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psy 201 > exam 3 > Flashcards

exam 3 Flashcards

1
Q

the self vs self understanding

A

The Self: all the characteristics of a person

Self Understanding: child’s representation of the self based partly on roles & membership categories ex: im a sister

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2
Q

self understanding in infancy

A

rudimentary form of self recognition @ 3 months - mirror technique: visual self recognition

true self recognition appears around 15 -18 months

conscious awareness of their bodies & self by 2 years

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3
Q

self understanding in early childhood

A
  • confusion of self , mind, and body
  • concrete descriptions: ability to use language to describe objects, events, and exercise in a clear and detailed manner
  • physical descriptions: attributes of an object such as size, shape, color, and texture (ex: red ball)
  • active descriptions: actions or movements associated with an object (ex: throwing or kicking the ball)
  • unrealistic positive overestimations such as “ i’m never scared”
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4
Q

self understanding in middle / late childhood

A
  • social descriptions & comparison
  • real self: perception of child’s actual abilities, traits, and characteristics
  • ideal self: perception of the person they would like to be or qualities they aspire to possess
  • realistic self evaluations: sense of self awareness and understanding of one’s own strength and weaknesses as well as how others perceive them
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5
Q

self understanding in adolescence

A

abstract and idealistic thinking
self consciousness
contradictions within the self
the fluctuating self
real and ideal selves
self comparison

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6
Q

understanding others in early childhood

A
  • social cognition: understanding the world around us
  • by year 2 they can make social references; read cues in theories to help determine how to act
    by ages 4 and 5 they begin describing selves and others using psychological traits
  • start to understand that others don’t always give accurate reports of themselves
  • make gain in perspective taking (theory of mind)
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7
Q

understanding others in middle / late childhood

A
  • understand some people have access to more information that others
  • become increasingly aware that putting oneself in another person’s place is a way of judging intentions, purposes, and actions
  • become skeptical of some sources of information about psychological traits
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8
Q

understanding others in adolescence

A
  • perspective taking
  • perceiving others’ traits
  • social cognitive monitoring: process by which individuals pay attention to and interpret social cues from their environment in order to regulate their own behavior
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9
Q

self esteem vs self concept

A

Self Esteem: global evaluation of the self AKA self worth

Self Concept: domain specific self evaluations
- children make self evaluations in may domains (academic, athletic, physical appearance)

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10
Q

erickson’s theory

A
  1. Trust vs Mistrust : infants must learn that adults can be trusted (0 - 18 months)
  2. Autonomy vs Shame: working to establish independence (18 months - 3 years)
  3. Initiative vs Guilt: learning to plan and achieve goals while interacting with others (3 years - 5 years)
  4. Industry vs Inferiority: begin to compare themselves with peers to see how they measure up (5 years - 13 years)
  5. Identity vs Role Confusion: developing a sense of self (13 years - 21 years)
  6. Intimacy vs Isolation: ready to share our life with others (21 years - 39 years)
  7. Generativity vs Stagnation: finding your life’s work & helping others (40 years - 65 years)
  8. Integrity vs Despair: reflecting on life and feeling either a sense of satisfaction or a sense of failure (65 and older)
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11
Q

marcia’s 4 statuses

A

crisis; explores alternatives / commitment; investment in identity
1. Identity Diffusion: no crisis, no commitments
2. Identity Foreclosure: commitment, but no crisis
3. Identity Moratorium: amidst crisis, but commitments are absent or vague
4. Identity Achievement: undergone a crisis and has made a commitment

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12
Q

individuality vs connectedness

A

individuality: self assertion and separateness

connectedness: mutuality and permeability

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13
Q

ethinic and cultural identity

A
  • US & Canada value individual autonomy
  • Others emphasize on fitting and connecting with others
  • Ethnic Identity: sense of membership in an ethnic group & attitudes and feelings related to that membership
  • Bicultural Identity: identifying with one’s ethnic group & with majority culture
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14
Q

sex

A

characteristics of people as male or female

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15
Q

gender

A

socially constructed identities of gender diverse people

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16
Q

gender role

A

expectations that prescribe how genders should think and feel

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17
Q

gender identity

A

sense of one’s own gender, including knowledge & understanding

18
Q

social role theory

A

psychological gender differences result from the contrasting roles of women and men
- women have less power and status than men and they control fewer resources

19
Q

social cognitive theory of gender

A

children’s gender development occurs through
- observation and imitation
- the rewards and punishments for gender appropriate and inappropriate behavior

20
Q

social infleunce: parents

A
  • mothers are more involved than fathers
  • when they have sons fathers spend more time parenting and are less likely to divorce
  • mothers socialize daughters to be obedient and responsible & place restrictions on autonomy
  • fathers show more attention to sons and promote intellectual development
21
Q

social influence: peers

A
  • boys: activity level, rough and tumble play increase, spend less time near adults
  • girls: activity level and aggression decrease, girl type play & time near adults increase
  • peer groups in adolescence are more mixed
22
Q

social influence: school and teachers

A

potential biases against boys because:
- compliance, following rules, being neat and orderly are valued
- more likely to be criticized by teachers
- schools ignore that many are having academic problems, especially in the arts
- behavior is more likely to be stereotyped as problematic

Potential biases against girls:
- compliance & quiet may come at the cost if diminished assertiveness
- teachers watch and interact with boys more
- boys get more instruction and more help when having trouble

23
Q

social influence: media

A
  • men typically portrayed as more powerful
  • women more often sexually objectified & portrayed as less competent, less moral & leads to increased tolerance of sexual violence
  • little exposure to non binary people
24
Q

gender stereotyping

A

Gender stereotyping: general impressions and beliefs about genders
- assigned traits are different and significantly unequal in terms of social status and power
- gender stereotyping is present among 2 year olds
- adults provide information about gender which children use to guide their behavior
- children believe it’s easier for girls than boys to challenge gender stereotypes

25
Q

rapport vs report talk

A

Rapport Talk: establishing connections and negotiating relationships

Report Talk: gives information; males hold center stage with report talk in storytelling, joking, and lecturing

26
Q

gender controversy

A

Gender Controversy: gender differences may be greatly exaggerated / nonexistent
- the largest differences appear to be in motor skills and physical aggression

27
Q

Bronfenbernner’s Ecological Systems Theory

A

Bronfenbernner’s Ecological Systems Theory: framework that explains how individuals develop and grow within their environment
- Microsystem: the setting in which the individual lives (family, school, religious groups)
- Exosystem: more distant influences (neighbors, mass media, friends or family)
- Macrosystem: the culture (attitudes and ideologies of the culture)
- Chronosystem: sociohistorical context (events and transitions over the life course)

28
Q

Mutual Synchrony

A

Mutual Synchrony: synchrony in parent - child relationships is positively related to social competence
- scaffolding: providing support and guidance to child to help them learn
- reciprocal socialization: mutual influence of each others behavior and development

29
Q

dyadic vs polyadic subsystem

A

Dyadic Subsystem: involving two people

Polyadic System: involving more than two people

30
Q

Multiple Developmental Trajectories

A

Multiple Developmental Trajectories: idea that adults follow one path and children and adolescents will follow another
- adult trajectories include timing of entry into marriage, cohabitation, and/or parenthood
- child trajectories include timing of childcare, entry to school

31
Q

Sociocultural 7 historical changes (macrosystem & chronosystem)

A
  • access to the internet
  • covid
  • racial protests
  • longevity of older adults
  • school shootings
  • changing parenting styles
  • lgbtq rights
32
Q

Parenting in Infancy and Early Childhood

A
  • year 1: parent child interaction moves from routine caregiving to activities like play
  • early childhood: interactions focus on compliance, bedtime, temper, fighting, eating, dressing, & attention seeking
  • age 7: chores, learning to entertain themselves, social monitoring
33
Q

Parenting in Middle / Late Childhood

A
  • parents spend less time with children
  • provide scaffolding & support and stimulate academic achievement
34
Q

Parents as Managers

A

Parents as Managers: parents can play important roles as managers of opportunities
- they help children work through choices and decisions
- mothers are more likely than fathers to have a managerial role
- family management practices are related to students’ grades and self responsibility
- Infancy: childproofing so infants won’t encounter physical danger
- Toddlers: increased corrective feedback and discipline
- Adolescents: parents supervise choice of social setting, activities, friends, and academic efforts

35
Q

Baumrind’s Parenting Styles

A
  • Authoritarian: high demand & control, low warmth
  • Authoritative: high demand & control, high warmth
  • Neglectful: low demand & control, low warmth
  • Indulgent / Permissive: low demand & control, high warmth
36
Q

Coparenting

A

support that parents provide each other in raising a child

children are at risk for problems by:
- poor coordination between parents
- undermining of the other parent
- lack of cooperation and warmth
- disconnection by one parent

37
Q

Maltreatment

A

refers to abuse and neglect (physical, neglect, sexual, emotional abuse)
- contributing factors: parenting stress, substance abuse, social isolation, single parenting, socioeconomic difficulty
- consequences: poor emotion regulation, attachment problems, problems in peer relations, difficulty adapting to schools, psychological problems like depression and delinquency

38
Q

Sibling relationships

A
  • higher conflict is linked to increased depressive and delinquency symptoms
  • higher intimacy is related to higher prosocial behavior
39
Q

Working Parents

A
  • parents with poor working conditions are more irritable & engage in less effective parenting
  • children of working mom engage in less gender stereotyping and have more egalitarian views of gender
40
Q

Variations in Families: Cultural & Ethnic

A

large and extended families and single parents families more common among minorities

home life can protect minority children from injustice and discrimination
- the family can filter out racist messages and present alternative frames and references

41
Q

Variations in Families: Low SES

A
  • more concerned that their children conform to society’s expectations
  • parents have authority
  • use more physical punishment
  • more directive & less conversations with children
42
Q

Variations in Families: High SES

A
  • more concerned with developing children’s initiative
  • children are more equal participants
  • less likely to use physical punishment

psy 201 (3 decks)

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