Chapters 10-12 Flashcards

1
Q

Gender schema theory suggests that children develop schemas, or naive theories, that help them to organize and structure experience related to gender differences and gender roles.

True or False

A

True

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

As a social learning theorist, you would follow the work of Albert Bandura and believe that children learn gender roles through observation and reinforcement.
True or False

A

True

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

What is Gender schema theory, proposed by Sandra Bem in the 1980s,

A

children develop cognitive frameworks or schemas that help them organize and understand information about gender. These schemas influence how children perceive, interpret, and remember information related to gender roles and stereotypes. The theory suggests that children actively seek out and internalize societal norms and expectations regarding gender, shaping their understanding of what is considered appropriate behavior for males and females.

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

What is Social learning theory, as proposed by Albert Bandura,

A

emphasizes the role of observational learning and reinforcement in the acquisition of behaviors, including gender roles. According to this theory, individuals learn by observing the behaviors of others, such as parents, peers, and media figures. They then imitate those behaviors and are likely to continue or discontinue them based on the consequences (reinforcement or punishment) associated with those behaviors.

In the context of gender roles, social learning theorists argue that children learn what is considered appropriate or expected behavior for their gender by observing the behaviors of role models in their environment and by receiving positive reinforcement when they conform to gender norms. Conversely, they may receive negative reinforcement or punishment when they deviate from expected gender roles.

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

Describe insecure resistant babies according to Ainsworth

A

Cling to care giver and then fight against the closeness

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

Do cards on gender identity/role/typing

Do cards on child care in US

do cards on Moral exemplar, character and identity

Do cards on emotional coaching and emotional dismissing p 297 green tab

Do cards on self understanding stages

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

Do cards from the quiz 3

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

emotions

A

feeling or affect that occurs when people are engaged in an interaction that is important to them, especially one that influences their wellbeing

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

What is the functionalist view of emotions

A

1) Implies that emotions are relational rather than internal only or intrapsychic

e.g parent child bond - parent’s expression influences whether an infant will explore unfamiliar environment

e.g. positive mood a child is more likely to comply with directions

2)emotions are linked with an individual’s goals
e.g. individual who overcomes an obstacle to obtain a goal experiences happiness - a person who must relinquish a goal experiences sadness

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

primary emotions

A

First 6 months of life. include surprise, interest, joy, anger, sadness, fear and disgust

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

self conscious emotions

A

require self-awareness, especially consciousness and a sense of “me” eg jealousy, empathy, embarrassment

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

basic cry

A

rhythmic usually consists of a cry followed by a briefer silence, then a shorter whistle that is somewhat higher in pitch than the main cry, another brief rest before the next cry

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

anger cry

A

similar to basic, but with more excess air forced through the vocal cords

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

pain cry

A

sudden appearance of loud crying without preliminary moaning, and a long initial cry followed by an extended period of breath holding

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

reflexive smile

A

a smile that does not occur in response to external stimuli. happens during the month after birth usually during sleep

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

social smile

A

a smile in response to an external stimulus, which typically is a face

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

stranger anxiety

A

infant’s fear of and wariness towards strangers, second half of first year of life

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

separation protest

A

fear of being separated from a caregiver which results in crying when the caregiver leaves

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Chess and Thomas’ classification of temperament includes

A

easy, difficult, slow-to-warm-up

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

easy temperament

A

positive mood, establishes regular routines easily in infancy, adapts to new experiences

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

difficult temperament

A

reacts negatively and cries frequently, engages in irregular daily routines, slow to accept change

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

slow-to-warm-up temperament

A

low activity level, somewhat negative, displays low intensity of mood

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

Kagan’s behavioural inhibition

A

Regards shyness as one feature of a broad temperament category called inhibition. children react to unfamiliarity with avoidance, distress, subdued affect - tends to stay constant through early childhood

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

goodness of fit

A

match between a child’s temperament and the environmental demands the child must cope with.

e.g a slow-to-warm-up child abruptly pushed into new situations on a regular basis or active toddler made to sit still - both have low goodness of fit.

helping a mother with tools for a difficult child improves the goodness of fit for a difficult child with their environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
social referencing
reading emotional cues in others to help determine how to act in a particular situation
26
attachment
a close emotional bond between two people
27
securely attached babies
uses caregiver as a base from which to explore the words. In the presence of their caregiver they explore the room and examine toys. When the caregiver departs, they might protest mildly, when the caregiver returns the infants reestablish positive interaction - by smiling or climbing on her lap and resumes playing
28
insecure avoidant babies
show insecurity by avoiding the mother. in the strange situation, these babies engage in little interaction with the caregiver, are not distressed when she leaves the room, do not establish connection when she comes back - may even turn their back on her. If contact is established the infant usually leans or looks away
29
Insecure resistant babies
often clings to caregiver and then resist her by fighting against the closeness, by kicking or pushing away. in the strange situation these babies often cling anxiously to the care giver and don't explore the playroom. when the caregiver leaves they cry loudly and push away if she tries to comfort them on return
30
insecure disorganized babies
disorganized and disoriented. in the strange situation, these babies might appear dazed, confused, fearful. To be classified as disorganized babies must show strong patterns of avoidance and resistance or display certain behaviours such as extreme fearfulness around the caregiver
31
strange situation
Ainsworth's observational measure of infant attachment to a caregiver which requires the infant to move through a series of introductions, separations and reunions with the caregiver and an adult stranger in a prescribed order
32
Developmental cascade model
involves connections across domains over time that influence developmental pathways and outcomes
33
variations in childcare
centre based nanny relative parent family
34
self-understanding
a child's cognitive representation of the self. The substance and content of a child's self-conception e.g an 11 year old boy understands he is a student, boy, football player, family member, etc.
35
infancy self understanding
mirror test with dot on their face
36
early childhood self-understanding
* confusion of self, mind, body * concrete descriptions (i know my abs's, i live in a big house) * physical descriptions "i have brown hair" * Active descriptions "I like to play house" * Unrealistic positive overestimation
37
middle & late childhood self-understanding
* psychological traits "I am kind, popular, mean, smart or dumb" for example *social descriptions - i'm a catholic, i'm in girl scouts *social comparison * real self vs ideal self - begin to distinguish this, can lead to negative self-evaluations * realistic
38
possible self
what an individual might become, would like to become and is afraid of becoming
39
social cognition
process involved in understanding the world around us, especially how we think and reason about people
40
perspective taking
social cognitive process involved in assuming the perspective of others and understanding their thoughts and feelings
41
Identity
who is a person, representing a synthesis and integration of self-understanding Can include: career, political views, spiritual views, relationship identity, achievement & intellectual ability, sexual identity, ethnic & cultural identity, interests, personality, physical identity
42
Erikson's fifth developmental stage
Identity vs identity confusion ;
43
psychosocial moratorium
Erikson's term for the gap between childhood security and adult autonomy that adolescents experience
44
individuality
consists of two dimensions: 1) self-assertion, the ability to have an communicate a point of view 2) separateness, the use of communication patters to express how one is different from others
45
connectedness
two dimensions 1) mutuality, sensitivity to and respect for other's views 2) permeability - openness to others views
46
ethnic identity
enduring aspect of the self that includes a sense of membership in an ethnic group along with the attitudes and feelings related to that membership
47
bicultural identity
identity formation that occurs when adolescents identify in some ways with their ethnic group and in other ways with majority culture
48
gender
characteristics of people as males and females
49
gender identity
the sense of being male or female which most children acquire by the time they are 3 years old
50
gender role
a set of expectations that prescribes how females or males should think, act or feel
51
gender typing
acquisition of a traditional masculine or feminine role
52
estrogens
hormones - the most important of which is estradiol, that influence the development of female physical sex characteristics and help regulate the menstrual cycle
53
androgens
hormones, the most important of which is testosterone - that promote the development of male genitals and secondary sex characteristics
54
social role theory
a theory stating that gender differences result from contrasting roles of women and men - social hierarchy and division of labor strongly influence gender differences in power, assertiveness and nurture
55
psychoanalytic theory of gender
a theory that stems from Freud's view that preschool children develop erotic feelings towards the opposite-sex parent. Eventually these feelings cause anxiety so that at 5 or 6, children renounce these feelings and identify with the same sex parent, unconsciously adopting the same-sex parent's characteristics
56
social cognitive theory of gender
theory emphasizes that children's gender development occurs through observation and imitation of gender behaviour, through rewards and punishments they experience for gender-appropriate and gender inappropriate behaviour
57
gender stereotypes
broad categories that reflect impressions and widely held beliefs about what behaviour is appropriate for females and males
58
Physical differences between males and females
* women have twice the body fat * males grow 10% taller on average * Females have a longer life expectancy *females less likely to develop physical and mental disorders * females are ore resistant to infection *female brains are 10% smaller than male brains * female brains have more folds allowing more surface of female brains *part of hypothalamus involved in sexual behaviour tends to be larger in men * area of parietal lobe (visuospatial skills) tend to be bigger in males * ares of brain involved in emotional expression tend to show more metabolic activity in females
59
Socioemotional differences in males and females
*aggression more common in boys than girls * Girls participate in rapport talk more than boys * boys participate in report talk more than girls
60
Rapport talk
language of conversation and a way of establishing connections and negotiating relationships
61
report talk
talk that conveys information
62