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
Popular prosocial
children who receive lots of likes, they generally considerate and skilled at initiating friendships and prosocial towards children
perceived-popular
peers asked to nominate who they believe to be popular
popular antisocial
considered cool, display aggression, receive likes not because of who they are but because they seem cool
neglected children
- receive few likes and few dislikes
- sometimes evaluated as shy
- not at risk: tend to develop friendships
controversial children
- receive a mix or likes and dislikes
- sometimes behave aggressively, which can later lead to rejections but if not can transfer to popular
rejected aggressive
engage in a lot of aggressive behavior and display hostile attribution bias (attitude where the whole world is out to get you)
- think that everything is about them so they react negatively and respond aggressively
rejected withdrawal
- not attribution bias but have poor social skills
- seen as weird
- increased mental health issues, poor academic skills
- tend to maintain status over time
pain of exclusion
- children really dont like the feeling of exclusion
- areas in the brain that respond are those involved in physical pain
- studied with cyperball game and peer chat room simulations
