Chapter 7 IQ's Flashcards

1
Q

society of childhood

A

kids make up their own social rules that differ from those of adult society (ex. trading lunches at school)

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2
Q

Challenge of middle childhood (according to Freud)

A

forming emotional bonds with peers and moving beyond those that were developed with parents in earlier years

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3
Q

Why must child develop sense of inferiority rather than industry (according to Erikson)?

A

if they haven’t achieved the goals their culture has set for kids their age (ie. if a kid hasn’t learned to read/write, they’ll enter adolescence with feelings of inferiority)

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4
Q

what do trait theorists believe?

A

that traits tell us about the origins of individual differences in emotional responses to experiences

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5
Q

Big 5 personality traits

A
  • Conscientiousness
  • Agreeableness
  • Neuroticism (emotional instability)
  • Openness/Intellect
  • Extraversion
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6
Q

extraversion

A
  • active, assertive, enthusiastic, outgoing

- high activity level, sociability, positive emotionality, and talkativeness

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7
Q

agreeableness

A
  • Affectionate, forgiving, generous, kind, sympathetic, trusting
  • Perhaps high approach/positive emotionality, effortful control
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8
Q

conscientiousness

A
  • Efficient, organized, prudent, reliable, responsible

- Effortful control/task persistence

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9
Q

neuroticism

A
  • Anxious, self-pitying, tense, touchy, unstable, worrying

- Negative emotionality, irritability

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10
Q

openness/intellect

A
  • Artistic, curious, imaginative, insightful, original, having wide interests
  • Approach new situations and people, low inhibition
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11
Q

How might an extraverted child handle peer rejection differently than an introverted child?

A

Extraverted child becomes more determined to be accepted by the group; introverted child becomes emotionally distraught and would actively avoid social situations in the future

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12
Q

What new aspects of self-concept are understood by the end of middle childhood?

A

Psychological self and valued self

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13
Q

psychological self

A

Person’s understanding of his or her enduring psychological characteristics

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14
Q

factors that influence self-efficacy

A
  • Peer models
  • Social comparison
  • Encouragement from knowledgeable people children value and respect
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15
Q

self-esteem

A

A global evaluation of one’s self-worth

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16
Q

2 things that influence self-esteem

A

1) mental comparisons of the child’s ideal self and their actual experience
2) Overall support child feels they are receiving from important people around her (ie. Parents and peers)

17
Q

How do the criteria by which children learn to evaluate themselves differ in individualistic and collectivist cultures?

A
  • Individualistic: kids base self-esteem on own interests and abilities
  • Collectivist: kids base self-esteem based on cultural ideas of what a good person is
18
Q

Why is self-esteem at least moderately consistent over time?

A
  • Because the child tends to choose experiences that support it
  • Because the social environment (including parents’ evaluations of the child) tend to be at least moderately consistent
19
Q

2 stages in Piaget’s two-stage theory of moral development

A
  1. moral realism stage

2. moral relativism stage

20
Q

moral realism stage

A
  • beginning of middle childhood
  • Believe rules are inflexible because they come from authorities (ie. parents, teachers, etc.)
  • Believe all rule violations eventually result in punishment
21
Q

moral relativism stage

A
  • after age 8
  • Children understand that rules can be changed with social agreement
  • Know you don’t get punished for violating rules unless you get caught, and understand the relationship between punishment and intent
22
Q

How does the parent-child agenda change when the child reaches elementary school?

A

Parents recognize kid’s capacity for self-regulation (ability to conform to behaviour standards without direct supervision)

23
Q

Identify the sex differences in parents’ expectations for self-regulatory behaviour

A

Boys are given more autonomy than girls, yet daughters are held to a higher standard of accountability for failure than boys

24
Q

How are maternal methods of control related to (a) social withdrawal in children, and (b) aggression in children?

A
  • Overcontrolling mothers had children who were socially withdrawn
  • Undercontrolling mothers had children who were aggressive
25
Q

Research findings by Amanda Rose and Steven Asher

A

Children who thought kids should not help others who were getting teased in order to prevent themselves from then getting teased had fewer friends than kids who would sacrifice their own social status to help

26
Q

How does a child’s behaviour changes when they are with friends (in comparison to their behavior with non-friends)?

A
  • Kids are more open, supportive, smile more, look at, laugh with, and touch each other more when they’re with friends rather than non-friends
  • Kids are better at problem-solving with friends than non-friends
  • Kids are more polite to non-friends than friends
  • Kids are more willing to resolve conflict with friends than non-friends
27
Q

How are male friendships similar and different from female friendships?

A
  • Boys’ friendship groups are larger and more accepting of newcomers than girls
  • Boys play outside and roam over larger areas; girls play inside or near home or school
  • boys’ friendships more focused on competition/dominance (boys are more competitive with friends; girls are more competitive with strangers) and use more “controlling speech”
  • Girls’ friendships include more agreement, compliance, and more self-disclosure
  • Both use collaborative and cooperative exchanges to communicate; both believe friendships are important
28
Q

retaliatory aggression

A
  • getting back at someone that has hurt you
  • increases in middle childhood because at this age, kids can understand the role that intent plays – they know the difference between accidents and intentional actions
29
Q

Identify 3 forms of indirect aggression that increase with age in both boys and girls

A
  • Sexual harrassment
  • Dating aggression
  • Nonphysical bullying (ie. Racial or religious harassment
30
Q

Identify the roles children take in bullying interactions

A
  • Perpetrator
  • Victim
  • Assistant (emotionally unstable children)
  • Non-participant onlooker (shy children)
  • Defender of victim
31
Q

How have bullying interventions recently changed?

A

They now focus on changing the behaviour of children in roles other than the perpetrator/bully

32
Q

Describe characteristics of victims

A
  • Anxiety, passivity, sensitivity
  • low self-esteem or self-confidence
  • lack of humour and of high-quality friendships,
  • physically smaller/weaker than peers (in the case of boys)
  • seldom assert themselves, submit to decisions of others
33
Q

Describe characteristics of bullies

A
  • Aggressive
  • non-empathetic
  • feel little guilt/shame
  • impulsive
  • low levels of insecurity/anxiety
34
Q

“self-care” children

A

Children who are at home by themselves after school for an hour or more each day

35
Q

Developmentalists agree that children under the age of ___ should not care for themselves

A

10

36
Q

TV and aggression

A
  • Kids who watched a lot of violent TV were more violent as young adults
  • Violent tendencies continue into adulthood
  • Viewing violent TV in early childhood is associated with range of negative socioeconomic and academic outcomes by grade 2 (ie. Antisocial behaviour, emotional distress, etc.)