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DEV PSYCH 391 > Lecture 4 > Flashcards

Lecture 4 Flashcards

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1
Q

The sense of self

A

Awareness of the self as differentiated from other people is crucial for
children’s development

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2
Q

Individual Self

A

Aspects of the self that make a person unique and
separate from others

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3
Q

Relational Self

A

Aspects of the self that involve connections to other
people and develop out of interactions with others

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4
Q

Collective Self

A

A person’s concept of self within a group, such as a
group based on race or gender

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5
Q

Online Self

A

A person’s online self-representation on Internet profiles
and within multiplayer games

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6
Q

Self-esteem

A

The evaluative component of self that taps how
positively or negatively people view themselves in relation to others

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7
Q

high self-esteem=

A

competent, capable, and are pleased with who they are
* Valued in Western culture (individualism)

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8
Q

Outcomes of self-esteem

A
  • Individuals with high self-esteem are happier than those with low self-esteem
  • High self-esteem in childhood = positive adjustment outcomes including school
    success, good relationships with parents and peers, and less anxiety and
    depression
  • BUT direction of effects is unclear
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9
Q

Narcissism

A

is defined as an inflated
sense of one’s importance and
deservingness

psychologists have characterized this as “the dark side of high self-esteem”

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10
Q

what is the common belief that narcism

A

a common belief that narcissism is simply an extreme form of self-esteem

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11
Q

Narcissism and self-esteem are only
weakly positively correlated

A

True

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12
Q

As many narcissists have high self-
esteem as low self-esteem

A

True

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13
Q

Types of Narcissism

A
  • agentic
  • antagonistic
  • neurotic
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14
Q

Agonistic

A

need for admiration, feelings of grandiosity and
superiority, assertiveness, leadership, and approach motivation

  • positive correlation with self-esteem (moderate)
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15
Q

Antagonistic

A

arrogance, exploitativeness,
deceitfulness, entitlement, callousness, and low empathy
(disagreeable and antisocial facets).
* Negative correlation with self-esteem (small-moderate)

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16
Q

Neurotic

A

emotional dysregulation, hypersensitivity,
and shame proneness
* Negative correlation with self-esteem (large)

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17
Q

Mean-Level Change in Agentic, Antagonistic, and Neurotic
Narcissism From Age 8 to 77 Years for Nonclinical Samples

A

True

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18
Q

Self-perceptions are ____ specific

A

Domain

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19
Q

Five Domains of Self-Perceptions

A

Scholastic Ability
Athletic Competence
Physical Appearance
Behavioural Conduct
Social Acceptance

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20
Q

Learning-Self Appraisal

A
  • Children also distinguish among different kinds of competence and view
    themselves as better in some domains than others
    ___________ in each domain affects global self-esteem
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21
Q

Children age 8 or less

A

who they want to be (positive)

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22
Q

late childhood, adolescence

A

More
realistic and
domain-
specific (positive and negative)

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23
Q

Family Influences of high vs. low self esteem

A

Children’s higher self-esteem associated with parents who are - Accepting, affectionate, and involved with their children, set clear and
consistent rules, use noncoercive disciplinary tactics, and consider the child’s views in family decisions (support autonomy)

Low self-esteem = abusive, psychologically controlling, intrusive,
invalidating - Could lead to narcissistic tendencies

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24
Q

Process Praise

A

Praising students’ level of
effort and effective
strategies
“You worked so hard on this!”

  • improves student’s motivation to learn after encountering failures
  • works well for children but not adolescents
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25
Q

Ability Praise

A

Praising talent and ability “you’re so smart”
- Decreases students’ motivation to learn
after failures

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26
Q

Inflated Praise

A

exaggerated praise
“you did an incredible job”

  • More often directed toward children with low self-esteem
  • Inflated praise might convey to children that they should continue to meet very high
    standards - As such, it decreases challenge-seeking in children with low self-esteem and has the opposite effect on children with high self-esteem
  • Over time: Inflated praise may prompt children with low self-esteem to avoid crucial
    learning experiences
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27
Q

Identity

A

The definition of oneself as a discrete, separate entity

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28
Q

Identity Achievement vs. Role Confusion

A

Task is to achieve a
coherent sense of self.
Process: experiment with
different roles, activities,
and behaviors

If identity isn’t formed, the
adolescent will be confused
about their role (family, friend
group, society).
Process: not allowed to explore
and test identities

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29
Q

Identity Formation

A
  • James Marcia (1966, 1993) - Adolescents experience a crisis of decision making when exploring
    identities
    E.g., trying out different career paths
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30
Q

____% of adolescents stay in the same stage across adolescence

A

60%

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31
Q

Identity Achievement

A

Gone through exploration and made a
commitment to an identity

High level of commitment
High level of exploration

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32
Q

Identity Moratorium

A

Involved in exploring but not made a
commitment.

Low level of commitment
High Lebel of exploration

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33
Q

Identity foreclosure

A

Made a commitment without attempting
identity exploration.

high level of commitment
Low level of exploration

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34
Q

Identity Diffusion

A

no identity crisis nor commitment

low level of commitment
low level of exploration

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35
Q

Identity Achievement

A

associated with high self-esteem, cognitive flexibility, more mature moral reasoning, clearer goal setting, and better goal achievement

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36
Q

Identity Foreclosure

A

more authoritarian and inflexible and more susceptible to
extreme ideologies and movements, such as cults or radical political movements

37
Q

Identity Moratorium

A

anxious and intense, often have strained or ambivalent relationships with their parents and other authority figures; better adjusted than
foreclosed or diffused identity status

38
Q

Identity Diffusion

A

viewed as the least mature in their identity development. Some
are delinquents and abuse drugs; others are lonely or depressed; still others are
angry and rebellious

39
Q

What influences general identity development?

A
  • autonomy
    more time away from parents
    increasingly making own decisions
  • changes in cognitive functioning
    Abstract reasoning influences thinking about the self
    Ability to recognize different selves in different contexts, and integrate one’s self
    across these contexts
40
Q

Ethnic-Racial Identity (ERI)

A

Recognition of being a member of a
particular race or ethnic group

41
Q

Ethnicity

A

languages, values, beliefs, and traditions to which people
are connected through ancestry, nationality, and/or family

42
Q

Race

A

based on geographic location; people are categorized by
appearance (including skin colour); social and political construct

43
Q

Rooted in social identity theory (Tajfel & Turner, 1979)

A

Define an individual as similar to or different from members of other groups
* Social categories provide a system of orientation for self-reference (i.e.,
“Which social group do I belong to in society?”)

44
Q

Cognitive Facets

A

Knowledge - Children know that their ethnic group has distinguishing characteristics
including behaviors, traits, customs, styles, and language
Self-identification - Children categorize themselves as a member of a particular ethnic
group.
Constancy - Children understand that the distinctive features of their ethnic group
are stable across time and situation and that membership in the group
does not change.

44
Q

Facets of Ethnic Identity

A

Cognitive Facets
Affective Facets
Behavioural Facet

45
Q

Affective Facets

A

Preferences - Children feel positive about belonging to their ethnic group and prefer
their ethnic group’s behavior patterns.

In-group/out-group attitudes - Their attitudes (prejudices and stereotypes) toward their own group and other groups, including public regard (other people’s attitudes)

Importance - How important the ethnic group is to the individual’s overall self-
concept

46
Q

Behavioural Facet

A

Behaviours - Children enact and endorse behavior patterns that distinguish their
ethnic group.

47
Q

Clark & Clark 1940s studies

A
  • Researchers queried Black preschool
    children about their attitudes toward in-
    group and out-group members
  • Point to White or Black dolls in response to
    questions such as “who is nice”, “who is
    mean”
  • Contrasts between segregated vs
    integrated African-American children in
    Washington DC
  • This research had a profound impact on
    the field and on political decisions
    surrounding segregation
48
Q

similar findings amonghts Indigenous children (corenblum et al. 1996)

A

indigenous Canadian children

out-group success –> ability and hard work
in-group success —> luck and task ease

49
Q

ERI is salient in societies with ethnoracial hierarchies (i.e., some
groups have political power and access to more resources)

A

True

50
Q

Positive ERI

A

Enhanced self-concept and self-esteem

51
Q

Negative ERI (internalized racism)

A

Engage in self-concept preservation strategies
(e.g., self-hated or dissociation from the group)

52
Q

Developmental Roots of ERI

A

Infancy
* 3-months: babies look longer at faces of their own race than faces of other races
* 9-months: positive emotions toward own race

Preschoolers
* Some ethnic group knowledge; developing preference for their own ethnic group

Early elementary school (ethnic-racial constancy)
* Understand that ERI does not change over time or context

53
Q

ERI begins to form

A

Middle-childhood through to adolescence
* Most active period of ethnic-identity development along with exploration of general identity
* Ethnic racial identity becomes more central to one’s self-concept

54
Q

Examples of how children and youth describe their ethnicity

A

language
“It means that when you know your own language you can speak with everyone”

Heritability
“Because you’re born that way, if your mother is Chinese, you’ll be too”

Appearance
“You’re born being black”

Pride (positive emotions)
“You like what you have and you’re proud of what you are”

Traits
“To be smart, successful, and strong”

55
Q

Ethnic Identity of Immigrant Children

A

Immigrant children feel positively about their ethnic identity but also identify to varying degrees with their receiving culture

56
Q

Enculturation:

A

learning about and adapting to the ethnic origin culture
(influenced by family)

57
Q

Acculturation:

A

learning about and adapting to the receiving culture
(influenced by school)

58
Q

Bicultural Identity

A

adopting both the norms and attitudes of the majority or
new culture and the valued traditions from their native culture.

new culture and the valued trad

59
Q

Bi- and multi-racial children and youth

A
  • Fastest-growing demographic in Canada and the
    US
60
Q

Multiracial youth’s ERI may be both accelerated
developmentally and more nuanced compared to that of monoracial youth

A

Because of their earlier exposure to family members
from different ethnic backgrounds, multiracial youth
may be more likely to develop an earlier
understanding of social hierarchies and awareness of
bias

Promotes their sociocognitive development (better
perspective-taking and more cross-group friendships)

61
Q

Adolescents who identify with at least one race
are better adjusted than those with no clear
identity

A

True

62
Q

Colour blind approach

A

dismisses the fact that there are structural racial-ethnic inequalities by
saying that race doesn’t matter and is not something that needs to be discussed

62
Q

Factors that Promote Ethnic Identity

A

Parental Socialization
Peer Socialization

63
Q

Parental Socialization

A

Impart knowledge about cultural traditions and instill pride in their ethnic
heritage
* Explicitly via conversations about race
* Not only function to shape facets of identity, but also to shape intergroup attitudes
* White children: colour blind approach and colour conscious approach c

64
Q

Colour conscious approach (reduced racial bias)

A

increases awareness of structural inequalities and barriers that
certain groups face (equip children with knowledge to combat inequality and disrespect)

65
Q

BIPOC children

A

prepare them for race-based bias and discrimination, not to get used to
it but to be aware of structural inequality and empower them to address it

66
Q

Peer socialization

A
  • Spend time with members of own ethnic group, which contributes to more
    stable ethnic identity
67
Q

Cross-group contact

A

Adolescents who spend time with members of other
ethnic groups have more mature ethnic identities

68
Q

importance of ERI

A

Why is ethnic racial identity important (especially for minority
status children and youth)?
* Promotes feeling positively connected with others who are similar
(belongingness)
* Connection can protect children from the negative impacts of ethnic
discrimination
* Foster a positive self-esteem and academic outcomes

Risks in not identifying with own ethnic group?
* Criticism and exclusion by own group (low belongingness)
* Low self-esteem and achievement

69
Q

Gender Identity

A

subjective experience that may or may not coincide with sex
assigned at birth
* Consists of gender labeling, typicality, connectedness, and felt pressure to conform

70
Q

Biological Sex

A

assigned at birth, based on chromosomes (male, female, intersex)

70
Q

Gender Expression

A

how people publicly express or present their gender

71
Q

Development

A

Most studies have been conducted with cisgender children (i.e., when gender
identity aligns with assigned sex)

72
Q

Gender identity emerges within the first few years of life

A
  • Infants discriminate gendered faces as early as 3-4 months
  • 3rd birthday, categorize themselves into binary gender categories
  • Gender stereotypes take root around 3 years
  • 4-5 years: prefer same-gender peers, view gender as relatively stable
73
Q

Gender identity becomes central to their sense of self across development,
influencing children’s:

A
  • Social interactions
  • Peer relationships
  • Activity and preferences
74
Q

gender identity across cultures

A

Across history, many cultures have recognized
gender identities other than male and female
(e.g., Hijras)

75
Q

Indigenous and gender identity

A

In 1990, the term Two-Spirit was introduced at the third annual international LGBT Native American gathering in Winnipeg put forth by Elder Myra Laramee.

Prior to colonialization, Two-Spirit peoples were healers, medicine people, and visionaries within their community

  • Two-Spirit is a term chosen by some Indigenous people to describe an aspect of their identity
76
Q

Diversity

A

Present: (more) acceptance of gender non-conforming
behaviour
* Gender independence
* Parents should stay open to all outcomes and refrain from voicing their preference
* Why? Conforming to gender norms may cause significant distress (Pyne, 2014)

Differences in gender identity expression:
* Some express more ambiguity (gender fluidity)
* Some (but fewer) transition to another gender
- Social transition
- Medical transition (bring body in line with gender identity)
- Gender-affirming care is critical for the health and wellbeing
of transgender youth!!

77
Q

History of gender identity

A

Before mid-1970
* Traditional gender roles and expectations (masculinity and femininity)
— Ideal gender identity development = conform to traditional gender roles
* Believed to depend on same-gender parents
* Didn’t match gender roles?
—– Poor wellbeing, pathologized

After mid-1970
* Shift in cultural climate
* Men and women possess similar characteristics and can be both masculine and
feminine
—— Masculinity, femininity, androgyny

78
Q

Factors that shape gender identity development

A

Socialization?
* Sociocultural influences undoubtedly play a role in children’s understanding
of gender BUT unlikely the mechanism that influences gender identity

  • Cognition?
  • Gender schema: cognitive structure that organizes future information
    processing about sex typing and gender stereotyping
  • Self-socializing process: orient to messaging about their gender identity
  • Biology?
  • Some evidence that androgen levels in the prenatal environment have been
    linked to gendered behaviors in childhood (Hines, 2009, 2011)

Need more research on gender identities beyond the binary

79
Q

Gender independence and identity

A

‘‘My daughter’s gender is not a problem. . . it’s everything else
around her that’s a problem.’’ (Father quoted in Pyne, 2012)
It’s not the child, it’s the system
* Schools
* Interventions in schools include creating more
welcoming environments (Meyer, 2006; 2009)
* Family
* Changing parental attitudes toward acceptance
* Media
* E.g., Rupaul’s Drag Race
* Online connection

80
Q

Developing knowledge about others

A
  • < Age 1 – babies are interested in and responsive to the emotions and
    behavior of other people
    Attend to stimuli with the characteristics of the human face and voice
    Know when someone is talking to them
    Reference others’ emotions when shaping their own actions (ASL!)
  • Age 1 – Begin to understand that people’s actions are intentional and goal
    directed
  • Age 1.5 years - recognize simple social norms
  • End of second year – can describe scripts for social routines
    - Script - a mental representation of an event or situation of daily life
    including the order in which things are expected to happen and how one
    should behave in that event or situation
81
Q

Early Understanding of Others’ Emotions

A

Emotion is a channel through which children learn
* Children become affectively tuned into the distress and amusement of
others
* Show curiosity about and understanding of the causes of pain, anger,
distress, pleasure, dislike, fear, comfort in others.
* They play with and joke about these feelings in others and tell stories
about them

Disputes are important! Children frustration in disputes prompts
more appropriate problem solving later in development &
knowledge about how others think and may respond in similar
situations
* Why might this be the case?

82
Q

Theory of Mind (ToM)

A

Children’s
understanding that people have mental
states such as thoughts, beliefs, and
desires that affect their behavior. It
allows children to get beyond people’s
observable actions and appearances
and respond to their unseen states

83
Q

How is ToM measured?

A

false-belief task

Children reliably respond correctly to
this task at about 4-5 years of age

84
Q

(ToM) But, in conversations with family
members, children refer to others’
internal states and intentions

A

much earlier than 4-5 years old

85
Q

Understanding Psychological Trait Labels

A

Beyond the toddlerhood and preschool years:
* Age 5-7 - recognize that people have psychological or personality attributes that distinguish them from each other and are stable enough to predict how people will act at different times and in different situations (Good Vs Bad)

  • Age 9-10 - describe another person’s actions less in terms of good or bad and more in terms of stable psychological traits (selfless, generous, hurtful)
  • Adolescence - realize that people are full of complexities and contradictions
86
Q

Advancing Social Understanding

A

What influences a child to be able to understand others?
Parent-child conversations
* Conversations that include descriptions of the internal states of self and others
* Emotion talk
* Cognition words (e.g., know, because, how, why)

Siblings and Friends
* Two important types of interaction
* Pretend Play
* Dispute Resolution
* Interactions also involve discussions about shared concerns, interests, and goals

DEV PSYCH 391 (2 decks)

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