Lec 5-7 articles

Question 1

Chen & French

• Social competence
• Social initiative
  *

Answer 1

• Social competence: ability to attain personal or group success in social situations
  
  • Emphasize active participation or initiative in social interactions and appropriateness of b in social settings
• Social initiative: tend to initiate and maintain social activities, esp challenging settings
  
  • High social initiative = has approach motive in social situations, high interest in social activities
  • Low social initiative: internal anxiety and insecurity impede spon engagement in social participance -> low social initiative
• B control: self-reg to modulate b and emo reactivity; maintain social appropriateness
  
  • Fit in w/ others, show cooperative, compliant, aggressive defiant b??
  • Help maintain interpersonal harmony and gp well-being
  • Include social responsibility and concerns for others

Question 2

Chen & French

• social initiative & SC in Indvi vs collectivistic culture
• social initiative & SC
  
  • Aggression disruption
  • shyness inhibition
  • adaptive
• Sociocultural theory
• Contextual-developmental perspective
• sociability & shyness in Indvi vs collectivistic culture

Answer 2

• Western: individualistic
  
  • Social initiative = index of social maturity and accomplishment
  • Less strict SC
• Collectivistic cultures
  
  • Social initiative: not highly valued collectivistic societies
  • Stricter SC
• Aggression disruption: high initiative, low SC
• shyness inhibition: low initiative, high SC
• adaptive: high initiative, high SC
• x
• Sociocultural theory: interpersonal collaborative experiences is important (esp w/ adults and skilled peer tutors) to transmit cultural values
• Contextual-developmental perspective: cultural influence on human dev (and b) is mediated by (partially explained by) social interaction processes (ex. social eval and responses)
• Children select and adopt existing culture and create cultural norms and values
• x
• some cultures value sociability, self expression and some do not
• → culture specifice consequences (+/-)
  
  • • in the west; - in the east
• shyness:
  
  • • in the east; - in the west
      *

Question 3

Chen & French

• aggression/defiance
  
  • 2 places it is common in
  • Brahmans vs Tamangs
  • US vs Asian: aggressors’ distorted perception

Answer 3

• aggression defiance
  
  • common in America, patrilineal society
  • emphasize personal goals, competition
  • Brahmans vs Tamangs (Tibetans) on aggression
    
    • Brahmans allow
  • US: aggression is discouraged, but aggressors maybe accepted → aggressors hv distorted perception of competence and social status
  • Asian → prohibited → opp

Question 4

Chen & French

• Peers
  
  • Self worth & peers: east vs west
  • instrumental assistance: us vs easy vs low ses
  • intimacy/exclusive friendships: which cultures have more? (3)
  • peer confliict
    
    • how is it resolved: individualistic vs collectivistic
    • How ppl view engaging in conflict: US vs Indonesian

Answer 4

• Peers
• 2 indicators: peer acceptance, develop friendships
• US: stress independence & maintaining +ve relationships w/ others
• collectivistic: emphasize following gp norm
• self worth
  
  • US: friendship → enhance SW
  • East: does not affect SW
• instrumental assistance
  
  • US: cog support, not $$
  • East: cog support & $$
  • Low SES: $$
• intimacy/exclusive friendships: share secrets
  
  • some culture: more intimate relationship (ex. Kor, Japanese, Latino)
  • others: less → better to integrate to community
• x
• peer conflict
  
  • individualistic → use direct strategies to solve conflicts
  • Collectivistic → conform to expectations
• US: engage in conflict → assertiveness → +
• Indonesian: engage in conflict → kid cause social problems → -

Question 5

Dodds

• DS: linguistic ability
• WS: linguistic ability
• CAS vs inconsistent speech disorder

Answer 5

• Both are genetic conditions
  
  • Down syndrome (DS) – nearly all cases are due to trisomy 21
    
    • Linguistic abilities are most impaired
  • Williams syndrome (WS)
    
    • Early childhood: Linguistics abilities lag behind cog
    • Adolescence: intact linguistic fx
• 1 DS children hv childhood apraxia of speech (CAS)
  
  • do worse when they imitate words then when they produce spontaneous words
• 2 inconsistent speech disorder: make inconsistent speech errors
  
  • worse on spontaneous word production than imitation words

Savants: indiv w/ cog impairments but spared language fx

Question 6

Dodds

• Specific language impairment
• Spoken phonological impairment
• Theories of underlying impairment
• Functional category deficit theory
  
  • Difficulty w/ finite forms theory
  • 2 problems
• Processing deficit theory
  
  • Limited processing account
  • temporal processing deficit
  • phonological storage deficit

Answer 6

• 2 different language fx profiles in children
  
  • 1 Specific language impairment (SLP): impaired morphosyntax/ semantics
  • 2 Spoken phonological impairment: makes speech difficult or impossible to understand
• Theories of underlying impairment
• Based on Chomsky’s theory: language is innate
• # 1 Functional category deficit theory: SLI children struggle to acquire fx categories (ex. determiners – a, the)
• Difficulty w/ finite forms theory: -ed, -s, be, do
  
  • SLI children have a period where finite markers are optional
  • 2 problems in specific linguistic account of SLI
    
    • # 1 Predictions are only applicable to limited languages, but SLI happens in all languages
    • # 2 language symp identified may be due to non-linguistic impairment
      • Ex difficulty formulating grammar rules may reflect general rule-abstraction deficit
      • specific linguistic theories cannot explain dynamic nature of SLI
• Processing deficit theory
  
  • Suggests that deficits in cog mech underlie language impairments in SLI children
  • Many versions of theory
  • # 1 Limited processing account: based on evidence that SLI children process info more slowly than peers
  • # 2 temporal processing deficit: suggests that SLI is the result of impaired ability to respond to rapidly presented auditory info
• # 2 phonological storage deficit
  • Measured by assessment of non-word repetitions
  • Phonological WM = system that temp stores info required for complex cog tasks, linked to setting up phonological rep and acquire vocab

Question 7

Dodds

• 3 steps to speak a word
• 3 potential deficits
  *

Answer 7

Phonological disorder

• To speak a word,
  
  • 1 child uses stored representation made by input info
  • 2 assemble phonological plan based on knowledge
  • 3 the plan drives phonetic planning and articulatory execution
• potential Deficits:
  
  • peripheral impairment of auditory/ motor skills
  • cog linguistic impairment (impaired ability to abstract phonological constraints)
• Cog linguistic impairment in rule abstraction
  
  • Speech difficulty may -> struggle to understand the nature of phonological system

Question 8

Nucci & Gingo

• Morality of justice
  
  • gender difference
  • explanation
• Morality of care
  
  • gender difference
  • explanation
• Contemporary reductionist perspective
• Basic dilemma: trolley problem
  
  • aka
  • implication
• Morality is associated w/ which emo
• inhibitive Morality is associated w/ which emo?

Answer 8

• Morality of justice: “order” to not treat others unfairly
  
  • Morality of justice: emerge when coordinating the interactions of autonomous indiv
    
    • More prevalent among boys
    • Their masculine identity formation separate boys from their mom
    • This separation heightens their awareness of difference in power relations b/w themselves and adult -> causes concerns over inequalities
• Morality of care: “order” not to turn away from someone in need
  
  • Morality of care: emphasize interconnectedness, emerge more in girls as they have an early connection in identity formation w/ their moms

Contemporary reductionist perspective

• It asserts that affect laden intuitions are automatic and unconscious products of moral judgements
• Basic dilemma: trolley problem
  
  • Haidt called this moral dumbfounding
  • Push scenario and switch scenario both kills a person and saves 5 ppl’s lives
  • Most ppl find switching the lever as morally just, pushing is wrong even though the outcomes are the same
  • Rs concluded that moral judgements are non-rational
  • Based on ppl’s reasoning, they should also push the person as the results are the same
• Morality is associated w/ hot affect
  
  • It is also associated w/ other emo: feelings of care, empathy,

Inhibitive morality is associated w/ shame, guilt, disgust, outrage

Question 9

La Greca

• romantic relationships explain ????% of strong emo
• ?????% of these strong emo are -ve feelings

Answer 9

• Peer relationships, friendships, romantic relationships may be beneficial to adol’s social and emo fx; but can be source of stress
  
  • Romantic relationships explain ~30% of strong emo among HS students
  • ~40% of these strong emo are -ve feelings (anxiety, anger, jealousy, depression)
  • Presence of romantic relationships is associated w/ depression, esp among girls

Question 10

La Greca

• define peer gp
• 6 types of peer crowds
• high status crowds = ? (2)
• low status crowds = ? (2)

Answer 10

• Peer gp - Aka large friend group adol regularly interacts
• provide sense of belonging & source of stress
• Peer crowds represent the primary attitudes the adol is known to peers
  
  • Populars: high-status, image-oriented crowd
  • Jocks: athletically oriented crowd
  • Brains: academically oriented crowd
  • Alternatives or non-conformists: rebel against social norms
  • Burnouts/Druggies: deviant, rule-breaking
  • Loners: misfits who keep to themselves
• Peer crowds maybe reputation based
  
  • Jocks and popular = high status crowds
  • Burnouts and alternatives = low status crowds

Question 11

La Greca

• when do intimate friendships arise?
• what happens when you date early?
• assertive mating

Answer 11

• Intimate friendships arise in early adol
• When they date early -> lose social interaction w/ peers -> less support and socialization -> limit social skills and success in dating
• Assortative mating (tend to select romantic partners similar to oneself)

Question 12

Way & Silverman

• for white vs latinas/black/asian-am, what is linked to friendship intimacy
  *

Answer 12

• Preadolescence (9-12) – we begin to need intimacy
• Ethnic ppl
• White adol: mom and dad acceptance are linked to friendship intimacy
• Latinos, black, Asian-am: only mom’s acceptance is linked to friendship intimacy