Chapters 10-12 Flashcards
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
True
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
True
What is Gender schema theory, proposed by Sandra Bem in the 1980s,
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.
What is Social learning theory, as proposed by Albert Bandura,
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.
Describe insecure resistant babies according to Ainsworth
Cling to care giver and then fight against the closeness
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
Do cards from the quiz 3
emotions
feeling or affect that occurs when people are engaged in an interaction that is important to them, especially one that influences their wellbeing
What is the functionalist view of emotions
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
primary emotions
First 6 months of life. include surprise, interest, joy, anger, sadness, fear and disgust
self conscious emotions
require self-awareness, especially consciousness and a sense of “me” eg jealousy, empathy, embarrassment
basic cry
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
anger cry
similar to basic, but with more excess air forced through the vocal cords
pain cry
sudden appearance of loud crying without preliminary moaning, and a long initial cry followed by an extended period of breath holding
reflexive smile
a smile that does not occur in response to external stimuli. happens during the month after birth usually during sleep
social smile
a smile in response to an external stimulus, which typically is a face
stranger anxiety
infant’s fear of and wariness towards strangers, second half of first year of life
separation protest
fear of being separated from a caregiver which results in crying when the caregiver leaves
Chess and Thomas’ classification of temperament includes
easy, difficult, slow-to-warm-up
easy temperament
positive mood, establishes regular routines easily in infancy, adapts to new experiences
difficult temperament
reacts negatively and cries frequently, engages in irregular daily routines, slow to accept change
slow-to-warm-up temperament
low activity level, somewhat negative, displays low intensity of mood
Kagan’s behavioural inhibition
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
goodness of fit
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
social referencing
reading emotional cues in others to help determine how to act in a particular situation
attachment
a close emotional bond between two people
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
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
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
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
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
Developmental cascade model
involves connections across domains over time that influence developmental pathways and outcomes
variations in childcare
centre based
nanny
relative
parent
family
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.
infancy self understanding
mirror test with dot on their face
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
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
possible self
what an individual might become, would like to become and is afraid of becoming
social cognition
process involved in understanding the world around us, especially how we think and reason about people
perspective taking
social cognitive process involved in assuming the perspective of others and understanding their thoughts and feelings
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
Erikson’s fifth developmental stage
Identity vs identity confusion ;
psychosocial moratorium
Erikson’s term for the gap between childhood security and adult autonomy that adolescents experience
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
connectedness
two dimensions
1) mutuality, sensitivity to and respect for other’s views
2) permeability - openness to others views
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
bicultural identity
identity formation that occurs when adolescents identify in some ways with their ethnic group and in other ways with majority culture
gender
characteristics of people as males and females
gender identity
the sense of being male or female which most children acquire by the time they are 3 years old
gender role
a set of expectations that prescribes how females or males should think, act or feel
gender typing
acquisition of a traditional masculine or feminine role
estrogens
hormones - the most important of which is estradiol, that influence the development of female physical sex characteristics and help regulate the menstrual cycle
androgens
hormones, the most important of which is testosterone - that promote the development of male genitals and secondary sex characteristics
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
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
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
gender stereotypes
broad categories that reflect impressions and widely held beliefs about what behaviour is appropriate for females and males
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
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
Rapport talk
language of conversation and a way of establishing connections and negotiating relationships
report talk
talk that conveys information
