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SFL 351 > Midterm 2 > Flashcards

Midterm 2 Flashcards

1
Q

What is social role gender theory?

A

Institutionalized roles provide opportunities or constraints on behavior. ex: women are more likely than men to be homemakers and primary caretakers of children and to hold caretaking jobs in the paid economy

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2
Q

What is cognitive developmental gender theory?

A

Gender labeling, Gender identity, Understanding gender stability, Understanding gender consistency- A boy remains a boy even if he puts on a dress or plays with a doll

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3
Q

What is gender labeling and when does it occur?

A

categorizing others’ sex/gender; 2 years

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4
Q

What is gender identity and when does it occur?

A

labeling one’s own sex/gender; 3 years

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5
Q

What is gender consistency and when is it understood?

A

gender is permanent- a boy remains a boy even if he puts on a dress or plays with a doll; 6 years

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6
Q

What is gender schema theory?

A

personal gender schema of what it means to be a boy or girl

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7
Q

What is social cognitive gender theory?

A

children’s gender development comes from observation of male and female models, enactive experience,, and direct teaching- their gender development increasingly becomes self-guided

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8
Q

What is developmental intergroup gender theory?

A

identifying with a gender group leads you to maintain and enhance your gender identity- ingroup vs. outgroup dynamic

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9
Q

Which countries especially strive for gender-neutrality?

A

Sweden, Norway, Finland, Iceland, and New Zealand

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10
Q

What are the basic cross-cultural findings regarding the creation of gender-neutral societies?

A

Gender differences in personality and profession choice are maximized in the most egalitarian countries- When you minimize the cultural differences, you allow for personality differences to naturally diverge (you maximize innate differences)

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11
Q

Mean sex differences that have generally been empirically supported

A

anatomical differences, girls have an edge in verbal ability, fear, timidity, decreased risk taking, emotional sensitivity/expressivity, compliance and tactfulness, and relational aggression(?); boys have an edge in visual/spatial abilities, mathematical ability, developmental vulnerability, activity level, physically aggressive/disruptive behaviors

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12
Q

Parents often conform to gender-stereotypic roles in the home- t/f

A

true

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13
Q

Parents often model gender-neutral communication- t/f

A

false- Parents can also model gender-typed styles of communication

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14
Q

Mothers tend to be ___ talkative than fathers when interacting with their infants or toddlers (but not older children)

A

more

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15
Q

Mothers more likely than fathers to use ___

A

affiliative speech (supportive comments)

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16
Q

Fathers more likely than mothers to use ___

A

assertive speech (directives)

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17
Q

Parents’ language style parallel that of children, but unclear if parental modeling ___ in children’s communication

A

contributes to differences

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18
Q

Parents encourage ___ play

A

gender-type

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19
Q

Fathers are ___ than mothers to promote gender-typed activities

A

more likely

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20
Q

Mothers of daughters highlight more ___ content, mothers of sons highlight more ___ content

A

counter-stereotypical, stereotypical

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21
Q

Why are children resistant to countersterotypic information in the media they consume?

A

They have internalized gender-typed values or they want to maintain peer approval

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22
Q

Children can distinguish men and women’s faces around ___ when faces contain ___

A

1 year, gender-related cues

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23
Q

Children begin to use gender to label others at ___

A

1 ½-2

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24
Q

Between ___, children develop gender constancy and form stereotypes

A

3 and 6

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25
Q

Gender-typed play preferences emerge by ___

A

age 2

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26
Q

Boys are more likely to use ___, girls are more likely to use ___ behaviors

A

power-assertive behaviors, affiliative and collaborative

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27
Q

Relative distributions of same-sex to opposite-sex peer interactions across developmental periods

A

Increasing preference for playing with same-gender peers, by age 3 same-gender peers are favored and this increases through preK years and remains stable until adolescence. Peer affiliations remain primarily with members of the same gender during adolescence

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28
Q

Longitudinal research on the likely outcomes of child gender dysphoria (3 findings)

A

Children with gender dysphoria are likely not trans.
Transgenderism, if it is real, is exceedingly rare.
Often misdiagnosis and self-fulfilling prophecy

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29
Q

Alternative pathways to gender dysphoria or transgender identity

A

Toxic culture, comorbidity, self esteem, social contagion, same-sex attraction, gender role nonconform

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30
Q

Racial/ethnic differences in prevalence of dating and romantic relationships

A

Asian American youth are less likely than other racial and ethnic groups to engage in teen romance.

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31
Q

What is relationship churning?

A

breaking up and getting back together with the same person over and over

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32
Q

What is hook-up culture?

A

sexuality without commitment

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33
Q

Higher maternal sensitivity is related with ___ involvement in romantic relationships in middle adolescence

A

less

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34
Q

Predictive power of romantic relationships in middle adolescence for early adult romance

A

marital hostility and (popularity?)

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35
Q

What are effects of adolescent romance on adjustment?

A

More likely to be depressed, externalizing problems and substance use. Pseudomature behaviors in early adolescence predict poorer adjustment in adulthood

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36
Q

Findings of the Reconciliation and Growth Project, 4 Options Survey

A

Individuals who think “I feel therefore I am” (expressive individualism) did not differ in mental health outcomes from those who think “this is something I feel, not what I am.”
Online survey of 1782 individuals, and the different paths they take in light of same-sex attraction and personal or religious values: CULTURE vs. % of slightly to very satisfied
single/celibate, INVALID, 42%
single/not celibate, VALID, 40%
In a gay marriage or relationship, VALID, 95%
In a mixed-orientation marriage, INVALID, 80%

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37
Q

What are Sullivan’s 5 basic needs (a progression, in order)?

A

tenderness, companionship, acceptance, intimacy, sexuality

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38
Q

What are the steps (in order) of the Social Information Processing (SIP) theory?

A
  1. Encoding of cues
  2. Interpretation of cues
  3. Clarification of goals
  4. Response access or construction
  5. Response decision
  6. Behavioral enactment
  7. Peer evaluation and response
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39
Q

Proactive vs. reactive aggressors and differences in attributional bias

A

Reactive aggressors- “others are hostile to me”, attend to cues with this expectancy, attribute hostile intent to the provocateur, become angry and quickly retaliate aggressively, self-fulfilling prophecy with peer and teacher reactions.
Proactive aggressors- “aggression is the best strategy to accomplish my goals”, whether provoked or not, coolly and consciously decide that aggression will best assist in achieving aims

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40
Q

Compared to nonaggressive peers, aggressive kids likely to ___ how much peers like them and ___ how much peers dislike them

A

overestimate, underestimate

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41
Q

Compared to nonaggressive peers, aggressive kids are ___ confident that aggression will yield ___results

A

more, tangible

42
Q

Compared to nonaggressive peers, aggressive kids are more certain that aggression will be ___ for them and successful at ___ others’ noxious behavior

A

easy, terminating

43
Q

Compared to nonaggressive peers, aggressive kids are more inclined to believe that aggression will enhance their ___ and will not cause their victims any ___

A

self-esteem, permanent harm

44
Q

Definition of aggression

A

the intent to hurt or harm (must be intent and harm)

45
Q

what is hostile/reactive aggression?

A

goal is to hurt or harm another

46
Q

what is instrumental/proactive aggression?

A

goal is to use aggression as a tool to achieve a nonaggressive end

47
Q

Physically aggressive behaviors consistent with goals important to boys in their peer group- ___, ___, ___

A

physical dominance, instrumentality, maintenance of hierarchies

48
Q

Relationally aggressive behaviors are consistent with the relational goals of girls- ___

A

establishing and maintaining close, intimate connections with others

49
Q

Both boys and girls use relational aggression, but girls ___

A

take relational aggression much more seriously

50
Q

Patterson’s model of delinquency

A

Negative reinforcement helps maintain coercive interactions, mothers of these “out of control” children rarely use social approval—the only way to get attention is to irritate others!

51
Q

physically aggressive children at risk for ___, ___, ___, ___, ___

A

peer rejection, juvenile delinquency, adult criminality, dropping out of school, and adolescent pregnancy

52
Q

relationally aggressive children at risk for ___, ___, ___, ___

A

peer rejection, loneliness and depression, delinquency, and BPD

53
Q

popular sociometric status

A

high impact, many positive and few negative nominations

54
Q

rejected sociometric status

A

high impact, many negative and few positive nominations

55
Q

neglected sociometric status

A

low impact, few positive or negative nominations

56
Q

controversial sociometric status

A

high impact, many positive and negative nominations

57
Q

Correlates of sociometric popularity

A

friendly approaches, natural leadership, nurturance, social reinforcement, prosocial interactions, cooperative play, social conversation, appropriate rough-and-tumble play, assertive without being aggressive

58
Q

Correlates of sociometric rejection

A

aggressive and disruptive behaviors (including inappropriate rough-and-tumble play), withdrawn, unsociable, or submissive behavior, victimization status and adult help-seeking, less prosocial behavior than average children

59
Q

popular or rejected status is relatively stable over time- t/f

A

true

60
Q

sociometric popular children entry style

A

behave in ways relevant to ongoing peer interactions using a 2-step sequence: wait and hover, then mimic the peer group and make group-oriented statements

61
Q

sociometric unpopular children entry style

A

employ self-oriented, disruptive entry strategies, hover nearby rather than directly engage

62
Q

Boys usually bullied by ___, girls usually bullied by ___

A

other boys; boys and girls

63
Q

most bullying is ___

A

verbal attacks

64
Q

background and characteristics of passive bullying victims

A

quiet, sensitive, studious, shy, isolated, cower and cry in response to bullying- no attempt at self defense

65
Q

background and characteristics of proactive bullying victims

A

react angrily and aggressively to bullying provocations

66
Q

characteristics of bullies

A

-Tend to be narcissists (not low in self-esteem);
-may have callous/unemotional traits
-social intelligence may be necessary to engage in subtler forms of bullying; -many are bistrategic controllers (mix up prosocial and coercive strategies in pursuing their goals);
-bully-victims are likely to be low in social intelligence;
-even if they are not universally well-liked, many bullies are popular, powerful, and “cool,” and do not lack friends

67
Q

bully role in the bullying circle

A

start the bullying and take an active part

68
Q

followers/henchmen role in the bullying circle

A

take an active part but do not start the bullying

69
Q

supporters/passive bullies role in the bullying circle

A

support the bullying but do not take an active part

70
Q

passive supporters/possible bullies role in the bullying circle

A

like the bullying but do not display open support

71
Q

disengaged onlookers role in the bullying circle

A

watch what happens, “is none of my business,” don’t take a stand

72
Q

possible defenders role in the bullying circle

A

dislike the bullying and think they should help (but don’t do it)

73
Q

defenders of the victim role in the bullying circle

A

dislike the bullying and help or try to help the victim

74
Q

victim role in the bullying circle

A

the one who is exposed

75
Q

3 effective ways for children to avoid or overcome being bullied

A

teach the victim proper attributions (teach that it is NOT your child’s fault, explore reasons bullies do what they do);

bullies prey on the weak and rejected, so encourage friendships with accepted children, not other victimized children;

bullies are looking for a reaction, teach your child not to give it (no crying or hotheaded reaction or seeking adult intervention, instead give a nonchalant response or firm but unemotional and confident response)

76
Q

three necessary components of bullying

A

intent to harm, repetition, and an imbalance of power or strength

77
Q

prosocial behavior definition

A

helping, sharing, showing consideration and concern, defending, and making restitution after deviation (children also include humor, being friends, inclusion, and telling secrets)

78
Q

why is it complex to identify and define prosocial behavior?

A

it is difficult to identify what is helpful and what’s not- those you aim to help may not see your behavior as prosocial, and assistance may actually lead to unwanted feelings of obligation

79
Q

self-oriented distress definition

A

distress and discomfort elicited by witnessing another person’s suffering

80
Q

Nelson & Crick (1999) findings

A

Relative to the comparison group of peers, prosocial children are

significantly more likely to hold a “benign attributional bias,” prosocial children are

significantly less likely to report feeling angry or upset by hypothetical altercations with peers, prosocial children are

significantly more likely to favor a relational goal over an instrumental goal, and prosocial children

evaluate aggressive responses more negatively and prosocial responses more positively

81
Q

Grusec & Davidov’s five domains of socialization of prosocial development

A

protection, reciprocity, control, guided learning, and group participation

82
Q

Difference between altruism and prosocial behavior

A

Altruism requires some sacrifice, prosocial behavior does not necessarily

83
Q

theory behind reciprocal altruism

A

survival and reproductive success are also more likely when help is received from non-kin, but there has to be a mechanism ensuring the exchange of help is equivalent so that the benefits and sacrifices balance out

84
Q

multilevel selection theory

A

selection for altruism can occur at a group rather than at an individual level since there are conditions in which it would be adaptive for all members of a group to be altruistic, regardless of whether or not their altruism was reciprocated

85
Q

costly-signaling theory

A

attempts to account for actions that involve a great deal of self-sacrifice and unlikely to be reciprocated, argued that the behavior increases the attractiveness of the donor as a mate, increases level of dominance, and/or provide insurance for the future when the donor may be out of resources

86
Q

research on volunteerism

A

Adolescents with involved/interested/volunteering parents are more likely to volunteer;

viewing informative content in media may cultivate an interest in the broader community environment;

findings suggest that even when adolescents are required to engage in community service (sometimes grudgingly), the involvement still has positive effects on their prosocial development

87
Q

Basics of Kohlberg’s stage theory of morality and support for it

A

An attempt to defeat the notion of ethical relativism- right and wrong are defined by a universal morality, and moral reasoning is central in development;

supporting evidence includes that people are consistent in their moral reasoning across contexts, that progression of the stages is irreversibly forward, with no stage skipping, and that people do consider later stages to be both psychologically and ethically superior to earlier ones

88
Q

Kohlberg’s stages of morality

A

preconventional (personal) morality- morality is defined by authorities (heteronomous morality) or self-serving (exchange)

conventional morality- winning approval (conformity to expectations) or maintaining social order (social system and conscience)

postconventional (principled) morality- overarching principles of justice (prior rights and social contract, progressing to universal ethical principles)

89
Q

How to promote progression in moral reasoning (peer and parent interactions)

A

Elicit the child’s opinions,

pose appropriate probing questions,

check for understanding, and

do so in the context of emotional support and attentiveness;

social experience drives moral development

90
Q

Kohlberg’s emphasis on disequilibrium

A

Believed that progression in moral reasoning comes through disequilibrium- a Socratic approach to teach children to rethink their moral stance

91
Q

Gilligan’s sex-based moral orientations

A

An ethic of care (women) vs. an ethic of justice (men); she argued that Kohlberg’s theory embraces the latter and is therefore biased against women; care and justice orientations were presumed to be fundamentally incompatible; this theory was “convincingly debunked;” Women and men do NOT exclusively rely on the same orientation across dilemmas (most people mix it up, according to the nature of the moral problem); boys and girls are NOT differentially socialized with care-or-justice-oriented reasoning; natal sex does not differentially predict which moral stage one inhabits

92
Q

Turiel’s domain theory and what it helps to demonstrate about children’s early morality

A

Children appear to have a “moral instinct” and their view of authority varies by domain of social knowledge; three domains-

moral (justice, rights, and human welfare; universal and unalterable),

conventional (shared yet arbitrary behavioral norms; context dependent), and

personal (matters of individual prerogative; individualized/amoral)

93
Q

Kochanska’s goodness-of-fit model

A

The interplay between child temperament and parent socialization; teaching anxious children- deemphasize power assertion and emphasize induction, work with the child’s discomfort; teaching fearless children- discipline is bound to be ineffective (minimal anxiety), focus on a secure attachment

94
Q

LeVine’s functions of the family (there are 4 of them)

A

Socialization goal- to help children acquire desirable or appropriate beliefs, values, and behavior deemed significant and appropriate by older members of their society;

survival goal- to promote the physical survival and health of children, ensuring that they will live long enough to have children of their own;

economic goal- to foster skills and behaviors that the child will need to be economically self-sufficient as an adult;

self-actualization goal- to foster behavioral capabilities for maximizing other cultural values (morality, religion, achievement, wealth, prestige, and a sense of personal satisfaction)

95
Q

Marital conflict and children’s social development (5 aspects)

A

Marital conflict is the best familial predictor of childhood behavioral problems;

children may model interparental aggression;

children may be more prone to hostile attribution bias;

background anger serves as a family stressor;

marital conflict undermines parenting and the parent-child relationship

96
Q

Contrasts in Marquardt’s and Golombok’s views on reproductive donation

A

Golombok- “variation within the normal range” and very limited research, yet unbounded confidence;

Marquardt- young adults conceived through sperm donation are more likely to experience profound struggles in many areas (mental health, delinquency, identity questions, etc.)

97
Q

aspects of the traditional conjugal view of marriage (5 aspects)

A

marriage is properly begun by consent (a union of will, relatively independent of emotion) and

is a public good, “for better or for worse,”

marriage is inseparably tied to procreation,

children benefit from both a mother and father,

marriage must be permanent and exclusive

98
Q

aspects of the revisionist view of marriage (6 aspects)

A

a private relationship between two consenting adults,

terminable at the will of either,

marriage is an emotional union, valuable as long as the emotion endures,

you and your partner(s) decide the level of familial orientation,

subject to change, all types of love are possible so any union can be called marriage,

hedonistic view in which adult pleasure and self-fulfillment are paramount in any intimate relationship

99
Q

Marriage and divorce trends

A

both marriage and divorce rates have hit an all-time low; SES “marriage divide” is widening

100
Q

effects of divorce (6 effects)

A

Less effective parenting,

losing contact with children,

continuing conflict with ex-spouse, etc.,

diminished circle of family and friends,

downward economic mobility,

state has to fill the domestic vacuum

SFL 351 (3 decks)

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