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developmental psychology > peer and gender > Flashcards

peer and gender Flashcards

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1
Q

what are the 3 dimensions of peer relationships?

A
  1. peer status (kids of same age,can be nonfriends)
  2. social groups
  3. friendships
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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

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3
Q

with equal status and footing as their peers, children are more likely to?

A
  1. express emotions
  2. challenge ideas and commands
  3. try out new behaviours
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4
Q

give 3 areas of development that peer group affects.

A
  1. emotion regulation/expression
  2. understanding display rules
  3. inhibitory control
  4. perspective-taking skills
  5. cooperation
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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)
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6
Q

what kinds of play increase and what kinds decrease as kids grow older?

A

increase - associative and cooperative

decrease - solitary and parallel

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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:
  1. solitary (play by self)
  2. parallel (play side by side, but not together)
  3. associative (share and trade toys, no common goal)
  4. cooperative (play together to achieve common goal)
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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)

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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

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10
Q

what are the 4 types of play?

A
  1. solitary (play by self)
  2. parallel (play side by side, but not together)
  3. associative (share and trade toys, no common goal)
  4. cooperative (play together to achieve common goal)
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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”

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12
Q

what do members of cliques have in common?

A
  • academic aspirations
  • lvls of aggression/shyness
  • popularity
  • attractiveness
  • prosocial behaviour (cooperation)
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13
Q

what are the 4 changes in clique behaviour with age?

A
  1. single clique to multiple cliques
  2. same sex to mixed gender
  3. unstable to stable
  4. conformity to autonomy
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14
Q

what are the 4 functions of cliques?

A
  1. people to spend time with
  2. sense of belonging and self-worth
  3. establish identity
  4. may encourage deviant behaviour :(
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15
Q

what is 1 negative function of cliques?

A

may encourage deviant behaviour

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16
Q

what is a sociometric status?

A

what your peers think of you

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17
Q

how to measure sociometric status? (2 techniques)

A
  1. nominations technique
    - positive (who do you like most?)
    - negative (who do you like least?)
  2. rating-scale technique
    - rate child on likeability scale
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18
Q

what are the 5 sociometric statuses?

A
  1. popular (many pos, few neg)
  2. rejected (many neg, few pos)
  3. neglected (few neg, few neg)
  4. controversial (many pos, many neg)
  5. average (few extreme ratings)
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19
Q

describe popular children

A
  • friendly, cooperative, prosocial
  • not agressive or withdrawn
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20
Q

describe rejected children

A
  • aggressive, disruptive, bossy, uncooperative
  • anxious, withdrawn
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21
Q

describe controversial children

A

prosocial

disruptive, negative

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22
Q

describe neglected children

A

withdrawn

not interested in peers

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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

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24
Q

most children can change their sociometri status overtime exect for those in the _________ status.

A

rejection

25
Q

overt _____________ less likely to result in rejection amongst __________ children.

A

aggression; older

26
Q

perceived popularity leads to more ____________ overtime.

A

aggression

27
Q

what are the impact of children being rejected?

A

more lonely
more depressed, anxious

at risk for:
- truancy, dropout
- depression
- low self-esteem
- antisocial behaviour later in life

28
Q

a friendship is a relationship that is:

A
  • dyadic (btwn 2 ppl)
  • reciprocal
  • intimate
29
Q

what concepts do 0-2 year olds have about friendship?

A

refer physical proximity of particular children

play side by side

30
Q

what concepts do 2-4 year olds have about friendship?

A

increase cooperative play

more likely to pretend and cooperate with friends

friend = person you spend the most time with

31
Q

what concepts do children in early school years have about friendship?

A

people who share your interests, play w same toys

nice to you

people who are less work to spend time with

32
Q

what concepts do adolescents have about friendship?

A

appearance of psychological terms - trust

friends - loyal, keep secrets, listen to problems, make you feel better

expectations of reciprocity

33
Q

name 3 functions of friendships.

A

companionship
emotional support
validation
help, guidance
buffer against stress

34
Q

what are 2 downsides of friendships?

A

aggressive friends - aggressive behaviours

friends with deviant behaviour encourages childre to do the same

reciprocal process (manipulation, expectations, imbalance)

35
Q

what is the long-term benefit of having close reciprocated friendships?

A

15 years later, 5th graders with close, reciprocated friendships:
- do better in college
- higher quality family/social life

36
Q

peer relationships are an important and unique context of ________________. Impacts _____-regulatory and _________________ skills.

A

development; self; interpersonal

37
Q

gender refers to ___________ biases while sex refers to __________ biases

A

social; biological

38
Q

how is sex differences studied?

A

meta-analysis - collecting data from multiple independent/single studies to analyze the combined results and draw more robust conclusions about the overall effect

39
Q

describe play sex differences in terms of level of activity, aggression and toy preferences.

A

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
Q

what is a biological reason for sex differences in boys and girls?

A

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
Q

in the “experiments of nature” study, what are the 2 conditions?

A

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
Q

what are the findings of the sex differences study “experiments of nature”?

A
  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
Q

what are the school-related sex differences?

A
  1. achievement depends on indicator
    - grades: girl > boys
    - achievement test scores: girls=boys
  2. effort: girls > boys
44
Q

besides biological reasons, parental assistance also affects school-related sex differences. describe the study conducted on this.

A

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
Q

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

A

girls; boys

girls

girls; boys

46
Q

what are the 3 reasons wrt peers for emotional sex differences?

A
  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
Q

co-____________ leading to emotional ____________ is a bigger risk for ________ since they spend more time in ___________ relationships.

A

rumination; distress; girls; dyadic

48
Q

where do sex differences in boys and girls come from?

A

environment - social learning theory
- modelling of stereotyped behaviours
- reinforcement of stereotyped behaviours
- parents, teachers, media

49
Q

what is the role of parents in sex differences? name 2.

A
  1. often stereotype roles (less so now)
  2. describe boys and girls differently
  3. talk to boys and girls differently
  4. especially fathers
50
Q

what is the role of teachers in sex differences? name 2.

A

more likely to call on boys than girls

interrupt girls more than boys

praise boys for knowledge

praise girls for obedience

51
Q

what is the study conducted to find out consequences of media stereotypes? [subject, method, result]

A

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
Q

who conducted the study on gender constancy and role models?

A

slaby and frey (1975)

53
Q

how is the slaby and frey (1975) study on gender constancy and role models conducted?

A
  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
Q

what are the results in the slaby and frey (1975) study on gender constancy and role models?

A
  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
Q

state the development trends of children aged 1 to 9 wrt gender identity.

A

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
Q

although _________ children prefer gender appropriate activities, they don’t think of themselves as masculine or ____________, whereas ___________ strongly identify as one or the other.

A

young; feminine; adolescence

57
Q

define androgyny.

A

Androgyny refers to the combination of both masculine and feminine characteristics within an individual’s personality, appearance, or behavior.

58
Q

in childhood, do peers accept or reject children who engage in opposite sex behaviours?

A

reject

59
Q

does androgyny result in lower or higher self-esteem later in life? more so for women or men?

A

higher; women

developmental psychology (13 decks)

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