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Psych 171 > Exam #2 > Flashcards

Exam #2 Flashcards

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1
Q

Individual self

A

Subjective uniqueness

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2
Q

Relational self

A

Connections with other people, immediate bond

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3
Q

Collective self

A

Relation to broader group, membership, self-concept

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4
Q

What age is self-recognition discovered?

A

18-24 months (toddler), Rouge test

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5
Q

Growth mindset

A

More improvement when praised for process/effort instead of intelligence

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6
Q

Regard to racial and ethnic identity (Sellers)- dimension

A

Possess strengths because you are a member of an ethnic group

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7
Q

Centrality to racial and ethnic identity (Sellers)-dimension

A

Ethnic group is an important reflection of who you are

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8
Q

Phinney on racial and ethnic identity

A

Identity development statuses (differs between races)

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9
Q

Parent vs peer talk

A

Parents: talk about mental states

Peers: talk about shared interests and goals, pretend play, dispute resolution

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10
Q

Downsides of understanding others (2)

A
  1. Lying

2. Skepticism

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11
Q

What age do stereotypes and prejudice begin?

A

5-6 years, shift around 7-9 years

Stereotype consciousness by 8-9 years

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12
Q

Implicit processes

A

Remain stable along life, ex: who pushed who off the swing (races differ)

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13
Q

What years do family members become most important for teaching skills?

A

Preschool years

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14
Q

Interdependence in families

A

Changes in the behavior of one family member affect all family members

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15
Q

3 components of family system

A
  1. Couple relationship
  2. Parent-child relationship
  3. Sibling relationship
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16
Q

Parent-child system: 2 dimensions

A
  1. Emotionality

2. Control

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17
Q

Emotionality

A

Warm & responsive vs rejecting & unresponsive

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18
Q

Control

A

Restrictive & demanding vs permissive & undemanding

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19
Q

Authoritarian parent-child outcome

A

Child is impulsive, aggressive, lack of independence, unable to take responsibility

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20
Q

Uninvolved parent-child outcome

A

Child has poor emotion regulation and school achievement, antisocial behavior

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21
Q

Authoritative parent-child outcome

A

Child is socially responsible, independent, able to control aggression, self-confident, and has high self-esteem

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22
Q

Neglectful parent-child outcome

A

Child has insecure attachment, poor cognitive development, and poor coal and emotional skills

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23
Q

Parent factors for different styles

A

Quality of relationship with other parent, personality, mental health, beliefs about child development, family life circumstance

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24
Q

Child factors for different styles

A

Temperament

25
Q

Transactional relationships

A

Parent-child relationships are reciprocal

26
Q

How do adolescents see parents?

A

Authoritarian or permissive

27
Q

How do mothers see themselves?

A

Authoritative (rarely authoritarian or permissive)

28
Q

How do fathers see themselves?

A

Authoritarian

29
Q

3 coparenting patterns

A
  1. Cooperative: cohesive, child-centered
  2. Hostile-competitive: compete for child’s attention
  3. Imbalanced: different investments, gatekeeping
30
Q

What percent of families in U.S. have more than one child?

A

80%

31
Q

First born characteristics

A

More helpful, self-controlled, studious, more fearful or anxious

32
Q

Later born characteristics

A

Less fearful & anxious & guilty, higher self-esteem, confidence, more social

33
Q

Only children characteristics

A

Similarities to both, high-achievers, less anxious, more leadership

34
Q

Gottman’s Love lab “Four horsemen of the apocalypse”

A
  1. Criticism
  2. Contempt
  3. Defensiveness
  4. Stonewalling
35
Q

Magic ratio

A

5:1- positive/negative

36
Q

Older parents

A

Mothers more responsible and enjoy parenting. Fathers more involved

37
Q

Onlooker behavior

A

Just watch or converse (1-2 years)

38
Q

Parallel play

A

Play side by side, but not engage (2-3 years)

39
Q

Associative play

A

Play with other, but don’t have same goals (3-5 years)

40
Q

Cooperative play

A

Engage in play and cooperate, reciprocate, and share common goal

41
Q

Reputational bias

A

Children’s tendency to interpret peer’s behavior on the basis of past encounters with and feeling about them

42
Q

Social Information processing theory steps (6)

A
  1. Encode cues
  2. Interpret cues
  3. Clarify goals
  4. Review possible actions
  5. Decide on an action
  6. Act on decision
    (Kenneth Dodge)
43
Q

Limitations to social information processing theory

A

More applicable in new situations and for those with higher temperament control

44
Q

Consequences of peer rejection

A

Short term: loneliness

Long term: difficulties in school & emotional problems

45
Q

Factors predicting reaction to rejection (6)

A
  1. Clarity of rejecting child’s communication
  2. Identity of rejecting child
  3. Consistency of rejection
  4. Personality of rejected child
  5. Behavior of rejected child
  6. Social support of rejected child
46
Q

5 friendship patterns

A
  1. Rotation
  2. Growth
  3. Decline
  4. Static
  5. Friendless
47
Q

Parker & Asher on pros and cons of friendship

A
  • ↓ acceptance = ↑ loneliness
  • Have very best friend = ↓ loneliness
  • ↑ friendship quality = ↓ loneliness
48
Q

Rose on pros and cons of frienship

A

More co-rumination with girls than boys

49
Q

Impact of extracurricular activities (3)

A
  1. Academics and education
  2. Fewer antisocial behaviors
  3. Psychosocial functioning
50
Q

Five C’s relating to extracurricular activities

A
  1. Competence
  2. Confidence
  3. Connection
  4. Character
  5. Caring
    - -> Contributions
51
Q

Jigsaw Classroom

A

Cooperative learning, split kids into groups and each learns something and teaches it others

52
Q

Encouraging diverse friendships organization (4)

A
  1. Interaction is cooperative
  2. All backgrounds “come in” with equal status
  3. Everyone is working toward a joint goal
  4. Students feel like teachers support friendships
53
Q

Self-fulfilling prophecy

A

Teacher’s expectations –> teacher’s behavior –> expectations –> student’s behavior

54
Q

Boyatzis, Matillo, & Nesbitt (1995) on media

A

Assigned kids to watch Power Rangers vs control group, only affected boys

55
Q

6 factors influence whether and to what extent children imitate TV aggression

A
  1. Likability of the perpetrators
  2. Justification of the violence
  3. How real it appears to be
  4. How prolonged or intense the experience is
  5. Whether the violence lacks consequences
  6. The co-occurrence of violence and humor
56
Q

What scares children (by age)

A

Young children: immediate sights and sounds, loss

Older children: abstract threats, social stress

57
Q

Co-viewing benefits

A

Helps children understand and interpret programs, express disapproval, take perspective of victims

58
Q

Prosociality

A

Certain TV programs (especially for young children) have educational and prosocial benefit

Psych 171 (3 decks)

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