Lecture points - midterm 3 Flashcards

Question

delay of gratification video

Answer 1

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

Answer 2

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

Answer 3

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

Answer 4

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

Answer 5

infants form emotional connections with specific people | normally mum first then dad pretty quickly after

Answer 6

``` 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 ```

Answer 7

individual uses differences in attachment used strange situations methodology 12-18 months -assesses relationship of baby with caregiver using sepatrations and reunions

Answer 8

secure insecure / resistant insecure / avoidant

Answer 9

- 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

Answer 10

- always checking to make sure parent is still there (little exploration) - generally not conforted by parents return - known as come here, go away pattern

Answer 11

not friendly to parent | theory says that child believes their communication has little impact on caregiver

Answer 12

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

Answer 13

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)

Answer 14

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

Answer 15

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)

Answer 16

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

Answer 17

``` 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 ```

Answer 18

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

Answer 19

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

Answer 20

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

Answer 21

explaining causes of outcomes affect emotion and behaviour with an attribution of low ability = less willing to work hard

Answer 22

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

Answer 23

``` key - negative attributions are threat to self-worth strategies -procrastination -challeneg-avoidance avoiding others judgements -lying about effort preparing for failure -defensive pessimism ```

Answer 24

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

Answer 25

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

Answer 26

not learning how to cope with difficulty | -affected by tempermament

Answer 27

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

Answer 28

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

Answer 29

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

Answer 30

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

Answer 31

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

Answer 32

avoid ability praise and evaluation focus highlight effectiveness effort highlight ehy content is relevant ask process-orientated questions - what new strategies can i try?

Answer 33

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

Answer 34

study of CAH females who get high prenatal levels of male hormones associated with more physically active play

Answer 35

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

Answer 36

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

Answer 37

tv show | strangers would tell parent to not allow kid to dress for halloween in other gender cotumes

Answer 38

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

Answer 39

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

Answer 40

concerns with ingroup are central | people tend to view what ingroup members do as more relevant

Answer 41

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

Answer 42

future mates and collaborators context for moral development bidirectional social influence predictive of future outcomes

Answer 43

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

Answer 44

popular - liked by mnay, disliked by few if any rejected - actively disliked neglected - ignored controversial - liked by many, disliked by many

Answer 45

not prone to intense negative emotions | good self-regulation

Answer 46

most problematic and stable category subtypes -withdrawn rejected and aggressive rejected

Answer 47

less sociable and disruptive than average | few long term problems

Answer 48

disruptive and sociable

Answer 49

often feel isolated and anxiou | little confidence in their social skills

Answer 50

prone to hostile behavoiur | tend to verestimate their social competence

Answer 51

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

Answer 52

want to obtain concrete goal

Answer 53

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...

Answer 54

want to harm relationships or reputation | =mean girls

Answer 55

at risk for developing helth and relationship problems | worse for children if few others were bullied

Answer 56

•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”

Answer 57

•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

Answer 58

•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

Answer 59

set clear rules and consequences | make reporting on bullying easy and safe