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PSY-202 > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

How is self-recognition studied?

A

Object permanence and self recognition. Starts to show around 15 months. Put marker dot on child’s face. If they don’t have SR- they will touch the mirror to get the spot off of “other child”. If they have SR- they will try to remove the spot from their face.

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2
Q

Evolving Self-Concept

A

How well you know yourself-attitudes, behaviors. How you view yourself as an individual. They are objective when younger, and subjective as they get older in the way they define themselves.

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3
Q

What must develop before they can achieve Self-Concept?

A

Self awareness

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4
Q

SC- Preschoolers

A

possession, physical characteristics, preferences, competences. (Objective)

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5
Q

SC- School-Age

A

emotions, social groups, comparisons with peers. (kind of subjective)

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6
Q

SC- Adolescents

A

attitudes, personality traits, beliefs vary with setting, future orientated. (subjective)

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7
Q

Adolescent Egocentrism

A

kids think they have all the answers because they think abstractly. Simple solutions to complex issues (end poverty- just give them food/money)

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8
Q

Imaginary Audience

A

feel like everyone’s watching and judging you. The world revolves around you. (a zit)

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9
Q

Personal Fable

A

“you don’t know how I feel!” No one knows how I feel (a break-up)

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10
Q

Illusion of Invulnerability

A

they think they’re invincible, “bad things happen to other people, but not to me”

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11
Q

Stages of Identity

A
  • Diffusion- low commitment, low crisis
  • Foreclosure- high commitment, low crisis
  • Moratoriums- low commitment, high crisis
  • Achievement- high commitment, high crisis
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12
Q

Ethnic Identity (Phinney) 3 stages

A
  • haven’t looked into identity at all (diffusion)
  • somebody treats you different/maybe teases you. Looks into ethnicity or reads something or sees something and wants to learn more (moratorium)
  • achieve ethnic background (achievement)
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13
Q

Dea was born in Seoul, Korea, but was adopted by a Dutch couple in Michigan when she was 3 months old. Which stage is Dea in?

A

moratorium

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14
Q

How do we measure self-esteem?

A 
A scale of 1-10.
Rate self on:
-I'm very good at schoolwork.
-I find it very easy to make friends
-I do very well at all kinds of sports
-I'm happy with the way I look

How high your self-esteem is, is not influenced by the way you rate yourself. So what if I’m not good at sports, I don’t like them.

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15
Q

What age is self-esteem highest?

A

Preschool

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16
Q

Who has higher self-esteem?

A

AA and Hispanic kids have lower self-esteem in grade school. In high school, it’s higher because they are starting to discover their ethnicity.

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17
Q

Can bullies have high self-esteem?

A

Yes, most do. They think they “deserve” to bully others.

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18
Q

Moral Realism

A

Children between 5-7 years. Rules are rules. Adults make the rules, we obey. Period. If you break the rules, it’s going to happen (immanent justice)

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19
Q

Immanent Justice

A

going to do it right away, otherwise punished if you don’t.

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20
Q

Moral Relativism

A

Children around 8 years. Rules can sometimes be broken if it’s in the best interest of those involved. Depend on situation. Intentions should be weighed (if they are meant to do it or not)

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21
Q

Kohlberg’s Theory

A

Preconventional, Conventional, and Postconventional.

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22
Q

Preconventional

A

4/5 years- early adolescence.
Act how you think you’re supposed to act. Don’t have the level of cognitive understanding of the needs for rules. Punishment and reward.
Stage 1: Obedience to Authority. Not wanting to be punished. (want to be rewarded, not punished. Or breaks rules because they think they can get away with it and not get punished)

Stage 2: Nice behavior in exchange for future behavior. (what’s in it for me?)
Adults understand the rules, but doesn’t care about the rules.

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23
Q

Conventional

A

Adolescent- adult.
I do understand, so I conform. Social norms.
Stage 3: Live up to others’ expectations (parents, teachers, peers) not wanting to disappoint them.
Stage 4: Follow rules to maintain order. (Drive well. Obey speed limits and signs.)

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24
Q

Postconventional (Principled)

A

Few get here.
I base my reasoning and decisions on moral codes.
Stage 5: Adhere to social contract when it is valid. Will not follow rule if they believe it is morally wrong (MLK jr and Rosa Parks)
Stage 6: Personal morality based on abstract principles. “I make all my decisions based not on the law, but on principles like justice, equality, fairness, and what’s best for the world.” They don’t necessarily care about the law, but will base it on those principles. (Batman)

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25
Q

social conventions

A

arbitrary standards of behavior agreed to by a cultural group to facilitate interactions within the group

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26
Q

personal domain

A

choices concerning one’s body (what to eat/wear) and choices of friends or activities. Decisions I make that no one else should dictate. Cultural differences.

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27
Q

Prosocial behavior

A

actions that benefit others (baby-sitting for money, giving to charity- write off on taxes, clean your room to get allowance)

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28
Q

Altruism

A

actions that benefit others, but may not benefit you. There no true selfless act (Pheobe on Friends- bees) Starts at 18 months.

29
Q

Empathy

A

somehow experience what the person is feeling “I empathize with you”

  • Global empathy: 1st year (see a child cry, they may cry to empathize with them)
  • Egocentric empathy: 12-18 months (I respond in a way that would make me feel good-When I get hurt my mom kisses the boo-boo, I would do that to someone)
30
Q

Moral Reasoning

A

prosocial behavior in young kids is usually determined by the chance of reward or punishment. As they get older they make more moral decisions on principles rather than rewards or punishments. (become more prosocial)

31
Q

Social Influences

A

Children help when:

  • they feel responsible for the person in need
  • they feel competent to help
  • they are in a good mood
  • the cost of helping (altruism) is modest

Adults can help:
by modeling, reasoning, discipline, giving them opportunity, and encouraging them.

32
Q

Change and stability in aggression

A

relatively stable

33
Q

Hostile aggression

A

unprovoked. physical, intent is to hurt people (more in boys)

34
Q

Instrumental aggression

A

using aggression to get what I want. Get off the swing, I want the swing. No. Hits girl to get her off the swing so he can swing.

35
Q

Reactive aggression

A

response. someone pushes me, I push back.

36
Q

Relational aggression

A

try to isolate the child. Cliques, gossip, clubs (more in girl)

37
Q

Who’s more aggressive? Boys or Girls?

A

Girls are more aggressive overall

38
Q

Is aggression more biological or environmental?

A

Both/either

39
Q

gender stereotypes (men)

A

Instrumental: they act on the world- strong, independent, athletic, hard working, tall, confident, provider, burly.

40
Q

gender stereotypes (women)

A

Expressive: caring, maternal, emotional, nagging, sexual, push-over, protective, talkative, needy, homemaker, nurturing.

41
Q

gender vs sex

A

what society defines as masculine and feminine ve biological/pyshical

42
Q

what age do children begin to prefer gender-stereotypical toys?

A

12-18 months

43
Q

are there gender differences or ethnic differences in views of stereotypes?

A

girls are more flexible with stereotypes-does not accept them easily. African Americans are typically more flexible than Europeans.

44
Q

Verbal ability (G/B)

A

girls excel at reading, spelling, and writing, and are less likely to have language-related difficulties.

45
Q

Spatial Ability (G/B)

A

boys surpass girls at mental rotation and determining relations between objects in space.

46
Q

Math Ability (G/B)

A

girls often get better grades and are better at computational skills, but boys excel in problem solving math.

47
Q

Gender difference in IQs, memory, or problem solving?

A

no difference

48
Q

Aggression (G/B)

A

girls are more aggressive in relational (words and the internet), boys are more physical

49
Q

Emotional sensitivity (G/B)

A

girls can pick up on emotions easier than boys because their temporal lobes (that detect facial recognition) develop more

50
Q

Depression (G/B)

A

Girls tend to be more depressed, but both tend to look at situations differently. Boys attribute failures to outside sources and girls are the opposite.

51
Q

How do parents, teachers, peers, and the media influence gender identity?

A
  • parents: they will treats sons and daughters similarly except with gender.
  • teachers: line up students, boy, girl,boy, girl. Boys vs girls.
  • peers: if a boy is playing with a doll, thier friend may think it’s very girly.
  • media: stereotypical. Extreme when it comes to girl and boy toy commercials.
52
Q

Cognitive theories of gender identity (3 Stages)

A
  • Gender Labeling: can identify for themselves as well as others (boy/girl- ages 2-3)
  • Stability- boy will become a man, girl will become a woman (preschool years)
  • Consistency- knows they will still remain a boy if they play with girls toys or dress like a girl (ages 4-7)
53
Q

How does hereditary, evolution, and hormones influence gender identity (Biological)

A
  • Heredity: twins- if one prefers certain toys, clothing, or activities; thier twin tends to be very similar.
  • Evolution: some of the instrumental traits of males were necessary for survival. Same with women’s. (Cavemen)
  • Hormones: if a baby or adolescent has more testosterone or estrogen than they normally do, it could affect their view on gender.
54
Q

Androgyny

A

people who have both positive instrumental and positive expressive traits. Research indicates they are growing in numbers. Benefits girls more than boys.

55
Q

4 different styles of parenting

A
  • Authoritarian: (Nazi) high control/ low involvement. (Can negotiate. Parents and kids work together. Help kids understand what they did was wrong. Good communication)
  • Authoritative: high control/ high involvement (Tiger mom/drill Sergent. My way or the highway. No negotiating)
  • Permissive: low control/ high involvement (Little punishment. Not very involved. Trying to keep kids happy so they don’t lay down a lot of rules. Parents wants to appear more friend like than parent. Don’t like to deal with conflict.)
  • Uninvolved: low control/low involvement (Parents let their kid do whatever. Provide only basic needs.)
56
Q

Which parenting style is best?

A

Authoritative. They become more independent(negotiating), have higher academic success (encouraged to do well and are supported), and are more caring/loving(high involvement).

57
Q

Parental Behavior

A
  • Direct instruction: teach/tell children what to do.
  • Observing: modeling. (conterimitation/vicarious learning) mainly learn by watching older siblings or parents.
  • Feedback: consequences and reinforcement.
58
Q

Positive reinforcement vs. Negative reinforcement vs. Punishment

A
  • Positive: adding to increase a behavior (candy, praise, allowance)
  • Negative: something is taken away to increase a behavior (want child to do something. Doing the dishes: they can do it to avoid punishment or to stop something that’s happening: nagging)
  • Punishment: used to stop a behavior
59
Q

Punish works best when: (4 things)

A
  • administered directly after undesired behavior.
  • undesired behavior always leads to punishment rather than occasionally.
  • the punishment is accompanied by an explanation of what the child did wrong and what they should have don and how punishment can be avoided in the future.
  • the child has a warm, loving relationship with the person administering the punishment.
60
Q

What is one of the best forms of punishment?

A

time outs (they should be 1 minute for how old they are)

61
Q

How parental conflict affects children

A
  • perception of family stability
  • negative parent-child relationships
  • poor-quality parenting
  • lack of teamwork
  • competition for child’s attention
  • gatekeeping: not sharing the responsibilities with other parent
62
Q

Negative impact off children of divorce

A
  • child may think it’s their fault
  • parent may pit children against other parent
  • child may have to take on more responsibilities
  • money gets tight
  • kids may rebel
  • loss of a role model
63
Q

Blended Families

A

not the traditional biological mother, biological father.

64
Q

Which blended family typically has the most struggle?

A

Biological father and step-mother. Children form a special bond with their mother that is irreplaceable.

65
Q

Roles of Grandparents

A
  • influential: very involved, parental roles-disciplinary (may live close by or in house)
  • supportive: very involved but not taking on parental roles
  • authority-oriented: provide discipline, but otherwise not involved
  • passive: not very involved, but keep in touch with family (may live far away)
  • detached- no involvement (may live far away)
66
Q

Differences in parenting styles for firstborns vs later born children

A

Firstborn- more strict and cautious.
Later- less strict, more relaxed.
More protective of girls

67
Q

Differences in characteristics of firstborn and later children

A

Firstborn- more willing to conform and take on more responsibilities, higher IQ.
Later- dummied down; not as much one on one time with parents, more independent, more social. Have to find their own niche.

68
Q

When do adoption problems occur?

A

When the child is adopted at an older age or their pre-adoption care was poor.

69
Q

Siblings get along best when….

A
  • they’re the same sex
  • neither is dramatic
  • close in age
  • parents don’t show favoritism
  • parents have a good relationship with them.

PSY-202 (3 decks)

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