peer and gender Flashcards
1
Q
what are the 3 dimensions of peer relationships?
A
- peer status (kids of same age,can be nonfriends)
- social groups
- friendships
2
Q
what is the difference in parent-child r/s and peer r/s in the context if development?
A
there is power difference in parent-child r/s while peers are on equal footing
3
Q
with equal status and footing as their peers, children are more likely to?
A
- express emotions
- challenge ideas and commands
- try out new behaviours
4
Q
give 3 areas of development that peer group affects.
A
- emotion regulation/expression
- understanding display rules
- inhibitory control
- perspective-taking skills
- cooperation
5
Q
describe the developmental trends in 0-2 year olds in the context of peers.
A
increasing social interaction w age
- 6-12 mths: interest in peers emerge (smile, judge)
- 18-24 mths: coordinated interactions w peers (imitate, hide and seek)
6
Q
what kinds of play increase and what kinds decrease as kids grow older?
A
increase - associative and cooperative
decrease - solitary and parallel
7
Q
describe the developmental trends in 2-5 year olds in the context of peers.
A
increase in complex, reciprocal peer interactions
- types of play:
- solitary (play by self)
- parallel (play side by side, but not together)
- associative (share and trade toys, no common goal)
- cooperative (play together to achieve common goal)
8
Q
describe the developmental trends in elementary school children in the context of peers.
A
more cooperative, complex play (games/activities with formal rules)
true peer groups (interact on regular basis, informal structure)
9
Q
describe the developmental trends in adolescence in the context of peers.
A
sharp increase in time spent w peers
form cliques and crowds
10
Q
what are the 4 types of play?
A
- solitary (play by self)
- parallel (play side by side, but not together)
- associative (share and trade toys, no common goal)
- cooperative (play together to achieve common goal)
11
Q
clique vs crowd
A
clique:
- small group of friends
- more formal structure
- more peer pressure
- sense of identity and belonging
crowd:
- large reference group with similar stereotyped reputations
- more loosely organised
- “jocks,” “nerds,” or “goths”
12
Q
what do members of cliques have in common?
A
- academic aspirations
- lvls of aggression/shyness
- popularity
- attractiveness
- prosocial behaviour (cooperation)
13
Q
what are the 4 changes in clique behaviour with age?
A
- single clique to multiple cliques
- same sex to mixed gender
- unstable to stable
- conformity to autonomy
14
Q
what are the 4 functions of cliques?
A
- people to spend time with
- sense of belonging and self-worth
- establish identity
- may encourage deviant behaviour :(
15
Q
what is 1 negative function of cliques?
A
may encourage deviant behaviour
16
Q
what is a sociometric status?
A
what your peers think of you
17
Q
how to measure sociometric status? (2 techniques)
A
- nominations technique
- positive (who do you like most?)
- negative (who do you like least?) - rating-scale technique
- rate child on likeability scale
18
Q
what are the 5 sociometric statuses?
A
- popular (many pos, few neg)
- rejected (many neg, few pos)
- neglected (few neg, few neg)
- controversial (many pos, many neg)
- average (few extreme ratings)
19
Q
describe popular children
A
- friendly, cooperative, prosocial
- not agressive or withdrawn
20
Q
describe rejected children
A
- aggressive, disruptive, bossy, uncooperative
- anxious, withdrawn
21
Q
describe controversial children
A
prosocial
disruptive, negative
22
Q
describe neglected children
A
withdrawn
not interested in peers
23
Q
why are children popular?
A
physical attractiveness
athletic ability
good temperament - if poor emotion regulation, peer rejection
social skills
- strongest predictor of peer relations
- oor social skills, peer rejection
24
Q
most children can change their sociometri status overtime exect for those in the _________ status.
A
rejection
25
overt _____________ less likely to result in rejection amongst __________ children.
aggression; older
26
perceived popularity leads to more ____________ overtime.
aggression
27
what are the impact of children being rejected?
more lonely
more depressed, anxious
at risk for:
- truancy, dropout
- depression
- low self-esteem
- antisocial behaviour later in life
28
a friendship is a relationship that is:
- dyadic (btwn 2 ppl)
- reciprocal
- intimate
29
what concepts do 0-2 year olds have about friendship?
refer physical proximity of particular children
play side by side
30
what concepts do 2-4 year olds have about friendship?
increase cooperative play
more likely to pretend and cooperate with friends
friend = person you spend the most time with
31
what concepts do children in early school years have about friendship?
people who share your interests, play w same toys
nice to you
people who are less work to spend time with
32
what concepts do adolescents have about friendship?
appearance of psychological terms - trust
friends - loyal, keep secrets, listen to problems, make you feel better
expectations of reciprocity
33
name 3 functions of friendships.
companionship
emotional support
validation
help, guidance
buffer against stress
34
what are 2 downsides of friendships?
aggressive friends - aggressive behaviours
friends with deviant behaviour encourages childre to do the same
reciprocal process (manipulation, expectations, imbalance)
35
what is the long-term benefit of having close reciprocated friendships?
15 years later, 5th graders with close, reciprocated friendships:
- do better in college
- higher quality family/social life
36
peer relationships are an important and unique context of ________________. Impacts _____-regulatory and _________________ skills.
development; self; interpersonal
37
gender refers to ___________ biases while sex refers to __________ biases
social; biological
38
how is sex differences studied?
meta-analysis - collecting data from multiple independent/single studies to analyze the combined results and draw more robust conclusions about the overall effect
39
describe play sex differences in terms of level of activity, aggression and toy preferences.
activity level - boys>girls
aggression - boys>girls
toy preferences
- emerges as early as 2 years old
- boys high on activity stimulation and aggressive play (cars, building blocks, sports, wrestling, superheroes)
40
what is a biological reason for sex differences in boys and girls?
prenatal gonadal hormone exposure
**Prenatal gonadal hormone exposure refers to the influence of sex hormones (testosterone and estrogen), on fetal development during pregnancy. These hormones are produced by the gonads (testes and ovaries) and play a crucial role in shaping the development of reproductive organs, secondary sexual characteristics, and brain structures.
41
in the "experiments of nature" study, what are the 2 conditions?
condition 1: congenital adrenal hyperplasia (CAH) girls with ambiguous genitalia and female xx chromosomes
condition 2 (control): typical girls, not exposed to those androgen/male sex hormones
42
what are the findings of the sex differences study "experiments of nature"?
1. girls with CAH more likely to be tomboys - like cars, trucks, blocks more than dolls and prefer boys as playmates
2. in controlled settings, they show rougher play
43
what are the school-related sex differences?
1. achievement depends on indicator
- grades: girl > boys
- achievement test scores: girls=boys
2. effort: girls > boys
44
besides biological reasons, parental assistance also affects school-related sex differences. describe the study conducted on this.
study:
mothers completed daily checklists to report the assistance they provide to their children, thus communicating the importance of school
results:
mothers provided more help to daughters than sons
45
emotional sex differences btwn girls and boys:
______ express more emotions than _______
relatively equal, but ______ slightly higher on empathy/prosocial behaviour
anxiety and depression: ____ > _____
** depression - equal in early childhood, girls more than boys in adolescence
girls; boys
girls
girls; boys
46
what are the 3 reasons wrt peers for emotional sex differences?
1. gender segregation (boys and girls interact with their own gender, boy group less expressive and girl group more oen and emotional)
2. group norms (eg. if not showing distress or crying in a group is normalised, then the peers in that group will surpress feeling)
3. co-rumination with peers (excessive discussion of problems in dyadic r/s, increases among girls in adolescence, leads to emotional distress)
47
co-____________ leading to emotional ____________ is a bigger risk for ________ since they spend more time in ___________ relationships.
rumination; distress; girls; dyadic
48
where do sex differences in boys and girls come from?
environment - social learning theory
- modelling of stereotyped behaviours
- reinforcement of stereotyped behaviours
- parents, teachers, media
49
what is the role of parents in sex differences? name 2.
1. often stereotype roles (less so now)
2. describe boys and girls differently
3. talk to boys and girls differently
4. especially fathers
50
what is the role of teachers in sex differences? name 2.
more likely to call on boys than girls
interrupt girls more than boys
praise boys for knowledge
praise girls for obedience
51
what is the study conducted to find out consequences of media stereotypes? [subject, method, result]
subject: children in small canadian town without TV
method:
- measured beliefs in stereotypes before TV
- measured beliefs 6 months after TV introduced
result: TV increases belief in gender stereotypes
52
who conducted the study on gender constancy and role models?
slaby and frey (1975)
53
how is the slaby and frey (1975) study on gender constancy and role models conducted?
1. measure children's gender constancy (if you wear dress, are you boy or girl?)
2. show children videos of adults, 1 screen man and 1 screen woman. see which screen children watch.
54
what are the results in the slaby and frey (1975) study on gender constancy and role models?
1. children who do not have gender constancy look equally at both man and woman role models.
2. children who so have gender constancy look longer at same-sex model
55
state the development trends of children aged 1 to 9 wrt gender identity.
1 y/o
- distinguish faces by gender
2 y/o
- label others by gender
- sort ojects into gender categories
3 y/o
- identify own gender
- believe sex is determined by external attributes
3-6 y/o
- develop gender constancy and gender stereotypes
8-9 y/o
- more flexible in gender stereotypes
56
although _________ children prefer gender appropriate activities, they don't think of themselves as masculine or ____________, whereas ___________ strongly identify as one or the other.
young; feminine; adolescence
57
define androgyny.
Androgyny refers to the combination of both masculine and feminine characteristics within an individual's personality, appearance, or behavior.
58
in childhood, do peers accept or reject children who engage in opposite sex behaviours?
reject
59
does androgyny result in lower or higher self-esteem later in life? more so for women or men?
higher; women
