Childhood: cognitive development 2 Flashcards
display rules
-cultural norms about when, where and how to express emotions
- young children may struggle with this due to lack of inhibitory control
delay of gratification task
experiments that measure children’s ability to resists an immediate temptation in order to receive a larger reward later
- marshmellow test
- get better at waiting with age
effortful control
the ability to modulate attention and inhibit behavior, including in stressful situations
emotion coaching
positive socialization of children’s emotions
- ex: validating feelings, offering coping skills
insensitive responses
being dismissive of a child’s emotions
- harsh punishment and criticism
- boys tend to be more heavily punished
mental state talk
conversations about feelings and mental states help support child’s emotion understanding
- any time parent refers to any emotions (from a character in a book, themselves, child)
- more important for internationally adopted children
preschool attachment classification system (PACS)
- children experience longer (10 mins) episodes of separation and reunion with their caregiver and researchers rate children’s behaviours
- strange situation is not good anymore because they become used to stranger at school
Attachment q-sort
caregivers or researchers observe children interacting with their parents and then sort cards on how much of a charectistic is for them. (rating their behaviors)
- scale that measures on a degree of not to highly secure (instead of 4 styles they rate on a range of behaviors)
middle childhood attachment
- less reliant in their parents as attachment figures
- kids with positive relationships show positive psychological and behavioral adjustment
4 categories of attachmnet
- secure
- insecure avoidant
- insecure ambivalent/dependent
- insecure disorganized
parent monitoring
- parent monitoring what their child is doing
- associated with positive child behaviors
- caregiver is aware of child’s activities, friends and peer group
parenting styles
- authoritarian: low warmth, high demand
- permissive: high warmth, low demand
- authoritative: high warmth, high demand
- neglectful: low warmth, low demand
hostile aggression
action with the intention to inflict pain on someone
- pushing someone when mad
instrumental aggression
aimed at achieving a specific goal
- dont necessarily want to hurt someone but do anyways to reach a goal
- pushing a chid out of the way to get to slide faster
3 forms of aggression
- physical: hitting, bitting…
- verbal: name-calling, yelling, belittling
- relational: non-physical in which harm is caused by hurting someone relations or social status (ex: rumors)
functions of agression
- hostile
- instrumental
internal influences of agression
Age
- peaks at 2-3
- mostly instrumental at this age
- because inhibitory control is weak
- relational increases with age
- boys are more physical
- girls are more relational
parental influences
- parental sensitivity is associated with less aggression
- ## corporal punishment associated with high aggression
household chaos
- the extent which the environment is high stress, lack of structure, unpredictability, loud
- household chaos is associated with high aggression
peer group
group of at least 5-6 children who generally share the same status and interests
friendships
deeply important relationships or attachments characterized by mutual liking and affection
- tend to be similar age, gender, race, activities and personalities
peer aceptance
extend to which a child is liked or accepted by peers
peer rejection
the extent to which a child is disliked and excluded by peers
sociometric nomination
a type of child report approach in which children nominate 3 peers in their class or grade who they like or dislike
