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Developmental Psychology > Exam 4 > Flashcards

Exam 4 Flashcards

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1
Q

Functions of the Family

A
  • Survival of Offspring
  • Economic Function
  • Cultural Training
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2
Q

Family Dynamics

A

How a family operates as a whole. All members influence each other in multiple ways.

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3
Q

Parenting Syles

A
  • Authoritative
  • Authoritarian
  • Permissive
  • Rejecting/Neglecting
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4
Q

Responsiveness

A

Degree of parental warmth

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5
Q

Demandingness/Control

A

Degree of parental control

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6
Q

Influence of child on parenting

A

Attractive children tend to be treated more affectionately
Bidirectionally of parent-child interactions reinforces parent and child behaviors

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7
Q

Effects of SES on parenting

A

Low SES:
- more likely authoritarian
- value conformity in children
- low income parents may need to work multiple jobs or jobs with irregular hours; such jobs make it difficult for parents to spend time with their children
High SES:
- better communication between parent and child
- value independence and autonomy

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8
Q

Effects of Divorce on Children

A
  • Greater risk of divorce themselves
  • slightly greater risk for emotional disorders
  • Harder for young children, afraid of abandonment
  • Older children have trouble with adjustment, especially for stepparent
    *Quality of contact is more important than frequency of contact for adjustment
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9
Q

How many marriages end in divorce

A

roughly half

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10
Q

Changes in Friendship (Toddlerhood)

A

children can make and maintain friendships withers and can identify their “best friends”

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11
Q

Changes in Friendships (Childhood)

A

children increasing define their friendships in terms of characteristics such as companionships, similarity in attitudes and interests, acceptance, trust, mutual admiration, and loyalty

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12
Q

Changes in Friendships (Adolescence)

A
  • friendships becomes increasingly important source of intimacy and self-disclosure, as well as a source of honest feedback
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13
Q

Factors driving how children choose friends

A
  • proximity
  • age
  • similar interests
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14
Q

Cliques

A
  • stable friendship groups that children voluntarily form or join.
  • 3-9 kids
  • members usually same sex, race, personality
  • friends tend to belong to same clique but not everyone in the clique is a friend
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15
Q

Measuring Status in Peer Groups

A

rate how much you like/dislike classmates. nominate those you like the most, like the least, or don’t play with

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16
Q

Sociometric Status

A
  • Popular
  • Rejected
  • Neglected
  • Average
  • Contoversial
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17
Q

Stability of Categories

A

Short Term
- popular and rejected kids tend to stay in same group
- neglected and controversial kids likely to change status
Long Term
- status is likely to change
- average kids stay the same but ~2/3 of others likely to change groups
*stability is highest for rejected kids, stability increase with age

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18
Q

Attachment to parents and social competence

A

Securely Attached
- positive emotionally, good social skills, more popular with peers, more supportive friendships
Insecurely Attached
- poor peer relationships, less positive emotion, aggressive, whiny, socially withdrawn, less sympathy, trouble resolving conflicts

19
Q

Gatekeeping

A

when parents arrange and oversee interactions with peers, preschoolers are more positive and social with peers, have more play partners

20
Q

Coaching

A

explicitly telling children how to deal with unfamiliar playmates, or enter a group of children, improves their social competence

21
Q

Modeling

A

the ways in which parents interact with other people, deal with conflicts, and how they communicate to their children all provide models

22
Q

Kohlberg’s Theory of Moral Development

A
  • Preconventional (6-10)
    ~ Self-centered reasoning, avoiding punishment
    ~ upholding laws, obedience to authority
  • Conventional (14)
    ~ centers on social relationships
    ~ do right so you are considered ‘good’ by those close to you
  • Postconventional
    ~ centers on universal principles of justice (life and liberty)
23
Q

Strengths and Weaknesses of Kohlberg’s Theory

A

Strengths
- positive correlation between level and behavior
Weaknesses
- cross-cultural differences, Kohlberg claimed stages are discontinuous

24
Q

Domains of Social Judgement

A

Moral Judgement
- issues of right/wrong (murder, stealing)
Conventional Judgement
- customs or regulations (modes of dress)
Personal Judgement
- individual preferences (choice of friends)

25
Q

Conscience

A

internal regulatory mechanism that increases ability to conform to standards of conduct

26
Q

Factors affecting Conscience

A
  • internalizing parents morals and values, rational explanations for why something is wrong, secure parent/child relationship
  • temperament
27
Q

Basis for Prosocial Behavior

A

Empathy
- emotional reaction to another person’s emotions
Sympathy
- outcome for empathy for another’s negative state; cognitive concern

28
Q

Factors affecting Individual Differences in Prosocial Behavior

A

Biology
- humans are predisposed to be prosocial
- reciprocal altruism
- kin altruism
Temperament
- experience and regulate emotions
Socialization
- model and communicate values
- provide opportunities
- discipline and parenting style
- tv and media

29
Q

Social Learning Theory

A

*kids learn to act like a boy or girl
Observational Learning
- what kids see from parents, peers, media
- what kids see is mostly traditional gender-typed models
- more time around same gender
- remember and imitate same gender models more
Direct Teaching
- via systematic differences in how parents treat sons and daughters
- reward gender-appropriate behavior and punish gender-inappropriate behavior

30
Q

Social Cognitive Theories

A

children actively construct knowledge of gender in the same way they construct other knowledge about the world

31
Q

Kohlberg’s Cognitive Developmental Theory

A

Gender Identity
- 2-3 yrs
- learn you are a member of a category
Gender Stability
- 3-4 yrs
- learn gender is stable over time but based on superficial appearance
Gender Constancy
- 5-7 yrs
- learn gender is consistent across situations, independent of superficial appearance
- can seek out same-gender models and learn “appropriate” behavior

32
Q

When do kids start to imitate same-sex models

A
  • 5-7 yrs
  • once gender constancy is achieved, children can see out same0gender models and learn “appropriate” behavior
33
Q

Gender Schema

A

mental representations that incorporate everything the child knows about gender

34
Q

First Gender Schema

A
  • usually around 3 years old
  • children can label other people and their own gender
35
Q

Maccoby’s Theory of Gender Segregation

A

combines evolution, biology, learning, and cognitive theories

36
Q

Gender Segregation

A
  • strong tendency to interact with same-sex and avoid other sex
  • gender segregation is natural, toddlers in preschool prefer same-gender playmates
  • segregation increases over time and peaks around 8-11 years old
  • declines slowly in adolescence
  • more time around same sex promote more learning (and therefore knowledge) about own sex
37
Q

Gender Segregation Socialization

A
  • Peers make fun of cross-gender interactions
  • Parents reinforce gender-consistent interaction styles
38
Q

How do kids develop gender schemas

A
  • children use an in-group/outgroup gender schema to classify other people as being either “the same as me” or not
  • the motivation for cognitive consistency leads them to prefer, pay attention to and remember more about others of their own gender
  • as a consequence an own-gender schema is formed
39
Q

Gender Self-Socialization

A
  • cognitive theories stress children’s active self-socialization: individuals use their beliefs, expectations, and preferences to guide how they perceive the world and actions they choose
  • self-socialization occurs in gender development when children seek to behave in accord with their gender identity
40
Q

Early Signs of Prosocial Behavior

A
  • by 14 months, children become emotionally distressed when they see other people who are upset and express verbal and nonverbal concern for an adult who has been hurt
  • by 18-25 months, toddlers sometimes share a personal object with an adult whom they have seen being harmed by another
41
Q

Prosocial Behavior

A
  • voluntary behavior intended to benefit others, such as helping, sharing with, or comforting others
  • altruism
42
Q

Relation between Peer Rejection and Aggression

A
  • rejected children are more likely to be motivated by goals such as ‘getting even’
  • rejected children have a harder time finding constructive solutions
  • rejected children also tend to be anxious and depressed and to be rated lowest by teachers in their behavioral competence
43
Q

Direct Instructors

A

parents who directly teach their kids skills, rules, and strategies and inform or advise them on various issues

44
Q

Indirect Socializers

A

parents who provide indirect socialization through their own behaviors with and around kids

Developmental Psychology (4 decks)

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