Lecture 3: Development and Socialization Flashcards
1
Q
sensitive period (3)
A
- A period of time in an organism’s development that allows for the relatively easy acquisition of a set of skills. It would have a difficult time acquiring the skills later, after the sensitive period expires.
- Evidence of sensitive period for language comes from sounds: humans are capable of producing 150 phonemes but no language uses more than 70.
- People also have difficulty discriminating between phonemes not in their own language.
2
Q
Werker & Tees (1984) (3)
A
- Tested English-speaking and Hindi-speaking infants for their phoneme discrimination abilities.
- This research suggests that young infants can discriminate among all the phonemes that people are able to produce.
- This happens within the first year of development, around 10-12 months.
3
Q
Cheng, Chudek, & Heine (2011) (4)
A
- Studied immigrants from Hong Kong to Canada and asked about age of immigration and years spent in Canada, as well as identification with Chinese and Canadian culture.
- They found that identification with Chinese culture wasn’t predicted by the age people moved to Canada and how long they’d been in Hong Kong.
- Found that identification with Canadian culture was stronger:
- For 0-15-year-olds who had been in Canada for more than 10 years;
- For 16-30-year-olds who’d been in Canada for less than 5 years;
- For 31-50-year olds who’d been in Canada for 0 years (results were not statistically reliable), but perhaps could’ve been because repeated exposure to a new culture past the sensitive period was frustrating.
- Consistent with previous studies showing that a sensitive period for culture is around 15 years old.
4
Q
how culture impacts development: co-sleeping (2)
A
- Many Americans find that the practice of co-sleeping is morally incorrect.
- The different sleeping arrangements preferred in different cultures tell us about the underlying values of the cultures.
5
Q
Shweder et al. (1995) (8)
A
- Asked People from Chicago (USA) and Orissa (India) to place where a family of seven (two parents, five kids) should sleep if there were three rooms.
- Indian participants seemed to be guided by four general principles when deciding on sleeping arrangements:
- incest avoidance: Post-pubescent members of the family of the opposite sex shouldn’t sleep in rooms together.
- protection of the vulnerable: Young children who are needy and vulnerable shouldn’t be left alone at night.
- female chastity anxiety: Unmarried post-pubescent women should always be chaperoned to protect them from engaging in any sexual activity that would be viewed as shameful.
- respect for hierarchy: Post-pubescent boys are conferred social status by allowing them to not have to sleep with parents or young children.
- Americans were guided by quite a different set of principles:
- First, they also adhered to incest avoidance, which seems to be universal.
- sacred couple: Married couples should be given their own space for emotional intimacy and sexual privacy. While prized by Western cultures, isn’t practiced by most of the world.
- autonomy ideal: Young children who are needy and vulnerable should learn to be self-reliant and take care of themselves.
6
Q
authoritarian parenting (1)
A
- Involves high demands on children, strict rules, little open dialogue between parent and child, and low levels of warmth or responsiveness by the parents to the children’s protests.
7
Q
authoritative parenting (1)
A
- Involves high expectations of the maturity of children, trying to understand children’s feelings and teaching them how to regulate those feelings, and encouraging children to be independent while maintaining limits and controls on behaviours; associated with parental warmth, responsiveness, and democratic reasoning.
8
Q
permissive parenting (1)
A
- Characterized by high involvement with children, parental warmth and responsiveness, and placing few limits and controls on children’s behaviours.
9
Q
limitations of parenting style characterizations (8)
A
- These parenting styles are very bound up in Western culture.
- In some places, there are different parental styles depending on the stage of development of the child.
- The ways that warmth and responsiveness are communicated by parents varies considerably across cultures.
- The authoritarian style of parenting excludes an important aspect of Chinese parenting: jiaoxun (teaching).
- Chinese mothers found to score higher in training ideology, which may explain Chinese academic success (Chao, 1994).
- Strong parental control has been found to be associated with increased family cohesion, perceived parental warmth and acceptance, and better academic achievement in China, Japan, and Korea.
- Chinese American mothers have conveyed a greater value toward education, higher investment in child’s academic success, more direct intervention approach, relative to European American mothers (Chao, 1996).
- Positive effects of authoritative parenting style in educational context found for American and second generation Chinese students, but not for first generation Chinese students (Chao, 2001).
10
Q
Fu & Markus (2014) (16)
A
- Wanted to explore why “Tiger mom” type parenting wasn’t as detrimental to AAs as EAs.
- Study 1: Asked Asian American (AA) and European American (EA) adults to “describe your mother in a couple sentences.”
- AAs more likely than EAs to mention mother’s relationship with them
- EAs more likely than AAs to mention mother’s attributes (physical appearance and preferences).
- AAs more likely to describe mothers as source of pressure. No difference between EAs and AAs in description of mother as a source of support.
- Study 2: Measured connectedness with mother-self-other overlap, perceived mutual understanding, acceptance of mother’s involvement in their life, and experience of pressure and support.
- AAs: higher levels of self-other overlap, perceived understanding, and acceptance of mother’s involvement.
- AAs: no correlation between pressure and support; i.e. mutually exclusive.
- EAs: negative correlation; feeling greater pressure from mothers related to feeling less support.
- Study 3a: EA and AA students completed an anagram task that was almost impossible to do well, and were then told they scored well below average. Were asked to then describe themselves or their moms. Tried the anagrams a second time and measured how many attempts the students would make.
- Describe self: no statistically significant difference in number of anagrams attempted by EAs and AAs.
- Describe mother: AAs attempted a statistically significant amount more of anagrams than EAs.
- Study 3b: AA students only completed the same anagram procedure as 3a, but altered the manipulation.
- Independent Pressure: “Think of a time when your mother nagged you to do a task.”
- Interdependent Pressure: “Think of a time when your mother nagged you to do a task while spending a lot of time working on the task with you.”
- When given the interdependent pressure manipulation, AAs attempted a statistically significant amount more of the anagrams.
11
Q
cultural differences in education (4)
A
Cultures differ in their emphasis on:
- Conformity vs. Individualism
- Conformity: fitting in and taking on the opinion of the group.
- Individualism: being unique and voicing your opinion.
- Memorization vs. Creativity
- Memorization: memorizing and recalling information.
- Creativity: creating something novel and critical thinking.
- Competitive vs. Inclusive
- Competitive: competing with others, not easy to succeed.
- Inclusive: making sure everyone “gets through”—no one left behind approach.
- Reception vs. Participation
- Reception: taking information in, little or no participation.
- Participation: sharing one’s opinion, participating in group discussions.
