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PSY 336 Developmental Psychology > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

Executive Competence

A

the child’s feeling he or she is an autonomous force in the world, able to influence the outcome of event

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2
Q

Social referencing

A

use of cues from another person to interpret situations and guide behavior

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3
Q

Self-concept development

A

By age 2, toddlers recognize themselves as individuals—state their own name, identify self in mirror, and distinguish and label other children in pictures as children of their own age, also recognize abilities (I’m fast, I’m good at puzzles)

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4
Q

Concepts of Gender

A

30 months, children start to gender label (boys and girls) and use pronouns that match gender groups
Not to age 3-4 that children understand gender stability (stays the same over time)
By 5-6 understand gender consistency (gender does not change even with changes in appearances or activities like a girl playing with a truck)

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5
Q

Gender Stereotypes

A

By age 2.5, young children have learned beliefs that people share about the typical characteristics of males and females
– Think that boys are taller, stronger and hit more
– Girls have longer hair and cry more
– stereotypes influences what they remember

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6
Q

Empathy

A

emotional state that matches another person’s emotional state (feeling bad b/c someone else feels bad, crying because someone is crying)

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7
Q

Sympathy

A

Feeling sorry or concerned for other people b/c of their emotional states or conditions (feeling bad for the person because they are crying)

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8
Q

Prosocial behavior development (Before 12 months)

A

When a peer/sib cries they cry. (emotion contagion)

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9
Q

Prosocial behavior development (12-18 months)

A

active but simple caregiving and comforting

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10
Q

Prosocial behavior development (18-24 months)

A

More complex comforting & empathic behavior

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11
Q

Emotion Contagion

A

When a peer/sibling cries they cry

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12
Q

Young Children Prosocial Behavior

A

Focus on people’s needs (I gave him crackers because he’s hungry)

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13
Q

Older preschoolers Prosocial Behavior

A

Focus on relationships (I gave her the block because she’s my friend). May focus on expectations/contingency (I shared because I want him to give me some blocks)

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14
Q

Scaffolding

A

parents/ adults support the child in new tasks by offering developmentally appropriate guidance, hints, and advice

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15
Q

Guided self-regulation

A

the ability of toddlers to regulate their own behavior with guidance from caregivers

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16
Q

Separation-individuation process

A

Mahler’s term for child’s psychological separation from the caregiver and growing awareness of being an individual
– Based on the basic trust the child has developed. When trust is present, the child can attain autonomy and yet still feel secure
– when autonomy is forced on a child too early or when bids for independence are confronted with resistance, self- reliance is compromised and can lead to problems

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17
Q

Discipline

A

Any attempt by parents to alter the child’s behavior or attitudes (help the child to develop self control and act in a socially appropriate and acceptable manner)

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18
Q

Compliance

A

obey and act appropriately b/c they know they are being watched or will be rewarded or punished for their action

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19
Q

Internalization

A

Obedience is based on internal controls and standards that they have incorporated into their own expectations of themselves

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20
Q

Power assertion

A

Using physical force or threats of force to control children’s behavior.

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21
Q

Love withdrawal

A

Gain obedience by ignoring or isolating the child, withholding affection or expressing a lack of love for the child

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22
Q

Inductive reasoning

A

parents use reasoning and verbal communication to change child’s behavior (“ you need to stay close to me so you don’t get lost)
– Parents who use IR, tend to have children who are more prosocial, popular and have internalized acceptable behavior.

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23
Q

Instrumental dependency

A

A child’s normal need for adult help in solving complex problems or performing difficult tasks

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24
Q

Emotional dependency

A

A child’s abnormal need for continual reassurance and attention from adults

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25
Q

Friendship

A

•Reciprocal or Mutual (vs. Unilateral): if it is a friendship we both have to acknowledge it
•Voluntary: decide to be your friend
•Based on positive feelings: it shouldn’t be based on conflict but we still have conflict in our peer relationships (it’s important to teach us how to do deal with it)
•Shared experiences
•Friends are friends because they like each other & want to spend time together.
–There is an emotional connection not simply shared interests.
Rubin, 2002

•Friendship formation requires 6 elements:
–Common ground activity
–Clear communication
–Exchange of information
–Resolution of conflicts
–Self disclosure of feelings
–Reciprocity
Gottman, 1983
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26
Q

Mutual Antipathy

A

Equal dislike between yourself and another

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27
Q

Relationship Provisions

A

ex: companionship, support, security, & closeness

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28
Q

Social Competence

A

Good peer relations.
•Know how to make successful overtures (you wanna play? can I play? joining in)
•Learning expectations at various stages of friendships
•Determining who would(not) be a good friend
•Keeping things going in a pleasing way to both parties
•Ensure both contribute but do not monitor too closely
•Fight off challenges from those who try to “steal” friends (exclusivity: maintaining friendship)
•Avoid a reputation for disloyalty
•Avoid being without friends/overcome being dumped.
Goodnow & Burns, 1985

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29
Q

Friendship Quality

A

•Friendships differ on:
–Content (e.g., do they engage in prosocial behavior)
–Closeness (e.g., do they spend much time together & interact in different contexts)
–Symmetry (e.g., social power is equal or not)
–Affective Substrates (e.g., supportive and secure or conflictual and insecure)
Hartup, 1996
•Good quality friendships are negatively correlated with children’s endorsement of revenge, avoidance, & blaming as social goals & strategies during peer interactions (Rose & Asher, 1999)

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30
Q

Peer acceptance

A

Being liked by a peer group

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31
Q

Sociometrics

A

procedure for assessing the degree to which children are liked or accepted by their peers (ex: peer ratings, peer nominations)

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32
Q

Social preference/acceptance

A

degree to which a child is liked in peer group. •preference = positive nom.’s -negative nom.’s

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33
Q

Social impact

A

Social impact: degree to which a child stands out in the group
•impact = positive nom.’s + negative nom.’

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34
Q

Sociometric status

A

Popular, rejected, neglected, average, controversial

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35
Q

Peer rejection

A

nominated as not liked by peers

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36
Q

Metacognition

A

the capacity to think about thinking

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37
Q

Conservation

A

Between 6-7 years, children begin to solve conservation problems: Mentally represent action, Focus on more than one dimension, Recognize that appearances can be deceiving.
By age 10, most children understand conservation of physical quantities such as: number, length, area, mass, displaced liquid volume

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38
Q

Metamemory

A

knowledge about memory and memory processes

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39
Q

Mnemonic

A

Once children realize mnemonic strategies improve recall, they are more likely to use them.

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40
Q

Didactic Learning

A

Situation in which a knowledgeable teacher who has already mastered a problem teaches a particular solution to a learner

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41
Q

Cooperative learning

A

A situation in which learners at about the same knowledge and skill interact, share ideas, and discover solutions on their own

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42
Q

IQ

A

Intelligence Quotient: A method of quantifying my performance on an intelligence test.
•First intelligence test by Binet, then revised as the Stanford-Binet.
•Wechsler scales now more widely used.
I.Q.=Mental Age/Chronological Age X 100
•Stability of IQ increases with age, probably reflecting relatively stable influences of both genes and environment.
•By elementary school years, intelligence tests seem to measure relatively stable aspects of cognitive functioning
•As children grow older, IQ tests become increasingly good predictors of adult IQ

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43
Q

Gardner’s Theory of Multiple Intelligences

A
  1. linguistic
  2. musical
  3. logical-mathematical
  4. spatial
  5. bodily-kinesthetic
  6. intrapersonal
  7. interpersonal
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44
Q

Sternberg’s Triarchic Theory of Intelligence

A
  • Analytical Intelligence (stand IQ, academic performance)
  • Creative Intelligence (aesthetic, artistic, performance)
  • Practical Intelligence (street smarts, common sense)
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45
Q

Intelligence

A

Academic intelligence: Intellectual capacity as measured by performance on tasks typically encountered in school or on standard IQ tests.

Practical intelligence: Intellectual capacity as reflected in successful performance in natural, everyday, non-school settings.

Emotional intelligence: set of abilities that contribute to competence in social and emotional domains
•Motivation & persistence in face of frustration
•Impulse Control & Delay of Gratification
•Understanding of one’s own & other’s feelings
•Emotion regulation
•Empathy
•EI (more than IQ) predicts how well people do in life (especially socially)

46
Q

Academic intelligence

A

Intellectual capacity as measured by performance on tasks typically encountered in school or on standard IQ tests.

47
Q

Practical intelligence

A

Intellectual capacity as reflected in successful performance in natural, everyday, non-school settings.

48
Q

Emotional intelligence

A

set of abilities that contribute to competence in social and emotional domains
•Motivation & persistence in face of frustration
•Impulse Control & Delay of Gratification
•Understanding of one’s own & other’s feelings
•Emotion regulation
•Empathy
•EI (more than IQ) predicts how well people do in life (especially socially)

49
Q

Reaction range

A

refers to the range of possible outcomes from a set of genes, depending on the environment.
•Some evidence for genetic influences comes from adoption studies.
•IQ reaction range seems to be about 20-25 points.

50
Q

Mild Mental Retardation

A

(85%) IQ=50-70
•Academic skills up to 6th grade
•May become self sufficient

51
Q

Moderate Mental Retardation

A

(10%) IQ=35-55
•Acquire skills up to the 2nd grade
•May be able to work under supervision

52
Q

Severe Mental Retardation

A

(3-4%) IQ = 20-40

•Have limited academic skills.

53
Q

Profound Mental Retardation

A

(1-2%)IQ = Below 20 or 25

•Require constant aid for optimal development

54
Q

Gifted Programs

A
  • Acceleration Programs: Educational programs that encourage children to move rapidly through the usual coursework, compressing the time usually spent in each course.
  • Enrichment Programs: Educational programs that encourage problem solving and creative activities through independent study or individualized instruction and mentoring.
55
Q

Acceleration programs

A

Educational programs that encourage children to move rapidly through the usual coursework, compressing the time usually spent in each course.

56
Q

Enrichment Programs

A

Educational programs that encourage problem solving and creative activities through independent study or individualized instruction and mentoring.

57
Q

Self

A

A concept of the self that is made up of psychological characteristics, such as mental abilities and customary ways of feeling.

58
Q

Metatheory of the self

A

Children understanding of the nature of selves in general.

59
Q

Social self

A

An awareness that the self is intimately tied to other people

60
Q

Social comparison

A

The tendency to use others as a source of information in evaluating the self.

61
Q

Emotion focused coping

A

(more with older children)
-Efforts to manage or reduce the emotional distress that is aroused in a stressful situation
•E.g., Telling yourself that good things will come from the situation or thinking happy things
•With more advanced cognitive development, older children are able to have a better understanding of a stressful situation.

62
Q

Problem focused coping

A
  • Efforts to manage or modify the source of a stressful situation
  • With better motor, cognitive and social skills able to solve problems
  • E.g., Bike is broken, try to fix it (problem focused) others try to distract themselves (emotion focused)
63
Q

Peer group norms

A

informal rules governing the conduct of children within a peer group
•Strict adherence to peer group norms is common at this age (middle and late childhood)
•Peer group norms help maintain group harmony & cohesiveness.
•They are important for promoting moral development.

64
Q

Kohlberg’s theory of moral judgement

A
  • Moral development proceeds through a specific series of stages that are discontinuous & hierarchical
  • 3 levels of moral judgment
    • Pre-Conventional Moral Reasoning
    • Conventional Moral Reasoning
    • Post-Conventional Moral Reasoning
65
Q

Kohlberg’s theory of moral judgement

A
  • Moral development proceeds through a specific series of stages that are discontinuous & hierarchical
  • 3 levels of moral judgment
    • Pre-Conventional Moral Reasoning
    • Conventional Moral Reasoning
    • Post-Conventional Moral Reasoning
66
Q

Physical Aggression

A

the use or threat of physical force to hurt, harm, or injure another person
teacher-reported physical victimization was uniquely associated with increases in observed physical aggression overtime (Ostrov et al., 2010)

67
Q

Relational Aggression

A

relationship serves as the means of harm (e.g.,threatening friendship withdrawal or direct social exclusion)
teacher-reported relational victimization was uniquely associated with statistically significant increases in observed relational aggression overtime (Ostrov et al., 2010)

68
Q

Relational Aggression

A

relationship serves as the means of harm (e.g.,threatening friendship withdrawal or direct social exclusion)
teacher-reported relational victimization was uniquely associated with statistically significant increases in observed relational aggression overtime (Ostrov et al., 2010)

69
Q

Preoperational

A

2-7 years old
uses symbolic representations and manipulate these representations (illustrated in how they play, what they remember, and their increasingly sophisticated use of language)
unable to apply operations (actions internalized as symbols that can be reversed and coordinated) ex: operation of identity: a broken cookie still has the same amount of matter, using symbols to represent whole cookie in mind and realize it is the same as before it was transformed

70
Q

Preoperational

A

2-7 years old
uses symbolic representations and manipulate these representations (illustrated in how they play, what they remember, and their increasingly sophisticated use of language)
unable to apply operations (actions internalized as symbols that can be reversed and coordinated) ex: operation of identity: a broken cookie still has the same amount of matter, using symbols to represent whole cookie in mind and realize it is the same as before it was transformed
By age 2 children can use pictures as information but not models
lack of dual representation: the ability to mentally represent both facets of a thing: the thing as a real object and the thing as it stands for something else

71
Q

symbolic representation

A

mental representations of objects and people that can be manipulated in the mind

72
Q

operations

A

actions internalized as symbols that can be reversed and coordinated

73
Q

dual representation

A

the ability to mentally represent something both as itself and standing for something else

74
Q

conservation tasks

A

tasks used to assess children’s use of operations, in which children must decide whether a transformed object is the same as or different from what it was before

75
Q

identity concept

A

the essential sameness of an object despite physical changes to it

76
Q

irreversibility

A

the inability to understand that an operation can be undone, returning something to its original form

77
Q

centration

A

the tendency to focus attention on the most obvious and striking characteristic of an object while ignoring others

78
Q

static thinking

A

the tendency to attend more to the outcome than to the changes that produced the outcome

79
Q

static thinking

A

the tendency to attend more to the outcome than to the changes that produced the outcome (being afraid of someone in a costume even though you saw them before because you focus on the costume not the person in it)

80
Q

static thinking

A

the tendency to attend more to the outcome than to the changes that produced the outcome (being afraid of someone in a costume even though you saw them before because you focus on the costume not the person in it)

81
Q

transductive reasoning

A

the inference that if two particular examples or events occur together, they must be causally related
ex: see mom take bag lunch and leave to work assume that the bag lunch caused mom to leave

82
Q

class inclusion

A

part-whole relations of categories
ex: shown ten brown dogs and five white dogs asked which is more? brown. asked if there are more brown dogs or dogs? brown.

83
Q

Overextension

A

Using words to refer to objects or things that are outside the bounds of the category named by the word is common in young children.
ex: calling every small fury animal a doggie

84
Q

egocentrism

A

the assumption, characteristic of most preschoolers, that their own perspective is shared by other people

85
Q

animism

A

attributing lifelike qualities to objects that are not alive
ex: 4 year old girl thinks river is alive because it moves

86
Q

animism

A

attributing lifelike qualities to objects that are not alive
ex: 4 year old girl thinks river is alive because it moves

87
Q

12-18 month Gestures

A

Toddlers begin producing symbolic gestures, representing some object or action. Frequency in gesture use declines because of burst in vocabulary (18 mo.)

88
Q

range of reaction

A

the range of possibilities of phenotypic variation displayed in response to different environments

89
Q

18 month Gestures

A

Frequency of gesture use declines because of burst in vocabulary (18 mo.)

90
Q

24 month Gestures

A

Frequency of gesture use levels off.

91
Q

Shrinking Room Study (DeLoache et al., 1997)

A

symbolic condition: hide toy, then have mini version of room, toy hidden in same place in replica, there is a symbol that this represents the room but it’s not the actual room, I have to hold the real image in my mind while I go look for toy in mini version
other condition: told there is a shrinking machine, “i shrunk the room”, able to find toy when room is “shrunk” because it’s the same room in their mind
if it’s a map of the room they have more difficulty because they have to hold two images in their mind. Limited information processing capacity makes it difficult to keep two representations active at the same time. Limited cognitive flexibility makes it difficult for the toddlers to mentally represent a single entity in 2 different ways

92
Q

Underextension

A

Children use words to refer to a smaller group than the word actually names.
ex: Shoe only refers to the shoe in the closet and not to the ones the child is wearing (or to ones that look slightly different…sneakers).

93
Q

9 month Gestures

A

Simple communicative gestures (such as pointing) normally emerge.

94
Q

9-12 month Gestures

A

Conventional social gestures(like waving bye-bye, nodding yes, shaking the head no) usually appear.

95
Q

12-18 month Gestures

A

Toddlers begin producing symbolic gestures, representing some object or action.

96
Q

2.5 years understanding of Iconic symbols

A

When shown a picture of where a toy is hidden, children find it 80% of the time.

97
Q

Symbolic representation

A

the use of ideas, images, or other symbols to stand for objects or events

98
Q

24 month Gestures

A

Frequency of gesture use levels off.

99
Q

Shrinking Room Study (DeLoache et al., 1997)

A

symbolic condition: hide toy, then have mini version of room, toy hidden in same place in replica, there is a symbol that this represents the room but it’s not the actual room, I have to hold the real image in my mind while I go look for toy in mini version
other condition: told there is a shrinking machine, “i shrunk the room”, able to find toy when room is “shrunk” because it’s the same room in their mind
if it’s a map of the room they have more difficulty because they have to hold two images in their mind

100
Q

iconic symbols

A

symbols that closely resemble the things they represent

101
Q

later sensorimotor Pretend Play

A

Double substitutions(using a block for a bottle and a pillow as a baby) will appear.

102
Q

Appearance vs. Reality

A

ex: put cat in a mask that makes him look like a dog
- ask what animal is this? with and without mask
- closer to 3 years old: have trouble with this because of appearance reality (i think it’s a dog)
- closer to 6 years old: know that’s a cat in a mask
ex: mom showed up at door dressed as a witch on halloween, kid freaks out, even when she takes off makeup still inconsolable because he thought there was a witch

103
Q

2 years understanding of Iconic symbols

A

When shown a picture of where a toy is hidden, they are rarely able to find it.

104
Q

Theory of mind

A

Understanding the mental world of others
ex: False Beliefs tasks:
“Once there was little boy who liked candy. One day he put a chocolate bar in a box on the table and went away for a while. While he was gone, his mother came. She took the candy out of the box and put it in the top drawer of the bureau where he kept his socks. The little boy came back. He was hungry and went to get his candy.”

–Where do you think the little boy will look?
–3 year olds often respond as if the boy never left the room and has the same information that they do.
–5 year olds are able to say that boy will look in the box on the table since he understands that the boy who left the room has a false belief about the location of the cand

105
Q

Symbolic representation

A

the use of ideas, images, or other symbols to stand for objects or events

106
Q

14-19 month Pretend Play

A

Pretend play with replica objects(dolls, toy horses, toy cars) increases.

107
Q

19-24 month Pretend Play

A

Use of substitute objects(using pillow to represent a baby, a block to represent a car) increases.

108
Q

24 month Pretend Play

A

Most children can use one substitute object in a pretend scenario (using block to feed a baby doll)

109
Q

later sensorimotor Pretend Play

A

Double substitutions(using a block for a bottle and a pillow as a baby) will appear.

110
Q

Appearance vs. Reality

A

ex: put cat in a mask that makes him look like a dog
- ask what animal is this? with and without mask
- closer to 3 years old: have trouble with this because of appearance reality (i think it’s a dog)
- closer to 6 years old: know that’s a cat in a mask
ex: mom showed up at door dressed as a witch on halloween, kid freaks out, even when she takes off makeup still inconsolable because he thought there was a witch

111
Q

Prior to age 3 Learning from TV

A

Live models are imitated more than TV

112
Q

Theory of mind

A

False Beliefs tasks:
“Once there was little boy who liked candy. One day he put a chocolate bar in a box on the table and went away for a while. While he was gone, his mother came. She took the candy out of the box and put it in the top drawer of the bureau where he kept his socks. The little boy came back. He was hungry and went to get his candy.”

–Where do you think the little boy will look?
–3 year olds often respond as if the boy never left the room and has the same information that they do.
–5 year olds are able to say that boy will look in the box on the table since he understands that the boy who left the room has a false belief about the location of the cand

PSY 336 Developmental Psychology (4 decks)

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