Lifespan Flashcards
1
Q
Early Influences on Development -Nature vs Nurture
Nature vs Nurture
A
- Nature-
- character & stress the role of heredity
- Nurture
- characteristics & role of experience
2
Q
Early Influences pair inheritance
Sex link Heredity
Polygenic
Phenotype
Genotype
A
- single pair inheritance
- 2 recessive genes or 1Recessive& 1 Dominant
- sex link inheritance influence by the gene of one sex (often X chromosomes)
- Polygenic inheritance-influenced by multiple genes (height, weight, hair color, intelligence, susceptibility to cancer
- Phenotype-observed (hair color, eye color) due to genetic & environment
- Genotype-genetic inheritance (height)
3
Q
Prevalence of Heredity
IQ children, adults & SES
A
- .50 for children
- .80 for adults
- .10 for young children ↓SES
- .70 young children ↑SES
4
Q
Role of Environment
Critical Period vs Sensitive Period
A
- critical-limited time when exposure must happen in order to develop
- first 8 weeks gestation–vital organs..if they do not develop then they will not develop
- ducks imprinting first 15 hours critical
- sensitive period-longer than critical-time is optimal not necessary
5
Q
Bronfenbrenner’s Ecological theory
A
- Microsystem -child’s immediate environment (parent, siblings, friends)
- mesosystem-interactions w/childs microsystem (school, neighborhood watch, parent-teacher
- Exosystem-affect child immediate environment (extended family, stressed parent from work takes out on kid)
- Macrosystem-social&cultural environments-cultural practices, political ideologies, religion, values
- chronosystem-persons lifespan, impacts development and character (chronological-passsage of time)
6
Q
Heredity and Environmental Influences on Intelligence
A
- identical twins reared together .85
- identical twins reared apart .67
- fraternal twins reared together .58
- Biological siblings reared together .45
- Biological siblings apart .24
- Half siblings together .35
- Adopted siblings reared together .31
- Biological parent and child together .39
- Biological parent and child apart .22
- Adoptive parent and adopted child .18
7
Q
Genotype
Passive genotype environment correlation
A
- PASSive-genes PASSed down
- inherent gene from parent that predisposed you to certain things and support that
8
Q
Genotype
A
- Genetic make up inheritance
- contains express and unexpressed characteristics
- heritability estimate 60% of genetics 40% environment
9
Q
Genotype
Evocative genotype
A
- EVOcative-EVOke emotion
- environement
- genetics bring up a certain type of response from parents and others reinforcing this response
10
Q
Genotype
Active genotype
A
- ACTIVEly pick a hobby
- environment AKA niche-picking
- will only seek experience that fits their genetic disposition
11
Q
3 genotype changes over time
A
- 3 environments
- Passive & Evocative most important
- ↓
- Infancy & Adolescence
- Active type
- ↓
- More important & children ↑independence over time as they find their niche
- Passive & Evocative most important
12
Q
Reaction Range
A
- how people respond to certain influences
- is the response broad or narrow
13
Q
Reaction Range
Canalization
A
- genetic makeup can restrict development regardless of the environment (ID mild, mod, severe)
14
Q
Dynamic Systems Theory
A
- needs nature and nurture development
- complex process involves biology, environment, control ourselves & interact with others, how we think or represent the mind
15
Q
Dynamic Systems
Rhythmic sterotypes
A
- voluntary complex behaviors
- milestones develop based on the characteristic of the child, and physical environment, goals and desires
16
Q
Epigenetics
definition
chemical cap
A
- changes brought on by modifications of gene (phenotype) rather than changes in genetics by DNA (genotype) altering gene expression
- chemical cap-DNA adding methly group to DNA molecule which will KEEP OUT certain genes
17
Q
Epigenetics
Environmental factors
A
- include changes in diet, pollutants, and child abuse which can be passed on by one or more generations of the individual
18
Q
Prader-Willi Syndrome
A
chromosome abnormality
deletion paternal chromosome 15
Pathological overeating (hyperphagin)
narrow forehead, abnormal eyes, short stature
19
Q
Angelman Syndrome
A
- chromosome deletion
- deletion of the maternal chromsome 15
- microcephaly (small head and brain)
- unnaturally happy
- ataxia and hand-flapping
- looks like autism, cerebral palsy and Prader-willi
- appear happy and smile at everything
- UBE3a
20
Q
Cri-du-chat syndrome
A
- chromosome deletion on chromosome 5
- high pitched (cat-like cry) ID, DD, Microcephaly
- ↓ birth weight, weak muscle tone, characteristic facial features (wide set eyes, low set ears, round face)
21
Q
Klienfelter syndrome
A
- think ken is male only happens in males
- ken has eXtra X- chromosome XXY
- normal development but
- gynecomastia (breast enlargement)
- ↓testosterone
- longer arms and legs, usually taller
22
Q
Turner syndrome
A
- all or part of X is missing
- effect females
- don’t develop secondary characteristics
- maybe infertile,short stature, stubby fingers
- LD, VI and/or HI, heart, kidney and urinary problems
23
Q
Down syndrome
Mosaic Trisomy 21
Translocation
A
- autosomal-not sex chromosomal
- trisomy 21 (extra 21 chromosomes) cell has 47 instead of usual 46-error in cell division
- hypotonia-short stocky build in addition to other symptoms
- ↑ risk for Alzheimer’s disease.’
- Mosaic trisomy 21-only some of body cells have extra 21–error in cell division
- Translocation trisomy 21-some cells full and some cells partly have trisomy 21 attached to another chromosome usually chromosome 14 error in cell division or inherited
24
Q
Teratogens
A
- drugs
- disease
- environmental hazard
- most sensitive time between the 3rd and 8th week of conception
25
Prenatal exposure to Alcohol
* FASD
* FAS
* pFAS
* ARND
* ARBD
* Fetal Alcohol Spectrum Disorder (FASD)
* Fetal Alcohol syndrome (FAS) most severe-including face & cognitive differences, cns dysfunction and slowed growth
* Partial fetal alcohol syndrome (pFAS) less severe but same symptoms as FAS, slowed physical growth may not be present
* Alcohol-related neurodevelopmental disorder (ARND) involves CNS w/o the other sx
* Alcohol-related births (ARBD) heart, kidney, vision and other physical defects w/o prominent symptoms
*
26
Prenatal Exposure to Cocaine
* spontaneus abortion during first tri
* shrill piercing cry
* irritability, overly active, shaking baby, difficult2calm
* ↓birth weight (5.5 or ↓)
* children have attention, memory & behavior
* adolescence difficultly w/problem solving & absolute reasoning
* ↑ risk for delinquency
27
Lowbirth weight, preterm, small for date infants
* lowbirthweight at birth ↓5.5 pounfd
* Preterm-born before 37 weeks
* ↑preterm rate for nonhispanic black mothers
* ↓preterm rate 4 nonhispanic & Asian mothers
* Small for date infants at ↑ risk ***than*** preterm
* small gestation age
* \>10% percentage
* more likely to do this within 12 months of birth
* ↑likelihood for brain damage & ↑ risk for infections
28
The Brain
Newborn weight
* 25% adult weight -newborn
* 80% adult weight by 2 years of age
29
Brain-synaptogenesis
* most neurons are present at birth and ↑ in size
* create new synapses, dendrites & myelination (axon covered in fatty substance)
* act as insulator
* peaks at 2 to 3 years of age
* use or lose (if we use they are strengthened if we do not we lost them)
30
Brain-synaptic pruning
* loss of unused synapses & continues through teens
31
Brain cerebral cortex
* cerebral cortex least developed at birth, continues to develop through late teens or early/mid 20's
32
Brain weight
* ↓at age 30 w/↓ neurons
* ↑loss of neurons at 60
* ↓frontal lobes (prefontal cortex) & parietal lobes
33
Brain-neurogenesis
specifically what is it and where is it happening
* production of new neurons in the hippocampus and other areas of brain
34
Depth Perception-Kinetic-Vision
* least developed sense
* 3 to 4 weeks old 20 ft →to normal at 7 to 8 months 400ft-600 ft
* newborns prefer patterns and faces
* kinetic (motion) cues
35
Vision-Binocular
* steroscopic
* which derives intergrated information from each eye
* age 3-5 months
36
Vision- Depth Perception-Pictorial
* Static-monocular
* 5-6 months
* perceived only in one eye
* depth perception size
* shadows & line perception
37
Vision-Presbyopia
* age 40
* hardening of lens
* difficult to focus on nearby objects
* ↓sensitivity of light
* ↓depth perception
* ↑sensitivity to glare
* ↓ability to discriminate between colors
38
Audition
* newborns sensitive to sounds specifically ↑fz frequency sounds
* 6 months of age it is close to adult
39
Auditory Sound localization
* turns head toward sounds
* ↓2 to 4 months then ↑ by 12 months to normal
*
40
Presbycusis
* hearing ↓ at 40 years old
* ↓sensitivity to ↑fz sounds
* gets worse in the presence of background noise
41
Age related hearing loss
related to risk of Alzheimers
42
Touch and Pain
* first touch to develop in utero & well developed at birth
43
Touch and pain newborns
* newborns not given pain med during circumcision respond ↑ at 4 to 6 month vaccinations
44
Touch and pain-early exposure to pain
* ↑ response full term
* ↓ response pre term
45
Sudden Infant Death Syndrome (SIDS)
* unexpected death at night under 1
* ***serotonin*** abnormalities in medulla (regulates breathing and other functions)
46
SIDS-risk factors
* increase risk
* decrease risk
* ↑ SIDS- ↓birth weight, males, use of drugs or alcohol, black or indian, 6 months or ↓ (peak 2 to 4 months), bed sharing, stomach sleeper
* ↓SIDS-back sleeper, breastfed, avoid overheat baby, no strap pacifier, bare crib sleeper,
47
Gross Motor Milestones
* 1-3 chin to chest, roll to side
* 4-6 sits trunk supported, rolls back to front
* 7-9 sits alone, pull to kneel, pull to stand
* 10-12 creeps, cruise, takes steps
* 13-15 stands alone, walks well, walks and carry toy
* 16-18 walks backwards, throws the ball
* 19-30 walks downstairs holding the rail, kicks ball overhead, jumps from the bottom step
* 31-36 walks swinging arms, balance on one foot, pedals tricycle, catches ball
* 4 years hops on one foot to balance on one foot
* 5 walks down stairs alternating feet, hops on one foot several times, balances foot more than 8 seconds
48
Physical Maturation in Adolescence
* growth spurt
* girls 10 or 11
* boys 12 or 13
* peaks 2 years of start then slows down last total of 3 to 4 years
49
Puberty- boys
* sexual maturation-usually about same time as a growth spurt
* boys
* early-more +, ↑self-esteem, social maturity, ↑ popularity & better athletic skills, have sex earlier, ↑the likelihood of alcohol use & antisocial behavior
* late- more negative, ↓ self-esteem, ↓ popularity, ↓academics, ↑ anxiety&depression
50
Puberty Girls
* early onset, negative, ↓self-esteem, ↓popularity, ↓academics, ↑eating disorders,↑depression,↑the risk for promiscuity, ↑ risk substance use
* late onset, + ↑ sociaibility, popularity, & academics.
51
Infant depth perception
* kinetic
* binocular-stereoscopic
* pictorial
52
Adolescent Substance Use and Abuse
* subtance use decline ages 12-17 (2018)
* 9% reported drinking alcohol w/n past month
* 8% illicit drugs
* 4% tobacco use
53
Risk factorsAdolescence substance abuse
* stressful life events
* parental substance abuse
* weak parent-child relationship
* affiliation w/peers using substances or deviant
* mental health ADHD or depression
* favorable attitude toward usage
* ↓social skills
* ↓academics
54
Protective Factors
* parental disapproval
* good self-control
* supportive parenting
* age-appropriate parental monitoring
* academic success
* involvement in Extracurricular activities
* positive peer influences
* good self-control
* religion
55
Teen substance use on brain development
* limbic system develops before prefrontal cortex
* limbic is involved in emotions/motavation-nucleus accumbens (part of brain reward system)
* prefrontal cortex-planning, decisions & impulse control
* since these develop at different times teens may do things based on emotion/pleasure vs rationalization/thinking taking more impulsive and risk-taking behaviors
* ↑ likelihood of substance abuse
* effects of alcohol and substance ↑ 4 teens than for those who started later adolescence/early adulthood greater risk substance disorder
56
Language Development
Theories of Language Development
3
* learning theory
* nativist theory
* social interactionist theory
57
Language development
Learning theory
* language is the result of
* interactions
* imitation
* reinforcement
58
Language Development
Nativist Theory
* biologically wired to learn language
* Chomsky LAD language acquisition device
* enables children to understand & speak
* all languages have basic grammar structure and developmentally all kids pass through language stages
59
Language Development
social interactionist theory
* we learn language by both biological & social factors
* innately children want to understand and be understood
60
Child-directed speech
* parentese
* speaking slowly
* ↑ pitched voice
* limit vocab
* repetition in sentences
* exaggerated key words and focus on present
61
Components of language
5 major parts
* *phoneme*-smallest unit English has 50
* *Morpheme*-smallest unit w/meaning (
* prefix & suffix, free or bound
* *Semantics*-meaning of words
* *Syntax*-organization of words or phrase
* *Pragmatics*-language used in social context to communicate effectively w/others
62
Crying
* first ways babies communicate
* *low pitched rhythmic-*hunger or pain
* *shrill*-anger or frustration
* *loud high pitched*-loud ↑ pitched followed by silence
63
Responses to cry
* Mother Child
* quick&consistent cried ↓in later months
* ignored during 9 weeks cried ↓ next 9 weeks
* quick 2 severe ↓ 2 minor learned 2 regulate distress on own
64
Language Milestones
stages of speech (6)
* *Cooing*-6-8 weeks repeated vowels
* *Babbling*-3-6 months single consonant-vowel
* *baby will say all language sounds until 9 months then narrows down to their language*
* *Echolalia*-9 months repeated w/o meaning
* *First Words*- 10 to 15 months express meaning
* 8 to 9 months understand
* *Holophrastic-*speech 12-15 single word entire thought
* *Telegraphic speech* 18-24 two word (nouns & verb & adjective)
65
Language Errors 3 types
* 2 to 3 years old
* *Overextension*-too broad word
* doggie (all animals)
* *Underextension*-too narrow doggie (only for family pet)
* *Overregulation*-mix apples for plural & past tense (foots or telled)
66
Language Brokering
* *children translating for parents*
* *(+) strong interpersonal skills*, self-confidence, & academic self-efficiency**
* (-) effects, ↑ anxiety, frustration, ↑embarrassment & also role reversal as a parent becomes de parent or child
67
Cognitive Development
Piaget Constructivist Theory
* combines biological motivation & experience
* constructs knowledge from environment
68
Equilibration
* drive to be balanced between thoughts and environment
69
Disequilibration-assimilation & accomadation
* drive to restore balance through adaptation
* *assimilation-*relates new info w/previous infor
* dog-cow same both have 4 legs
* *accommodation-*child modifies previous knowledge to fit
* dog-cow different makes diff sounds
70
Piaget Sensorimotor
* birth to 2
* *Reflexive Circular-*1-4 Repeats things he enjoys
* *SecondaryCir4-8* Reproduces actions(shake toy)
* *Coordinate 20 8-12* combine's20 to get goals
* *Tertiary Circular* 12-18 deliberately experiments
* *Intermentization of Schemas 18-24*
* **develops mental representation
71
Piaget
Object Permanence
* sensorymotor stage
* recognize people and objects continue to exist
72
Piaget
Representational (symbolic thought)
* allows children to use mental images, gestures and words to represent people
73
Piaget
Make-Believe Play
* aka pretend play
* aka symbolic play
* acting out everyday activities
74
Piaget
Deferred Imitation
* remembering actions of others and act out later
75
Preoperational Stage
* 2-7 years of age
* children think about past and future
* ↑ in make-believe play
* symbolic
* functional/play/representation
76
Preoperational Stage
Transductive Reasoning
* makes children think unrelated events that happen at the same time are related
77
Preoperational Stage
Egocentrism \*\*\*\*
* can not see things from another's perspective
78
Preoperational Stage
2 outcomes/limitations of this stage
* *Magical Thinking* just thinking about something can make it happen
* *Animism-*inanimate objects have lifelike qualities
* the chair looks sad
79
Preoperational Stage
characteristics of preoperational
centration &
irreversibility
* Centration
* focus on one aspect excludes others
* Irreversibility
* can undo something
* kids think you cannot take playdough out of the package and then put it back in
80
Piaget
Concrete Operational Stage
* Logical thinking
* 7-12 ages
* logical operations allows you to think of concrete situations
81
Concrete operational
Conservation
* (volume)
* shape can change & still be the same
* pour same amount of liquid into a glass then pour tall or wide
82
Concrete operational
Decentration
* focus on more than one thing at once
83
Concrete operational
Reversibility
* process can be reversed
* understands things can be reversed
84
Concrete Operational Stage
Conservation of number/seralization (seriation)
* conservation of length, liquid, mass, weight, and volume
85
Concrete Operational Stage
Horizontal Decalage
* gradual development of skill
86
Formal Operations
* 12 years to adult
* think abstractly/moral thinking
* metacognition-thinking about thinking
* this is not always developed
87
88
Formal Operations
Hypothetical-deductive reasoning
* derive and test alternative hypothesis
*
89
Formal Operations
Propositional thought
* evaluate logic w/o concrete examples
90
Formal Operations
Renewed Egocentrism
* cant separate own abstract thought from others
91
Formal Operations
* Elkind
* Imaginary Audience
* Personal Fable
* *Imaginary audience-*teen believes he is always subject of peoples attention
* *Personal Fable-*teen believes they are special and cannot be harmed
92
Vygotsky-social cultural theory
* aka-social mediated learning
* cognition learning/language is inter 1st & intrapersonal 2nd
93
Vygotsky
## Footnote
private speech
proximal development
scaffolding
make-believe play
* *private speech*-speech child utters aloud till age 7
* *proximal development-*gap between independence, things needs from adult assistance/prompts
* *scaffolding*-is the help given to child by questions/prompts feedback
* *symbolic play*-learn more make believe pretend play
94
Cognition
Childhood amnesia
* 6 months old-recalls 24 hours
* 20 months old-recalls up to 12 months
* Most adults doe not recall before age 3 or 4
95
Cognition
Reminiscence Bump
* elderly ***largest*** # recalled events w/n last 10 years
* recent life events and
* ***2nd largest*** ages 15-25 perhaps identity formation
96
Cognition
Effect of increasing age
memory decline
Primary, Secondary, Tertiary memory
* older adults
* ↑ the decline of recent long term memory→secondary memory→working short term memory
* less affected by the elderly
* Primary memory-storage of short term
* Tertiary memory-remote long term
97
Cognition
Elderly memory
declarative and nondeclarative memory
* declaritive memory-explicit memory includes episodic & semantic
* autobiographical, facts, and knowledge
* Nondeclaritive memory-(***very little decline)***implicit memory, procedural memory(learned skills & actions memories)created by classical conditioning and priming (exposure to prior stimulus ↑ recognition of stimulus)
98
Cognition
Synchrony Effect
* optimal time for success on visual and verbal memory problem solving and other cognitive tasks
* specifically, tasks hold back a response
* peak time morning for older adults
* late afternoon for younger adults
99
Sex differences in cognition
math ability
* girls ↑ computational skills
* boys ↑ math reasoning & problem solving
100
Sex differences in cognition
verbal ability
* girls ↑ childhood&adolesence speech & writing
* boys ↑ measures verbal analogies
101
Sex differences in cognition
visuospatial
* girls none
* boys-↑visuospatial especially mental rotation
102
Sex differences
aggression
* girls-covert-relational
* ignoring or teasing targets hostile
* boys-overt-verbal & physical as early as 2 years old
* more likely to be antisocial
103
104
Sex differences
self-esteem
* girls none
* boys- ↑ global self esteem & ↑ in adolesence & adulthood
105
sex differences
developmental vulnerability
* girls none
* boys-pre-& perinatal hazards & disease
* ↑ADD, ↑AU.↑ID, ↑ speech delays
106
Self-Fulfilling prophecy
* parents influence
* children internalize parent view (boys good n math)
* girls believe they lack math abiilty
107
Gender difference treatment in parents
* gender difference treatment on a decline
* mothers and fathers treat children differently
108
Temperament
Thomas & Chess
3 types of temperaments
* 9 dimensions w/3 main groups
* *Easy temperament***
* **Easily adapt to situations, + mood, 40%
* *Slow to warm up temperament*
* *somewhat (-) reactions to new situations & need time to adjust*
* mildly (-), 15%
* *Difficult temperament*
* **don't react well to change, prefer routine
* cry frequently, ↑energy, ↓irregular feeding
* 10%
109
Temperament
Thomas & Chess
Goodness of Fit
* behavior of child has to match social environment with temperament
110
Temperament
Rothbart
constitutional
reactivity
surgency
negative affectivity
self-regulation
* reativity & self-regulation
* *constitutional*-biological (hereditary, maturation & experience)
* *reactivity*-response by latency, duration, intensity, affective, and mother both + & - stimuli
* *surgency/extraversion*-↑activity level, pleasure ↓shyness
* *Negative Affectivity-*mood instability, sad irritable
* *Self Regulation-*facilitate, maintain, & inhibit reactivity effort control, inhibit a dominant response→subdominant response
111
Kagan
Behavioral Inhibition BI
* response to strangers (-) & withdrawn
* ↑ salivary cortisol & muscle tension→↑amygdala
* ↑continuity found w/individuals w/extreme inhibition
* \**stable BI→↑*risk of anxiety disorder in childhood and adulthood especially social anxiety
112
Personality
Freud Psych Sexual Stages Definition
* birth to end of adolescence Libido (sexual energy)
* excessive gratification or frustration in a stage can cause a child to get stuck in that stage
* successful outcomes are known as *Virtues*
113
Personality
Erickson Psych Sexual Stage Definition
* social and cultural influences on personality & views
* 8 stages
114
Freud vs Erickson Stage
age Freud Erickson
birth-1yr oral trust vs mistrust/hope
1-3yrs anal autonomy vs shame & doubt/will
3-6 phallic initiative vs guilt/purpose
6-12 latency industry vs inferiority/competence
adolescence genital identity vs role confusion/fidelity
young adulthood intimacy vs isolation/love
middle adulthood generativity vs stagnation/care
late adulthood integrity vs despair/wisdom
115
Parenting style
Baumrind 2 parenting dimensions
demanding & responsiveness
* *demandingness*-aka control
* *responsiveness aka* acceptance and warmth
116
Parenting styles 4 types of styles
Authoritative
Authoritarian
Permissive
Uninvolved
* Authoritative
* ↑demanding & ↑ responsive
* best outcome parents include child decisions
* Authoritarian
* ↑ demanding & ↓ responsiveness
* parent control, respect authority, harsh punish
* ↓nurturance & affection & discourage autonomy
* Permissive Parent
* ↓ demanding & ↑ responsiveness
* very accepting of child behaviors
* encourages child to express feelings & aggression
* children are self-centered, immature & rebellious
* children ↓ impulse control, ↓social skills↑ academics
* Uninvolved
* rejecting & neglecting
* ↓ low demands & ↓ responsiveness
* worst outcomes
* children ↓self esteem, self control, moody, noncompliant, ↓social skills,↓academics
117
Personality Changes in Adulthood
Big 5 changes during
adulthood
sex differences
* Big 5
* Neuroticism ↓
* Extraversion & Openess2 experience →remains stable or ↓slightly
* ↑Agreeableness & ↑Conscientiousness
* Sex Differences
* Women
* ↑neuroticism, agreeableness, openness 2 feelings
* Men
* ↑assertiveness & openness to ideas
118
Self-Awareness & Identity Development
Self-awareness
* *Self-awareness-*apparent at birth
* mirror self-recognition aka facial mark test
* 18 months child is self-aware when he touches own nose w/mark vs touching mirror (passes test)
119
Self-Awareness & Identity Development
Self-awareness--element **Self Understanding**
* part of self awareness
* Early childhood
* ages 2-6
* gender & age 1st characteristic
* Concrete observable 2nd characteristic
* Middle Childhood
* age 7-11
* self-descriptions are general personality traits & social comparison
* Adolescents
* age 12-18
* abstract qualities include belief & values & psychological qualities
* characteristics are not always consolidated
120
Gender Identity Theories
Kohlberg's-cognitive development theory
* influenced by Piaget gender development depends on cognitive development
* 3 stages of Identity
* Gender Labeling/Identity ages 2-3
* identify self as male/female
* Gender Stability ages 4
* gender id consistent boys become men
* Gender Constancy age 6 years and older
* gender does not change. it is stable over time and across settings
121
Gender Identity theory
Social Learning Theory
* development of gender identity & gender performance comes before gender-related beliefs
122
Gender Identity Theory
Bussey and Banduras Social Cognitive theory
* gender development comes from watching people of the same gender where only children receive praise when they perform gender specific behavior
123
Gender Identity
Bem's 1981
Gender schematic/aschematic
* cognitive development & social learning where children develop gender theories into schemas when they perceive, code and interpreter information about themselves and others
* Gender Schematic
* people use gender norms to guide behavior
* Gender aschematic
* gender behavior was not reinforce
124
Gender Identity
Egan & Perry Multidimensional Model
* *Membership knowledge-*
* knowledge of gender
* *Gender typicality*
* how person sees his gender similarities compared to other of the same gender
* *Gender contentedness*-
* satisfaction with his gender
* *Felt pressure*
* **degree of pressure felt to conform to gen norm
* *Intergroup Bias*
* **belief his group is superior to other group
125
Gender Identity
Psychological Androgyny
Bem Sex Role Inventory (BSRI)
* self report measure of gender identity
* 4 scales
* Feminine ↑feminine/↓masculine
* Masculine ↑ masculine/↓feminine
* Androgynus↑ Feminine/↓ Masculine←best type
* Undifferentiated ↓ Feminine/↓ Masculine
126
Gender Identity
Androgynous benefits
* people are better than gender type in responding
* ↑ adapt better in behaviors
* ↑ self esteem
* ↑ more like by peers
although conflicting evidence may argue masculine traits rather than androgynous
127
Gender Identity
Adolescent Identity Development
* MARCIA
* Identity diffusion
* no identity crisis, no commitment, not checking options, not making goals
* Identity Foreclosure
* no experience to identity crisis but strong commitment, accept what parents what them to become
* Identity Moratorium
* still exploring ***MORE*** options before commitment
* Identity Achievement
* experience crisis
* explore options
* made strong commitment
128
Social Emotional Development
Harlow & Zimmerman
* contact comfort
* important for infants attachment
* wire-mesh mother vs cloth mother
* they need the contact and comfort
129
Attachment
Bowlby's Ethological Theory
* infants & mothers are biologically made to have an attachment
* it is made through sucking, crying, smiling, cooing and anything necessary for survival
130
Attachment
Bowlby 4 stages of attachment
* Preattachment
* attachment in the making
* clear cut attachment
* formation of reciprocal relationships
131
Bowlby
Internal Working Models
* self
* others
* self-relationships with others in the future
132
Signs of Attachment
Ainsworth
signs of attachment
* 6 months of age
* Social referencing 6-8 months
* looks at parents to see how to respond
* Separation anxiety 6-8 months ↑14-18 months then↓
* Stranger Anxiety 8-10 months & ↓ by age 2
133
Ainsworth Patterns of Attachment
Strange Situation def
& 4 types of attachment
* stranger situation babies are separated then reunited several times
* *Secure attachment*
* **moderate distress seeks mom when she returns, prefers parent to stranger
* moms are sensitive & responsive
* Insecure/resistant-*Ambivalent-*
* **close to mom, upset when she leaves, dismiss when she returns, fearful of stranger
* moms are inconsistent in care
* *I**nsecure/Avoidant*
* **indifferent, does not care whether she stays or goes, no distress
* mothers are rejecting, intrusive or overstimulating, dismissive, unresponsive
* *Insecure Disorganized*
* **fearful of mother, baby appears confused/dazed (usually maltnurition)
* mother is abusesive or neglectful, responds in frightening way
134
Consequences of Attachment
Adult Attachment Interview (AA)
3 types of Adults
* early attachment experience from parents & attachment patterns of children
* *Autonomus*-childhood relationships →*secure child*
* *Preoccupied-*angry, confused or passive, preoccupation childhood→*resistant child*
* *Dismissing-* provide + descriptions w/o memories→*avoidant child*
135
Impact of SES & Culture
* ↓ SES children are more likely insecurely attached caregivers
* secure attachment can occur despite poverty
* secure attachment most common in western culture & non western community
* due to more the quality of caregiving vs culture
* Insecure/avoidant-USA & Germany
* Insecure/resistant-Japan & Israel & collectivist cultures
136
Early Separation from Primary Caregivers
Distress
* babies 7 months & ↓ separated w/very little distress
* babies ↑ 7 months ↑stranger anxiety & when returning home clung to mother & cried when separated from them
137
Critical Period of Separation
* after 7 months it is considered a traumatic experience for the baby
* it does not get better until after the middle of the first year of life.
138
Early emotions
Primary
Secondary
* *Primary Emotion*
* birth to 18 months
* contentment, interest, distress turns 6m **joy, surprise, sadness, disgust, anger & fear**
* *Secondary Emotion*
* **self consciousness development of self-awareness
* 18-24mexhibits envy, empathy&embarrassment
* 30-36m all above + shame, guilt & pride
139
Emotions in Adulthood
Age related change
+ & - change in emotions
* - emotions↓ over time from age 20-60
* +emotions remain stable
* - emotions may ↑after 60 years of age
140
Age related changes in emotional memory
+ & -
SST social selectivity theory
* *Positivity effect*
* **+ effect older adults remember more + than younger adults
* - age 70 & older - emotions remained stable + emotions increased
* *SST Social Selectivity Theory*
* focus on real of positive information than (-)
141
Effects of Shame & Guilt
* recognition of one's attributes & behaviors
* usually, with someone, we are close to
* Motivation for Δ ↑ for shame
* shame causes distance self from event
* guilt →apologize→repair
142
Aggression
hostile
instrumental
* *hostile aggression* harm or injury to victim
* *Instrumental aggression* achieve another goal such a toy, object, humiliate someone to gain status
143
Causes of Aggression
Coercive family interaction model
* parent threaten/physical punishment stop behavior
* children learn behaviors from parents including ignoring or tantrums
* aggressive parent child interaction
* interactions escalate over time
144
Coercieve Disipline
↑stress, difficult temperament and personality characteristics
145
Causes of Aggression
Oregon Model (PMTO)
* coercieve family cycle
* provide family w/therapy & teach to deal w/stress & parenting skills
146
Crick and Dodges
Social information processing model
6 steps
* *Encoding cues*-children focus on provoking behavior, ignore the not
* *Interpretation of Cues*-aggressive children feel provoked intent is hostile
* *Clarification of goals-*aggressive children want to retaliate
* *Response search-*aggressive children have little response other than aggression
* *Response decision-* aggressive children response be cautionary, believe it will work
* *Behavioral enactment-*aggressive children act aggressively
*
147
Causes of aggression
Videogames and aggression
* violent videogames contribute to violent behavior especially adolescents and young adults
* ↑exposure violent video game→↑aggressive behavior, aggressive conditions, aggressive affect
* ↓prosocial behavior, empathy & sensitivity
* the relationships are even ↑ w/people w/know risk
148
Intervention for Aggression
* *Parent training-* most effective
* equally effective for poor & non poor families right after treatment when childs problems are most severe
* poor families benefit less when problems were mild
* (1) year follow up families poor did worse than non poor
149
Culture of Honor
acceptance
south
* more prevalent in the south
* willingness respond 2 threat w/violence&aggression
* ↑acceptance violence warmer climate & ↓SES
* the tradition of slavery→based on herding
* predisposes violent stand
* cultivates extreme violence2percieved threat
* ↑rate of homicide from arguments w/threat to honor
* southern men react to insult with
* ↑levels of anger
* ↑cortisol & testosterone
* more likely to endorse violence
150
Social Relationships in Childhood
Play
nonsocial vs social
* Developed by Parten
* *Nonsocial play*
* unoccupied wonders,
* solidtary-plays alone
* onlooker-watching, and talks but doesn't participate
* *Social Play*
* parallel play-alongside
* associative play-interacts with goals
* cooperative play-interacts with achieved goals
151
Friendships in Childhood and Adolescence
Selman (1980)
Level 0, 1,2,3,4
* Level 0/Momentary Playmates (MyWay) 3-6 years
* friends are from school or neighborhood
* Level 1/One-way Assistance-(ForMe) 5-9 years
* friend extend beyond just school or home there people who are nice
* Level 2/Two-way Fair Weather Cooperation (rules)
* 7-12 years
* fairness & reciprocity
* I be nice & you be nice or no friends
* Level 3/Intimate, Mutually Shared-Caring& Sharing
* Share secrets & genuinely care, feels betrayed if friend has other friends
* Level 4/Mature Friendships "Friends through thick & thin"
* 12 years and older
* value emotional closeness w/friends, accepts differences & does not feel threatened by friend
152
Social relationships
Peer Status unpopular w/friends
rejected/aggressive/withdrawn
neglected
* *rejected*-aggressive children
* hyper, conflict w/peeps, trouble regulating emotions, misinterpret intent for hostility
* *Rejected-*withdrawn children
* submissive & passive
* ↑social anxiety
* (-) expectation of others
* *Neglected-*↓rates of interaction
* no disruptive behaviors
* strong adaptive skills
153
Peer Status
Rejected vs Neglected
* *Rejected kids*-
* ↑loneliness
* ↓self-esteem
* ↑peer rejection even with school change
* Neglected kids
* experience ↑ in peer status w/school or social group change
154
Social Relationships in Adulthood
Cartenson's Socioemotional selectivity theory
2 types of friendships
* friendship perception based on the amount of time left in life
* *Future oriented*-time unlimited
* knowledge-seeking friendships
* *Present Oriented*-time limited
* emotional closeness friendship, more selective
* + feelings are more important in friendship
155
Social Relationships in Adulthood
Emotion Regulation
* Unhappily married couples ↓ likely to engage in (-) startup
* ↓ likely to respond to partners expressions of anger, disgust or (-) emotions
* \*they have learned how to limit (-) emotions
156
School and Family Influence
Predictors of Divorce
Emotionally Volatile vs Emotional Inexpressive
* *Emotional Volatile-attack defend patter*
* **argue then makeup repeatedly early divorce
* conflicts criticism, contempt defensiveness and stonewalling
* *Emotional Inexpression-avoidant*
* **avoidance of conflict & later divorce
* avoid self-disclosure & expressing emotions
157
Predictors of Divorce
Sociodemographic Factors & Individual Characteristics
* **↓ risk at ↑ of marriage
* ↑ risks ↓SES
* ↑ risks if couple had child before marriage
* ↑ risk for psychopathology & ↑***levels of neuroticism, (most consistent)*** anxiety, depression, self-doubt
158
Consequences of Divorce (parent& child)
Effects on Parents
* diminished capacity to parent-up to 2 years after divorce- ↓ sensitivity to children & preoccupations of problems of divorce
* custodial mothers show ↓ affection to sons ↓ consistent, ↑ authoritarian in discipline
* noncustodial partners more indulgent & permissive
159
Consequences of Divorce
Effects on children
children, preschool, boys and girls & sleeper effect
* children who are well-adjusted ↓ problems
* Preschool most negative outcomes but shortrun
* Older children long term is worse, ↑ painful memories
* boys ↑ (-) short & long term effect
* girls (-) effects more immediate however not obvious
* sleeper effect-noncompliant, ↓ self-esteem, emotional problems as adolescence, marry young, worry about betrayal or abandonment
160
Consequences of Divorce
Marital Effect
* ↑conflict interact families ↓ adjusted children
* frequency of fitness child saw noncustodial parent less impact than
* child support, father/child relationship
* fathers authoritative parenting style
161
Consequences of Divorce
Stepfamilies
biologial family
simple stepfamily
blended stepfamily
* children w/biologicial parent & stepparent have worse outcomes than being w/both parents
* simple stepfamiles (1step/1biological) improves over time & is better then blended stepfamilies (children from both families previous marriages) and children from intact conflicted families
*
162
Consequences of divorce
(-) outcomes bio and step parent
boys vs girls
young children
tens
girls vs boys
* (-) outcomes when both parent & stepparent have ***authoritative*** parenting style and the step parent is supportive of bio parents decisions.
* boys benefit ↑ than girls of having a stepmom/dad
* young children ↓ age 9 adjust better to a stepparent
* younger children have less adjustment issues
* ***age 10-14 have the most problems*** may be due to age of finding out the identity
* girls harder time & greater risk outcomes than boys
163
Premarital Cohabitation and Divorce
rate cohabitating before marriage
rate cohabitating after marriage
Kuperberg rate of divorce & cohabitating
* initial studies said living together ↑ rates of divorce
* now (2000's) living together 1st-year↓ divorce rate→ then divorce rate ↑ after subsequent years
* 2014 Kuperberg indicates rates of divorce ↑ at the age of living together
* early age of living together ↑ likelihood of divorce
164
Transitions to Parenthood and Relationship Quality
relationship quality
adaptive parents marital relationship
family and friends
parenting responsibilities
* parenthood is ↓in relationship quality ↓ in conflict
* adoptive parents had better outcomes
* ↓marital stress, ↑stable patter of relationship quality
* family & friends to support, help relationship quality
* parenting responsibilities also plays a part in relationship.
165
Adopted vs Biological Children
school issues
behavior issues
mental health
outcomes
* adopted children more school problems
* adopted more likely school to contact parent, retention and suspension
* adopted-school will call behavior issues, physical & emotional problems ADHD, SLD & AU
* it is believed these poorer outcomes may be due to several prenatal risk factors or malnutrition, neglect or abuse
166
Helicopter Parents
parent behaviors
stress impact on child
stress impact on college student
* too involved in every part of child's life
* child cannot deal, cope, group or mature alone
* make decisions for child or intervene to prevent failure
* ↑benevolent (well-meaning) than an authoritarian parent but has a similar style of parenting
* ↑stress & anxiety, ↑feeling of entitlement, ↓autonomy, ↓emotional&self regulation↓ motivation & achievement
* college students ↑depression, ↑substance use, ↓competence in friendships & romantic relations
*
167
Gay and Lesbian Parents
* do not differ from heterosexual children
* parenting skills are similar or better than hetero
168
Custodial GrandParents
positive consequences
negative consequences
* Postive consequence
* grandparents have closer relationship, ↑sense of purpose, opportunity to nurture relationships, & second chance on life
* Negative consequence
* ↑stress, depression anxiety, insomnia, and chronic health problems than traditional role grandparents
* grandparents will neglect their own well being psychological and physical health, financial difficulties , social isolation and conflicts with bio parents and others
169
Empty Nest
* Initial studies say it was emotional crisis **now** it is more positive than negative outcomes
* women ↑ satisfaction w/relationships w/partner & quality time w/partner
170
Intimate Partner Violence (IPV)
* physical violence
* sexual violence
* stalking
* & psychological aggression
171
Intimate Partner Violence
Walker's Cycle of Violence
3 phases
* Phase I
* *Tension building phase*
* tension between couple, abuser ↑ hostility & very critical
* victim trys to anticipate abusers wants& meds to please or calm them
* Phase II
* *Acute Battering phase*
* verbal abuse or physical attacks
* victim may no longer be able to control partners hostility or may unintentionally provoke
* Phase III
* *Loving Contrition Phase*
* honeymoon phase
* abuser expresses remorse
* abuser is loving & kind tries to concern victim it will not happen again
172
Johnson's Typology
4 types of IPV determined by 2 factors
what are the 2 factors
* perpetrators motivation for violence
* whether violence is more frequent in a heterosexual relationship by male or female
* or perpetuated similar frequency with males & females
173
Johnson Typology
4 types of IPV
* *1) Intimate terrorism*
* **mostly hetersex couples by male use of violence to control victim
* \*most often take form of Walkers Cycle of Violence
* *2) Violent Resistance*
* most often heterosexual couples female as response violent behavior of partner
* motivation of female is not to be controlled
* may retaliate or defend self
* *3) Mutual Violent Control*
* **both people try to gain control of relationship
* ***least common***
* *4) Situational Couple Violence*
* can be male or female
* one sided or both sided
* mild to severe
* situationally provoked argument escalates to verbal or physical aggression
* desire to control situation not relationship
* ***most common***
174
Child Maltreatment
* ***Neglect most common***
* followed by physical abuse, sexual abuse, psychological abuse
* ↑risk with parents who experienced maltreatment
* ↓SES, dependent &/or aggressive parental personality & parental experience of intimate partner violence (IPV)
* children at higher roles when living with stepparent or single parent homes
175
Child Maltreatment
Consequences
Child Sexual Abuse
betrayal trauma theory
Short term
Long term
* Child Sexual Abuse (CSA)
* victim gender, relationship with perpetrator & nature of abuse
* Betrayal trauma theory
* sexual abuse by a known person/family member worse mental health outcome than less familiar or by a stranger
* Short term
* females -depression & internalizing behaviors
* males -conduct problems, aggression, & other externalizing behaviors
* Long term
* both genders experience mental health issues for life
* mental issues is worse if sex abuse is by families vs stronger or less familiar
* duration, the severity of abuse, outcomes, if it involves force or penetration also can play part
176
Daycare
* ↑ behavior problems
* ↑cognitive & learning skills & some skills
* attachment security remains relatively consistent
* *quality of parental bond is more important than if child attends daycare*
177
Cultural Socialization
parents practice teaching
positive outcomes
* parents practice to teach child about
* heritage,
* cultural customs tradition
* instill ethnic pride
* these things include children aware of how to hands prejudice & discrimination
* the positive outcome includes development of positive self-esteem, self-concept, & ethical racial identity
* ↑academic achievement, & motivation
* ↓externalizing & internalizing behavior problems
178
Cultural Socialization
Teacher Expectations
self-fulfilling prophecy
Teacher interaction with students
* teacher expectations
* can be a *self-fulfilling* prophecy
* teachers may treat children they are told are bloomers differently than others
* Teachers Interactions w/students
* Elementary→Graduate school
* teachers call on male students ↑
* they give males ↑praise, feedback and encourage them to learn
