child psych final

Question 1

Self concept

Answer 1

sense of self; descriptive and evaluative mental picture of one’s abilities and traits

Question 2

Self definitions

Answer 2

between boy and girl the similarities are the eyes, basic things that people can obviously see about them, what they want to tell people

Question 3

single representations

Answer 3

around age of 5, children see the world positively wondrous, everything is good, they are perfect at everything, don’t acknowledge any flaws, egocentric, connect particular thoughts, find it hard to believe you can love and hate someone at the same time

Question 4

Representational mapping

Answer 4

between ages of 5 an d7, statements are logically connected, still positive thinker, egocentric

Question 5

Representational systems

Answer 5

around 7 or 8, as they approach middle school, see themselves realistically, still think they’re wonderful, brag, realize they are good at some things but not others, reality check, final stage, different in other countries, Asian families teach their children to be more modest, know what parents expect and what they want

Question 6

Real self

Answer 6

who we are

Question 7

Ought self

Answer 7

what you should have done but didn’t do

Question 8

Ideal self

Answer 8

who we aspire to be

Question 9

Interdependent self

Answer 9

contribute to community, to help others, cooperate with others,

Question 10

Relational self

Answer 10

those aspects of the self-concept that are shared with relationship partners and define the person’s role or position within significant relationships

Question 11

Independent self

Answer 11

your culture mediates your self concept

Question 12

Contingent

Answer 12

have high self esteem, think highly of themselves, believe working harder isn’t getting you anywhere, have finite set of abilities they are permanent and cannot be changed, fixed mindset, can have dire consequences, knows what is expected knows what they can do won’t try and fail because it will decrease self esteem

Question 13

Non contingent

Answer 13

persevere, not afraid of failure, work harder, do more homework, try more examples, practice more, not worried about failing and want to succeed, failure has nothing to do with the self, problem is they aren’t working hard enough

Question 14

Fixed mindsets

Answer 14

connects to parental ethnotheories and self fulfilling prophecy, if expectations are low you will meet those expectations

Question 15

Erikson = initiative vs guilt

Answer 15

3 to 6 years old, child develops initiative when trying new activities and is not overwhelmed by guilt, value of purpose

Question 16

gender differences

Answer 16

play differently, boys play action and adventure, girls play reality depicting

Question 17

gender roles

Answer 17

cultural prescription; binary, example: men should do this and women should do that

Question 18

gender typing

Answer 18

not all cultures strongly insist on sex-typed toys, some parents aim for gender neutral type toys, when children play with peers who have strongly sex-typed interest, then the child will develop sex-typed interests, groups with both genders are normally male dominated so the girls will have to play what boys want to play, when boys are playing they only ask a girl to play if she’s good at what they’re playing, girls will let boys play if they consider that boy a friend no matter if they are good at what they’re playing

Question 19

gender stereotyping

Answer 19

girls more emotional than boys

Question 20

gender identity

Answer 20

only label boy or girl

Question 21

biological framework

Answer 21

hormonal differences an anatomical differences and brain organization

Question 22

Evolutionary

Answer 22

developmental scientists looked at ways that children change beginning with their conception all the way through adolescence and characteristics that remain throughout the process

Question 23

gender stability

Answer 23

once your a boy you stay a boy and same for a girl; gender not changeable

Question 24

consistency

Answer 24

even if your hair styles and clothing change, hair will remain the same, if a girl decides to shave her hair, will remain a girl; if boy decides to wear a dress, will stay a boy; behavior comes first before the knowledge does; gender will always be as is

Question 25

Sandra = gender schema theory

Answer 25

watch a model; extract; look at if that model is culturally reinforced for behaving that way; give kids power and control that they see fits into their personality; learned from the activities we do everyday; cultural roles

Question 26

Bandura’s social cognitive theory

Answer 26

associating what they look like in comparison to the model and thinking just because that person is doing that then they need to as well

Question 27

Gender dysphoria

Answer 27

child struggling with conflict between their biological sex and way they choose to label own gender identity

Question 28

gender cleavage

Answer 28

in intermediate/middle school you see rise in intergender play, this happens across the globe, children don’t congregate on basis of gender, kids come together in groups primarily based on gender, gender segregation happens in part, boys are more physically active in play than women, energy levels or interests could be what children are following, somewhere around sixth grade is when both genders start playing together, what they prefer

Question 29

constructive play

Answer 29

play dough, clay, building blocks, drawing

Question 30

associative play

Answer 30

group playing, sharing materials, interacting, but still independent from each other

Question 31

gender identity

Answer 31

born a boy should be a boy, born a girl should be a girl, same sex activity at time Kohlberg did developmental theory it was a mental illness

Question 32

gender consistency

Answer 32

profession, gender will remain the same

Question 33

Kohlberg

Answer 33

knowledge perceives gender

Question 34

corporal punishment

Answer 34

exclusively spanking meant to cause pain

Question 35

induction

Answer 35

lecture, family meeting, discussions about behaviors, age, gender dependent

Question 36

power assertion

Answer 36

spanking, wish to shape child’s behavior through physical means, want to cause pain within limitations, suppress bad behavior, positive punishment, can be used in connection with induction

Question 37

love withdrawal

Answer 37

social isolation, rejection, no affection, child feels unloved and unwanted, borders on abuse and maltreatment, uninvolved and neglectful parents

Question 38

Authoritarian

Answer 38

has to do with training to achieve obedient child

Question 39

authoritative

Answer 39

golden standard and in Asian communities it is optimal parenting to get job done, goal is individuality, connects to independent self, parents helping teach you to make decisions and be independent, developing character, open communication, child feels heard, spank sometimes, prefer induction to reason with child to get them to understand better alternative to their actions, preferred form of punishment

Question 40

permissive

Answer 40

parent values self-regulation, kid can do as they please, kid will struggle in environments with rules and regulations

Question 41

neglectful

Answer 41

no demands, no warmth, uninvolved parenting, no desire, no interest in child