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lecture 6: social development Flashcards

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1
Q

psychoanalytic theories are based on what idea

A

that there are unconcious forces that impact behaviors and emotions

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2
Q

what are the 3 personality principles according to freud

A

ID
EGO
SUPEREGO

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3
Q

what is ID in freud

A

unconcious personality structure, operates wtih the goal of seeking pleasure (IMMEDIATE GRATIFICATION)

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4
Q

what is the frist personality principle to dev

A

ID

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5
Q

what is EGO according to freud

A

rational, logical, problem solving component of personality
moderator between id and super ego

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6
Q

hat is the moderator between id and superego

A

ego

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7
Q

which personality principle does this allign with:
unconcious personality structure, operates wtih the goal of seeking pleasure (IMMEDIATE GRATIFICATION)

A

ID

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8
Q

which personality principle does this allign with:
rational, logical, problem solving component of personality
moderator between id and super ego

A

ego

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9
Q

what is superego according to freud

A

internalized moral standards (usually from parents)

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10
Q

which personality principle does this allign with:
internalized moral standards (usually from parents)

A

superego

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11
Q

WHAT is the pro of psychoanalytic theories

A

influenced psychologists to think about how unconcious processes shape our emotions and behaviors

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12
Q

what is the con of the psychoanayltic theories

A

claims are too vague to be scietinfically tested

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13
Q

what is eriksons theroy of psychosocial dev

A

Erikson’s theory suggests that your ego identity develops throughout your entire life during 8 stages

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14
Q

what are the 2 main people of psychoanalytic theories

A

freud
erikson

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15
Q

what is the first stage of eriksons theory

A

basic trust vs mistrust(birth to age 1 )

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16
Q

what age range is the basic trust vs mistrust theory

A

birth to age 1

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17
Q

explain the basic trust vs mistrust stage

A

must develop a sense of trust in caregivers
if unresolved, will have difficulty forming intimate relationships later in life

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18
Q

if a child does not result stage 1 of erikson (basic trust), what will happen

A

if unresolved, will have difficulty forming intimate relationships later in life

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19
Q

what is stage 2 of erikson theory

A

autonomy vs shame and self doubt (age 1-3.5)

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20
Q

what is the age range for stage 2 erikson (autonomy vs shame)

A

1-3.5

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21
Q

what is erikson stage 2 (autonomy vs shame)

A

must develop a sense of autonomy while adjusting to increasing social demands
if unresolved, will feel self doubt and have low sense of competence

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22
Q

if a child does not resolve stage 2 of erikson (autonomy vs shame), what can happen

A

if unresolved, will feel self doubt and have low sense of competence

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23
Q

what is eriksons third stage of theory

A

initiative vs guilt (age 4-6)

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24
Q

at wht age is eriksons third stage of his thoery

A

4-6

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25
Q

which of eriksons stages is similar to superego

A

intiative vs guilt

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26
Q

explain stage 3 of erikson (initiaive vs guilt)

A

must internalize morals learned from their parents and develop a conscious
if unresolved, will not develop balance between initiative and guilt (ex: might not feel guilty if do smt wrong)

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27
Q

if stage 3 (iniative vs guilt) of eriksons theory is unresolved, what can happen

A

if unresolved, will not develop balance between initiative and guilt (ex: might not feel guilty if do smt wrong)

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28
Q

what is stage 4 of eriksons theory

A

industry vs inferiority (age 6-puberty)

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29
Q

what age is stage 4 of erikons theory

A

6-puberty

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30
Q

explain stage 4 of eriksons theory (industry vs inferiority)

A

must master cognitive and social skills, work diligently and cooperate with peers
if unresolved, may lead to feelings of inadequacy

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31
Q

if stage 4 of eriksons is unresolved (industry vs inferiority) what happens

A

if unresolved, may lead to feelings of inadequacy

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32
Q

what is stage 5 of erikson theory

A

identity vs role confusion (adolescence -early adulthood)

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33
Q

what age is stage 5 of erikson theory (identity s role confusion)

A

adolescence to early adulthood)

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34
Q

explain stage 5 of erikson theory (identity vs role confusion)

A

must acheive a core sense of identiy
if unresolved, may live in confusion about what roles they should play as adults.

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35
Q

if stage 5 (identify vs role confusion) is not resolved, what happens

A

if unresolved, may live in confusion about what roles they should play as adults.

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36
Q

hat are eriksons 5 stages in his theory

A

1) basic trust and mistrust
2) autonomy vs self doubt and shame
3) initiative vs guilt
4) industry vs inferiority
5) identity vs role confusion

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37
Q

which stage of eriksons does this correspond to:
must develop a sense of trust in caregivers
if unresolved, will struggle with forming intimate relationships later in life

A

stage 1: basic trust vs mistrust ( 0-1)

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38
Q

which stage of eriksons does this correspond to:
must develop a sense of autonomy while adjust to increasing social demands
if unresolved, may lead to feelings of self doubt and low competence

A

stage 2: autonomy vs shame and self doubt (1-3.5)

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39
Q

which stage does this correspond to :
a child must internalize the moral values learned from their parents and develop a conscious
if unresolved, may not develop balance between initiative and guilt

A

stage 3: initiative vs guilt (4-6)

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40
Q

which stage does this correspond to:
a child must develop social and congitve skills, work diligently and cooperature with peers
if unresolved, will have feelings of inadequacy

A

stage 4: industry vs inferiority (6-puberty)

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41
Q

which stage does this correspond to
must achieve a core sense of identity
if unresolved, may live in confusion about what roles they should play as adults

A

5: indentity vs role confusion (adosclence to early adulthood)

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42
Q

what idea did freud introduce

A

idea that unconcious forces shape our feelings and behavior

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43
Q

what did erikson add to freuds idea about unconscious forces

A

that social influences also shape out behavior

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44
Q

erikson outlined 8 stages of waht

A

pyschosocial development

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45
Q

what is each stage categorized by in eriksons model

A

by a developmental crisis that must be resolved or else a person will struggle with it forever

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46
Q

what do learning theories believe

A

that there are no qualitatively different stages of devlopment

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47
Q

what do learning theoriests focus on (3)

A

1) role of EXTERNAL FACTORS in social behavior
2) learning through EXPERIENCE
3) focus on role of specific mechanism of change

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48
Q

who is the founder of behaviorism

A

john b watson

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49
Q

what did john b. watson believe

A

behaviorism
a childs development is determina via internal environment but also through conditioning

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50
Q

classic conditioning is related to what learning theorist

A

john b watson

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51
Q

ittle albert experiment is associated to who

A

john b watson

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52
Q

the little albert experiment showed the power of what

A

classic conditioning

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53
Q

The Little Albert experiment was a controlled experiment showing empirical evidence of what

A

of classical conditioning in humans

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54
Q

Watson took Pavlov’s research a step further by showing what

A

that emotional reactions could be classically conditioned in people.

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55
Q

explai nthe little albert expeirment

A

9 month old infant albert was exposed to a nice white rat
=initiative positive reaction (no fear)

in subsequent exposures, paired the rat with a scary loud noise
=After a while, albert because afraid of the rat (was classifclly conditioned to be scared of the rat)

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56
Q

what is another example of classic conditioning in daily lives

A

white coat syndomr
=see a doctor and automatically heart rate increases)

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57
Q

who is bf skinner

A

behaviorist who proposed operant conditioning

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58
Q

true of false: john b watson proposed operant conditioning

A

false, bf skinner did

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59
Q

what is operant conditiing

A

Operant conditioning process which the strength of a behavior is modified by reinforcement or punishment

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60
Q

what is operant conditioning modulated by

A

reinforcement or punishment

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61
Q

explain reinforcement in operant conditioning

A

reinformcment
=behaviors that lead to favourable outcomes are repeated

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62
Q

explain punishment in operant conditioning

A

behaviors that lead to unfavourable outcomes are punished

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63
Q

what are the two major discoveries from operant conditioning

A

attention
intermittent reinforcement

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64
Q

explain the discovery of attention

A

idea that children do things just for attention
ex: time out and why does it work

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65
Q

explain why time outs work in terms of the attention discovery

A

parent ignores kid and when you systematically withdraw attention, it removed reinforcement of inappropriate behavior

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66
Q

what is intermittent reinforcement

A

a behavior that has sometimes been rewarded, sometimes not

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67
Q

what makes bad behaviors resistant to stopping

A

intermittent reinforcement

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68
Q

when a behavior is sometimes rewarded, sometimes not, what does it make these behaviors resistant to

A

reistant to stopping

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69
Q

give an example of intermittent reinforcement

A

if a child whines and sometimes you give in and sometimes you don’t
=a child will try again because you were not clear
=you reinforced a behavior in a non systematic way therefore child will continue to try

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70
Q

who proposed the social learning theory

A

albert bandura

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71
Q

the social learning theroy puts emphasis on what

A

observation and imitation to account for social development

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72
Q

according to the social learning theroy (albert bandura), how do children learn

A

learn from watching wht other people do and imitate it

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73
Q

true or false: social learning through watching others can be done direct of indirect

A

true

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74
Q

hwhat is an example where a child can learn indirectly from others

A

books

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75
Q

what is an example where a child can learn directly from what they see

A

screens/tv

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76
Q

BOBO stduy was conductd by who

A

Bandura

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77
Q

which theory puts emphasis on observation and imitation to account for social dev

A

social learning theory (albert bandura)

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78
Q

which person/theory stated that strength of behavior is modulated by reinforcement or punishment

A

BF skinner, operant conditioning

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79
Q

which person/theroy stated that children can be classifically conditioned which affects their devlepment

A

johb b watson (behaviorism)

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80
Q

what was the bandura and bobo study procudure

A

preschool children watch a short film where an adult performs aggressive actions on a bobo doll

and then they were either:
1) reward and praised
2) punishment
3) no consequence

and then children were placed with the bobo doll

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81
Q

what was the purpose of bandura and bobo study

A

whether vicarious reinforcement would affect childrens behavior

o demonstrate that if children were witnesses to an aggressive display by an adult they would imitate this aggressive behavior when given the opportunity

82
Q

what were the results of the BOBO study

A

children who had seen the adult be PUNISHED
=imitated the behavior less

and

children were also offered an incentive to reproduce the actions they remember and most of them did (children learn from behavior from watching even if they don’t do it at first)

83
Q

what does the fact that children reproduced the aggressive actions on BOBO when offered a reward suggest

A

that chilren learn from watching adult behavior and remembering it (even if they did not do it the first time)

84
Q

in he bobo study, which gender was more physically aggressive

A

boys

85
Q

true or false: girls and boys had learned the same about the modelled behavior and explain with graph

A

true
both genders who watched the adult get punished performed the aggressive actions less (boys in general were more)

and

when offered an incenture, both genders could reproduce the actions (even if they didn’t the first time)

86
Q

true or false and expplain: the bobo study showed that what children learn cannont always be known from their behaviro

A

true, because children were able to reproduce aggressive actions when incentive (even if they did not display that action the first time)

87
Q

what can account for the difference in behavior before and after an incentive in girls

A

Girls do not innitaially repreoduce the behavior because they have been socially conditioned to be less aggressive

BOYS AND GIRLS WILL INHIBIT BEHJAVIORS THAT ARE INNAPROPRIATE FOR THEIR GENDER

88
Q

banduras social cognitive theory puts emphasis on the BLANK aspects of observational learning

A

cognitive

89
Q

what are the 4 basic cognitive processes in banduras social cognitive theory

A

attention
encoding
storing
retreival

90
Q

who set forth the theory of reciprocal determinism

A

albert bandura

91
Q

what is reciprocal determinism

A

Reciprocal determinism is the theory set forth by psychologist Albert Bandura

which states that a person’s behavior both influences and is influenced by personal factors and the social environment

92
Q

true or false: according to the reciprocal determinsm theory ,the child has no role in their development

A

false, it is the active role of children in their own development

93
Q

explain how there is an active role of children in their own development

A

children can seek particualr interactions with the external world which will influence themselves

and then can later go on to influence others

94
Q

give an example of reciprocal determinsm

A

child who likes violent videogames will go sheek out those games and then influence others to do the same

95
Q

watson believed strongly in the power of what

A

the power of environmental factors (especailly reinforcment), to influence children’s development

96
Q

watson believed strongly in the power of environmental factors to influence children’s development … especially which one?

A

(especailly reinforcment),

97
Q

skinner beliebed that all behavior can be explained in terms of what

A

operant conditioning

98
Q

skinner discovered the importance of what two things

A

1) the importance of intermittent reinforcement
2) the reinforcing value of attention

99
Q

banduras social learning theory and resarch stresses the importance of what

A

importance of observational learning and cognitivon in social learning

100
Q

what is social cognition

A

understanding that people have thoughts/beliefs/feelings/motives that shape their behavior

101
Q

what is self socialization (

A

children actively shape their own sociliazation through how they choose to engage with others

102
Q

true or false and explain
the fact that children actively shape their own sociliazation through how they choose to engage with others is an example of social cognition

A

false, example of self socialization

103
Q

who came up with the stage theory of role taking

A

selman

104
Q

according to selmans stage theory of role taking, what is role taking

A

being aware of someone elses point of view

selman believed that children social cognition was limited by their inabi;it to engage in role taking behavior until age 6

105
Q

why did selman beleive that childrens social cognition was limited

A

because of their inability to engave in role taking behavior until age 6

106
Q

according to selman, at what age can children engage in role taking behavior

A

6

107
Q

how many stages are their in selmans stage theory of role taking

A

4

108
Q

what ages are stage 1 of selman theory of role taking

A

6-8

109
Q

what ages are stage 2 of selman theory of role taking

A

8-10

110
Q

what ages are stage 3 of selman theory of role taking

A

10-12

111
Q

what ages are stage 4 of selman theory of role taking

A

12 and up

112
Q

what is stage 1 (6-8) of selmans stage theory of role taking

A

someone eles can have a perspective different from ones own
(assume this is because they posses different info)

113
Q

what is stage 2 (8-10) of selmans stage theory of role taking

A

ability to think with someone else point of view

114
Q

in stage 1 of selmans, why do children think someone else has a different perspective from ones own

A

because they possess different in (oh they must be mistaking)

115
Q

in what stage of selmen do children begin to have the ability to think with someone else point of view

A

stage 2

116
Q

what is stage 3 (10-12) of selmans stage theory of role taking

A

can compar own point of view with another persons

117
Q

according to selmen, at what stage/age can children compare their own point of view with another persons

A

stage 3 (10-12)

118
Q

what is stage 4 (12 up) of selmans stage theory of role taking

A

can assess whether someone point of view is the same as that of their social group

119
Q

in what stage do children have the assbility to assess whether someone point of view is the same as that of their social group

A

stage 4 (12 up)

120
Q

who came up with the information processing theory of problem solving

A

dodge

121
Q

what theroy did dodge come up with

A

information processing theory of social problem solving

122
Q

what is the information processing theory of social problem solving

A

children hostile attribution bias have a tendency to think others ambiguous actions stem from hostile intent and that
increase their likelihood to engage in aggressive behaviors

123
Q

consider the example of someone knocking over a friends puzzle, how will someone with a hostile attribution bias react and why

A

they will think they are mean and knocked it over on purpose

they see ambiguous aspects of a situation (don’t know intention) but will attribute hostile and aggressive intent to those actions)

124
Q

what is the hostile attribution bias

A

the tendence to assume that other people’s ambiguous actions stem from hostile intent

125
Q

the tendence to assume that other people’s ambiguous actions stem from hostile intent is called what

A

hostile attribution bias

126
Q

if a child has a hostile attribution bias, how are they more likely to react to an ambiguous sitaution

A

moore likely to retaliate aggressive

mor elikely to elecit aggression or rejection from peers

127
Q

true or false: there is a cultural and gender factor that determines hostile attribution bias

A

no, more related to early harsh parenting

128
Q

who is more likely to have a histole attribution bias

A

abused children

129
Q

when asked how a parent would reaction to these situations
positive: prize at school ,help in house vs neg: trouble at school, broke)

how do physically abused children react

A

endorse anger as a possible response to positive and negative events

130
Q

true or fals: physically abused children endorse anger as a possible response to positive events only

A

false, postiive and negative events

131
Q

when asked how a parent would reaction to these situations
positive: prize at school ,help in house vs neg: trouble at school, broke)

how do never physically abused children react

A

only endorse anger a a possible response to negative events

132
Q

true or false: never physically abused children only endorse anger a a possible response to negative events

A

true

133
Q

Explain the pollack study about who is more likely to recognize the angry emotion

A

shown a series of facial expressions one at a time and examined wht type of children were able to recognize the emotion fastest

134
Q

what were the results of the pollack study about who is more likely to recognize the angry emotion

A

physically abused children better able to recognize angry facial expressions

react more quickly to angry facial expressions

135
Q

true or false: physcially abused children were more easily able to recognize anger in a neutral stimulus AND react more quickly

A

true

136
Q

what theory did dweck come up with

A

theory of self attributions and achievement motivation

137
Q

who came up with the thoery of self attributions and acheivement motivation

A

dweck

138
Q

what is Caro Dweck’s theory

A

focusses on how a childs thinking about the reasons for the successes and failures influences their achievement motivation

139
Q

give an example that illustratyes the 2 mindsets of dwecks theory of self attributions and acheivement motivation

A

person 1)
this math homework is an EXCITING challenge. I cant wait to improve my math skills
AS LONG AS I TRY REALLY HARD I CAN DO IT

person 2)
This math is too hard. My teacher is not going to give me an A im not smart enough

140
Q

what are the 2 mindsets/orientations of dwecks thoery of self attributions and acheivement motivation

A

1) incremental/mastery orientation
=growth mindset

2) entity/helpless orientation
=fixed mindet

141
Q

explain the mastery orientation

A

tendency to attribute success and failure to the amounf of effort expended and to persist in the faec of failure

142
Q

tendency to attribute success and failure to the amounf of effort expended and to persist in the faec of failure

is associated with what orientation

A

incremental/mastery

143
Q

what are the type of goals in the mastery orientation

A

mastery goals (improving compethence)

144
Q

explain the helpless orientation

A

base self worth on others approval
seek out situtations where they cna be assured of sucess and receiving praise

145
Q

base self worth on others approval
seek out situtations where they cna be assured of sucess and receiving praise

is associated with what orientation

A

helpless

146
Q

what are the types of goals in a helpless orentiation

A

perfomance goals (seek positive assesment)

147
Q

explain mastery goals in the growth mindset/mastery orientation

A

seek to improve competence and excited to master new skills

148
Q

explain performance goals in fixed mindset/helpless orientation

A

seek postive assessment and avoid negative assessment

149
Q

explain the incremental view of intelligmece in the mastery orientation

A

beleive that intelligence can be developmed through effort

150
Q

explain the entity view of intelligence in the helpless orientation

A

believe that intelligence is fixed

151
Q

which orientation believs in an entity view of intelligence/fixed intelligence

A

helpless oritentation

152
Q

which oritentation believes intelligence is incremental/can be developped through effort

A

mastery

153
Q

why does having an incremental/entity theory of intelligence matter (3)

A

1) children with an incremental thoery of interlligence have more motivation to learn

2) 7th graders who prescribe more to an incremental theory have better math scores than those with an entity thoery

3) 7th graders who recived instruction on how the brain is malleable (related to incremental thoery) has greater improvementsin their math scores and motivation compared to group who was taught bsic study skills

154
Q

children with what orientation have more motivation to learn

A

children with an incremedantal theory of intelligence have more motivation to learn

155
Q

true or false: children with an incremedantal theory of intelligence have less motivation to learn

A

false, more

156
Q

7th graders who prescribe more to an icnremental thoery have better or worse math scores

A

better math scores than those with an entity thoery of intelligence

157
Q

what was the reaction in math scores after being explained how the brain is malleable

A

7th graders who were taught how the brain is malleable (related to incrementail theory) had greater imporvements in their mathscores compared to group who just received basic study skills

158
Q

children with what orientation/theory have more hostile attribution bias

A

with entity thoery

159
Q

true or false: children with entity theory of personality have more hostile attribution bias

A

true

160
Q

explain why children with entite theory of personality have more hostile attribution bias

A

if they believe behavior is due to fixed personality traits rather tahn circumstance
=they are more likely to interpret ambiguous actions as having hostile intent

161
Q

what were the results after adoclescents were explained how the brain was malleable

A

adolescrents who received instruction about jow the brain is malleable (related ot incremental thoery) have grater reductions in HISTOLE ATTRIBUTION BIAS

162
Q

selem introduced 4 stages thorugh which children develop the ability to what

A

take the perspective of others (role taking thoery)

163
Q

dodge outlined how children make attributions about what

A

make attribtions/assume about how what motivates other behaviors
ex: children with hostile attribution bias

164
Q

children with hostile attribution bias assumune what from ambiguous actions

A

hostile intent

165
Q

dweck focussed on how childrens thinking about the reasons for their succeses and fauled infleunces what

A

achivement motivation

166
Q

accordin gto dweck ,what influences a childs achievment motivation

A

a childs thinking about the reasons for their successes and failires

167
Q

children who think intelligence is changeable will be more or less moviated to work on challenging problems (compoared to children who think its fixed)

A

more

168
Q

what are the 3 views/thoeries about the role of the environemtn

A

ethological view
evolutionary view
bioecological model

169
Q

what is common between the 3 theories about the role of the environemtn (4)

A

1) interaction betwene nurture and nature
2) importance of sociocultural context
3) continuity of development
4) active role of children

170
Q

what are the ethological views about the role of the environemtn

A

the study of behavior within an evolutionary context
BEHAVIOR IS SHAPED BY EVOLUTION (JUST AS PHYSICAL CHRACTERITCIS)

171
Q

in what view do they beleive that behavior is shaped by evolution

A

ethological view

172
Q

give two examples of etholofgical views

A

imprinting: ducks are attached to their moms and follow them everywhere but must be exposed to their mother at the critical age

preference for top heavy faces: infants pay attention to other humans in the environemtn

173
Q

whatis the evolutionary view

A

natural selection and adaption applied to human behavior

174
Q

explain how play is important for the evolutationary psychology

A

evolved platform of learning
develop motor skills
practice social roles
can experiment with minimal consequences

175
Q

who proposed the bioecological model

A

urie bronfenbrenner

176
Q

true or false: the bioecoloagical model is a nested structure with the child at the center

A

true

177
Q

the bioecoloagical model is a nested structure with what at the center

A

the child

178
Q

the bioecological model puts emphasis on what

A

on human beings capacity to transform our environment and ourselves

179
Q

what deoes the bioecological model highlight

A

the complex development of every cild

180
Q

what is the most inner model of the bioecological model

A

microsystem

181
Q

hat is the microsystem

A

activities and relationships wehere the child DIRECTLY PARTICIAPTES

182
Q

activities and relationships wehere the child DIRECTLY PARTICIAPTES is related to whta level of the bioecological model

A

microsystem

183
Q

do children have any influence in the microsystem

A

yes
children have SOME influence on some aspects
(other aspects are influenced by expectation and ressources)

184
Q

the microsystem relies on what nature of relationships

A

bidirectional

185
Q

explain the bidirectional relationshio in the microsystem

A

parents relationship influences children

child influence parents relationship

186
Q

what is an example of microsystem

A

71% of parents with a bachelor degree read to their children daily

drops to 33% for parents with a high school diploma or less

(child directly participates and the parents educational level can affect child literacy)

187
Q

interactions between microsystems are part of what system

A

mesosystem

188
Q

true or false, in the mesosystem, supportive relationships can be beneficial

A

true

189
Q

what is an example of mesosysem

A

academic success
parents and peers value academic endeveors

190
Q

what is a real life example of mesosystm

A

78% of higher income familes say their neighborhood is a good place to raise children
only 42% for lower familes

191
Q

what is the exosystem

A

settings that children mau not be directly apart of but still influencial

192
Q

what are some examples of exostystem

A

parents workplace (affects multiple things)

parental leave
workhours
childcare

193
Q

what is a real life example of exosystem

A

effect of mass medial
80% of kids less than 6 have media

194
Q

what is the outer level of the biosocial model called

A

macrosystem

195
Q

what are apart of the macrosystem

A

general beliefs, values, customs, laws of larger societies

196
Q

give an exmple of influence of cultural aspriations for children

A

african american and hispanic parents in the us are twice likely as white parenst to say its important to them that kids get a degree

197
Q

what is the chronosystem

A

temporal dimension
belifes, values, customrs, family structure and dynamics and technologies
CHANGE OVER TIME

198
Q

true or false: according to the chronosystem, as children get older they play less of an active role i ntheir devlopment

A

false, more

199
Q

ehtolical theories examine behavior withing the BLANK context for what purpose

A

evolutionary context
to understand its adaptive or survival value

200
Q

evolutionary theories apply what conceps to human behavior

A

apply darwinian conceps of natureal selection to human behavior

201
Q

bronfenbrenner bioecological model conceptualizes the BLANK as a set of nested concepts with the child as the center

A

THE ENVIRONEMTN

psych 304 (10 decks)

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