Midterm #3 - Rest of Chapter 6 Flashcards

1
Q

social role theory of gender

A
  • gender differences result from the contrasting roles of women and men
  • social hierarchy and division of labour
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2
Q

psychoanalytic theory of gender

A
  • Freud
  • preschool child develops a sexual attraction to the opposite-sex parent
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3
Q

social cognitive theory of gender

A
  • children’s gender development occurs through observation and initiation of what other people say and do
  • rewards and punishments for behaviour
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4
Q

gender schema theory

A
  • gender-typing emerges as children gradually develop gender schemas of what is appropriate/inappropriate in their culture
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5
Q

self-conscious emotions appear at ______

A
  • 18 months
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6
Q

understanding and perceiving emotions

A
  • increased understanding that certain situations are likely to evoke particular emotions and facial expressions
  • increase in prosocial behaviour and emotion regulation
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7
Q

regulating emotions

A
  • key role in ability to manage the demands and conflicts they face in interacting with others
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8
Q

emotion-coaching parents

A
  • view negative emotions as teaching opportunities
  • assist in labelling emotions
  • coach how to deal effectively with emotions
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9
Q

emotion-dismissing parents

A
  • view role as to deny, ignore, or change negative emotions
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10
Q

developmental changes during middle and late childhood

A
  • improved emotional understanding
  • understanding that more than one negative emotion can be experienced at a time
  • self-initiated strategies for redirecting feelings
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11
Q

moral development

A
  • development of thought, feelings, and behaviours regarding rules and conventions about what people should do in their interactions with other people
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12
Q

moral development - Freud

A
  • feelings of anxiety and guilt are key
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13
Q

moral development - Piaget

A
  • cognitive development
  • children gradually come to understand rules are created by people
  • intentions should influence how we judge behaviour
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14
Q

moral development - Kohlberg

A
  • 6 universal stages of moral development
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15
Q

perspective taking

A
  • empathy, identifying emotional states in others and anticipating the kinds of actions that will improve someone’s emotional state
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16
Q

prosocial behaviour

A
  • children engage in both immoral antisocial acts and prosocial moral behaviour (empathy, helping others without benefit)
  • sharing
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17
Q

authoritarian parenting

A
  • Baumrind
  • restrictive and punitive
  • rules are rigidly enforced but not explained
  • children are unhappy, fearful, and anxious
18
Q

authoritative parenting

A
  • Baumrind
  • encourages children to be independent, still provides limits and controls
  • children are cheerful, self-controlled, self-reliant, and achievement oriented
19
Q

neglectful parenting

A
  • Baumrind
  • parent is uninvolved
  • children get sense that other aspects of the parent’s lives are more important that they are
  • children are socially incompetent, have poor self-control, and don’t handle independence well
20
Q

indulgent parenting

A
  • Baumrind
  • parents highly involved, few demands or controls
  • children rarely learn respect for others, have difficulty controlling behaviour
  • children are dominating, egocentric, and noncompliant
21
Q

punishment

A
  • children are the only group in society on which we inflict corporal punishment
  • link between punitive parenting and increased aggressive behaviour, more anxiety, and lower prosocial behaviour in children <5yrs
22
Q

child maltreatment

A
  • (1) physical abuse (2) child neglect (3) sexual abuse (4) emotional abuse
  • punishment sometimes leads to abuse
  • consequences: poor emotion regulation, attachment problems, problems in peer relationships, and difficulty adapting to school
23
Q

sibling relationships

A
  • helping, sharing, teaching, fighting, compromising, and playing
  • sibling abuse: physical, emotional, verbal
  • change over time
24
Q

5 peer statuses

A
  1. popular
  2. average
  3. neglected
  4. rejected
  5. controversial
25
Q

6 friend functions

A
  1. companionship
  2. stimulation
  3. physical support
  4. ego support
  5. social comparison
  6. affection and intimacy
26
Q

5 categories for coping

A
  1. problem solving
  2. positive cognitive restructuring
  3. seeking support
  4. avoidance
  5. distraction
27
Q

heteronomous morality

A
  • Piaget
  • fixed/unchangeable rules
28
Q

autonomous morality

A
  • Piaget
  • at 10yrs, rules are flexible
29
Q

Kohlberg 3 levels of moral development

A
  1. preconventional moral reasoning - external rewards and punishments
  2. conventional moral reasoning - conform to social rules
  3. post-conventional moral reasoning - universal version of ethical standards
30
Q

social domain theory

A
  • Turiel
  • as children interact with social environments, they develop their own ideas and make sense of events and people around them
  • moral domain: fairness, justice, rights
  • social conventional domain: rules and norms established by society
  • personal domain: decisions and behaviour part of personal choice
31
Q

______ is one of the most significant adverse events that children experience during childhood

A
  • divorce
32
Q

popular children

A
  • frequently nominated as best friend
  • rarely disliked by peers
33
Q

average children

A
  • average number of positive and negative nominations
34
Q

neglected children

A
  • infrequently nominated as best friend
  • not disliked
35
Q

rejected children

A
  • disliked by peers
  • infrequently nominated as best friend
36
Q

controversial children

A
  • frequently nominates as someone’s best friend and being disliked
37
Q

sensorimotor play

A
  • allows infants to derive pleasure from exercising their sensorimotor schemes
38
Q

practice play

A
  • repetition of new skills
39
Q

pretense/symbolic play

A
  • child transforms physical environment into a symbol
40
Q

social play

A
  • interaction with peers
41
Q

constructive play

A
  • sensorimotor/practice and symbolic representation