Lecture 4 Flashcards
1
Q
Developmental trends
A
- increasing interest in other sex relationships
- peer group as reference group (sense of identity)
- definition of peers: from shared outside activities to shared mindsets/attitudes
2
Q
Developmental changes
A
- from playmates to self disclosing soulmates
- friendships become more stable over time
3
Q
Peers
A
people who have aspects in common
4
Q
Friends
A
valued mutual relationships
5
Q
Cliques
A
a small group of friends, regular social group
6
Q
Crowds
A
larger, reputationally based group, share similar norms, interests and values but are not necessarily friends
7
Q
Dating relationships
A
- achieve autonomy, gain status, distance from family members but also emotional risk
8
Q
Friendships
A
- preference for friends above family
- but it may differ dependent on topic
- trust and confide in parents -> trust and confide in friends
- feel good when with friends
- mirrors own feeling, understanding
- feeling of freedom and openness
9
Q
Cultural differences in friendships
A
- generally more towards peers and friends than family -> less seen in traditional cultures compared to Western cultures
- collectivist values
- rating family members higher and friends lower on companionship and enjoyment
10
Q
Intimacy
A
- degree to which two people share personal knowledge, thoughts and feelings
- intensifying need in early adolescence
- cognitive capability -> perspective taking and empathy
- truly caring instead of ‘play mates’
11
Q
Intimacy and close friends
A
- enhances development by promoting further perspective taking
- increase personal knowledge (Sex, self disclosure, emotional labeling)
- sharing personal thoughts and feelings
- reciprocal relationship between intimacy and perspective taking
12
Q
Factors that Promote Healthy Romantic Relationships
A
- open communication
- respect
- kindness
- patience
- high levels of trust
- close in age
- helps find sense of identity and develop interpersonal skills
13
Q
Adolescents reasons to form love relationships
A
most important 3:
- recreation
- intimacy
- status
other reasons:
- learning
- companionship
courtship
14
Q
Dating scripts
A
- cognitive models guiding love relationships
- proactive scripts: generally more males
- reactive scripts: generally more female
15
Q
What romantic relationships involve
A
- more intense emotions
- positive feelings: love and happiness
- negative feelings: anxiety and discomfort
- involves sexual activity
- being cared for
- social companion in leisure activities
16
Q
Sternberg’s theory of love
A
- 3 qualities: passion, intimacy, commitment
- combined in different ways
- consummate love: all 3
- empty love: commitment
- companionate: intimacy and commitment
- liking: intimacy
- romantic love: passion and intimacy
- infatuation: passion
- fatuous love: passion and commitment
- usually see infatuation and romantic love in adolescence
17
Q
Healthy or unhealthy
A
- fine-grained balance
- coercion: relationship dissatisfaction, instability, intimate partner violence
- role of parents and friends
18
Q
Healthy or unhealthy study
A
- disruptive parenting predicted antisocial behaviour and deviancy training
- antisocial behaviours and deviancy training predicted coercion intimate adult relationship
- disruptive parenting predicted romantic partner coercion 15 years later
- conclusion: we must promote healthy adult intimate relationships through early relationships with parents and friends
19
Q
Reciprocal influences
A
- adolescent characteristics influence the choice of friends and those friends influence their characteristics
20
Q
Influence and peer pressure
A
- peer pressure: directly and indirectly
- friends’ influence: substantial influence on adolescents (e.g. norms, social learning)
- friend’s influence: evidence both positively (i.e. support, well-being, pro-social behavior) and negatively (i.e. risk-taking, substance use, mental health problems)
21
Q
Peer pressure
A
- does the presence of peers increase risk taking in adolescents
- drive simulator game
- DV: when do participants stop in a risky situation (i.e. crossing intersection when traffic lights turn yellow or not)
- driving= more points but risk of crashing
- stop= less points but safe
-IV1: age group
-IV2: presence of peers - no difference in adults playing with or without friends
- adolescents with their friends makes a large difference and they do much more risky driving
22
Q
Turn toward mixed reality
A
- filters, deepfakes
- how do these impact social relations?
- how does this impact trust?
- how does this impact how adolescents perceive people?
23
Q
Digital media use
A
- powerful driver for maintaining social connectedness
- social media use (i.e. passive/active, social comparison)
- smartphone use (ambivalence)
- digital balance
- problematic use vs use in general
24
Q
Problematic smartphone use and peer engagement
A
- passive use was bidirectionally related to problematic use
- active messaging was related to more face to face meeting
- rewatch this i blanked
25
Q
Study about different types of social media
A
- rewatch sorry i blanked
- platform specific associations with well-being, self esteem and friendship cloeseness
- Whatsapp and Snapchat showed null association
- Tiktok, Instagram and Youtube have a negative association i think
26
Q
Cyberbullying, online intimidation and privacy issues
A
- adolescents who engage in traditional bullying are more likely to engage in cyberbullying
- an aggressive, intentional act or behaviour carried out using electronic forms of contact, repeatedly over time, against a recipient who is unable to easily defend themselves
- 23% to 54% prevalence
- robust relationship with risk of depression, anxiety and externalizing behaviours
- children and adolescents do not have good strategies to deal with it
27
Q
Adolescent specific goals
A
- self-regulation develops from being largely co-regulated in infancy to an independent yet socially-calibrated process in adolescence
- age-related transitions in the capacities, goals and motivation employed for self regulation
- adolescent bullying and aggression can be adaptive and goal directed behaviour (gaining status. prevent losing status)
28
Q
Impacts of digital media use
A
- risk for substance use (disorder) in adolescents
- levels of anxiety (social comparison, low self esteem, cyberbullying)
- feelings of loneliness, depression and stess
- however regular engagement in healthy online activities may reduce risk of mental health issues and substance use
- can have a positive impact on mental health, improved self esteem and social connection
- causality is unclear: suggests that youth who already have mental health problems use such platforms differently or in different ways than their healthy peers
29
Q
The power of like
A
- sensitive period for social interactions and judgement
- subcortical areas are related to affective properties
- dopaminergic systems and striatum are potential mechanisms for risk behaviour and social reinforcement
- adolescents use cognitive abilities depending on social-affective involvement and role of hormones
- brain reacts differently depending on situation
- the degree to which adolescent has control over the cognitive system = motivational?
30
Q
Power of like study
A
- RQ: effect of media use on the brain vs behaviour
- does peer influence not only affect behaviour but also the neural level
- what is the role of popularity? (number of likes)
- risky vs non-risky pictures
-popularity of photo impacted reaction to photo -> more likely to like photos with many likes
-> more brain activity for photos with more likes regardless of type of photo, areas related to social cognition and reward
-> risky photos activation in cognitive control areas decreased
