Brainscape's Knowledge GenomeTM

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


See full index

Life-span Psych > Chapter 6 > Flashcards

Chapter 6 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q 
Emotional regulation (effortful control)
(Emotional Development)
A
  • Ability to control when and how emotions are expressed
  • Preeminent psychological task between 2 and 6 years of age
  • Cultural differences
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

3 influences of emotional regulation

Emotional Development

A
  • Maturation
  • Learning
  • Culture
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Initiative versus guilt

Emotional Development

A
  • Erikson’s third psychosocial crisis

* Children undertake new skills and activities and feel guilty when they do not succeed at them.

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

North American parents ideally

Emotional Development

A
  • Encourage enthusiasm, effort, and pride.
  • Prevent guilt.
  • Encourage joy.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Pride

Pride and Prejudice

A

includes gender, size, and

heritage (U.S.)

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

Prejudice

Pride and Prejudice

A

Often involves feelings of
superiority to children of
another sex, nationality, or
religion

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

Neurological advances

Brain Maturation

A
  • Growth of prefrontal cortex at about age 4 or 5

* Myelination of the limbic system

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

Improved behaviors and abilities

Brain Maturation

A
  • Longer attention span

* Improved capacity for self-control

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

Motivation

Motivation

A

• Propels action and is derived from personal
or social context.
• Two types: Intrinsic and Extrinsic

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

Intrinsic motivation

Motivation

A
  • Drive, or reason to pursue a goal
  • Comes from inside a person
  • Apparent in imaginary friends
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Extrinsic motivation

Motivation

A
  • Drive, or reason to pursue a goal

* Arises from the need to have achievements rewarded from outside

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

Intrinsic versus extrinsic motivation

In Search of Praise

A

Distinction between extrinsic and intrinsic motivation is crucial in understanding how and when to praise
something the child has done.

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

Effectiveness of praise tied to

In Search of Praise

A

– Praise of particular production and not general trait

– Specific praise for effort and not generalized statement

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

Play

A

Play is the most productive and enjoyable
activity that children undertake.
• Play is universal.
– Has occurred for many thousands of years
– Reported in every part of the world

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

Two general kinds of play

General Kinds of Play

A

– Solitary

– Social

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

Developmental differences

General Kinds of Play

A

– Most infant play: Solitary or with parent
– Toddlers: Slowly better playmates
– Young children: Best with peers

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

Form of play influenced by

General Kinds of Play

A

• Form of play changes with age, cohort, and

culture.

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

The Historical Context

A 
As children grow older,
play becomes more
social, influenced by
brain maturation,
playmate availability,
and the physical setting.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Types of Play: Parten (1932)

A
  • Solitary play
  • Onlooker play
  • Parallel play
  • Associative play
  • Cooperative play
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Solitary play

Types of Play: Parten

A

A child plays alone, unaware of any other children playing nearby.

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

Onlooker play

Types of Play: Parten

A

A child watches other children play.

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

Parallel play

Types of Play: Parten

A

Children play with similar toys in similar ways, but not

together.

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

Associative play

Types of Play: Parten

A

Children interact, observing each other and sharing

material, but their play is not yet mutual and reciprocal.

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

Cooperative play

Types of Play: Parten

A

Children play together, creating and elaborating a

joint activity or taking turns.

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

Rough-and-tumble play

Active Play

A

• Mimics aggression through wrestling, chasing, or hitting with no intention to harm.
• Contains expressions and gestures (e.g., play face) signifying that the child is “just pretending.”
• Is particularly common among young males.
• Advances children’s social understanding but increases
likelihood of injury.
• May positively affect prefrontal cortex development.

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

Sociodramatic Play

A 
Allows children to act out various roles and themes in stories that they create.
• Enables children to:
– Explore and rehearse the social roles.
– Test their ability to explain.
– Practice regulating their emotions.
– Develop a self-concept.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Parents differ on four important dimensions.

Baumrind’s Styles of Caregiving

A
  1. Expressions of warmth
  2. Strategies for discipline
  3. Communication
  4. Expectations for maturity

On the basis of these dimensions, three parenting styles were identified.

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

AuthoritaRIAN parenting

Baumrind’s Styles of Caregiving

A

High behavioral standards,
strict punishment of misconduct, and little
communication

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

Permissive parenting

Baumrind’s Styles of Caregiving

A

High nurturance and communication but little discipline, guidance, or control

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

AuthoritaTIVE parenting

Baumrind’s Styles of Caregiving

A

Parents set limits and enforce rules but are flexible and listen to their children.

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

Neglectful/uninvolved parenting

Styles of Caregiving

A

Sternberg presents a fourth style, where parents are indifferent toward their children and unaware of
what is going on in their children’s lives.

32
Q

Children of authoritaRIAN parents tend to:

Implications of Parenting Style

A
  • Become conscientious, obedient, and quiet but not especially happy.
  • Feel guilty or depressed and blame themselves when things do not go well.
  • Rebel as adolescents and leave home before age 20.
33
Q

Children of permissive parents tend to:

Implications of Parenting Style

A

• Be unhappy and lack self-control, especially in peer
relationships.
• Suffer from inadequate emotional regulation.
• Be immature and lack friendships (main reason for their unhappiness).
• Continue to live at home, still dependent, in early adulthood.

34
Q

Children of authoritaTIVE parents tend to:

Implications of Parenting Style

A

• Be successful, articulate, happy with themselves, and
generous with others.
• Be well-liked by teachers and peers, especially in
societies in which individual initiative is valued.

35
Q

Children of neglectful/uninvolved parents tend to:

Implications of Parenting Style

A
  • Be immature, sad, and lonely.

* Be at lifelong risks of injury and abuse.

36
Q

Critique of Baumrind’s Model

A

• Original sample had little economic, ethnic, or cultural
diversity.
• More focus was on attitudes than on daily interactions.
• No recognition that some authoritarian parents are very loving toward their children.
• No recognition that some permissive parents guide their children intensely, but with words, not rules.
• Child’s contribution to the parent-child relationship
overlooked.

37
Q

Culture powerfully affects caregiving style.

A View from Science

A

• Difference apparent in multiethnic nations
• Differences between majority and minority U.S.
families should not be exaggerated.
– Parents of all groups usually show warmth to their
children.
– Harsh, cold parenting appears harmful in every group.

38
Q

Before age 2

Becoming Boys and Girls

A

Children know whether they are boys or girls and apply gender labels consistently.

39
Q

By age 4

Becoming Boys and Girls

A

Children are convinced that certain toys (such as dolls or trucks) are appropriate for one gender but not the other.

40
Q

Sex differences

Sex and Gender

A

Biological differences between males and females, in organs, hormones, and body shape

41
Q

Gender differences

Sex and Gender

A

Differences in the roles and behaviors that are prescribed by a culture for males and females.

42
Q

Gender differences during development

Sex and Gender

A

– Initial confusion about gender and sex
– Age 5: Increased awareness of sex and gender differences
– Age 8: Belief that their biological sex is a permanent trait
– From age 2 to age 8: Awareness of sex differences,
preferences for same-sex playmates, and stereotypical
gender activities increase.

43
Q

Phallic stage

Theories of Gender Role Development: Psychoanalytical Theory

A

Freud’s third stage of development, when the penis becomes the focus of concern and pleasure

44
Q

Oedipus complex

Theories of Gender Role Development: Psychoanalytical Theory

A

The unconscious desire of young boys to replace their fathers and win their mothers’ exclusive love

45
Q

Identification

Theories of Gender Role Development: Psychoanalytical Theory

A

Considering the behaviors, appearance, and attitudes of someone else to be one’s own

46
Q

Gender differences

Theories of Gender Role Development: Behaviorism

A

– Product of ongoing reinforcement and punishment

– Are learned through all roles, values, and morals.

47
Q

“Gender-appropriate”

Theories of Gender Role Development: Behaviorism

A

Rewarded more frequently than “gender-inappropriate”

behavior

48
Q

Social learning theory (extension of behaviorism)

Theories of Gender Role Development: Behaviorism

A

Children notice the ways men and women behave and internalize the standards they observe.

49
Q

Cognitive theory

Theories of Gender Role Development: Cognitive theories

A

Offers an alternative explanation for the strong gender identity that becomes apparent at about age 5.

50
Q

Gender schema

Theories of Gender Role Development: Cognitive theories

A

– Child’s cognitive concept or general belief about sex
differences
– Based on his or her observations and experiences
– Young children categorize themselves and everyone else as either male or female and then think and behave accordingly.

51
Q

Hierarchy of needs

Theories of Gender Role Development: Humanism

A

– Children strive for admiration from a group of peers they belong to even more than for the love of their parents.
– Young children try to belong by conforming to gender norms.

52
Q

Sexual attraction is crucial for basic urge to reproduce.

Theories of Gender Role Development: Evolutionary theory

A

– Males and females try to look attractive to the other sex in gendered ways.
– Young boys and girls practice becoming attractive to the other sex.

53
Q

Moral Development

A

Emotional and social maturation are the foundations for morality.
• Both nature and nurture are always influential, but
developmentalists disagree about which is more important for morality.

54
Q

Nature perspective

Moral Development

A

Morality is genetic outgrowth of natural bonding, attachment, and cognitive maturation.

55
Q

Nurture perspective

Moral Development

A

Culture is crucial to the development of morality.

56
Q

Prosocial behavior

Moral Development

A

Extending helpfulness and kindness without any obvious benefit to oneself: Increases with maturity
– Empathy

57
Q

Antisocial actions

Moral Development

A

Deliberately hurting another person, including people who have done no harm: Declines with maturity
– Antipathy

58
Q

General Types of Aggression****

A
  • Instrumental
  • Reactive
  • Relational
  • Bullying
  • All forms of aggression usually become less common from ages 2 to 6, as the brain matures and empathy increases.
  • Children learn to use aggression selectively, and that decreases both victimization and aggression.
59
Q

Slap, Spank, and Beat

A

• In the U.S., young children are slapped, spanked, or beaten
– More often than other children and more often
than children in Canada and western Europe

60
Q

Is Spanking OK?

A

Spanking opinions are influenced by past experience and cultural norms.
• Some researchers believe that physical punishment is
harmless; some do not.
• Physical punishment increases obedience temporarily, but increases the possibility of later aggression.
• Physical punishment correlates with delayed theory of mind and increased aggression.

61
Q

Psychological control

Other Forms of Punishment

A

Disciplinary technique that involves threatening to withdraw love and support and that relies on a child’s feelings of guilt and gratitude to the parents.

62
Q

Time-out

Other Forms of Punishment

A

Disciplinary technique in which a child is separated from other people and activities for a specified time.

63
Q

Induction

Other Forms of Punishment

A

an alternative to physical punishment and psychological control.

64
Q

Harm reduction

Harm to Children

A

Reducing the potential negative consequences of behavior

65
Q

Accident

Harm to Children

A

Referring to random, unpredictable injury
• Injuries from cars and trucks
• Lead poisoning (plumbism)

66
Q

Child maltreatment

Child Maltreatment Noticed and Defined

A

Intentional harm to or avoidable endangerment

of anyone under 18 years of age

67
Q

Substantiated maltreatment

Child Maltreatment Noticed and Defined

A

Harm or endangerment that has been reported,

investigated, and verified

68
Q

Reported maltreatment

Child Maltreatment Noticed and Defined

A

Harm or endangerment about which someone has

notified the authorities

69
Q

The 5-to-1 ratio of reported versus substantiated cases occurs because:
(Frequency of Maltreatment)

A 
• Each child is counted only once.
• Substantiation requires proof.
• Mandated reports are required signs of possible
maltreatment.
• Some reports are screened out.
• Some reports are deliberately false.
70
Q

Postraumatic stress disorder (PTSD)

A

Symptoms of maltreated children coincide with PTSD.
• Some maltreated children suffer from PTSD, with
signs of neurological, emotional, and behavioral
damage.

71
Q

Consequences of Maltreatment

A

Effects of maltreatment are devastating and long-lasting.
• Mistreated and neglected children
– Regard people as hostile and exploitative.
– Are less friendly, more aggressive, and more isolated than other children.
– Experience greater social deficits.
– May experience large and enduring economic consequences.

72
Q

Three Levels of Prevention

A
  • Primary prevention
  • Secondary prevention
  • Tertiary prevention
73
Q

Primary prevention

Three Levels of Prevention

A

Focus on macrosystem and exosystem

74
Q

Secondary prevention

Three Levels of Prevention

A

Focus on warning signs and intervention

75
Q

Tertiary prevention

Three Levels of Prevention

A

Focus on everything that limits harm after maltreatment has already occurred

76
Q

Caregivers and Prevention

A

All levels of prevention require helping caregivers to
provide a safe, nurturing, and stable home.
• When a child is removed from home and entrusted
to another adult/s
– Foster care
– Kinship care

Life-span Psych (10 decks)

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