Lecture points - midterm 3 Flashcards
baby day summary
gail only uses under 18 months as otherwise they realise when they are being laughed at etc = upset
5 month old
object permament tasks = failed, but showed how hard it was to run as found mic for example more interesting
started child care young = no fear of strangers
currently interested in other kids (cousins her age) but no interactions yet
dogs in the home
rolling = need for baby proofing, but can now chose what toy to play with
anti-tech
exposing to hebrew but mum and dad not bilingual
exploration of everything in her mouth
association of music with sleep
emotional development includes
experiencing, managing and expressing emotions
the effects of social media
cannot restrict in older kids
what are the consequences for younger kids
social comparisons = more self-conscious
eg gail daughter all friends are always having so much fun
broader exposure to stuff = mixed bag
competing for parents attention
dangers of attention seeking behaviour
early milestones in emotional development
-positive emotions
by 2 months - smiling after controlling events
by 3 months - social smile
by 7 months - mostly smile at familiar people
smiling increases during first year of life
early milestones in emotional development
-negative emotions
first month - general distress only
around 7/8 months
-stranger anxiety (peaks around age 2)
-separation anxiety (don’ get this if put in child care at an earlier age)
shots research - some scream alot but no cortisol reaction
social referencing
using others for clues about how to feel / act in certain situations
(shot example should maybe go here)
by 12 months show wariness when caregiver acts afraid
social referencing video
visual cliff experiment
baby crawl to drop, mum looks scared, baby backs off
mum now smile = baby tries to cross gap
events that elicit social referencing
bday parties
strangers
minor injuries
insects - potential for how phobias spread
also basis for hypochondria
social influence - parent is afraid of something, baby too
little distinction though is shoen between smile and neutral so fear drives behaviour more
when does self-awareness occur
18 months
show mirror self-recognition
reason why get more difficutl after this - aka terrible 2s
want to dress themself but cant etc
video for developing self-awareness
spot of lipstick on 9 month old nose
in mirror girl looks but not familiar - so wont wipe lipstick off herself
18 month knows it is her in the mirror so knows to wipe the lipstick off her nose
what else occurs around 18 months
concern with standards
-upset if shirt has missing button or something is dirty
-doing things by self
self-conscious emotions occur
-pride (self-first)
-embarrasment (start to show when centre of attention)
-guilt (associated with empathy for others, desire to undo behaviour)
shame (focus on self, feel like hiding)
cultural influences on children - in a collectivits culture
pride discouraged for individual achievement
-related to strong modesty normms
parents promote shame and guilt for not fulfilling social obligations
instead pride in the group
modesty video con li
poem wll kids learn
permissible white lies in asia / collectivist
modesty lie - should not take credit / tell truth, should lie and hide it
modesty lie study in china
p1 = story about a little girl who tidies up trash in school yard, headteacher asks if she did it, girl = no. little girl shown this story = good isn’t a lie or the truth is something else
P2 little girl cleans up herself (unprompted), headmistress asks who cleaned it, little girl = don’t know and if asked if it was her replies no
ran in toronto, P2 girl doen’t offer help, P1 = very bad to lie, parent says it is important to get recognition for what she did
chinese exception to modesty
are allowed to show off but only in the context of offering to help
featured article - understanding surprise
can young children use probability in their inferences about surprise
ages 4-7yo
exp 2 - gumball machines - one mainly red and the other mainly blue
which girl is surprised
7yo get right, 6 no better than chance. but if 6yo prompted (social scaffolding) then right
result only (two prompts, belief = girl think vs probability = which colour does the girl have a chance of getting)
probability (not belief) prompt led most children to get this correct (is an example of scaffolding)
what is tempermament
bio based individual differences
- fearful distress/ inhibition
- irritable distress
- attention span and persistence
- activity level
- positive affect / approach
- rhythmicity
tempermament and parenting
bad tempermament = needs better parenting to overcome, but able to overcome
good tempermement = less susceptible to parenting, way more liekly to be just good naturaly
tempermament findings
MZ = more similar than DZ
can predict behaviour problems
-high levels of fearful inhibition and anxiety
-lack of fearful inhibition and conduct disorders
can lead to different environmental influences
-so what looks like parenting effects = tempermament
how infants try to manage their emotions
self-soothing
distraction
seek out support
rething meaning of event
rumination
one of the biggest factors associated with depression
being with other people can make it worse
give depressed person who is ruminating a really boring task to do = become less depressed as ruminating thoughts blocked (task distracts them from rumination)
strategies for expressing emotions
minimization - when really angry, act irritated
maximization - act more tired to try avoid work
masking - show poker face
substitution - feel anxious, look happy
ability to hide emotions by age…
how was it shown
3
children given dissapointed presents
some could mask their dissapointment - lots of variation, may be some gender differences (girls better than boys)
control - get parents to ask kid the truth (to double check kide doesn’t love the shit present)
socialization of emotion management
see others do
see what others get approval and disapproval for - includes gossip
parent child discussion of emotion
control of behaviour video
3yo jacob
mean monkey always choses the sticker you want
does jacob learn to deceive. 3yo = no
4.5yo patrick - knows to lie/ deceive so he can get the sticker he wants
delay of gratification video
marshmallow task
ability to wait = predictor of happiness, popularity, SAT etc
so how do we help our kids develop self-discipline
one = doesn’t look at marshmallow
4 ate within a minute
twins - one within 11 seconds, other licked played etc but didn’t eat
some more findings of the marshmallow task
predicts long term academic outcomes
children can be taught strategies for delay of gratification - pretend it is just a picture
children won’t delay gratification without trust
children wait longer if told teacher will find out
video human capacity for cooperation
child help experimenter trying to pick up paper balls = litte girl picks balls up to help
little boy helped stack tiles
experimenter never thanked children
if kid already helping then reward = helped less
kid who did not have a tendency to help but then helped and got rewarded
little girl left her playing to help. then gives experiemnter advise = you need to be more careful
also she will use knowledge only she has to help pthers = helping or showing off?
note the use of strange contraptions / paradigm to test against knowledge / experience kid may already have
research application - how can we promote prosocial tendencies and reduce antisocial tendencies
work together to achieve common goal
help children infer what they can do
eg teacher makes fun of child making a mistake = socialises that to be a correct response
attachment
infants form emotional connections with specific people
normally mum first then dad pretty quickly after
bowlby view
infant has inborn attachment system helps protect the child -child motivated to stay close -crying and smiling bring caregiver closer response to long term separation -at first protest, then despair (self-comfort), detachment (emotionally unresponsive, avoid new attachment) not true for all kids, but true for most political problem - long term separation
ainsworth view
individual uses differences in attachment
used strange situations methodology 12-18 months
-assesses relationship of baby with caregiver using sepatrations and reunions
strange situation classifications - just the three names
secure
insecure / resistant
insecure / avoidant
secure
- exploration in presence of caregiver
- contact seeking when parent returns
- theory says they develop a representation of other as helpful and themselves as worthy of respect
insecure / resistant
- always checking to make sure parent is still there (little exploration)
- generally not conforted by parents return
- known as come here, go away pattern
insecure / avoidant
not friendly to parent
theory says that child believes their communication has little impact on caregiver
secure attachment at 12-18 months predicts..
positive outcomes
-show more positive emotions and less anxiety
-better peer relations in childhood
absence of any attachment = most problematic
-brain development depends on having affection
determinants of secuirty of attachment
tempermament of child
goodness of fit
parental behaviour - contingent responsiveness
-physical contact seems to help (talked about baby wearing on baby day. exp gave out high chairs of device to baby wear and baby wear = more secure attachement, ethically can’t repeat)
still face paradigm video
used to not think baby could engage in social interaction
mum and baby play
mum goes still faced
baby points, smiles, screams, gets upset and stressed, turns away from mum (distracting herself)
mum goes back to happy and interacting = baby back to happy
identity and when do we try figure this out
identity = figuring out who you are
search through possibilities in adolescence
physical development, cognitive skills and social expectations coincide
identity formation usually proceeds gradually
-many small decisions (eg go out or break up with someone, where to live, join a certain group)
possible identity statuses
diffusion - no firm commitments, not searching
leads to either morotorium and achievement or foreclosure
moratorium - active exploration of possibilities
achievement - coherent identity based on personal decisions (decided as better and associated with social matrity and achievement motivation)
foreclosure - commitment to particularly identify without struggle (taking on your parents role)
very much ran on WEIRD samples
what is sense of purpose
what one strives for in life organizes goals and behaviours important part of ones identity -closely tied to hapiness and well being -associated with better school performance and less drug use
when does parent child conflict increase
during teen years in most families
about 25% = very high levels
normally around mundane matters (dress, keeping room clean), highest levels between mothers and daughters
why is adolescence tyically a time of conflict
identity search - child tries out identities parents don’t like
often intense and frequent negative emotions - peaks around age 15
conflicting interests - parent best to walk away
questioning rules
-often ask why they are being disciplined
-quick to question any potential flaws
parent may not have good options for child who challenges authority eg if child is violent or option is to kick them out onto the street
adolescent egocentrism
personal fable - belief in being so unique no one understands
-belief that nothing really bad will happen
imaginary audience - think all eyes on you
eg gail’s daughter didn’t want mum to see video cause her hand looked silly
what are attributions
explaining causes of outcomes
affect emotion and behaviour
with an attribution of low ability = less willing to work hard
attributional intervention
freshmen orientation to college one group got an extra video of upperclassmen telling stories of how they struggled at first but then it got better
-just this video led to lower dorp out rates and doing better in college
self-worth theory
key - negative attributions are threat to self-worth strategies -procrastination -challeneg-avoidance avoiding others judgements -lying about effort preparing for failure -defensive pessimism
lying about work
in america very common - i didn’t study at all but got a great mark
vs
in china - only ever do it to make other people try less hard by saying they didn’t try hard = give themself an advantage
conceptions of ability matter - Dweck
fixed mindset - can’t really change how samrt you are
-promoted by an emphasis on performance goals
-associated with helpless style
growth mindset - can change how smart you are
-promoted by an emphasis on learning goals
-associated with mastery orientation style
-why Gail does not use curves or best in class walls
some causes of helplessness
not learning how to cope with difficulty
-affected by tempermament
global praise as promoting helplessness
can lead children to think other can easily judge what they are capable of
can foster performance pressure
ie your drawing is amazing off only seeing one drawing = pressure that every single drawing must be so amazing to elicit this response
dweck mindset video
5th graders solving puzzles
praised either intelligence or effort
then harder problem presented
if praised on intellligence wanted to go back to the easy ones. if praised on effort wanted to work on harder puzzles
for adolescents this effort praise doesn’t always work
lack of internalized motivation or interest
people sometimes fail to avoid pressure to go toward goals that don’t appeal to them
efforts to motivate with rewards often backfire
-overjustification effect - extrinsic rewards can decrease intrinsic motivation
eg will draw with markers less if get rewarded for it
concerns about belongingness
students who experience a sense of belonging are moer motivated and engaged
- linked to feeling that there are teachers and peers who care about you
- stereotype threa - awareness of stereotypes can make people question whether they belong
how to promote better achievement motivation brief
focus on process
model effective ways to think about mistakes
teaching growth mindset - the mind, like a muscle gets stronger with use
link any rewards to task
keep expectation high, offer lots of support
-problems with low expectations and high expectation without support
how to focus on process
avoid ability praise and evaluation focus
highlight effectiveness effort
highlight ehy content is relevant
ask process-orientated questions - what new strategies can i try?
gender
interest in understanding nature of gender (eg girls express slightyl more positive emotions and sadness, less anger)
debates related to nature versus nurture are viewed as having strong political implications
CAH and gender
study of CAH females who get high prenatal levels of male hormones
associated with more physically active play
differential treatments by parents based on gender
boys are handled more roughly
more talk about emotions to girsl
even babies are often given different toys
observed even for identical babies with different gender label think PS1001
peer influences on gender socialization
gender segregation leads to separate peer culture
begins between ages 3-6
more time with same sex peers associated with gender-types behaviour
same-gender preference observed accross culture
more enforcement by boys
video on strangers influencing gender
tv show
strangers would tell parent to not allow kid to dress for halloween in other gender cotumes
cognitive development theory of gender
mature understanding
emerges aroun age 6
motivates interests in learning and following gender noms
same age as success on piagetian conservation tasks
actually doesn’t represent evidence well
schema theory of cognitive decelopment of gender
revised cognitive theory
based on piaget’s notion of schemas
generalizations about what boys and girls like
children form gender schemas well before age of 6
evidence - will assimilate new gender-relevant info
eg firefighter in class yesterday was a man when was really a woman
social identity theory and gender
concerns with ingroup are central
people tend to view what ingroup members do as more relevant
discouraging gender roles
toys alone = unseccessful
avoid gender salience ie dont group by gender
promote cross-gender interactions
addess adult anxieties
-effects of saying boys get better SAT scores = less girls of parents who read the study took math classes
-anxious teacher = pupils anxious inc girls
why do we study peer relations
future mates and collaborators
context for moral development
bidirectional social influence
predictive of future outcomes
measuring popularity
sociometrics
nomination method = ask every child to identify childern they like and odnt like (ethical issues)
ratings scale = ask children to provide ratings of peers
much better to asks childs than teachers
4 sociometric categories
popular - liked by mnay, disliked by few if any
rejected - actively disliked
neglected - ignored
controversial - liked by many, disliked by many
findings of
popular children
not prone to intense negative emotions
good self-regulation
findings of
rejected children
most problematic and stable category
subtypes
-withdrawn rejected and aggressive rejected
findings of
neglected children
less sociable and disruptive than average
few long term problems
findings of
controversial problens
disruptive and sociable
findings of
withdrawn-rejected children
often feel isolated and anxiou
little confidence in their social skills
findings of
aggressive-rejected
prone to hostile behavoiur
tend to verestimate their social competence
reasons for rejection
social skills deficit
-study of group entry comapring popular and rejected children confirmed
reputational effects - hard to shake bad ones despite behaviour changes
stereotypes - racial etc are strong
are all aggressive kids rejected
no
instrumental aggression
want to obtain concrete goal
hostile aggression
want to hurt another or protect self-esteem
associated with hostile attribution bias
-take accidental or ambiguous events as hostile towards them, react with hostility…
relational aggression
want to harm relationships or reputation
=mean girls
effect on victims of bullying
at risk for developing helth and relationship problems
worse for children if few others were bullied
what is cyberbullying
•repeated aggressive act •carried out using electronic means •victims cannot easily defend themselves •large potential audience •perpetrator rarely sees consequences • effects of deindividuation •study and intervention requires measurement, but how? • consider: use of words like “teasing” and “bullying”
findings of cyberbullying
•victims at increased risk •depression, anxiety and suicide •bullies tend to be low in empathy •positively correlated with offline aggression, but may make bullying easier for some •peeks around age 13-15 •providing personal information increases opportunities for close relationships, but leaves children vulnerable to cyberbullying •unclear how it should be policed
how to improve peer relations
•social skills training: develop a range of skills •initiating friendship by starting conversation •understanding and regulating emotions •strategies for handling difficult situations like being teased
should be for the whole class, is wrong to single out certain groups and just teach them eg would teach it is your fault you were rejected by your peers
how to improve peer relations in school
set clear rules and consequences
make reporting on bullying easy and safe
