Exam 4 (Ch 11 & 14) Flashcards
two emerging lines of evidence that revealed early social relationships are critically important for typical development
observations of institutionalized infants (Bowlby) and experiements with animals (Harlow)
attachment
emotional bond with a specific person that endures across space and time
john bowlby observed
institutionalized children which led to the understanding of the importance of parent-child interactions in development
harry harlow
performed first experimental work with monkeys
attachment theory
children are biologically predisposed to develops attachments with caregivers as a means of increasing the chances of their own survival
strange situation
exprimental paradigm to assess infant attachment to primary caregivers
attachment theories
secure, insecure/resistant (ambivalent), insecure/avoidant, and disorganized
secure attachment
child has high quality relationship with attachment figure
insecure/resistant (ambivalent)
child is clingy and stays close to caregiver rather than explore environment
insecure/avoidant
child is indifferent toward caregiver and may avoid caregiver
disorganized/disoriented
no consistent way of coping with stress of strange situation
self esteem
one’s overall evaluation of their own worth and the feelings that produces
Does self esteem involve both nature and nurture?
Yes
what contributes to self esteem?
physical appearance, athletic ability, intelligence, personality, social support and approval from others
early adolescence
marked by a form of egocentrism
personal fable
beliefs in the uniqueness of own feelings and immortality
imaginary audience
belief that everyone is focused on their appearance and behavior
middle adolescence
begin to agonize over contradictions in their behavior and characteristics
late adolesence/approaching adulthood
self concept more integrated and less dependent on others
identity confusion
incoherent sense of self
identity forclosre
settle too soon on identity
negative identity
opposite of parents
psychosocial moratorium
extended time to explore activities that lead to self discovery
foreclosure status
not engaged identity experimentation and has established an identity based on choices or values of others
moratorium status
phase of experimentation with regard to occupational and ideological choices, no clear commitment
identity-achievement status
completed period of exploration and has found a coherent identity based upon personal decisions about occupation, ideology
sexual orientation
a person’s preference in regard to males or females as objects of erotic feelings
sexual minority youth
young people who experience same-sex attractions
core concepts of moral judgement
reasoning behind behavior is critical for determining whether its moral/immoral and changes in moral reasoning form the basis of moral development
main theoretical players in moral judgement
piaget and kohlberg
piaget and kohlberg both used a cognitive development approach to study
morality
morality of constraint
rigid acceptance of rules pertaining t morality
transition period
realization that “moral rules” are a product of social interaction
autonomous morality
rules are modifiable
aggression
behavior aimed at injuring or harming someone
different goals of aggression
instrumental and relational
different types of aggression
reactive and proactive
insturmental
motivated by desire to attain a goal
relational
harm inflicted by damaging others’ peer relations (such as rumors)
reactive
antagonistic, emotional
proactive
unemotional, goal-driven. fulfilling a need or desire
sympathy
feeling of concern for another person in reaction to the others’ emotional state
empathy
emotional reaction to another’s emotional state
are all children capable of prosocial behavior?
yes, but they differ in how often and motive
conscience
internal regulatory mechanism that increases the individual’s ability to conform to standards of conduct accepted by his or her own culture
moral judgements
decisions that pertain to issues of right/wrong, fairness/justice
social-conventional judgements
decisions that pertain to customs or regulations inteded to secure social coordination and organization
personal judgments
decisions that refer to actions in which individual preferences are the main conversation
Eisenberg’s stages of prosocial behavior
hedonistic, self-focused orientation needs-based approval and/or stereotyped self-reflective emphathic transitional strongly-internalized
Kids who become aggressive in preschool
May have neurological deficits, likely to have family risk factors, and get stuck in a cycle
Kids who become aggressive in adolescence
More tied to deviant peer group and outgrow their deviant behavior
Spanking is consistently linked with
High levels of externalities behavior and low-self regulation
Bullying
Unwanted aggressive behavior that involves a real or perceived power imbalance
Cyber bullying
Use of info technology to repeatedly harm or harass other people in a deliberate matter
By 18-20 months kids can
Recognize their own reflection as themselves
By 30 months most kids
Recognize themselves in photos
By 24 months
Children show embarrassment and shame in language and behavior
By 3-4 yearsi
Children understand themselves in terms of concrete observable characteristics
In elementary school
Children increasingly refine self concepts based on social comparison
James Marcia’s categories
Identity-diffusion, foreclosure, moratorium, and in destiny-achievement status
Those with __________ status tend to stay stuck there
Foreclosed, also more likely if parents are over-protective, cold, authoritarian, and controlling
What influences in destiny formation?
Approach parents take with their children, individual’s own behavior, larger social context, and historical context
Critique of Kohlberg’s theory
Biased, Western conception of morality, discontinuous view, and sex differences criticized
Prosocial behavior
Voluntary behavior intended to benefit another
Infants respond to
Others distress, but may not differentiate between others emotions and their own
Around age 2, children begin
To differentiate beween others emotional distress and their own, although responses may still be egocentric
In the 2nd and 3rd years of life
Frequency and variety of children’s Prosocial behaviors increase, although they do not regularly act in Prosocial ways
