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Psych 171 > Exam #3 > Flashcards

Exam #3 Flashcards

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1
Q

Sex

A

Genetic/biological component

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2
Q

Gender

A

Behavioral, cultural, and psychological component

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3
Q

Gender identity

A

Perception of oneself as male or female (or transgender), closely tied to gender roles

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4
Q

Gender-typed behavior/gender roles

A

Behavior that matches what is socially or culturally typical for one’s gender

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5
Q

Gender stereotypes

A

Cultural beliefs about gender differences in behaviors or attributes

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6
Q

Evolutionary theory

A

Males and females need different strategies to enhance survival of the species, adaptive behaviors passed down through genes

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7
Q

Limitations of evolutionary theory

A

Hard to test, does not account for individual differences or recent rapid changes in gender roles, does not explain cultural differences in gender roles, limited role of environment

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8
Q

Social Cognitive Theory

A

Children engage in observational learning about gender from models, receive feedback from environment (rewards and punishments)

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9
Q

Gender Schema Theory

A

Once a child has a sense of their own gender identity, they develop schemas to organize and structure their experiences

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10
Q

Martin and Halverson (1983)

A

Drawings of children involved in gender “consistent” and “inconsistent” activities, children better at remembering consistent pictures

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11
Q

Social cognitive theory vs gender schema theory

A

Social-places more emphasis on emotion, motivation, and environment
Gender-places more emphasis on cognitive (child’s perspective)

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12
Q

Liben and Bigler (2002)

A

Explicit measure, 9-13 year olds, more than half of traits viewed as applying to only one gender

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13
Q

Bian, Leslie, & Cimpian (2017)

A

Smart game vs try-hard game
5,6,7 years: interested in really smart
6 years: less interested in really smart game

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14
Q

3 components of moral development

A
  1. Cognitive
  2. Behavioral
  3. Emotional
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15
Q

Piaget’s Cognitive Theory of Moral Judgment (3 stages)

A
  1. Premoral stage
  2. Moral Realism
  3. Moral Reciprocity
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16
Q

Premoral stage

A

Young children, show little concern for or awareness or rules

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17
Q

Moral Realism

A

5 years old, concern about rules that come from some form of authority, rules viewed as unchanging and shouldn’t be questioned

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18
Q

Moral Reciprocity

A

11 years old, social rules viewed as arbitrary agreements that can be questioned and changed

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19
Q

Limitations of Piaget’s theory

A

Findings do not generalize to other cultures, underestimates children’s abilities

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20
Q

Immanent justice

A

Deviation from rules=punishment

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21
Q

Kohlberg’s Cognitive Theory of Moral Judgment (3 levels)

A
  1. Preconventional
  2. Conventional
  3. Postconventional
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22
Q

Preconventional Level and stages

A

Justification for behavior is based on desire to avoid punishment (stage 1) and gain rewards (stage 2)

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23
Q

Conventional Level and stages

A

Based on motive to conform, either to get approval from others (stage 3) or to follow society’s rules and conventions (stage 4)

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24
Q

Postconventional Level and stages

A

Judgments are controlled by an internalized ethical code that is relatively independent of the approval or disapproval of others
Stage 5: based on society’s consensus about human rights
Stage 6: based on abstract principles of justice and equality

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25
Q

Limitations of Kohlberg’s theory

A

Data is based only on verbal responses to interviews, hypothetical dilemmas differ from real-life dilemmas

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26
Q

Turiel’s Social Domain Theory (2 domains)

A
  1. Social Conventional

2. Psychological

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27
Q

Social Conventional Domain

A
  • Social expectations that help facilitate smooth and efficient functioning of a social system (ex: normals, ways of greeting, etiquette, reciprocity)
  • Moral violations are consistently viewed as worse than social convention violations
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28
Q

Psychological Domain

A

An understanding of self and others as psychological systems

  • Personal issues: only affect self
  • Prudent issues: immediate physical consequences for self
  • Psychological issues: involve beliefs and knowledge of self and others
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29
Q

What age can children understand right vs wrong?

A

16 months

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30
Q

What age can children justify their actions?

A

3 years

31
Q

3 phases of moral behavior

A
  1. Control phase: children depend on adults
  2. Self-control phase: children comply with adults’ expectations even in absence
  3. Self-regulation phase: children use strategies and plans to direct their own behavior
32
Q

What age is guilt experienced?

A

Age 2, can recognize guilt in others at age 5

33
Q

Prosocial behavior

A

Conduct intended to help or benefit other people

34
Q

Altruistic behavior

A

Intrinsically motivated conduct intended to help others without expectation or acknowledgment or reward

35
Q

Prosocial reasoning levels (5)

A
  1. Hedonistic
  2. Needs-oriented
  3. Approval-seeking
  4. Empathic & Transitional
  5. Internalized
36
Q

Hedonistic

A

Concerned with self-oriented consequences

37
Q

Needs-oriented

A

Expresses concern for physical, material, and psychological needs of others even if they conflict with own needs

38
Q

Approval-seeking

A

Uses stereotyped images of good and bad and consideration of others’ approval and acceptance

39
Q

Empathic

A

Sympathetic responding, self-reflective role taking, concern with other’s humanness, and guilt or positive affect related to consequences of actoins

40
Q

Transitional

A

Justifications for helping or not involve internalized values, norms, or responsibilities

41
Q

Internalized

A

Justifications for helping or not are based on internalized values, norms, or responsibilities, the desire to maintain individual and societal contractual obligations, and the belief in the dignity, rights, and equality of all individuals

42
Q

Determinants of prosocial development (2)

A
  1. Biological

2. Environmental/Cultural: watching and imitating models

43
Q

Aggression

A

Behavior that is intended to and in fact does harm another person by inflicting pain or injury

44
Q

Proactive aggression

A

Behavior in which a person is hurt or injured by someone who is motivated by a desire to achieve a specific goal

45
Q

Reactive aggression

A

A form of hostile behavior in response to an attack, threat, or frustration, usually motivated by anger

46
Q

3 forms of aggression

A
  1. Physical
  2. Verbal
  3. Relational
47
Q

Expressions of Aggression (2)

A
  1. Direct- directly targets another person

2. Indirect-unidentified perpetrator that hurts another person by indirect means

48
Q

Over time:

  • Proactive
  • Reactive
  • Physical
  • Relational
  • Direct
  • Indirect
A 
Proactive=decreases
Reactive=increases
Physical=decreases
Relational=increases
Direct=decreases
Indirect=increases
49
Q

Low MAOA gene

A

High antisocial behavior

50
Q

High MAOA gene

A

Low antisocial behavior

51
Q

Bullying

A

Use of aggression against weaker individuals to gain status or power

52
Q

Victimization

A

Process of being threatened or harmed on a consistent basis by a more powerful peer

53
Q

Passive victims

A

Anxious or weak and respond non-aggressively to bullying

54
Q

Proactive victims

A

Engage in aggressive behavior when attacked; provoke and irritate other children

55
Q

Social policy

A

A set of planned actions to solve a social problem or attain a social goal

56
Q

Public policy

A

Government-based social policy

57
Q

Aims and purposes of a policy (4)

A
  1. Provide info
  2. Provide or call for funding
  3. Provide or call for services and programs, intervene
  4. Provide infrastructure
58
Q

Policy making process determined by 3 things

A
  1. Historical era (role of children)
  2. Funding available (federal vs state vs local)
  3. Research base
59
Q

Policy making process

A

Scholarly research –> controlled application –> accepted practice –> policy reports

60
Q

3 types of public policy

A
  1. Primary (all)
  2. Secondary (some)
  3. Tertiary (few)
61
Q

Primary policy

A

Reduce new cases of problem behavior

62
Q

Secondary policy

A

Reduce current cases of problem behavior

63
Q

Tertiary policy

A

Reduce complications, intensity, severity of current cases

64
Q

Policy: Head start

A

Federally funded preschool program, benefits in academic and behavioral outcomes for children, reaches less than half of eligible children

65
Q

Carolina Abecedarian Project

A

Full time high quality educational setting for children from infancy through 5 years + parent education

66
Q

Policy: TANF

A

Cash assistance to families for basic needs, increases in parent employment rates and psychological wellbeing, but no decreases in poverty

67
Q

3 types of child care

A
  1. Care in own home
  2. Family child care home
  3. Center-based care
68
Q

Characteristics of quality child care (8)

A
  1. Adequate physical space
  2. Plenty of materials
  3. Good caregiver-to-child ratio (1 adult per 3-4 infants)
  4. Balance structure and free time
  5. Educated caregivers
  6. Low staff turnover
  7. Accreditation
  8. Cultural sensitivity and educational philosophy
69
Q

Florida child care quality improvement study

A

Mandated smaller child-to-caregiver ratios, higher caregiver education requirements

70
Q

Child abuse

A

Physical injury or maltreatment by a responsible person so child’s health or welfare is harmed or threatened

71
Q

Child neglect

A

Failure of a parent or other caregiver to provide for a child’s basic needs

72
Q

Most common factors that lead to child abuse

A
  • Distressed and unsatisfying couple relationship

- History abuse in the family

73
Q

Nurse-Family partnership

A

Focus on mothers in poverty, nurses focus on health, parenting, link to services, successful at reducing cases of abuse and neglect

74
Q

SafeCare

A

Parent training curriculum for parents at risk or have been reported for child maltreatment with child from birth to age 5

Psych 171 (3 decks)

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