Lecture points - midterm 3

Question 1

baby day summary

Answer 1

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

Question 2

emotional development includes

Answer 2

experiencing, managing and expressing emotions

Question 3

the effects of social media

Answer 3

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

Question 4

early milestones in emotional development

-positive emotions

Answer 4

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

Question 5

early milestones in emotional development

-negative emotions

Answer 5

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

Question 6

social referencing

Answer 6

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

Question 7

social referencing video

Answer 7

visual cliff experiment
baby crawl to drop, mum looks scared, baby backs off
mum now smile = baby tries to cross gap

Question 8

events that elicit social referencing

Answer 8

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

Question 9

when does self-awareness occur

Answer 9

18 months
show mirror self-recognition
reason why get more difficutl after this - aka terrible 2s
want to dress themself but cant etc

Question 10

video for developing self-awareness

Answer 10

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

Question 11

what else occurs around 18 months

Answer 11

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)

Question 12

cultural influences on children - in a collectivits culture

Answer 12

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

Question 13

modesty video con li

Answer 13

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

Question 14

chinese exception to modesty

Answer 14

are allowed to show off but only in the context of offering to help

Question 15

featured article - understanding surprise

Answer 15

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)

Question 16

what is tempermament

Answer 16

bio based individual differences

• fearful distress/ inhibition
• irritable distress
• attention span and persistence
• activity level
• positive affect / approach
• rhythmicity

Question 17

tempermament and parenting

Answer 17

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

Question 18

tempermament findings

Answer 18

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

Question 19

how infants try to manage their emotions

Answer 19

self-soothing
distraction
seek out support
rething meaning of event

Question 20

rumination

Answer 20

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)

Question 21

strategies for expressing emotions

Answer 21

minimization - when really angry, act irritated
maximization - act more tired to try avoid work
masking - show poker face
substitution - feel anxious, look happy

Question 22

ability to hide emotions by age…

how was it shown

Answer 22

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)

Question 23

socialization of emotion management

Answer 23

see others do
see what others get approval and disapproval for - includes gossip
parent child discussion of emotion

Question 24

control of behaviour video

Answer 24

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

Question 25

delay of gratification video

Answer 25

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

Question 26

some more findings of the marshmallow task

Answer 26

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

Question 27

video human capacity for cooperation

Answer 27

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

Question 28

research application - how can we promote prosocial tendencies and reduce antisocial tendencies

Answer 28

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

Question 29

attachment

Answer 29

infants form emotional connections with specific people

normally mum first then dad pretty quickly after

Question 30

bowlby view

Answer 30

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

Question 31

ainsworth view

Answer 31

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

Question 32

strange situation classifications - just the three names

Answer 32

secure
insecure / resistant
insecure / avoidant

Question 33

secure

Answer 33

• 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

Question 34

insecure / resistant

Answer 34

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

Question 35

insecure / avoidant

Answer 35

not friendly to parent

theory says that child believes their communication has little impact on caregiver

Question 36

secure attachment at 12-18 months predicts..

Answer 36

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

Question 37

determinants of secuirty of attachment

Answer 37

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)

Question 38

still face paradigm video

Answer 38

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

Question 39

identity and when do we try figure this out

Answer 39

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)

Question 40

possible identity statuses

Answer 40

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

Question 41

what is sense of purpose

Answer 41

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

Question 42

when does parent child conflict increase

Answer 42

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

Question 43

why is adolescence tyically a time of conflict

Answer 43

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

Question 44

adolescent egocentrism

Answer 44

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

Question 45

what are attributions

Answer 45

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

Question 46

attributional intervention

Answer 46

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

Question 47

self-worth theory

Answer 47

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

Question 48

lying about work

Answer 48

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

Question 49

conceptions of ability matter - Dweck

Answer 49

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

Question 50

some causes of helplessness

Answer 50

not learning how to cope with difficulty

-affected by tempermament

Question 51

global praise as promoting helplessness

Answer 51

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

Question 52

dweck mindset video

Answer 52

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

Question 53

lack of internalized motivation or interest

Answer 53

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

Question 54

concerns about belongingness

Answer 54

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

Question 55

how to promote better achievement motivation brief

Answer 55

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

Question 56

how to focus on process

Answer 56

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

Question 57

gender

Answer 57

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

Question 58

CAH and gender

Answer 58

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

Question 59

differential treatments by parents based on gender

Answer 59

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

Question 60

peer influences on gender socialization

Answer 60

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

Question 61

video on strangers influencing gender

Answer 61

tv show

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

Question 62

cognitive development theory of gender

Answer 62

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

Question 63

schema theory of cognitive decelopment of gender

Answer 63

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

Question 64

social identity theory and gender

Answer 64

concerns with ingroup are central

people tend to view what ingroup members do as more relevant

Question 65

discouraging gender roles

Answer 65

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

Question 66

why do we study peer relations

Answer 66

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

Question 67

measuring popularity

Answer 67

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

Question 68

4 sociometric categories

Answer 68

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

Question 69

findings of

popular children

Answer 69

not prone to intense negative emotions

good self-regulation

Question 70

findings of

rejected children

Answer 70

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

Question 71

findings of

neglected children

Answer 71

less sociable and disruptive than average

few long term problems

Question 72

findings of

controversial problens

Answer 72

disruptive and sociable

Question 73

findings of

withdrawn-rejected children

Answer 73

often feel isolated and anxiou

little confidence in their social skills

Question 74

findings of

aggressive-rejected

Answer 74

prone to hostile behavoiur

tend to verestimate their social competence

Question 75

reasons for rejection

Answer 75

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

Question 76

are all aggressive kids rejected

Answer 76

no

Question 77

instrumental aggression

Answer 77

want to obtain concrete goal

Question 78

hostile aggression

Answer 78

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…

Question 79

relational aggression

Answer 79

want to harm relationships or reputation

=mean girls

Question 80

effect on victims of bullying

Answer 80

at risk for developing helth and relationship problems

worse for children if few others were bullied

Question 81

what is cyberbullying

Answer 81

•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”

Question 82

findings of cyberbullying

Answer 82

•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

Question 83

how to improve peer relations

Answer 83

•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

Question 84

how to improve peer relations in school

Answer 84

set clear rules and consequences

make reporting on bullying easy and safe