Chapter 13: Social and Emotional Development in Middle Childhood Flashcards
the development of friendship
increasingly selective as the pool of potential friends expand
school-aged children generally select friends who share their race, age, social class, and social status
two important factors in making friends
social comparison
peer reputation
social comparison
the ability to describe, rate, and rank peers on various traits and attributes
gossip
the informal sharing of information and opinion on peers’ strengths and shortcomings
synthesis of truths and untruths
peer reputation
the relatively stable characterization of a child shared by members of the peer group
– children gradually learn that they can influence their own rep by controlling the impression they make on other children
social information processing
include separate components for how children encode and interpret events; how they generate, evaluate, and select responses to those events; & how they enact the responses they select
negative attributional bias
the tendency to assume hostile intent
cynical
view that all peers are hostile to each other
paranoid
view that peers only show hostility toward the subject
attributional style
in the characteristic way that they attribute intent to explain their own and other’s social behavior
– differences in children’s attributional style have significant effects on their social behavior
attributions vary on 3 dimensions
locus
stability
control
locus
the degree to which children take credit (or blame) for their social outcomes
stability
where children view the causes of their behavior as consistent
control
the degree to which they believe that they can change their behavior to alter their social outcomes
social learned helplessness
the tendency to attribute failures to internal, stable, and uncontrollable causes
