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Social Development PSYC3507 > Chapter 6: self and others > Flashcards

Chapter 6: self and others Flashcards

1
Q

What is crucial for children’s development?

A

Awareness of the self (i.e., differentiation from other people)

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2
Q

Define the individual self

A

Aspects of the self that make a person unique and separate from others

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3
Q

Define the relational self

A

aspects of the self that involve connections to other people and develop out of interactions with others

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4
Q

Define the collective self

A

A person’s concept of self within a group, such as a group based on race or gender

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5
Q

What is the red spot on the nose test and what does it assess?

A

Babies as young as 18 weeks of age will look at their reflection in a mirror but do not realize that they are looking at themselves. The
“Red spot on nose” test is an assessment of self-recognition. Recognize own image in mirror by age 2 – i.e., will touch the red spot on themselves to see what is on it

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6
Q

What are Harter’s 6 stages in the development of self descriptions?

A

3-4 years: observable physical features, preferences, possessions, social characteristics

5-7 years: competencies

8-10: more complex descriptions of private selves - focus on abilities, interpersonal attributes, feelings, roles, values, preferences and cultural community

Early adolescence: interpersonal attributes (social relationships), social skills, competencies, personality, emotions;
recognize different selves in different contexts

Mid adolescence: introspective and preoccupied with what others think of them;
begin to question self descriptions, especially when there are contradictions

Late adolescence: emphasize personal beliefs, values, and moral standards;
think about future and possible selves

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7
Q

What is self esteem?

A

The evaluative component of self that taps how positively or negatively people view themselves in relation to others

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8
Q

What do individuals with high self esteem experience?

A

Children who have high self-esteem view themselves as competent, capable, and are pleased with who they are. Individuals with high self-esteem are happier than those with low self-esteem . Decreased anxiety and depression. High self-esteem in childhood is linked to a variety of positive adjustment outcomes including school success, good relationships with parents and peers, and less anxiety and depression
But, direction of effects is unclear – as good performance can increase self-esteem

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9
Q

What is the dark side of self esteem?

A
  • High self-esteem may foster experimentation, which may increase early sexual activity and drinking.
  • High self-esteem can also be related to prejudice and antisocial behavior
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10
Q

What are the 5 domains of self perceptions or self esteem?

A 
Scholastic Ability
Athletic Competence
Physical Appearance
Behavioral Conduct
Social Acceptance
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11
Q

What are self appraisals like under the age of 8?

A

Children under the age of 8 tend to have unrealistically positive self-appraisals

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12
Q

When do self appraisals tend to become more realistic?

A

Self-appraisals become more realistic across development as children incorporate feedback from others. Children also distinguish among different kinds of competence and view themselves as better in some domains than others.Self-appraisals in each domain affects global self-esteem

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13
Q

Higher self esteem in children is associated with parents who are…

A
  • Accepting and affectionate
  • involved with their children
  • set clear and consistent rules
  • consider the child’s views in family decisions
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14
Q

What is the influence of peers and mentors on self esteem?

A
  • Peers become increasingly influential across development, especially in the domains of Physical appearance, popularity, and athletic competence i.e., “Public domain” more influential than “private domain”
  • Children who perceive teachers to be supportive have higher self-esteem
  • Mentoring programs have positive effects on self-esteem But depends on consistency, quality, and duration of the mentoring
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15
Q

What does research suggest about praising children and boosting self esteem?

A

Research suggests that overly praising (i.e., exaggerated and insincere) children for their talent and intelligence doesn’t help them achieve success; it sets them up for disappointment.
Have difficulty when facing challenges and do not receive accolades
May be outsourcing self-esteem – i.e., dependent on others’ praise.
Better to foster in children a “growth mind-set,” praise strategies and progress rather than abilities

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16
Q

What is identity?

A

The definition of oneself as a discrete, separate entity

Who am I? in terms of religious views, political views, gender preference, occupational aspirations, etc.

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17
Q

What stage of erikson’s theory pertains to identity?

A

Identity vs. identity (role) confusion

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18
Q

What are Marcia’s identity statuses?

A 
Identity diffusion (low exploration and low commitment) 
Identity foreclosure (low exploration and high commitment)
Identity moratorium (high exploration, low commitment)
identity achievement (high exploration, high commitment)
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19
Q

What is identity achievement associated with?

A

associated with high self-esteem, cognitive flexibility, more mature moral reasoning, clearer goal setting, and better goal achievement

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20
Q

What is identity foreclosure associated with?

A

more authoritarian and inflexible and more susceptible to extreme ideologies and movements, such as cults or radical political movements

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21
Q

What is identity moratorium associated with?

A

anxious and intense, often have strained or ambivalent relationships with their parents and other authority figures; better adjusted than foreclosed or diffused identity status

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22
Q

What is identity diffusion associated with?

A

viewed as the least mature in their identity development. Some are delinquents and abuse drugs; others are lonely or depressed; still others are angry and rebellious

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23
Q

What influences identity development?

A

Puberty:Signals break from childhood. Awareness of self as a sexual being
Changes in cognitive functioning: Abstract reasoning influences thinking about the self. Ability to recognize different selves in different contexts

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24
Q

what is ethnic identity?

A

Recognition of being a member of a particular race or ethnic group

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25
Q

What are the 5 faces of ethnic identity?

A

Ethnic knowledge: children know that their ethnic group has distinguishing characteristics including behaviours, traits, customs, styles and language

Ethnic Self-identification: children categorize themselves as a member of a particular ethnic group.

Ethnic Constancy: Children understand that the distinctive features of their ethnic group are stable across time and situation and that membership in the group does not change.

Ethnic behaviours: children enact and endorse behaviour patterns that distinguish their ethnic group.

Ethnic preferences: children feel positive about belonging to their ethnic group and prefer their ethnic group’s behaviour patterns.

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26
Q

Describe the development of ethnic Identity (Infancy, preschoolers, and early elementary)

A

Infancy - babies look longer at faces of their own race than faces of other races

Preschoolers – have a global understanding of their culture and use ethnic labels in a rote fashion

Early elementary school – understand that identity does not change over time or context

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27
Q

Describe the development of ethnic identity for adolescents

A

Adolescence - most active period of ethnic-identity development along with exploration of general identity. Having achieved a clear, positive ethnic identity is related to high self–esteem, more optimism, more social competence, more positive feelings toward the ethnic group

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28
Q

What benefits are there for biracial children and youth?

A

Adolescents who identify with one race or the other are better adjusted than those with no clear identity

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29
Q

How does parental socialization promote ethnic identity?

A

Impart knowledge about cultural traditions
instill pride in their ethnic heritage
prepare children for prejudice and discrimination based on their ethnicity

30
Q

How does parental socialization promote ethnic identity?

A

Spend time with members of own ethnic group, which contributes to more stable ethnic identity

31
Q

What changes in adolescents’ ethnic identity when they have peer socialization?

A

Adolescents who spend time with members of other ethnic groups have more mature ethnic identities

32
Q

Describe a one year old’s understanding of intentions and norms

A

understand that people’s actions are intentional and goal-directed

33
Q

Describe an 18-moth-olds understanding of intentions and norms

A

can recognize simple social norms

34
Q

Describe a two year old’s understanding of intentions and norms (end of second year)

A

can describe scripts for social routines

35
Q

What is a script

A

a mental representation of an event or situation of daily life including the order in which things are expected to happen and how one should behave in that event or situation
Eg., bedtime ritual, following rules for a game, etc.

36
Q

Describe the later understanding on mental states from the ‘Theory of Mind’ perspective

A
  • Considered part of cognitive development
  • Children’s understanding that other people have mental states such as thoughts, beliefs, and desires that affect their behaviour.
  • It allows children to get beyond people’s observable actions and appearances and respond to their unseen states.
37
Q

What are the Trait Labels of a Preschooler?

A

Preschoolers – describe others in terms of physical characteristics; gradually use psychological descriptions

38
Q

What are the Trait Labels of a 5-7 year old?

A

Age 5-7 - recognize that people have psychological or personality attributes that:
distinguish them from each other
- are stable enough to predict how people will act at different times and in different situations

39
Q

What are the Trait Labels of a 9-10 year old?

A

Age 9-10 - describe another person’s actions less in terms of good or bad and more in terms of stable psychological traits

40
Q

What are the Trait Labels of an adolescent?

A

Adolescence - realize that people are full of complexities and contradictions

41
Q

What do children who have a higher social understanding also exhibit?

A
  • do better on standard intelligence tests
  • exhibit more frequent prosocial behaviour
  • E.x., helping and sharing on the playground and in the classroom
42
Q

How do parental influences play a role in their child’s social understanding?

A
  • Children in families who frequently talk about mental states are more likely to succeed in theory-of-mind tasks
  • Helpful when parents’ conversations with their children include explanations of the causes and effects of mental states, using words such as “because,” “how,” and “why”
  • E.x., how did another child feel when their toy broke
43
Q

What are the two important types of interactions between siblings/friends that help improve social understanding?

Also, why are they important?

A
  • Two important types of interaction
  • Pretend Play
  • Dispute Resolution

These interactions are important because they involve discussions about:

  • shared concerns
  • Interests
  • And goals with other children.
44
Q

How do experiences outside the family influence child social understanding?

A
  • Child “brokers” who serve as go-betweens between immigrant parents and social institutions such as schools, hospitals, courts (they translate and negotiate)
  • These children do better on theory-of-mind tests
45
Q

List the five factors that help children develop knowledge about others and advance social understanding?

A
  • child abilities
  • parental influences
  • siblings and friends
  • experiences outside the family
  • cultural influences
46
Q

Explain how cultural factors play a role in social understanding

A

Children across cultures acquire a theory of mind understanding at roughly the same age.

47
Q

What is a Stereotype?

A

A general label applied to individuals based solely on their membership in a racial, ethnic, or religious group, without an appreciation that individuals within the group very

48
Q

When do stereotypes start being exhibited

A

Some stereotypes are exhibited by at least age 5-6

49
Q

Define stereotype consciousness and when does it start.

A
  • The knowledge that other people have beliefs based on and racial-ethnic stereotypes.
  • By around age 10, most children know that others hold stereotypes.
50
Q

Define prejudice

A

A set of attitudes by which an individual defines all members of a group negatively

51
Q

Explain prejudice across age

A
  • Evident by age 5
  • Age 7-9 – decrease in prejudice as children begin to appreciate the ways in which different groups are similar and that not all individuals within a group are the same (therefore prejudice decreases)
  • Late childhood to adolescence – prejudice may increase again
52
Q

Explain the expression of prejudice in early and late childhood

A
  • Early childhood - avoidance and social exclusion

- Late childhood and adolescence - conflict and hostility

53
Q

What are the social determinants of prejudice?

A
  • Prejudiced messages from parents, peers, schools, and media
  • Researchers in one study found that parents’ racial socialization began by the time their children were only 18 months old and predicted the children’s racial attitudes at ages 3 and 4 years
  • Children may develop prejudices even if their parents do not express them because of peer and media influences
54
Q

List three ways stereotypes and Prejudice can be reduced

A
  • Increase contact between members of groups who are prejudiced toward each other
  • Point out the individual characteristics of members of the other group
  • Minimizing stereotypes of racial and ethnic groups in media such as books, television, and movies
55
Q

Define Phonemes

A

The smallest sound units that affect meaning in a language

56
Q

Define Semantics

A

The meanings of words and word combinations

57
Q

Define Syntax

A

The part of grammar that prescribes how words may combine into phrases, clauses, and sentences

58
Q

Define Pragmatics

A

A set of rules that specify the appropriate language for particular social contexts (e.g., classroom versus playground)

59
Q

What is preverbal communication

A
  • Parents and infants often engage in a kind of dialogue of sounds, movements, and facial expressions (e.g., smiles)
  • Parents largely responsible for maintaining communication flow
  • Infants learn to use gestures to communicate
60
Q

Define Cooing (steps towards language)

A

A very young infant’s production of vowel-like sounds

61
Q

Define Babbling (steps towards language)

A
  • An infant’s production of strings of consonant-vowel combinations
62
Q

When does Cooing first start?

A

Begins at the end of the first month

63
Q

Outline the timeline of baby Babbling

A
  • Begins in the middle of the first year
  • Early babbling sounds the same regardless of native language exposure
  • By the end of the first year, babbling begins to take on the intonation of native language
64
Q

When do we say our first words?

A

10-15 months

65
Q

How many words can we say at 18 months?

A

75

66
Q

How many words can we say at age 2?

A

approximately 900

67
Q

How many words can we say at age 6?

A

8,000 words

68
Q

Explain what it means when comprehension develops ahead of production

A

when they can produce only 10 words, they already understand about 100

69
Q

What are the principles that assist with word learning?

A
  • Words stand for people, objects, actions, and events

- A novel word refers to a novel person, object, action, or event rather than a familiar one

70
Q

What is the importance of social context in terms of acquiring words?

A

Words are learned in the course of everyday social exchanges with more competent language users

71
Q

Explain the learning of social language at age 2

A
  • Children are skilled at engaging the attention of a listener and responding to listener feedback
  • Adjust speech to the situation
  • Adjust their speech to other children of different ages
72
Q

Explain the learning of social language in preschoolers

A
  • Adjust speech when speaking to peers of different status
  • Limited speech in conversations in groups, on the phone, or about absent objects or their own feelings, thoughts, or relationships

Social Development PSYC3507 (6 decks)

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