based on this categorization
60
Stereotype emulation hypothesis
the more children identify with their gender ingroup, the more motivated they will be to adhere to the stereotypes for their gender ingroup
61
Stereotype construction hypothesis
specifies that children are apt to form generalized beliefs or stereotypes about their gender ingroup based on their personal social attributes
EX: a girl who likes to play dress up will assume other girls like to do that same
62
Identity construction hypothesis
children are more likely to identify with their gender ingroup when their own personal-social attributes match their stereotyped beliefs about their gender ingroup
EX: a boy might forma stronger gender identity if he likes playing sports and he also stereotypes sports as something boys do
63
At what age can infants distinguish males and females?
6-9 months
64
Evidence that children acquire the concept of gender early
by age 2.5 yrs, they begin to label other's genders
65
Preschool Age
- by 3yrs, most children begin to attribute certain toys and play activities w/ gender
- by 5yrs, they stereotype characteristics
66
Gender segregation
children's tendency to associate with same-gender peers and to avoid other-gender peers
- increases between 3 and 6 yrs then remains stable throughout childhood
67
Middle childhood
- usually attained gender constancy by age 6
- understand gender is not necessarily tied to a person's physical appearance
68
Assertion
one's attempt to exert influence over the enviro
EX: directive statements
69
Affliation
making connections with others
EX: expressing support
70
Collaboration
coordination off assertion and affiliation in behavior, such as making initiatives for joint activity
71
Adolescence
-Gender roles become more rigid
- or more relaxed depending on individual and contextual factors
72
Gender role intensification
heightened concerns with adhering to traditional gender roles that may occur during adolescence
- related to increase in gender discrimination during adolescence
73
ambivalent sexism
complementary effects of hostile sexism (where men are dominant and women who seek equality are disparaged) and benevolent sexism (where men are supposed to protect women in the context of heterosexual relations)
74
Gender role flexibility
recognition of gender roles as social conventions and adoption of more flexible attitudes and interests
75
Congenital adrenal hyperplasia
condition during prenatal dev where adrenal glands produce high levels of androgens
- masculinization of external genitalia in genetic females and sometimes associated with higher rates of masculine-stereotyped play
76
Androgen insensitivity syndrome
condition in prenatal dev where androgen receptors malfunction in genetic males, impeding formation of male external genitalia
- may be born with female external genitalia
77
adrenarche
period prior to the emergence of visible signs of puberty during which the adrenal glands mature, providing a major source of sex steroid hormones
- correlates to sonset of sexual attraction
78
Parental influence
- young girls might learn language faster is because mothers spend more time talking to them
- BUT, could be that many girls acquire more likely to elicit talk from their mothers
- AND a possible bidirectional influence where both mothers and daughters tend to be talkative and reinforce this behavior in one another
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