Exam 3 Flashcards
Researchers studying the links between temperament and gender have generally concluded:
girls have greater ability to regulate attention and impulses - better effortful control
Boys have greater incidence of internalizing problems
Few gender differences in negative affectivity
e.g., anger, frustration, emotional intensity, fear
Small gender differences in Surgency (reactivity, particularly related to positive affect):
Boys are slightly more active, less shy, and derive more pleasure from high-intensity stimuli than girls
According to Erikson, which of the following are general markers of identity development:
Clear sense of self.
Identification of and commitment to a set of goals, values and beliefs.
Activities directed toward the implementation of these commitments.
Consideration of identity alternatives.
A sense of personal uniqueness.
Confidence in one’s personal future.
According to James Marcia, identity moratorium is used to describe youth who have extensively explored a range of identities but have not yet committed to one while identity foreclosure describes:
adolescents who commit to an identity with little or no exploration (i.e., prematurely).
Although a traditional socialization approach to gender suggests that gender differentiation is a product of socialization (primarily by parents), Maccoby argues:
Sex differences in personality traits are not evident.
Gender differentiation must be examined within a developmental context as a product of those around us.
Gendered aspects of an individual’s behavior is brought into play by the gender of others
Periods of divergence and periods of convergence with gender norms.
Traditionally, masculinity has been described by all of the following EXCEPT:
Having qualities, characteristics, or appearances traditionally associated with men
e.g., strong, aggressive, assertive, handsome
traditionally trained in fields that required physical strength (direct); encouraged to be independent, adventurous, willing to take initiative and risk (indirect).
According to Kohlberg’s cognitive developmental theory of gender, which of the following statements is TRUE?
Age 3: understand themselves as being either male/female
Age 4-5: identify things as appropriate for males/females
Age 6-10: perceptions of gender become less rigid
Age 12-16: perceptions of gender become more rigid - gender intensification
As adolescents become more capable of reflecting on these issues, they become more concerned with compliance to gender norms for themselves and others
Maccoby (1998) argues that gender differences between boys and girls are most clearly evident when children:
play
for boys
- appear to be establishing a dominance hierarchy
- beginning to show concerns about appearing weak
- developing a stronger desire/preference for competition rather than the more typical turn-taking seen among girls
for girls
- see a shift towards relational aggression to establish their hierarchy
- socially alienating other children
- withdrawing friendship
- intentionally excluding others
for both sexes
- divergence in interests and play themes
Which of the following statements about Erikson’s perception of identity development is not true:
described psychosocial development as a series of normative and hierarchically structured periods (8 periods)
marked by transactions between one’s innate tendencies, the representation of self, and one’s experiences in the social context.
each stage known as crisis
Widely considered one of the central tasks of adolescence, identity development centers on the growth of a strong and stable sense of self and is the principal tool used to understand personality development from adolescence to adulthood
Role confusion during adolescence is best described by which of the following statements:
Described as a period of exploration during which an individual’s sense of self becomes less clear, typically due to changes in one’s role in society
According to theories of identity development, the self can take multiple different forms, including:
actual self
possible self (ideal and feared) vs. probable self (bandura)
False self
All of the following are considered indicators of identity development EXCEPT:
Increased concerns about how one appears in the eyes of others.
Experimentation with roles, activities, and behaviors.
Extensive questioning of the behaviors and traits that once appeared continuous or stable as the body develops and puberty is attained.
Strong emphasis on ego identity - or sense of self as constructed through experience with the greater social context.
Which of the following does NOT reflect the cognitive developmental perspective on the development of prejudice:
Cognitive Developmental Approach
Early in life (< 7-8 years), cognitive limitations lead young children to show biases or “in-group” preferences
These biases become less likely as children develop the cognitive flexibility (~middle childhood) to use multiple categories to “define” an individual (e.g., girl and brave)
According to Killen and Rutland (2011), the extent of adolescent intergroup bias:
The results showed that children attributed more negative intentions to a Black child than to a White child in potential ambiguous peer encounters.
They also rated a Black child’s next action and friendship potential more negatively than that of a White child.
The contact hypothesis, as articulated by Allport, asserts that inter-group prejudice may be reduced by interpersonal contact, especially when members of the majority and minority:
Work towards a common goal/Overcome adversity together
The effect is greatly enhanced if this contact is sanctioned by institutional supports and provided it is of a sort that leads to the perception of common interests and common humanity between members of the two groups
Contact helps reduce anxiety and fear and increase empathy toward the outgroup
All of the following were true of Sherif (1956), EXCEPT:
All true:
Social contact doesnt necessarily create harmony.
It is possible that social contact, when not guided by a common goal, can increase inter-group conflict.
Boys put aside their difference when working toward common goal.
Conflict increased when there was competition.
Develop hierarchical structure.
Create group culture.
