Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSY 3000 > CH 12 -14 > Flashcards

CH 12 -14 Flashcards

1
Q

Plays near other children with similar toys, but does not try to influence them

A

Parallel Play

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Unoccupied, onlooker behavior aka Solitary play

A

Nonsocial Activity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Social Interaction

A

Associative play and Cooperative play

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

engage in separate activities but exchange toys and comment on one another’s behavior.

A

Associative play

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

advanced type of interaction in which children orient toward a common goal.

A

Cooperative play

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

advanced type of interaction in which children orient toward a common goal.

A

Cooperative play

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Functional, Make-believe,Constructive, Games with Rules

A

Cognitive Play categories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Simple, repetitive motor movements, with or without objects

A

Functional play

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Acting out everyday and imaginative roles

A

Make-believe play

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Creating or constructing something

A

Constructive Play

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Understanding and following rules in play

A

Games with Rules

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Benefits of having friends

A

Positive interaction Emotional expression Prosocial behavior Self-disclosure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Disadvantages to having friends

A

Disagreement Competition Aggressive friends can lead to hostile relationship

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Friends often similar in

A

Age, sex, ethnicity, SES, Personality, popularity, academics, prosocial behavior, judgments of others (biases)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

How do adolescence explore identity

A

by making different friends

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Activities, status, achievement, Friendships more variable Depends on gender identity

A

Boys friendships

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Emotional closeness Get together to “just talk” Danger of corumination

A

Girls friendships

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Either very popular or very unpopular in adolescents

A

Different sex marriages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Opportunities to explore self Form deep understanding of another Foundation for future intimate relationships Promote empathy, sympathy and positive social behavior Help deal with life stress Can improve attitude and school involvement

A

Benefits of friendship

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Peer Acceptance Categories

A

Popular, Rejected, Controversial, Neglected

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Peer Acceptance Categories

A

Popular, Rejected, Controversial, Neglected

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Popular peer acceptance sub-categories

A

Popular-prosocial – combine academic and social competence Popular-antisocial - aggressive but viewed as “cool”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Rejected peer acceptance sub-categories

A

Rejected-aggressive – severe conduct problems Rejected-withdrawn – passive and socially awkward

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

get a large number of positive and negative votes – hostile and disruptive, but engage in high rates of positive prosocial acts

A

Controversial

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

seldom chosen either positively or negatively – low rates of interaction, shy

A

Neglected Peer acceptance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Most are boys Physically, relationally aggressive High-status, powerful Popular Eventually become disliked

A

Bullies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Passive when should be active Give in to demands Lack defenders Inhibited temperament Physically frail Overprotected, controlled by parents

A

Victims

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Resemble one another in family background, attitudes, and values Small group of 5–7 Good friends Identified by interests, social status “popular” and “unpopular” Girls- predicts academic and social competence

A

Cliques

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Larger – several cliques Membership based on reputation, stereotype Linked to strengths in self-concepts and family factors

A

Crowd

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Problems with dating too early

A

Drug use, sex, delinquency Poor academics Abuse Mental-health problems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Benefits of TV

A

Learning Educational shows Prosocial behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Dangers of TV

A

Aggression Ethnic, gender stereotypes Consumerism Time away from other activities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

teacher is sole authority for knowledge, rules, and decision making; students are passive, evaluated by a uniform set of standards

A

Traditional educational philosophies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Ways of regulating media use

A

-Limit TV viewing and computer use. -Avoid using TV or computer time as a reward. -Encourage child-appropriate media experiences. -When possible, watch TV with children. -Link TV content to everyday learning experiences. -Model good TV and computer practices. -Explain Internet technology and safety practices. -Monitor and limit cell phone use. -Use an authoritative approach to child rearing.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

learning centers, small groups, and individuals solving self-chosen problems; teacher provides guidance and support; evaluated in consideration to their own prior development

A

Constructivist educational philosophies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Communities of learners – advance in cognitive and social development

A

Social-constructivist

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Ways to help children adjust to school

A

-Positive peer and teacher relationships foster both academic and social competence. -Social maturity → later academic performance -Experts suggest readiness for kindergarten be assessed in terms of both academic and social skills. Preschool also an indicator

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Ways to help adolescence adjust to school

A

Parental involvement Monitoring Autonomy granting Emphasis on mastery, not grades Smaller units within large schools Fosters teacher relationships Greater extracurricular involvement Classes with familiar peers Minimize competition and ability-based treatment of students

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Describe a good teacher

A

caring, helpful, stimulating Too many use repetitive drill Better achievement in stimulating classroom

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Individual differences in teacher student interaction

A

-Well-behaved, high achievers get more attention -More impact of attention on low SES – children with low -SES are highly impacted by positive attention from teachers. -Self-fulfilling prophecy – children adopt teachers’ positive or negative views and start to live up to them; particularly effective when teachers compare children publicly and promote competition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

placed in regular classrooms for part of their school day

A

mainstreaming

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

full-time placement in regular classroom

A

Full-inclusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Functions of the family

A

Reproduction, Economic services, Social Order, Socialization, and Emotional support

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

A network of interdependent relationships

A

Family System

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Family system

A

Bidirectional influences, Direct influences, and indirect influences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

All parties in the interaction influence each other (Family Systems)

A

Bidirectional influences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

How people act with each other (Family System)

A

Direct influences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

“Third parties” that affect family members (Family System)

A

Indirect Influences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Benefits to Families of Strong Community Ties

A

-Parental interpersonal acceptance -Parental access to information and services -Child-rearing controls, role models -Direct assistance with child-rearing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Child rearing styles

A

Authoritative, Authoritarian, Permissive, Uninvolved

51
Q

High Acceptance, High Involvement, Adaptive Control, and Appropriate Autonomy parenting style

A

Authoritative

52
Q

Low Acceptance, Low Involvement, High Control, and Low Autonomy parenting style

A

Authoritarian

53
Q

High Acceptance, Too High or Too Low Involvement, Low Control, and High Autonomy parenting style

A

Permissive

54
Q

Low Acceptance, Low Involvement, Low Control, and Indifferent Autonomy parenting style

A

Uninvolved

55
Q

The most successful parenting style

A

Authoritative

56
Q

SES

A

Social Economic Status. Index of education, occupation, income

57
Q

Risks of High SES

A

-Accomplishment pressure -Isolation from adults

58
Q

Benefits of high SES

A

-Father involvement -Time, energy, material resources -Involvement in decisions

59
Q

Affects of low SES

A

Can be stressful; children may get more -Commands -Criticism -Coercive discipline -Physical punishment -Uninvolved father

60
Q

Children who have dinner with parents experience lower levels of poor grades, anxiety, depression, and substance abuse.

A

True

61
Q

-Higher in self-esteem and motivation -Do better in school -Attain higher levels of education -Closer relationships with parents -Can be less accepted in their peer groups

A

One child families (only Child)

62
Q

-Can be difficult transition -Infants find older siblings comforting -Play together by second year -Temperament, parenting, family context affect relationship

A

Early affects of having siblings

63
Q

-Rivalry increases in middle childhood -Still provide companionship -Must adjust to adolescence

A

Adolescence affects of siblings

64
Q

Immediate consequences of divorce

A

-Instability, conflict, drop in income -Parental stress, disorganization -Consequences affected by Age, Temperament, and Sex

65
Q

Long term consequences of divorce

A

-Improved adjustment after 2 years -Boys & children with difficult temperaments more likely to have problems -Father’s involvement affects adjustment

66
Q

Benefits of Maternal Employment and Child Development

A

-Higher self-esteem -Positive family and peer relations -Fewer gender stereotypes -Better grades -More father involvement

67
Q

Drawbacks of Maternal Employment andChild Development

A

-Less time for children -Risk of ineffective parenting

68
Q

Factors to consider when choosing child care facilities

A

-Adult-child interactions -Teacher qualifications -Relationships with parents -Licensing & accreditation -Physical setting -Group size -Caregiver-child ratio -Daily activities

69
Q

Child Maltreatment types

A

Physical abuse, sexual abuse, neglect, emotional abuse

70
Q

Factors Related to Child Maltreatment

A

-Parent characteristics -Child characteristics -Family characteristics -Community -Culture

71
Q

Perspectives on Moral Development

A

Biological, Psychoanalytic, Social Learning, Behaviorist, and Cognitive-Developmental

72
Q

Bases for morality

A

empathy, caring, self-sacrifice

73
Q

Evolutionary, genetic heritage perspective on moral development

A

Biological

74
Q

induction, empathy-based guilt perspective on moral development

A

Psychoanalytic

75
Q

Modeling moral behavior perspective on moral development

A

Social Learning

76
Q

Rewards and Punishment perspective on moral development

A

Behaviorist

77
Q

Children as active thinkers about social rules perspective on moral development

A

Cognitive developmental

78
Q

-Helps child notice others’ feelings -Point out effects of misbehavior on other -Note others distress -Make clear the child caused the distress -Empathy-based guilt

A

Inductive Discipline

79
Q

Child Factors in Inductive Discipline

A

-Empathic children require less power assertion -Anxious: mild, patient tactics -Fearless: warm relationship & firm correction -Empathy and Temperament

80
Q

Characteristics of Good Models of Moral Behavior

A

-Warmth and responsiveness -Competence and power -Consistency between words and behavior

81
Q

Alternatives to physical punishment

A

-Time out -Withdrawing privileges -Positive discipline

82
Q

Effectiveness of punishment is increased by:

A

-Consistency -Warm parent–child relationship -Explanations

83
Q

Physical punishment and frequent punishment have ___________.

A

undesirable side effects

84
Q

Side Effects of physical punishment in early childhood

A

-Using harsh punishment is modeling aggressive behavior -Harshly punished children typically react with anger -Focus on own distress, rather than having a sympathetic view of others’ needs -Avoid punishing adult resulting in lack of positive teaching opportunities. -Reinforces adults for using coercive punishment because it temporarily stops the misbehavior. -Corporal punishment often leads to abuse -Transfers to next generation

85
Q

-Build mutually respectful bond -Let child know how to act ahead of time -Praise mature behavior

A

Positive Discipline

86
Q

Strategies for positive discipline

A

-Using transgressions as teaching opportunity -Reducing opportunities for misbehavior -Providing reasons for rules -Arranging for children to participate in family routines and duties -When children are obstinate, trying to compromise and problem solve. -Encouraging mature behavior -Being sensitive to children’s limited physical and emotional resources.

87
Q

Kohlberg’s Stages of Moral Development

A

Preconventional Level (Stages 1 and 2), Conventional Level (Stages 3 and 4), Postconventional or Principled Level (Stages 5 and 6)

88
Q

Preconventional Level

A

Stage 1: Punishment and Obedience - ignore intentions and focus on avoidance of punishment Stage 2: Instrumental Purpose – understand different perspectives in a moral dilemma

89
Q

Conventional Level

A

Stage 3: “Good-boy, Good-girl” (Morality of interpersonal cooperation) – understands Golden Rule Stage 4: Social Order Maintaining – laws must be obeyed to maintain order

90
Q

Postconventional or Principled Level

A

Stage 5: Social Contract – laws and rules are flexible; emphasize fair procedures for interpreting and changing the laws Stage 6: Universal Ethical Principal – respect for the worth and dignity of each person.

91
Q

Influences on Moral Reasoning

A

Personality, Child-Rearing Practices, Schooling, Peer Interactions, Culture

92
Q

Religious involvement linked to

A

-More community service -Lower drug & alcohol use -Start of sexual activity later -Less delinquency

93
Q

Religious involvement declines in ______

A

adolescence

94
Q

-Protect people’s rights and welfare -Victims and other children react strongly to moral offenses -Adults explain rights and feelings of victims

A

Moral Imperatives

95
Q

-Customs such as table manners or dress styles -Peers seldom react to violations of social convention -Adults explain less, demand obedience

A

Social Conventions

96
Q

-Protect people’s rights and welfare -Victims and other children react strongly to moral offenses -Adults explain rights and feelings of victims

A

Moral Imperatives

97
Q

-Customs such as table manners or dress styles -Peers seldom react to violations of social convention -Adults explain less, demand obedience

A

Social Conventions

98
Q

Consider intentions and context of violations in moral distinctions

A

Moral Imperatives

99
Q

-with vs. without clear purpose -Consider intentions and context of violations in moral distinctions

A

Social Conventions

100
Q

-with vs. without clear purpose -Consider intentions and context of violations in moral distinctions

A

Social Conventions

101
Q

beliefs about how to divide material goods fairly

A

Distributive justice

102
Q

Distributive Justice levels and ages developed

A

-Equality: 5 – 6 years – get same amount -Merit: 6 – 7 years – performed in an exceptional way get extra -Benevolence: around 8 years – extra given to those at a disadvantage.

103
Q

Compliance emerges at ______

A

12-18 months

104
Q

ability to monitor one’s own conduct, constantly adjusting it as circumstances present opportunities to violate inner standards.

A

Develop moral self-regulation

105
Q

diverting attention, inhibit emotional reactivity, pleasurable activities to do while waiting

A

Learn cognitive strategies

106
Q

Individual differences that contribute to self control

A

-Temperament -Parenting -Hot v. cool systems – emotional reactive vs. cognitive reflective systems.

107
Q

Individual differences that contribute to self control

A

-Temperament -Parenting -Hot v. cool systems – emotional reactive vs. cognitive reflective systems.

108
Q

Types of Aggression

A

Instrumental and Hostile

109
Q

Instrumental Aggression

A

Meant to help the child get something he or she wants

110
Q

Hostile Aggression

A

Meant to hurt someone else – physical, verbal, or relational

111
Q

-Instrumental declines, hostile increases -Boys may be more physically aggressive During which period?

A

Early & Middle Childhood

112
Q

Less aggression, more delinquency Delinquency peaks in middle During which period?

A

Adolescence

113
Q

Routes to Adolescent Delinquency

A

Early Onset and Late Onset

114
Q

-behavior begins in middle childhood -Biological risk factors and child-rearing practices combine

A

Early Onset

115
Q

behavior begins around puberty -Peer influences

A

Late Onset

116
Q

Sources of aggression

A

Family, Social-Cognitive Deficits & Distortions, Community, Culture

117
Q

How to control aggression

A

-Parent and Teacher training programs: Coaching Modeling Positive parenting Reinforcing alternative behaviors -Social-cognitive interventions Zero Tolerance policies -Comprehensive approaches EQUIP Multisystemic therapy

118
Q

Piaget’s Theory of Moral Development

A

Heteronomous Morality and Autonomous Morality

119
Q

View rules as handed down by authorities, permanent, unchangeable, require strict obedience Judge wrongness by outcomes, not intentions to do wrong

A

Heteronomous Morality

120
Q

Emotional “Go” Simple Reflexive Fast Develops Early Accentuated by stress Stimulus control

A

Hot system

121
Q

Emotional “Go” Simple Reflexive Fast Develops Early Accentuated by stress Stimulus control

A

Hot system

122
Q

Cognitive “Know” Complex Reflective Slow Develops later Attenuated by stress Self-control

A

Cool system

123
Q

Three facets of morality

A

emotional, cognitive, and behavioral

124
Q
A

PSY 3000 (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions