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PSYCH 3781 > CHAPTER 4+5 > Flashcards

CHAPTER 4+5 Flashcards

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1
Q

define clique

A

small groups (5-6) of same sex and age, similar activities/interest and in group identity

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2
Q

define crowds

A

larger group structure, based on reputation, is place where dating begins

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3
Q

what are the 6 types of crowds?

A

jocks, populars, normals, druggies, nobodies and independents

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4
Q

what are the 5 categories children can be placed in?

A

accepted, average, neglected, rejected, controversial

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5
Q

define an accepted child

A

frequently nominated as best friend, rarely disliked by peers, linked to + outcomes, school success, wellbeing

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6
Q

define average child

A

received average # of friends and negative nominations, average

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7
Q

define neglected child in term of class play

A

infrequently nominated as friend but not disliked by peers, linked to shyness and low support

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8
Q

define rejected child

A

infrequently nominated as friend, actively disliked, poor school performance, bullying/aggression, loneliness and less prosocial

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9
Q

define controversial child

A

frequently nominated as friend and as being disliked, linked to lower motivation at school and aggressive behaviour

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10
Q

consequences of peer status

A

loneliness, difficulty in school, behavioural and emotional, physical health problems

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11
Q

what are traits of rejected-aggressive?

A

hyperactive, impulsive and conflict

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12
Q

what are traits of rejected-withdrawn

A

passive, socially awkward, lonely

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13
Q

define neglected children

A

shy, quiet, less aggressive than other children

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14
Q

define socially reticent child

A

watch others from afar, remain unoccupied in social company, hover near but do not engage in interaction

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15
Q

define unsociable/socially interested child

A

not anxious or fearful but refrain from social interaction as they prefer to play alone

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16
Q

what are 6 steps of social problem solving theory

A
  1. encode social cues
  2. interpret social cues
  3. formulate social goals
  4. generate possible problem solving strategies
  5. evaluate probable effectiveness of strategies
  6. enact response
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17
Q

define social competence

A

achieve personal goals in social interactions while simultaneously maintaining positive relationships with others over time and across situations

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18
Q

what does social competence lead to?

A

Generation and use of strategies that prevent or resolve disagreement results in positive outcomes for self and others

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19
Q

define hostile attribution bias

A

some children search for evidence of hostility towards them; linked to aggressive behaviour

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20
Q

define repetitional bias

A

tendency to interpret peer’s behaviours on basis of past encounters with and feelings about them

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21
Q

define popular antisocial

A

well known, cool, athletic, attractive, poor students, manipulative

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22
Q

define popular prosocial

A

well liked and accepted, friendly, cooperative, academic achievers

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23
Q

define scientific method

A

formulate hypotheses based on theory; use replicable techniques to collect, study analyze data

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24
Q

define operationalize

A

defining construct so that it is observable and measurable

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25
Q

define construct

A

idea or concept

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26
Q

define self report

A

reports about themselves

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27
Q

define peer report

A

peers report about you

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28
Q

define teacher report

A

teacher takes observations

29
Q

define parent report

A

parent makes observations

30
Q

define observations (naturalistic)

A

watching subjects in natural environemnts

31
Q

define observations (lab)

A

watching subjects in laboratory environments

32
Q

define physiological measures

A

set of instruments that convey precise info about individuals bodily functions (e.g. heart rate)

33
Q

define peer report (nominations)

A

to nominate or rank peers by variable of interest

34
Q

ways to record observation data

A

running narratives, transcription, event recording, interval recoding, global scale rating

35
Q

define cross sectional design

A

one time point; typically correlational

36
Q

define longitudinal design

A

changes over time but attrition

37
Q

define experimental design

A

control group, random assignment but not ethically possible with many topics

38
Q

define intervenition design (pre/post)

A

experimental design, look for changes due to treatment

39
Q

define agression

A

someone feeling hurt and there is intent to harm

40
Q

define instrumental/proactive aggression

A

used to help child get what they want, cool and deliberate, relational

41
Q

define reactive aggression

A

hostile, used to hurt someone, impulsive and more physical

42
Q

how is physical harm caused?

A

physical injury; more common for boys

43
Q

how is verbal harm caused?

A

threat of physical aggression (ex. name calling)

44
Q

how is relational/social harm caused?

A

damage to social relationships

45
Q

what % of toddlers use physical aggression?

A

80%

46
Q

what is higher physical aggression related to?

A

peer rejection and increase conflict in kindergarten

47
Q

what does higher relational aggression relate to?

A

higher acceptance and less conflict due to language development and skills

48
Q

what happens to aggression in middle school?

A

declines for most, higher rates at this age related to conduct disorder, delinquency, dysregulation

49
Q

what are biological causes of aggression

A

deficits in CNS serotonin linked to higher levels of severe aggression in adults; hormonal correlates (testosterone); prenatal correlates (smoking, drugs)

50
Q

what are family/peer context causes of aggression

A

martial conflicts, childhood maltreatment, deviant friends, less sensitivity, coercive interaction patterns

51
Q

what are social cognitive deficit causes of aggression

A

impulse, fear, hostile attributes, overly high self esteem

52
Q

what are biological and social (combined) causes of aggression

A

kids who have low level serotonin and family conflict are violent offender in adulthood

53
Q

define parental psychological control

A

constrains, invalidates, manipulates kids psychological and emotional experience through shaming, guilt, withholding love, anxiety

54
Q

effects of parental psychological control

A

interferes with developing social competence, develop victim schema of themselves, exacerbate highly emotional reactive aggression

55
Q

define verbal aggression

A

yelling threatening name calling, increases with age, related to anxiety, depression

56
Q

define relational aggression (social)

A

behaviour that is intended to harm someone by damaging or manipulating relationship with others

57
Q

examples of relational aggression

A

spreading rumours, silent treatment, social exclusion,

58
Q

when does relational aggression begin

A

pre school (age 3)

59
Q

define adaptive:

A

role in protection, survival and developmental growth

60
Q

how can adaptiveness be used in middle childhood?

A

can be used to attract peers and impress them with aggressor toughness

61
Q

how can adaptiveness be used in adolecence

A

key to maintaining membership or risking in status of hierarchy of gang

62
Q

what are patterns of developmental changes in aggression in infancy?

A

expressing anger and frustration, early signs appear (pushing, shoving), differences in irritability

63
Q

what are patterns of developmental changes in aggression in preschool years?

A

proactive/instrumental aggression and increase of verbal aggression, relational aggression begins to appear, boys more physical

64
Q

what are patterns of developmental changes in aggression in elementary

A

reactive/hostile aggression appears, relational becomes more sophisticated and physical declines, parental monitoring important to deter delinquency

65
Q

in elementary, what type of aggression do girls use?

A

relational

66
Q

in elementary, what type of aggression do boys use?

A

physical and relational

67
Q

what are patterns of developmental changes in aggression in adolescence

A

aggressive children select aggressive, deviant peers, relational continues and increase in deviant payr groups

68
Q

define moffitt’s developmental theory of crime

A

life course persistent where engage in antisocial behaviour for long periods and adolecent limited where few problems in childhood, unlikely to continue antisocial behaviour

PSYCH 3781 (4 decks)

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