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305 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Gender segregation

A

the preference for girls to play with girls and boys to play with boys

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2
Q

5 major views of sex-role identity development:

A 
Psychodynamic
Social Learning
Cognitive Developmental
Gender Schema
Cultural
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3
Q

Ethnic Identity:

A

Subjective sense of belonging to an ethnic group and the feelings and attitudes that accompany this sense of group membership

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4
Q

Personal Identity

A

I self and Me self`

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5
Q

I Self

A

Person’s subjective sense of being an individual who exists and over time acts and experiences the world in a particular way

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6
Q

Me Self

A

Sense of personal objective characteristics like physical appearance, abilities, and other personal features

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7
Q

Autobiographical memory:

A

Personal narrative that helps children acquire an enduring sense of self

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8
Q

Three perspectives on children’s moral development:

A

Psychodynamic
Cognitive-Developmental Theory
Social Domain Theory

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9
Q

Psychodynamic on moral development:

A

We acquire a personal sense of what is right and wrong because we have internalized the moral standards of our parents – same sex parent

3 Mental Structures
ID
EGO
SUPEREGO

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10
Q

ID

A
  • Functions unconsciously
  • Operates on pleasure principle
  • Impulsively satisfies bodily desires
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11
Q

EGO

A
  • Mediates between ID and demands of social world
  • Enables children to control and regulate their behavior
  • Operates on reality principle
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12
Q

SUPER EGO

A
  • Allows for children to be able to regulate behaviors according to personal sense of right and wrong
  • Fundamental
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13
Q

Cognitive-Developmental Theory on moral development:

A

o Heteronomous morality :
-Young children focus on objective consequences

How much damage is done
Whether the person gets in trouble or not

o Link changes in moral reasoning = broader cognitive developments due to expanded social lives

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14
Q

Social Domain Theory on moral development:

A

o Emphasizes that there are different types of right and wrong

Moral Rules
Social Conventions
Personal Sphere

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15
Q

Moral Rules

A

• Based on justice and welfare of others

Physical harm
Psychological harm
Fairness & rights

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16
Q

Social Conventions

A
  • Rules that are important for coordinating social behavior in society
  • Vary tremendously across cultures

School behavior
Forms of address
Attire and appearance
Sex roles

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17
Q

Personal Sphere

A
  • Decisions are made on a basis of personal preference
  • Develop what is unique about the way that they deal with the world

Personal habits
Hygiene
Social events

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18
Q

• Self-Regulation:

A

o Learning to control one’s thoughts, emotions and behaviors

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19
Q

• Effortful Control:

A

o The ability to inhibit an action that is already under way

Once a behavior has been initiated it can be hard to stop

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20
Q

Strategies children develop to help them keep their emotions under control

A

Avoid or reduce emotionally charged aversive information by:
o Closing eyes
o Turning away
o Closing ears

Regulate negative emotions by distracting self with pleasurable activities

Use budding language and cognitive skills to reinterpret events to create an acceptable version of what is occurring

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21
Q

Socio-emotional competence

A

The ability to:

Behave appropriately in social situations that evoke strong emotions

Include awareness of ones own emotional state & the emotional states of others

Be aware that outward reflections of emotions do not always reflect inner ones

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22
Q

Hostile aggression

A
  • Aggression that is aimed at hurting another person physically, psychologically or socially
  • Intended to injure the victim
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23
Q

Instrumental aggression

A

• Aggression that is directed at achieving something

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24
Q

Relational aggression

A

• Indirect form of aggression intended to harm another child’s friendships or exclude them from a group

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25
Q

Development and gender differences in the 3 forms of aggression

A
  • Boys are more aggressive than girls in a wide variety of circumstances
  • Boys are more likely to hit, push, hurl insults, threaten to beat someone up
  • Boys offer aggressive solutions rather than positive solutions
  • Aggressive behaviors in girls drop after 2nd birthday but continue to increase for boys
  • Boys aggression towards girls decrease between 1-3 but increase towards other boys
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26
Q

Controlling aggression

3 Ways

A

Biological
Social & cultural
Emotional & cognitive

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27
Q

Controlling aggression

Biological

A

o Evolutionary Factors
Competition for resources
Development of dominance hierarchies

o Physiological Factors
Testosterone

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28
Q

Controlling aggression

Social & cultural

A

Children learn aggression because they:
Observe aggressive behaviors in others and imitate it
Are rewarded for behaving aggressive

o Imitation of others
o Rewarded for behaving aggressive
o Influence of parents

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29
Q

Controlling aggression

Emotional & cognitive

A

Focus more on how children think and feel about social situations that might provoke aggressive responses

Emotional reactions to events and emotion regulation depend on:
• Interpretation of the social context
• Ability to understand others’ emotions and intentions

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30
Q

Pro-social behavior

A

Voluntary action intended to benefit others like sharing, helping, caregiving and showing compassion

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31
Q

Empathy

A

Sharing of another persons emotions and feelings

32
Q

Sympathy

A

Feeling sorrow or concern for another person

Feeling other-oriented concern for another

33
Q

Personal distress

A

Self focused emotional reaction in the face of another’s distress

34
Q

Eisenberg’s argument of sympathy and personal distress

A

Empathy can turn into either sympathy or personal distress

Being sympathetic means they’re:
• More likely to engage in pro-social behavior

Personal distress
• (Stems from over arousal in response to negative emotions of another)
• Leads to a focus on self rather than the other directed focus of sympathy
• Those who resort to PD have poorer social skills

Child’s capacity to regulate emotions is the deciding factor of reaction being sympathy or personal distress

35
Q

Studies about the relationship between emotional regulation and sympathy

Study 1
o Focused on 3 variables:

A

1) General emotional intensity
The children’s personal tendencies to respond to another’s distress with strong feelings

2) Emotional regulation
The ability to modulate their negative feelings

3) Sympathy

FINDINGS
o Low in regulation = low sympathy regardless of emotional intensity
o Those who could regulate, greater emotional intensity = greater sympathy

36
Q

Studies about the relationship between emotional regulation and sympathy

Study 2

A

o Examined ability to focus attention

More focus = greater perspective taking and sympathy

Low emotional intensity, low attention focus, = low sympathy

Low emotional intensity, high attention focus = high sympathy

37
Q

Provide examples of the following: microsystem, ecosystem, exosystem, and macrosystem

A

Micro:
o Environments child inhabits everyday (home, school, peers, family)

Meso:
o Links face-to-face/everyday things together (parental involvement in school)

Exo:
o Settings that affect the child but don’t usually include them (parental workplace, local gov’t)

Macro:
o Values, customs, hazards, and resources of the larger culture that shape what happen to the settings within

38
Q

Three major parental goals described by Robert LeVine

A

Survival
Economic
Cultural

39
Q

The Survival Goal:

parental goals

A

Ensure that their children survive by providing for food and safety

40
Q

The Economic Goal:

parental goals

A

To ensure that their children acquire the skills and other resources needed to be economically productive adults

41
Q

The Cultural Goal:

parental goals

A

To ensure that their children acquire the basic cultural values of the group

42
Q

No-nonsense parenting

A

High parental control (physical restraint and punishment)

Warm affection

Typically associated with African American single mothers

43
Q

Authoritative

Parenting Style

A

o High standards for their children and expect that they respect established limits
o But also recognize that their children have needs and rights
o Warm & responsive
o Consider child’s POV

44
Q

Authoritative

Results on kids

A
  • Self reliant
  • Self controlled
  • Willing to explore
  • Improved understanding and acceptance of social rules
45
Q

Authoritarian

Parenting Style

A

o Try to shape, control, and evaluate the behavior and attitudes of their children according to a set traditional standard
o Stress obedience to authority
o Discourage verbal give and take
o Lack expression of warmth and responsiveness

46
Q

Authoritarian

Results on kids

A
  • Lack social competence
  • Withdraw from social contact
  • Rarely initiate social interaction
  • Look to outside authority in moral dilemma
  • Lack spontaneity and curiosity
47
Q

Permissive

Parenting Style

A

o Less explicit control
o Believe children should learn from their own experience
o Don’t bother to discipline (neglectful parenting)
o Warmness but no demandingness

48
Q

Permissive

Results on kids

A
  • Immature
  • Difficulty controlling impulse
  • Don’t accept responsibility for social actions
49
Q

Factors that influence the degree of intimacy and conflict in sibling relationships

A
  • Sex—same sex/opposite
  • Age
  • Emotional climate of family
50
Q

Development of sibling conflicts

A
  • Intimacy of mixed pairs declines in middle childhood maybe as a consequence of gender segregation
  • Increase good relationship in mid adolescence—advice and support about peers and relationships

Siblings more likely to fight when:
o Parents aren’t getting along
o Parents in a divorce
o When a stepfather enters the family

51
Q

Distressed families

A

Families facing a significant social, economic, and/or psychological challenges

52
Q

How POVERTY impedes children’s development:

A

Affects 1 in 5 children in the U.S.

Impacts housing, health care, education & safety

Associated with mental & physical health problems & impacts intellectual development

Higher rates of environmentally induced illnesses such as tuberculosis and asthma

  • Parents tend to be more harsh and controlling
  • Discourage children’s curiosity and restrict their movement
53
Q

How PARENTING IN ADOLESCENCE impedes children’s development:

A 
o	Children to unmarried mothers: 
•	Have developmental deficits
•	More aggressive
•	Less self control
•	Less intellectually advanced

o Teen moms are:
• Less knowledgeable about child development
• Less confident in their ability to parent
• And have less positive attitudes about parenting

54
Q

How ABUSE impedes children’s development:

A

Abused people tend to become abusers

Major contributor to abuse is stress on the family: Including chronic poverty, recent job loss, marital discord, and social isolation

55
Q

o Likelihood of abuse is higher when:

A
  • Mom is younger
  • Poorly educated
  • Abuses drugs or alcohol
  • Receives little financial support from the father
56
Q

o Abused kids more likely to experience:

A
  • Depression
  • Drug/alcohol abuse
  • Sexual problems
  • Criminal activity
57
Q

ABUSE

Factors for risk for U.S. kids:

A

Age
• Infants and kids under 3 are at special risk

Gender
• Girls are slightly more likely than boys to be maltreated

Ethnicity
• Pacific Islander, Native American, and African American have the highest rate of maltreatment

58
Q

ABUSE

Factors that buffer children from long-term consequences:

A
  • Warm relationship with at least one adult
  • Fairly stable family residence
  • Positive experiences in school
  • Participating in extracurricular activities
59
Q

Effects of child care on children

A
  • Physical & Intellectual:

* Social & Emotional:

60
Q

Effects of child care on children

Physical & Intellectual:

A 
-Children under 3 years with more than six other children have higher risk for:
•	Upper respiratory infections
•	Gastrointestinal illness
•	Ear infections
•	Stress
•	Increased salivary cortisol
  • For non home care infants, intellectual development of children is at least as good as children raised at home by parents
  • Children in low SES, being in a high quality day care can lessen or prevent decline of intellectual performance
61
Q

Effects of child care on children

Social & Emotional: POSITIVES

A
  • More self sufficient and independent of parents and teachers
  • More verbally expressive
  • Knowledgeable about the social world
  • More comfortable in new situations
  • More enthusiastic about sharing toys and fantasy play
  • Greater social competence
62
Q

Effects of child care on children

Social & Emotional: NEGATIVES

A
  • Less polite
  • Less agreeable
  • Less complaint with adults
  • More aggressive and these traits above linked to maternal insensitivity and low SES
63
Q

Social Capital

A

Resources that communities provide children & families, such as schools and health services, also provides social structure, expectations for behavior, levels of trust and cooperation of its members

64
Q

Findings of Donna Marie San Antonio

2 NEIGHBORHOODS

A

1) White collar affluent
2) Working class w/ low education and income

FOUND:

  • They differed in their perspectives of what makes up a good life and how to secure it
  • The beliefs and values are reflected in children’s language and social interactions
65
Q

3 Characteristics of distressed communities

A
  • Economically disadvantaged
  • Neighborhood Physical Disorder
  • Social Disorganization
66
Q

Economically disadvantaged

A

-Profoundly effects child’s well being, more than family income

Lack of decent housing and health care
Lack of groceries with fresh fruits
Lack of recreational facilities
Excessive noise
Crowding
Street traffic
Few parks and natural settings for children to play in
67
Q

Neighborhood Physical Disorder

A 
-Physical deterioration
•	Abandoned buildings and cars
•	Garbage on streets
•	Broken windows
•	Graffiti

-Chaotic activity
• Crowding
• Heavy street traffic
• Loud noises

68
Q

Social Disorganization

A

o Weak social cohesion (trust b/w people)
o Poor neighborhood climate (level of fear related to crime and violence)
o Perceived racism

69
Q

• Print:

A

o Includes books, comics, magazines, newspapers
o Assistance with emotional control and development

  • Can foster intellectual development
  • Can appeal to children’s emotional development

-Can be used for children to cope with and communicate about emotionally troubling events such as:

70
Q

• Television:

CONCERNS

A
  • Distinguishing between appearance and reality
  • Failure to comprehend what is happening
  • Violence
  • Stereotyping
  • Obesity
71
Q

• Television:

CONCERNS FOR VIOLENCE

A

• Children exposed are more likely to believe violence can be acceptable and tend to have lower levels of moral reasoning

  • For boys, greater exposure to violent shows predicted higher levels of future physical, verbal, and relational aggression
  • Girls only higher verbal aggression
72
Q

• Television:

CONCERNS FOR STEREOTYPING

A

Minorities often shown as immoral when compared to Whites
o May both create or maintain negative attitudes toward minority groups and influence kid’s attitudes about their own group and place in society

73
Q

• Interactive

A

Use cognitive skills
• divided attention
• spatial imagery
• representation,

Violence exposure
• Increased aggression and antisocial behavior
• Affects perceptions of real world crime leads to desensitization
• Children are active agents

74
Q

Prevention science

A

• Area of research that examines the biological and social processes that lead to maladjustment as well as those associated with healthy living

75
Q

Resilient

A

• The ability to recover quickly from adverse effects of early experience or preserve in the face of stress with no apparent special negative psychological consequences

76
Q

Public policies

A

• Government laws and programs designed to promote the well being of children and families

305 (4 decks)

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