Presentations Flashcards
Crysta - Role of Ethnic Identity & Socialization on Motivation and Academic Achievement
Comprehensive model to approach achievement-related choices based on models of decision make, achievement, and attribution theory
Achievement is related to two main beliefs
Expectations for success
Value attached to available options
Beliefs are related to sociocultural factors and individual’s experiences/characteristics
Model used to explain group differences in motivation and academic achievement
In 2050, the nation’s population of children is expected to be 62 percent minority, up from 44 percent today
Ethnic-Racial Socialization:
4 main themes
Cultural socialization – teaching child about group customs, tradition, heritage, etc. that promotes pride
Preparation for bias – promotes awareness of discrimination and provides ways to cope
Promotion of mistrust – instills caution and mistrust in interracial interactions
Egalitarianism – value of individual qualities over race/ethnicity that will help succeed in mainstream society
Implications: Weak evidence associating ethnicity to academic achievement Implications on policy Implications in the classroom Implications for research
Tiamo - The Cognitive Advantages and/or Disadvantages of Being Bilingual
On the executive control task, all bilingual groups performed similarly and exceeded monolinguals
On the language tasks, best performance from bilingual children whose language of instruction was the same as the language of testing or whose language had overlap.
There are indeed some cognitive differences
Cognitive control in executive functioning
Mental agility-can cope with unpredictable rule changes
Bilinguals delayed Alzheimer’s by 5 years
Accommodations teachers might make
Work on increasing proficiency in instructional language
How parents might want to handle it
Do away with the myth- let their children learn a new language
Rusty - Autism and Theory of Mind
Defining ASD:
Persistent and severe deficits in socialization, communication, and imagination.
(^ most relevant)
Repetitive/restrictive “stereotyped” behaviors, interests, and activities.
Social impairments in the use of nonverbal behaviors/cues, lack of social/emotional reciprocity, and deficits in peer relationships.
Baron-Cohen’s “Mind Blindness” Hypothesis:
Baron-Cohen made big waves in the 80s by proposing that deficits in TOM was the underlying cognitive mechanism behind ASD.
This was the first integrated explanation of ASD: that is, that one major underlying cognitive mechanism could explain many of the symptoms and key behaviors of ASD.
He found that children with ASD, even those with verbal abilities well beyond a 4 year old, still failed Sally-Anne and other TOM tasks.
Limitations:
One problem is that diminished theory of mind does not explain all of ASD symptoms. Specifically, it does not explained repetitive behaviors, restricted interests, dislike of being physical touch (by some), or even some strengths such as superior visual-attention skills.
Another issue may be that many TOM tasks, in general, may not be measuring what they intend to measure. That is to say, failure by neurotypical young children on TOM tasks may be due to unrelated issues such as less accessibility to computational resources and heuristics, more so than a genuine lack of understanding that other people have different mental states and beliefs.
Conclusions:
Baron-Cohen’s theory of mind hypothesis is a very powerful and compelling idea…
But it may just be a major component of ASD, not the root of all symptoms.
There might be several more layers of complexity underneath diminished TOM.
But the idea is still very good at explaining many symptoms of ASD effectively and comprehensively.
Draycen - Bully/Victimization
Kinds of Bullying:
- Physical
- Verbal
- Social/relational
- Cyber
Who is involved:
- Bullies
- Victims
- Bully-victims
- Uninvolved
Vicious cycle: low self-perceived competence > Victimization
Victims vs. Bully Victims:
Victims: highest isolations
Bully Victims: highest aggressiveness, lowest academic performance, highest dislikability
Brittney - Behavioral Control vs Psychological Control
Psychological Control:
Defined as attempts by the parent to intrude into the psychological/emotional development of the child
Behavioral Control:
Defined as parental behaviors that attempt to manage children’s behavior
also called monitoring
Psychological Control, no matter how it’s defined, is a negative parental structure
High levels of psychological control = negative internalized factors and some negative externalized factors
Behavioral Control, when regulated, is a positive parental structure
Low levels and high levels of behavioral control = negative externalized factors (don’t encourage autonomy)
Normal levels of behavioral control = positive external outcomes
Guilt is the primary conflicting factor
Fatima - Culture and Attachment
Research is blinded by western concepts of attachment.
Culture specific theories.
Attachment is triggered by stress
Proximity seeking
Sensitivity hypothesis
Japenese mothers help their children before the child asks
Competence hypothesis
Securely attached babies should have high self-esteem, and engage in exploration.
Self expression
Secure base hypothesis
Japanese babies orient themselves more to their mother then other objects.
Need for extreme proximity
. Japense culture promotes dependance while the American culture promotes independence.
. The different expressions of sensitivity and responsiveness suggest that for Japanese caregivers, responsiveness has more to do with emotional closeness and the parent’s role in helping infants regulate their emotional states, whereas for caregivers in the United States, responsiveness has more to do with meeting children’sneed to assert their personal desires and, wherever possible, respecting children’s autonomous efforts.
. Relying on others is favored in Japan while it is devalued in the West
. The west sees insecure people as clingy and anxious, while japan sees secure people as people that can hold commitment and are secure.
. The categories are wrong.
Charlynn - Children, Adolescents, and the Internet
The Internet is a medium with power for harm and benefit. Researchers and practitioners should not oversimplify the complicated negative or positive impact internet usage may have on children and adolescents.
As the internet has evolved, so has its impact on kids and adolescents.
Maintaining social ties Meeting diverse people Social support outside of community Freedom to experiment with identity Therapeutic Use
Pathological video-gamers:
Twice as much time gaming
Poorer grades in school
Co-morbidity with attention problems
Predicted poorer school performance
Julie - Infant Understanding of Others’ Intentions
Visual Habituation Tasks
The mind treats novel and repeat information differently
Infants look longer at novel stimuli
Infants are shown a stimulus (action or concept) multiple times until they habituate
Infants are then shown a novel stimulus and the difference in looking time is between the familiar and novel stimuli is measured
Expectancy Violation Tasks:
Uses novelty preference
Infants shown “possible” and “impossible” situations
Look longer at “impossible” task
Interpreted as being more novel/violating infants expectations
Infants understand: Purpose to actions That there is intention in action Intended goal-directed behavior The link between looker and object Gaze as an indicator of goal
Liz - AN INTERACTIONIST PERSPECTIVE ON GENDER SOCIALIZATION
- Gender differentiated roles tend to occur in societies where women’s childcare tends to interfere with their performance of duties that require extended time away
- In postindustrial societies, these gender differentiated roles have weakened
- We don’t yet have a clear understanding of the role of hormonal and social influences on development
Bem (1970s): Gender Schema Theory
Children form knowledge structures (schemas)
Schemas influence thoughts and behavior
Active view of gender development
As a process of making meaning out of our social world
Inferences about gender-related behaviors
This is evident through children’s errors about gender distinctions
Consequences of gender identity
Evaluative: children show preference for their gender type
This begins as young as three years old
Attribute more positive characteristics to own sex
Tend to choose same-sex play partners
Motivational/Informational: Emergence of gender identity affects children’s search for information and their behavior
Once gender identity is achieved, children pay attention to and remember more information about toys for their gender (Bradbard, Martin, Endsley, & Halverson, 1986)
Children also make broad assumptions about within-group similarities and between-group differences once they achieve gender identity
Developmental patterns
Gender constancy: develops around age 3
Phases
1. Toddler & Preschool Years: Learning about gender
2. Ages 5 – 7: Peak rigidity; knowledge is consolidated; either-or thinking
3. Ages 7+: Relative flexibility
Focus on societal context
How power and status shapes individual circumstances
Constraints that institutionalized roles place on behavior
Other factors: race, ethnicity, class, sexual orientation, etc.
Feminist stance: emphasizes gender inequalities in the home, labor force, political systems, etc.
More common in sociology and social psych, less common in developmental
***Moms’ influence on gender stereotyping may not be as strong as peers or the media
Moms generally don’t challenge gender stereotyping here
Greg - LGB Development
Study 1: Gender non-conformity (Rieger, Linsenmeier, Gygax, & Bailey, 2008)
Study 2: Relationships (Bos, Sandfort, de Bruyn, & Hakvoort, 2008)
Study 3: Development of sexual minority identity (Calzo, Antonucci, Mays, & Cochran, 2011)
Areas for future research
“T” missing (LGB vs. LGBT)
Experiences of transgender youth may differ
Studied by gender development researchers separately from LGB development (see Drummond, Bradley, Peterson-Badali, & Zucker, 2008)
Findings
Students with SSA experienced more depression, lower self-esteem, and lower school identification.
Disclosure to father lower for SSA students
Quality of relationships with peers lower for SSA students
Peer relationship quality partially mediated relationship between SSA and psychosocial functioning/school identification
***Findings Three groups Group 1: early profile (n = 951) Group 2: middle profile (n = 239) Group 3: late profile (n = 70) Differences by gender- females experience milestones later, but may come out earlier than males Differences for bisexuals
Middle and late profile participants more likely to have heterosexual marriage
Differences by generation
Since most participants in early profile, reanalyzed
Child-onset (all stages during adolescence)
Teen-onset (SS attraction during adolescence, all others during early adulthood)
Implications
Some developmental differences over time, but mostly overhyped!
Development centers on identity formation, not on sexual experiences
LGB youth may be coming out earlier, but their identity formation is similar to other generations!
Limitations
No experiences of youth (< 18)
Relied on memory
James - Origin of Aggression
Baumeister’s High Self Esteem Theory:
One major cause of aggressive behavior is threatened egotism.
A favorable self-appraisal that encounters an external, unfavorable evaluation
Narcissism is a separate construct from high self esteem and they should not be confused.
Both low self esteem and narcissism contribute to aggression.
Jarrett - Social Categorization and Intergroup Bias
Social Categorization
= Psychological Salience
Intergroup Bias
= Racial stereotypes
Perceptually salient features
Race, gender, age, attractiveness
Proportional group size affects psychological salience of social groups for children
Explicit labeling and use psychological salience of grouping criteria
“Good morning, boys and girls!”
Internalizing processes
Self-generation of links between social categories
Externalizing processes
Explicit statements categorizing groups of people
“African Americans are hostile.”
“Girls are shy.”
Use of colorblind socialization was not related to children’s racial attitudes
Very young children show general readiness to develop intergroup biases
Preschoolers are attentive to environmental cues about the categorization of social groups
- **Essentialism:
- The idea that there are fundamental differences between different racial/ethnic groups.
- **In-Group bias can come from innocuous, novel groups.
- “Reds and Blues”
- What does this say about our propensity to alienate other groups?
