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Child Psychological Science > Exam 4 (Ch 11 & 14) > Flashcards

Exam 4 (Ch 11 & 14) Flashcards

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1
Q

two emerging lines of evidence that revealed early social relationships are critically important for typical development

A

observations of institutionalized infants (Bowlby) and experiements with animals (Harlow)

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2
Q

attachment

A

emotional bond with a specific person that endures across space and time

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3
Q

john bowlby observed

A

institutionalized children which led to the understanding of the importance of parent-child interactions in development

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4
Q

harry harlow

A

performed first experimental work with monkeys

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5
Q

attachment theory

A

children are biologically predisposed to develops attachments with caregivers as a means of increasing the chances of their own survival

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6
Q

strange situation

A

exprimental paradigm to assess infant attachment to primary caregivers

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7
Q

attachment theories

A

secure, insecure/resistant (ambivalent), insecure/avoidant, and disorganized

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8
Q

secure attachment

A

child has high quality relationship with attachment figure

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9
Q

insecure/resistant (ambivalent)

A

child is clingy and stays close to caregiver rather than explore environment

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10
Q

insecure/avoidant

A

child is indifferent toward caregiver and may avoid caregiver

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11
Q

disorganized/disoriented

A

no consistent way of coping with stress of strange situation

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12
Q

self esteem

A

one’s overall evaluation of their own worth and the feelings that produces

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13
Q

Does self esteem involve both nature and nurture?

A

Yes

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14
Q

what contributes to self esteem?

A

physical appearance, athletic ability, intelligence, personality, social support and approval from others

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15
Q

early adolescence

A

marked by a form of egocentrism

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16
Q

personal fable

A

beliefs in the uniqueness of own feelings and immortality

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17
Q

imaginary audience

A

belief that everyone is focused on their appearance and behavior

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18
Q

middle adolescence

A

begin to agonize over contradictions in their behavior and characteristics

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19
Q

late adolesence/approaching adulthood

A

self concept more integrated and less dependent on others

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20
Q

identity confusion

A

incoherent sense of self

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21
Q

identity forclosre

A

settle too soon on identity

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22
Q

negative identity

A

opposite of parents

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23
Q

psychosocial moratorium

A

extended time to explore activities that lead to self discovery

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24
Q

foreclosure status

A

not engaged identity experimentation and has established an identity based on choices or values of others

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25
Q

moratorium status

A

phase of experimentation with regard to occupational and ideological choices, no clear commitment

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26
Q

identity-achievement status

A

completed period of exploration and has found a coherent identity based upon personal decisions about occupation, ideology

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27
Q

sexual orientation

A

a person’s preference in regard to males or females as objects of erotic feelings

28
Q

sexual minority youth

A

young people who experience same-sex attractions

29
Q

core concepts of moral judgement

A

reasoning behind behavior is critical for determining whether its moral/immoral and changes in moral reasoning form the basis of moral development

30
Q

main theoretical players in moral judgement

A

piaget and kohlberg

31
Q

piaget and kohlberg both used a cognitive development approach to study

A

morality

32
Q

morality of constraint

A

rigid acceptance of rules pertaining t morality

33
Q

transition period

A

realization that “moral rules” are a product of social interaction

34
Q

autonomous morality

A

rules are modifiable

35
Q

aggression

A

behavior aimed at injuring or harming someone

36
Q

different goals of aggression

A

instrumental and relational

37
Q

different types of aggression

A

reactive and proactive

38
Q

insturmental

A

motivated by desire to attain a goal

39
Q

relational

A

harm inflicted by damaging others’ peer relations (such as rumors)

40
Q

reactive

A

antagonistic, emotional

41
Q

proactive

A

unemotional, goal-driven. fulfilling a need or desire

42
Q

sympathy

A

feeling of concern for another person in reaction to the others’ emotional state

43
Q

empathy

A

emotional reaction to another’s emotional state

44
Q

are all children capable of prosocial behavior?

A

yes, but they differ in how often and motive

45
Q

conscience

A

internal regulatory mechanism that increases the individual’s ability to conform to standards of conduct accepted by his or her own culture

46
Q

moral judgements

A

decisions that pertain to issues of right/wrong, fairness/justice

47
Q

social-conventional judgements

A

decisions that pertain to customs or regulations inteded to secure social coordination and organization

48
Q

personal judgments

A

decisions that refer to actions in which individual preferences are the main conversation

49
Q

Eisenberg’s stages of prosocial behavior

A 
hedonistic, self-focused orientation
needs-based
approval and/or stereotyped
self-reflective emphathic
transitional
strongly-internalized
50
Q

Kids who become aggressive in preschool

A

May have neurological deficits, likely to have family risk factors, and get stuck in a cycle

51
Q

Kids who become aggressive in adolescence

A

More tied to deviant peer group and outgrow their deviant behavior

52
Q

Spanking is consistently linked with

A

High levels of externalities behavior and low-self regulation

53
Q

Bullying

A

Unwanted aggressive behavior that involves a real or perceived power imbalance

54
Q

Cyber bullying

A

Use of info technology to repeatedly harm or harass other people in a deliberate matter

55
Q

By 18-20 months kids can

A

Recognize their own reflection as themselves

56
Q

By 30 months most kids

A

Recognize themselves in photos

57
Q

By 24 months

A

Children show embarrassment and shame in language and behavior

58
Q

By 3-4 yearsi

A

Children understand themselves in terms of concrete observable characteristics

59
Q

In elementary school

A

Children increasingly refine self concepts based on social comparison

60
Q

James Marcia’s categories

A

Identity-diffusion, foreclosure, moratorium, and in destiny-achievement status

61
Q

Those with __________ status tend to stay stuck there

A

Foreclosed, also more likely if parents are over-protective, cold, authoritarian, and controlling

62
Q

What influences in destiny formation?

A

Approach parents take with their children, individual’s own behavior, larger social context, and historical context

63
Q

Critique of Kohlberg’s theory

A

Biased, Western conception of morality, discontinuous view, and sex differences criticized

64
Q

Prosocial behavior

A

Voluntary behavior intended to benefit another

65
Q

Infants respond to

A

Others distress, but may not differentiate between others emotions and their own

66
Q

Around age 2, children begin

A

To differentiate beween others emotional distress and their own, although responses may still be egocentric

67
Q

In the 2nd and 3rd years of life

A

Frequency and variety of children’s Prosocial behaviors increase, although they do not regularly act in Prosocial ways

Child Psychological Science (2 decks)

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