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PSYC 207 > Exam 3 - Chapter 9 > Flashcards

Exam 3 - Chapter 9 Flashcards

1
Q

peers; people naturally separate into these groups

A

people of about the same age or maturity level; for many, the perception of peers is most important

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2
Q

What factors contribute to interactions with peers?

A

characteristics, environment, context; parent management and presence (Are your parents around? Who are they allowing you to spend extra time with?)

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3
Q

How does social media influence relationships? (5 ways)

A
  1. frequency/immediacy of experiences
  2. magnifies experiences and demands
  3. qualitative changes in interactions
  4. creates new opportunities for compensatory behaviors
  5. creating completely novel behaviors
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4
Q

COVID-19 negatively impacted peer relations by

A

restricting social interactions; more pronounced in girls than boys

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5
Q

Peer relationships differ by individual because of

A

differences in personality (shyness predicts lower emotional stability because of unpleasant interactions), openness to peer influence, and group status compared to other groups

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6
Q

Are peers necessary?

A

good peer relationships might be needed for healthy social development

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7
Q

social isolation is linked to

A

delinquency, problem drinking, depression, and academic difficulties

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8
Q

How are peer relations positive? Negative?

A

explore fairness and justice, learn sensitivity; OR linked to drug use, delinquency, depression, sexual activity, and self-injury (college students 10x more likely to drink heavily with risky social networks)

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9
Q

How do parents impact peer relations?

A

their own friends, neighborhood friends, church, school, attachment (can help or harm), etc.

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10
Q

Peer Pressure

A

a form of (antisocial) conformity that peaks in 8th-9th grade; usually when the kid isn’t certain about the situation or when with people with perceived higher status

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11
Q

peer statuses

A

sociometric status, popular (strong motivator), average, neglected, rejected, and controversial

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12
Q

sociometric status

A

most liked/dislike kids

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13
Q

popular status

A

lots of nominations for best; rarely disliked

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14
Q

average status

A

average +/- nominations

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15
Q

neglected status

A

not disliked, but not very many “best friend” nominations

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16
Q

rejected status

A

actively disliked and few best friend nominations

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17
Q

controversial status

A

several best friend, nominations and several dislikes; sometimes it means they’re liked because they have lots of resources or fun things

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18
Q

What makes a popular kid popular?

A

give reinforcements (ex. compliments), listens carefully to you, has open lines of communication, happy, controls negative emotions, cares about others - enthusiasm and concern; self confident, but not conceited

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19
Q

What is true about boys who are rejected and aggressive?

A

social relationships are hard; high impulsivity makes sustained attention harder; emotionally reactive; weaker social skills (being a good friend is hard for them)

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20
Q

social cognition and emotion

A

thoughts about social matters; you have more social knowledge in adolescence; there is evidence linking social intelligence to popularity

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21
Q

5 Steps in processing social information (Dodge)

A
  1. decode social cues
  2. interpret them
  3. look at options of response
  4. choose best response
  5. actually respond
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22
Q

emotion regulation is positive and linked to popular status, rejected kids are

A

moody and emotional - not as good at emotion regulation

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23
Q

Kids with negative peer status are not good at ____________

A

adaptive planning

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24
Q

conglomerate strategies (or coaching)

A

a combination of techniques to improve social skills; involves modeling, discussion about social skills, and reinforcement for appropriate social skills; sometimes these are effective, but less so for kids who are already rejected (the damage is done)

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25
Q

friendship

A

mutual companionship with support and intimacy; kids prefer smaller, closer-knit groups by adolescence; 6th graders without friends were less prosocial and had lower grades

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26
Q

Sullivan theory of friendship

A

psychological well-being focuses on the extent to which your social needs are being met - your friends primarily fill those needs; intimacy with friends needs to get stronger in adolescence (you need close friends)

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27
Q

Hartup on friendship

A

friends are cognitive and social resources; positive friends = better academics, less drug abuse, more physical activity; no friends = depression, no besties, few interactions, rejection

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28
Q

friendship in emerging adulthood

A

several similarities to adolescence; one difference - close relationships are more integrated and similar; in college, satisfaction and commitment decrease

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29
Q

intimacy in friendship

A

self-disclosure, or sharing of private thoughts; similarity in age, sex, and ethnicity is also important (homophily - associating with similar others)

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30
Q

homophily

A

associating with similar others

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31
Q

Same- sex friendships

A

More common in early adolescence; more common for girls, but linked to earlier sexual intercourse, alcohol use, and delinquency

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32
Q

Loneliness (different from wanting solitude)

A

Experienced by everyone; linked to life transitions

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33
Q

How do groups change?

A

Adolescents are more formal and have many types of members; more mixed-sex

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34
Q

Cliques

A

Smaller; avg 5-6; usually same sex and similar ag; often linked to clubs or sports

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35
Q

Crowds

A

Larger and less personal groups; membership usually linked to reputation; usually fade out in later adolescence; shared activities

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36
Q

Participation in positive youth organizations is linked to

A

Adult participation in community, improved achievement, decreased delinquency

37
Q

Boys in culture

A

Prioritize friendship; more cooperative; effective at fun; copes well when friends violate expectations

38
Q

Girls in culture

A

More peer attachment; focus on expression of care; co-rumination

39
Q

Co-rumination

A

Linked to friendship quality and symptoms of depression and anxiety; cyclically bringing up sensitive topics, making it hard to move on from that topic

40
Q

What role do kids with middle SES status often end up with in formal organizations?

A

leadership roles

41
Q

Academic outcomes are better for

A

white/Asian American students - similar ethnic minorities; Latinx/black - better for cross ethnic friendships

42
Q

Adults restrict access to peers in some cutlures

A

cross-cultural data indicate peer groups are more important to US v. Japanese adolescents

43
Q

8 functions of dating

A

recreation, status, socialization, learning about intimacy, sexual experimentation, companionship, identity formation, mate selection

44
Q

Three stages of romantic relationships in adolescence

A

entry into romantic attractions (11-13)(puberty and crushes), exploring romantic relationships (14-16) (casual and group dating), and consolidating dyadic romantic bonds (17-29) (adult-relationships)

45
Q

early starter relationships

A

11-13; 15-20% in a relationship

46
Q

late bloomer relationships

A

17-19; no romantic relationship experience and 15% who have 4+ mos. relationship

47
Q

long-term relationships

A

supportive and turbulent; less negative in childhood

48
Q

10th graders with more romantic experience reported

A

more social acceptance, more substance use, delinquency, and sexual behavior

49
Q

emotion, adjustment, and romantic relationships help counteract

A

negative relationships with mom, more companionship in romantic relationships at 12 and 15 yrs

50
Q

youth relationship education

A

focus on strengthening relationships for adults; information and skills building

51
Q

romantic love

A

strong sexual and infatuation components; most adolescent love; typical during early stages of relationship

52
Q

affectionate love (companionate love)

A

when the kid wants to be around the subject of love and has a deep and caring affection for them; more characteristic of adult love

53
Q

How do peers and family contribute to love?

A

relationship quality relates to parent-relationship quality, attachment history (secure)

54
Q

gender motivations of dating

A

girls describe romance with interpersonal qualities, boys with physical attraction

55
Q

dating scripts

A

cognitive models to guide and evaluate dating interactions; first date - guy proactive, girl reactive

56
Q

values and religious beliefs dictate

A

dating age, freedom, chaperoning, and gender roles

57
Q

Latinx and Asian American families are usually more

A

conservative in dating

58
Q

Collectivist countries v individualistic in relationships

A

collectivist - intimacy diffused in love because of importance of the group; individualistic - stronger intimacy because of smaller social networks and less group focus

59
Q

Cross-cultural dating differences

A

marriage decreasing in Japan, romantic interest stronger in Argentina, adultery is more accepted in France, no casual dating in Qatar

60
Q

typical of US single adults

A

complicated, fast sex; slow to love

61
Q

The U.S. has higher rates of four things than other countries, regarding relationships.

A

marriages, remarriages, divorce, and short-term cohabitation

62
Q

problems of cohabitation (increased 29% 2007-18)

A

parental disapproval; issues with joint ownership; fewer legal rights, lower mental health; short-term (less than 3 yrs; less marital satisfaction, higher divorce

63
Q

Why are the rates of single adults in the US increasing?

A

people postpone marriage and cohabitate instead of marrying

64
Q

marriage is important to emerging adults and may promote behaviors linked to

A

stability and success; marriage between ethnic groups has increased

65
Q

benefits of a good marriage

A

live longer, better heart health

66
Q

divorce rates in the US are

A

declining; higher in some groups like younger, low SES, no religious affiliation, divorced parents, baby before marriage, etc.

67
Q

consequences of divorce

A

usually happens between years 5-10; anxiety, depression, suicide, all the bad things; women are more likely to initiate divorce (they adjust better, but financial impact is worse)

68
Q

hetero and homosexual relationships are

A

very similar; though, many deal with discrimination that they say strengthens their relationship

69
Q

What impact did covid have on adolescent peer relations?

A

it increased depressive and anxious symptoms

70
Q

Cheri has a secure attachment to her parents. What might this mean for her peer attachment?

A

she’ll be securely attached to peers

71
Q

What’s true about conformity to peer pressure?

A

social identity uncertainty is linked to peer conformity

72
Q

the extent to which children and adolescents are liked or disliked by their peer groups

A

sociometric status

73
Q

A shy kid with low rates of peer interaction is likely

A

neglected

74
Q

Mia encourages her friend with her class and offers to give her feedback. Which function of friendship is this?

A

ego support

75
Q

What are some of the basic social needs from Harry Stack Sullivan?

A

playful companionship, secure attachment, social acceptance, intimacy, etc.

76
Q

Adolescent crowds

A

may or may not spend much time together, are larger than cliques, and are less personal

77
Q

there are links between romantic relationships and

A

quality of adolescent friendships

78
Q

what is true about dating scripts?

A

females are reactive, males proactive, and the first date is usually highly scripted

79
Q

About what percentage of adolescents have no siblings?

A

20

80
Q

Which pair is most likely to experience intense sibling rivalry?

A

brother-brother

81
Q

Adolescents report that a _____ has had the least influence in their lives

A

sibling

82
Q

What is true about sibling relationships?

A

most siblings contact each other several times a year; “intense sibling loyalties” are more likely to develop when siblings share trauma

83
Q

Which parenting style is related to the best adolescent adjustment?

A

authoritative

84
Q

Which attachment relationship with parents is connected to the best attachment styles with peers?

A

secure

85
Q

Which sociometric peer status is most strongly connected to antisocial behavior?

A

rejected

86
Q

What’s true about birth order?

A

when other factors linked to behavior are controlled, birth order shows little predictive value for adolescent behavior

87
Q

What is true about divorce?

A

early adolescence is the most challenging time for teens to adjust; children of divorce have more emotional problems, the US has one of the highest divorce rates globally

88
Q

What is true about groups?

A

groups in childhood are less formal

PSYC 207 (7 decks)

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