Brainscape's Knowledge GenomeTM

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


See full index

PSYC2110 Developmental Psychology > Chapter 13: Peer Relationships > Flashcards

Chapter 13: Peer Relationships Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

What is play?

A

activities that children engage in for inherent enjoyment

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

What are the benefits of play?

A
  • learning and practicing empathy
  • fostering cognitive and language development
  • enhancing motor development and skills
  • promoting emotion regulation and increasing positive emotions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is Parten’s classification of children’s social play?

A
  • non-social types of play
  • social type of play
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What are non-social types of play?

A
  • unoccupied play
  • onlooker play
  • solitary play
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What are social types of play?

A
  • parallel play
  • associative play
  • cooperative play
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are the differences in children’s peer experience across cultures?

A
  • patterns in peer development are averaged
  • classic cross-cultural studies found wide differences in peer contact and interaction
  • recent research on adolescent development found peer importance and interaction was related to family values within context of cultures
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What factors influence a child’s friendship decisions?

A
  • children tend to be friends with peers who are friendly and who act prosocially toward others
  • similarity of interests and behaviour
  • proximity
  • similarity in age
  • gender
  • own racial/ethnic group
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

How does electronic communication facilitate the creation and maintenance of friendships amongst children?

A
  • greater anonymity
  • less emphasis on physical appearance
  • more control over interactions
  • finding similar peers
  • 24/7 access
  • it’s fun
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What are the two major perspectives on the use of technology?

A
  • richer-get-richer hypothesis
  • social-compensation hypothesis
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is the richer-get-richer hypothesis?

A

youths who already have good social skills benefit from the Internet and related forms of technology when it comes to developing friendships

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

What is the social-compensation hypothesis?

A

argues that social media may be especially beneficial for lonely, depressed, and socially anxious adolescents

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

What is harmful about role of technology in friendhsips?

A

high levels of Internet use primarily for entertainment or for communication with strangers can harm the quality of friendships and predicts increases in anxiety and depression

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

What are the most important benefits of friendships?

A
  • emotional support and validation
  • opportunities for the development of important social and cognitive skills
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

How do friendships provide support and validation?

A
  • provide support and validation when a child feels lonely during difficult periods of transition that involve peers
  • serve as a buffer against unpleasant experiences, when children feel victimized
  • help develop social skills and positive relationships with other people
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

How do friendships affect social and cognitive skill development?

A
  • help develop social skills and positive relationships with other people, cooperation, negotiation skills
  • understanding of emotional states, enhances self-esteem, less psychopathology
  • understanding peer norms (gossip)
  • promotes cognitive skills and creative task performance
  • leads to positive social outcomes in later year, including adulthood
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What are the possible costs of friendships?

A
  • aggression and disruptiveness; deviancy training
  • alcohol and substance abuse; genetic makeup similarity
  • bullying and victimization; physical and relational aggression
17
Q

What is relational aggression?

A

a kind of aggression that involves excluding others from the social group and attempting to do harm to other people’s relationships

18
Q

What is cyberbullying?

A

repeated and intentional harassment or mistreatment of an individual via digital devices

19
Q

Who is bullied?

A
  • 15% of high school students; girls twice as likely as boys
  • likely high in social anxiety, psychological distress, depression symptoms
  • rates highest in grade
  • LGBT students twice as likely as hetero students
20
Q

Who bullies?

A
  • 12% of teens
  • belief that aggression is acceptable problem-solving tool
  • classroom environment that accepts bullying
21
Q

What are intervention examples for bullying?

A
  • No Trap! (Italy)
  • Media heroes (Germany)
  • Cyber Friendly Schools (Australia)
22
Q

What are gender differences in the functions of friendships?

A

girls’ desire: closeness and dependency
- worry about abandonment, loneliness
- get more upset than boys do when a friend betrays
- more likely than are boys do to co-ruminate
girls and boys less likely to differ in
- amount of conflict they experience in best friendships
- terms of recreational opportunities provided

23
Q

What is sociometric status?

A

a measurement that reflects the degree to which children are liked or dislikes by their peers as a group

24
Q

What the five groups of the sociometric system?

A
  • popular
  • rejected
  • neglected
  • average
  • controversial
25
Q

What are popular children like?

A
  • rated accepted and impactful by peers; high status in group
  • perceived as socially skilled; cooperative, friendly, sociable, helpful, sensitive to others
  • generally possess more emotional and behavioural strengths
  • not necessarily most likable in peer group but athletic ability, prestige, physical attractiveness, wealth, above average agression
26
Q

What are rejected children like?

A
  • children or adolescents liked by few peers and disliked by many peers
  • difficulty finding constructive solutions to difficult social situations
  • anxious, depressed, rated lower in behavioural competence by teachers
  • perhaps have a less developed theory of mind
  • rejected children can be overly aggressive and withdrawn
27
Q

What are aggressive-rejected children like?

A
  • especially prone to physical aggression, disruptive behaviour, delinquency, and negative behaviour (hostility, threatening others)
  • socially withdrawn, wary, and often timid
  • complex bidirectional relations (adjustment, social competencies, and peer acceptance)
28
Q

What are withdrawn-rejected children like?

A
  • socially withdrawn, wary, timid, and socially anxious
  • victimized by peers, and many feel isolated, lonely and depressed
29
Q

What are neglected children like?

A
  • withdrawn with peers but are relatively socially competent
  • less sociable and less disruptive than average children; avoid aggression
  • rated by teachers as being as socially competent as popular children
30
Q

What are controversial children like?

A
  • liked by quite a few peers, and disliked by quite a few others
  • characteristics of both popular and unpopular children
  • tend to be cooperative, sociable, good at sports, and humorous; group leaders
31
Q

How do parents influence their children’s peer relationships?

A
  • directly through monitoring and coaching
  • indirectly through their interactions with their children
  • early parent-child interactions linked to children’s peer interactions at an older age
32
Q

How do parents monitor their children’s peer relationships?

A
  • young children: orchestrating and monitoring their children’s interactions with peers
  • elementary school children: allow engagement in social and extracurricular activities
  • adolescence: knowing where and with whom child is with
33
Q

How do parents coach their children’s peer relationships?

A
  • teaching children group-oriented strategies for gaining entry into a group of peers
  • making suggestions about what to say when entering the group
  • emotional coaching
34
Q

What is the relation between securely attached children and competence with peers?

A
  • promote competence with peers
  • develop positive social expectations
  • understand reciprocity in relationships
  • confident, enthusiastic and friendly
  • have high-quality long friendships
35
Q

What is the relation between insecurely attached children and competence with peers?

A
  • have difficulties with peer relationships
  • get hostile and perceive others as hostile
  • are not happy with peers
  • express less sympathy and prosocial behaviour
  • have poor conflict-resolution skills
36
Q

What are the peer relationship outcomes of children with positive parent relationships?

A
  • socially competent
  • positive behaviours
  • likeable and cooperative
  • can buffer children against negative effects of peer relationships
37
Q

What are the relations between peer stress, parent support and children’s depressive symptoms?

A
  • high peer stress and low parent support = high levels of depressive symptoms
  • supportive parents same thing ??

PSYC2110 Developmental Psychology (4 decks)

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