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PSYC3507 Soc. Dev. Final > Chapter 8: Peers > Flashcards

Chapter 8: Peers Flashcards

1
Q

What is a peer?

A

Another child of roughly the same age. Short interactions, and minimal commitment

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2
Q

What is a friend?

A

A peer with whom the child has a special relationship. Regular, sustained interactions, reciprocal liking and respect

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3
Q

What is a dyad?

A

Interactions between pairs of children

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4
Q

What is a group?

A

Cliques, teams, and crowds with norms, rules, and hierarchies

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5
Q

What interactions do babies have with other babies in the first 6 months?

A
  • babies touch and look at each other
  • respond to each other’s behaviour
  • But not considered truly social, because the baby does not expect a response from another baby
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6
Q

When do infants recognize a peer as a social partner?

A
  • it is not until the second half of the first year that infants begin to recognize a peer as a social partner
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7
Q

What are the types of play in preschool children?

A
  • onlooker behaviour
  • parallel play
  • associative play
  • cooperative play
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8
Q

What is onlooker behaviour?

A

children watch or converse with other children engaged in play activities. Approx. half of 2-year-olds engage in this type of play.

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9
Q

What is parallel play?

A

Children play in similar activities, often side by side, but do not engage one another. This type of play is common in 2 year olds but diminishes by age 3 or 4.

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10
Q

What is associative play?

A

Children play with other children but do not necessarily share the same goals. They share toys and materials and may even react to or comment on another child’s ongoing activities (e.g., sharing paints or remarking on another child’s art work). However, they are still not fully engaged with each other in a joint project. This type of play is commonly seen in 3- and 4-year-olds, less often in 2-year-olds.

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11
Q

What is Cooperative play?

A

At ages 3 to 4, children begin to engage in play in which they cooperate, reciprocate, and share common goals. Some examples of cooperative play are building a sand castle, drawing a picture together, and playing a fantasy game in which characters interact with each other.

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12
Q

Why is pretend play important for social competence?

A
  • Helps develop social competence
  • Permits children to experience the roles and feelings of others in a playful context
  • Teaches children to function as part of a social group and coordinate their activities with other children
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13
Q

when does pretend play first appear?

A

First appears about halfway through the second year

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14
Q

What is pretend play like at age 3?

A

By age 3, children’s pretend play is quite complex, cooperative, and dramatic

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15
Q

What is different about 4 year old’s pretend play?

A

4-year-olds have longer play sequences and can negotiate roles, rules, and themes of pretend play

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16
Q

When does pretend play peak and what does it involve?

A

Pretend play peaks when children are about 6 years old and involves:

  • highly coordinated fantasies,
  • rapid transitions between multiple roles
  • unique transformations of objects and situations
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17
Q

What increases during the school year ages?

A

Preference for and companionship with same-age peers increases. Serves role in social development because same-age peers share interests and abilities

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18
Q

What is peer interaction like in adolescence?

A
  • Adolescents spend 2x as much time with peers than with parents and other adults (Pattern particularly marked in Western cultures)
  • When with their peers, they are usually engaged in recreation and conversation with minimal supervision by adults
  • Peer interactions offer the perspective of equals who share goals, abilities and problems. Pick up ideas about how to act
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19
Q

What do peers influence in adolescence?

A
  • Style of interpersonal behavior
  • selection of friends
  • choice of fashion and entertainment
  • Use of alcohol, tobacco, and illegal drugs, especially marijuana
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20
Q

When are peers especially influential for other adolescents?

A

Peers are especially influential if teen lacks parental support. Authoritative parenting → less susceptibility to peer pressure

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21
Q

How do children learn their behaviours?

A

Children learn their behaviours simply by observing the actions of their peers:

  • 2-year-olds imitate each other
  • Older children learn about social rules by watching their peers
  • In adolescence, young people copy peer models as they decide: what to wear, how much to eat, and whether to engage in risky behavior
  • Children are most likely to imitate peers who are older, more powerful, and more prestigious
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22
Q

How do peers reinforce and criticize behaviour?

A
  • Peers tell children how to behave and reinforce them with praise and positive reactions for behaviors
  • Peers approve of or punish with criticism and negative reactions for behaviors they dislike
  • Peers are increasingly likely to reinforce each other as they get older and pressure each other to follow the rules of the group
  • Peer pressure to engage in antisocial behaviors is well documented
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23
Q

What is social comparison?

A

the process by which people evaluate their own: abilities,

values, and other qualities by comparing themselves with others, usually their peers. Important for self-esteem

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24
Q

how is using peers as a source of comparison adaptive?

A

as it provides realistic appraisals of one’s abilities

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25
Q

What is the sociometric technique?

A
  • A procedure for studying a child’s peer status within her or his peer group.
  • Assess how much children like or dislike each other
  • Each child in the group either nominates peers (~3) whom she or he likes best and least
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26
Q

What are the 5 peer statuses in the sociometric technique?

A
  • Popular children - liked by many peers and disliked by very few
  • Average children - have some friends but are not as well liked as popular children
  • Neglected children - are often socially isolated and are not necessarily disliked, have few friends
  • Controversial children - liked by many peers but also disliked by many
  • Rejected children - disliked by many peers and liked by very few
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27
Q

What are the two subtypes of popular children?

A
  • Popular-prosocial: friendly toward their peers and well liked
  • Popular-aggressive: athletic, arrogant, aggressive but at the same time viewed as “cool” and attractive
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28
Q

What are the two subtypes of rejected children?

A
  • Aggressive-rejected: not accepted by their peers because of their low level of self-control and high level of aggression
  • Nonaggressive-rejected: tend to be anxious, withdrawn, and socially unskilled
29
Q

What are the two subtypes of neglected children?

A
  • Socially reticent: watch others from afar, remain unoccupied in social company, and hover near but do not engage in interaction
  • Unsociable or socially uninterested: not anxious or fearful, simply refrain from social interaction because they prefer to play alone
30
Q

What social cognitive skills is peer acceptance associated with?

A

Children are more likely to be accepted by their peers if:

  • they have the social knowledge and skill to ask new acquaintances for information, offer information, or invite other children to join them in an activity
  • Children with a better understanding of other people’s mental states and more awareness of their emotions and motives are less likely to be: anxious and withdrawn, aggressive, disruptive
31
Q

What are children’s goals in social interactions and how can these differing goals affect peer acceptance or rejection?

A
  • Children whose goal is to create or maintain social relationships are likely to use prosocial strategies and to be accepted by their peers
  • Children whose goal is to dominate others may choose coercive strategies and be rejected
32
Q

What behaviour does a rejected child display?

A
  • Responding vengefully or not standing up for oneself – often makes the situation worse
  • Responding with humour may turn the rejection into something funny and help to gain the rejected child’s acceptance
33
Q

what are the short and long term consequences of peer rejection?

A
  • Loneliness (It helps to have at least one friend)
  • Difficulties in school
  • More likely to interpret ambiguous comments as rejection
  • Behavioral and emotional problems
  • Physical health problems
34
Q

Can peer status change?

A
  • Children’s peer status is quite stable over time; largely due to reputational bias
  • Child’s own behavior also contributes to stability
35
Q

What is reputational Bias?

A

Tendency to interpret peers’ behavior on the basis of past encounters with and feelings about them

36
Q

Describe parents as positive partners of peer acceptance

A

-Research has shown strong links between children’s relationships with parents and children’s relationships with peers
-Parent-child relationship characterized by mutual warmth, acceptance, and agreeableness:
child is prosocial and empathic with peers,
is better liked by peers, and has higher peer status

37
Q

What happens to peer acceptance when parents are negative and controlling?

A

-Relationship with parents that is negative and controlling

child is less liked by peers and has lower peer status

38
Q

What do children learn through interactions with parents?

A
  • Encoding and decoding emotions
  • Regulating emotions
  • Making accurate judgments about: people’s intentions, behavior, and solving social problems
  • Reinforce children’s social behavior
  • Guide the child through multiple rehearsals of a particular action
  • Children learn how to interact with their peers by observing their parents’ interactions with spouse or other adults
39
Q

Does coaching work (parent coaching)?

A
  • Only if parents themselves are socially skilled
  • Can work if parents follow a prepared script
  • Depends on what parents are also modelling along with their coaching
40
Q

How do parents provide opportunities for social interaction (parents as social arrangers)?

A
  • Make decisions about neighbourhood:are peers available? Is the neighbourhood safe? Are there places in the neighbourhood for children to gather?
  • Schedule play dates/ enroll child in organized social activities. Important contributor to child social development.
41
Q

What does monitoring involve in middle childhood?

A

involves direct involvement in child’s social activities-Associated with peer acceptance and social skills

42
Q

What does monitoring involve in adolescence?

A

In adolescence shifts from direct involvement to more remote checking in. Associated with less delinquent behavior and better mental health

43
Q

What happens in terms of peer acceptance for abused children?

A
  • Children who are physically abused are likely to be rejected because they are aggressive.
  • Abused children are also often unable to regulate their emotions, and this too leads to peer rejection
44
Q

How can rejected peers find peer acceptance?

A

Unpopular children benefit from interacting with younger children (because they are less threatening)

45
Q

What kind of friendships do 1 and 2 year olds have?

A

1- and 2-year-old children form rudimentary friendships. Prefer particular playmates

46
Q

What kind of friendships do preschool children form?

A

Preschool children form friendships based on similarities of age, gender and behavior

47
Q

What is the reward cost stage of friendship?

A
  • grades 2-3
  • Children expect friends to offer help, share common activities, provide stimulating ideas, be able to join in organized play, offer judgments, be physically nearby, and be demographically similar to them.
48
Q

What is the normative stage of friendship?

A
  • grades 4-5
  • Children expect friends to accept and admire them, bring loyalty and commitment to the friendship, and express similar values and attitudes toward rules and sanctions.
49
Q

What is the empathetic stage of friendship?

A
  • grades 6-7
  • Children begin to expect genuineness and the potential for intimacy in their friends; they expect friends to understand them and be willing to engage in self-disclosure; they want friends to accept their help, share common interests, and hold similar attitudes and values across a range of topics (not just rules).
50
Q

What kinds of interactions take place between friends?

A
  • Children express more positive emotions in their interactions with friends than with nonfriends
  • Children share more with friends. Unless they are competitive with each other
  • Friends disagree more than nonfriends
  • Friends are more likely to resolve conflicts in an equitable way and preserve the friendship
  • Friends are more self-disclosing than acquaintances
51
Q

What are the five different patterns or groups in 8-15 year olds?

A
  • rotation group
  • growth group
  • decline group
  • static group
  • friendless
52
Q

What is rotation group?

A
  • children readily formed new relationships but their social ties showed little stability.
  • Were bossy, untrustworthy, aggressive, engaged in playful teasing and liked the latest gossip.
53
Q

What is growth group?

A
  • children added new relationships and kept the existing ones.
  • Were neither bossy or easily pushed around.
54
Q

What is the decline group?

A
  • friendships broke up and were not replaced.

- Were caring, sharing, engaged in playful teasing and were considered “show-offs”

55
Q

What is the static group?

A
  • children maintained a stable pool of friendships and added no new ones
  • Were less apt to tease others, less caring, were known for their honesty
56
Q

What is the friendless pattern?

A
  • made no friends at all
  • Were perceived as timid, shy, and preferring to play alone
  • Were angered when teased
  • Were the loneliest
  • Peers rated them as less honest, caring, and apt to share
57
Q

What did research on male and female friendships with adolescents show?

A
  • Girl’s are more intimate with each other than boys.
  • Some girls’ are more likely to form close friendships in isolation from the larger group (More co-rumination)
  • Boys’ same-gender friendships are more often embedded in a larger group of relationships
58
Q

What are the pros of friendship?

A

Friends provide support, intimacy, and guidance

Children with friends are less lonely and depressed

59
Q

What are the cons of friendship?

A
  • Some friendships pose risks rather than offering protection
  • Friends, particularly between rejected children, may reinforce maladaptive behaviors in one another. Encourage each others antisocial behaviours: cheating, fighting, drug use, risky behaviours, etc.
60
Q

Why do teenage romantic relationships really matter?

A
  • Adolescents’ romantic relationships are related to their other relationships
  • e.g., adolescents who have close relationships with their parents tend to have better romantic relationships.
  • If parents are harsh, tend to be more aggressive in relationships
61
Q

What are the changes in romantic dynamics over time?

A
  • For younger adolescents, the peer group plays a major role in partner choice in early adolescence. i.e, who does the group see as ‘cool.’
  • Older adolescents focus more on characteristics that underlie intimacy and compatibility
62
Q

What is the dominance hierarchy?

A

is an ordering of individuals in a group from most to least dominant; a “pecking order”

63
Q

What is dominance based on in early childhood?

A
  • ability to direct the behavior of others
  • lead in play
  • coerce others
64
Q

What is dominance based on in adolescence?

A
  • leadership skills
  • attractive appearance
  • academic performance, etc.
65
Q

What is the function of group hierarchies?

A
  • To reduce levels of aggression among group members (aggression is rarely seen in groups with well-developed hierarchies)
  • Often involves dividing the tasks of the group. Often based on the ‘leaders’ and ‘workers’
66
Q

What is a clique and what are the benefits?

A

A peer group formed on the basis of friendship and shared interests

  • Helps to improve psychological well-being and cope with stress
  • Usually of the same gender and race
  • Form in middle childhood and decrease in high school, when degrouping or a loosening of clique ties occurs
67
Q

What is a crowd?

A

-A collection of people whom others have stereotyped on the basis of their perceived shared attitudes or activities that define a certain stereotype (i.e., populars, jocks, goths, nerds)

68
Q

What is a gang?

A

A group of adolescents or adults who form an allegiance for a common purpose.

  • may be a loose knit or formal organization
  • formal gangs are often involved in criminal activity
  • belonging to a gang restricts social contacts and therefore difficult to change lifestyles or explore new identities.
69
Q

What are the reasons for joining a gang?

A
  • Boredom
  • Need to belong and garner identity from the new ‘family’
  • Power and protection
  • Make money
  • Some neighbourhoods may have more gangs (linked to SES)

PSYC3507 Soc. Dev. Final (8 decks)

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