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PSY2004 SEMESTER 1 > PSY2004 SEMESTER 1 - WEEK 9 > Flashcards

PSY2004 SEMESTER 1 - WEEK 9 Flashcards

1
Q

Timeline of peer interaction - what behaviours are present in infancy

A

interesting in look/touch other infant, vocalises in interaction, cry in response to other cry

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2
Q

Timeline of peer interaction - what behaviours are present in 1-2years

A

interact with other baby in friendly, inquisition
watch other play
pretend play
develop from being done in parallel, to in coordination

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3
Q

Timeline of peer interaction - what behaviours are present in 3years

A

more coordinated play, role taking, prefer peer to adult company

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4
Q

Timeline of peer interaction - what behaviours are present in 6years

A

peak in imaginative play, long play sequences

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5
Q

Timeline of peer interaction - what behaviours are present in 7years

A

stable same gender preference, expectations of friends develop

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6
Q

Timeline of peer interaction - what behaviours are present in 11years

A

expect deeper foundations to friendships as source of emotional support (not just as play mates)

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7
Q

Timeline of peer interaction - what behaviours are present in 13yr+

A

emergence of cross gender relationship, developing conception of friendship

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8
Q

during timeline of peer interaction, what age do infants prefer peers over adults

A

3 years

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9
Q

during timeline of peer interaction, what age do children peak in imaginative play

A

6 years

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10
Q

during timeline of peer interaction, what age do children expect deeper foundation in friendships

A

11 years

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11
Q

in peer interaction, what does cooperation involve?

A

having a joint goal with different, but flexible roles and are committed to joint goal

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12
Q

when does cooperation in peer interaction develop

A

1-2years and set stage for later interaction (infant start to prefer peer interactions)

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13
Q

what is cooperation belived to be a result of (evolutionary)

A

species-specific, is not seen in chimps

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14
Q

what is evidence of cooperation, in infant

A

when partner stop play child attempts to re-engage = evidence of shared goal

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15
Q

outline Warneken (2006) task for studying cooperation

A

2 people have to do same tasks and working together (holding end of sheet to shake, trampoline, tube with handle)

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16
Q

outline how chimps show cooperation (Warneken)

A

sometimes performs one or other roles in trapdoor task but don’t re-engage, no evidence of shared goals

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17
Q

at what age can social coordination and motivation for joint activities be present

A

2nd year, which is showing reengagement

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18
Q

name the 5 stages of Crick & Dodge social information processing circle of explanations of peer status

A
  1. encode cues of own thoughts/others behaviour
  2. interpret cues (attribute cause, intent, evaluate goal, past performance and self/other)
  3. clarify goal
  4. review possible actions
  5. decide on action (review possible outcomes, evaluate likely action and self-efficacy)
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19
Q

apply Crick & Dodge social information processing circle to a child in the playground wanting to play basketball

A
  1. encode codes of thought/behaviour= notice wants to paly, sees other
  2. interpret cues= see if they seem friendly and it looks easy to join
  3. clarify goal= decide to play basketball
  4. review possible actions= either directly ask, to gradually try joining in
  5. decide action= decides to ask
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20
Q

how can Crick & Dodge social information processing circle be tested? (Dodge, 1986 gives evidence)

A

task 1, child watch video of social interaction with either (a) peer group entry, (b) peer provocation, asked questions relating to each step in SIP model
task 2 (a) child assessed on entry task (join 2 already playing)
task 2(b) peer actually provoke child
found ability on task 1a but not 1b predicted ability for 2a (to ask questions on entering peer-group actually predicted ability of entering peer group)
and also observed child in classrooms

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21
Q

outline sociometric techniques of testing peer interactions

A

categorising children in accordance of their popularity in classroom
presenting pictures, ask to nominate 3 they like lots, 3 they dont like
put children into categories

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22
Q

define empathy

A

feeling as other does (see sad person and feel sad)

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23
Q

define sympathy

A

feeling for other (see sad person, feel concern)

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24
Q

what are “empathys little sisters”

A

emotional contagion and mimicry

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25
Q

define emotional contagion, give 2 examples

A

tendency to catch others emotion
babies cry when hear other babies crying
pupillary contagion- pupils expand when hear cry

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26
Q

define mimicry

A

tendency to automatically synchronise affective expressions, vocalisations, postures, movements with those of another person

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27
Q

what is like me hypothesis for mimicry

A

we innately see others as being similar to us, and understand their behaviours/cognition as being similar to us
(however could not be innate but just learnt v quick)

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28
Q

define moral reasoning

A

prescriptive judgements of justice, rights, welfare pertaining to how people ought to relate to each other

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29
Q

define moral systems

A

interlocking sets of values, norms etc work together to suppress or regulate selfishness to make social lives possible
includes pluralism, relativism

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30
Q

what is pluralism in terms of moral systems

A

no unifying principle but many values (care, loyalty, purity)

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31
Q

what is relativism in terms of moral systems

A

no one right moral code but many viable alternatives

32
Q

what is the sociobiology approach for moral development

A

emotions are evolved over time and gives us insight into moral code using hypothalamic-limbic system

33
Q

outline Greene fMRI results which suggest emotions meet reason

A

a better understanding of our moral judgements influences attitude towards judgements we make, allowing us to make ‘ever greater moral progress’

34
Q

name the 3 stages of moral development (Piaget)

A

premoral (0-5 yr)
moral realism (5-10 yr)
moral subjectivism (10+)

35
Q

what is the premoral stage of 3 stages of moral development (Piaget)

A

no understanding of moral rules

36
Q

what is the moral realism stage of 3 stages of moral development (Piaget)

A

rules come from higher authority, action evaluated on their outcome

37
Q

what is the moral subjectivism stage of 3 stages of moral development (Piaget)

A

rules can be changed by mutual consent, intention important

38
Q

name the 3 stages of Kohlberg moral development

A

preconventional (0-9yr)
conventional (0-adult)
postconventional (some..)

39
Q

outline the preconventional stage of 3 stages of Kohlberg moral development

A

whats right is what authority figure says

40
Q

outline the conventional stage of 3 stages of Kohlberg moral development

A

general accepted what is right, is whats right

41
Q

outline the postconventional stage of 3 stages of Kohlberg moral development

A

universal moral principles that transcends law/majority view (depends on situation)

42
Q

name some criticisms of Kohlberg moral dev theory

A
  • gender bias
  • culture bias
  • can only move up through stages and not 2 stages simulatenously
  • failure to sufficiently acknowledge that children appreciate distinction between social convention from moral ones early on
43
Q

summarise the stages of moral development, as proposed by Tomasello & Vaish (interdependence hypothesis)

A

evolutionary, social interaction drive development of moral reasoning via joint, then collective intentionality
humans become ultracooperative via 2 stages of second-person morality, and agent-neutral morality

44
Q

in stages of moral development, as proposed by Tomasello & Vaish (interdependence hypothesis), define second-person morality

A

moral decisions revolve around specific others

45
Q

in stages of moral development, as proposed by Tomasello & Vaish (interdependence hypothesis), define agent-neutral morality

A

moral decisions involve following, enforcing group-wide social norm
cultural influences for expression of agent-neutral morality
collectivist and defer to majority

46
Q

stages of moral development, as proposed by Tomasello & Vaish (interdependence hypothesis), define joint intentionality

A

2 agents have joint goal and understand this goal as shared and able to engage in joint attention to coordinate with each other while each knowing own roles

47
Q

stages of moral development, as proposed by Tomasello & Vaish (interdependence hypothesis), define collective intentionality

A

moving things to group level, taking more objective, normative perspective on how things done/should be done generally within one’s culture (later to emerge developmentally)

48
Q

stages of moral development, as proposed by Tomasello & Vaish (interdependence hypothesis) - outline 2 main stages

A
  1. ecology changed meaning humans become collaborative foragers and developed joint intentionality and second-person engagement
    if don’t become interdependent and caring for social partner, not picked (social selection)
  2. interdependent collaborations resulting from constant threat, maintains group survival, interactions based on group membership, and conformity
49
Q

describe how concern for others is shown over 1 year (Zahn-Waxler, Radke-Yarrow)

A

transition from being generally upset when seeing someone in distress, to comforting others via prosocial behaviour (hugging)

50
Q

describe how concern for others is shown over 15 months, 25 months (Zahn-Waxler, Radke-Yarrow)

A

over 50% spontaneously responded to another’s distress by engaging in prosocial behaviour
25months = all bar one
with age, range of comforting behaviour increases from verbal responses, bringing blankets

51
Q

what is a common belief regarding development in prosocial behaviour in child, but what is actually seen

A

children become prosocial due to adult encouragement
however if rewarded helping decreased over time when reward taken away, compared to if no rewards (young children’s motivation to help is intrinsic)

51
Q

in first year, compare children’s behaviour toward prosocial and antisocial behaviour

A

distinguish prosocial from antisocial, prefer prosocial and more helpful to those who are helpful to them in past interaction (direct reciprocity)

52
Q

age 3 to 4, compare children’s behaviour toward prosocial and antisocial behaviour

A

develop indirect reciprocity, reducing prosocial behaviours towards individuals who intended harm

53
Q

at what age is equality/sharing shown, compare this to toddlers

A

from 8month, gives toys to parents
toddlers less willing but divides reward equitably if gained through working together

54
Q

when do children show a conception of social norm

A

toddler intervenes in situation to set right norm, even if not directly involved
enforces norms depending on group membership = by age 3, don’t view social norm solely in terms of authority but also as agent- neutral expectation

55
Q

can children understand how others feeling, when emotions not visible/infer - Vaish, Carpenter, Tomasello, detail method

A

researcher engage in activity (drawing picture)
harm cdn: tore up picture
control cdn: tore up blank paper
studied number and latency of concerned looks
later, play with balloons, researcher drops balloon and says “oh no, my balloon”
DV: comforting or helping

56
Q

can children understand how others feeling, when emotions not visible/infer - Vaish, Carpenter, Tomasello, detail results

A

children in harm condition are more likely to look at researcher quick, longer, more, and more likely to help later
conclusion, at 18months can show concern for stranger who is in a hurtful situation and not showing emotion

57
Q

name 3 ways how peers influence behaviour

A
  1. modelling behaviours for imitation
  2. reinforcing positive/negative behaviours
  3. setting benchmarks for child to compare themselves (affecting self-esteem)
58
Q

apply Bronfenbrenner ecological systems theory to role of peers for socialisation developments

A

interacting with peers affords very different opportunities than via caregiver interaction

59
Q

name 2 categories of rejected childrens

A

aggressive, non-aggressive

60
Q

name traits of aggressive rejected children

A

poor self-control, behavioural problems, disruptive

61
Q

name traits of non-aggressive rejected children

A

anxious, withdrawn, socially unskilled

62
Q

name 34 factors that affects peer status

A
  1. temperament/personality
  2. past experiences
  3. physical appearance (attractiveness, age, race, gender)
  4. social skill
63
Q

what can peer status affects in long term

A

happiness, social development, school attendence, future behaviour, life outcomes
effects mitigated by close friendship

64
Q

what does Piaget state about important role of peer

A

interactions with peer critical for developments in moral reasoning

65
Q

when children discuss situations with their peers or mother then tested for moral reasoning, what is found

A

greater gain in moral reasoning with peers
degree to which child engaged in reflective discourse correlated positively with moral reasoning in post-test
suggests reflects on moral situation, with peer>authority, is positive in moral development

66
Q

why are reasoning skills primarily developed?

A

for persuading others in arguements (especially in morally charged situations)

67
Q

What do children need to do to avoid/overcome rejection?

A
  1. need to want to interact
  2. feel confident in having something to contribute to group
  3. be interested in learning what others in group are like = interests, opinions
68
Q

how can parents promote peer acceptence in their children

A

be first partner for child to learn to interact
create opporunities of interaction with other
being social interaction role models
talk about interaction to develop understanding
explicitly provide suggestion on how to behave, give advice
build up child’s confidence on their own likeability

69
Q

how can teachers promote peer acceptance

A

teaching 3 method for communication:
1. asking peers positively toned questions
2. offering useful suggestions and directions to peers
3. making supportive statements to peers

70
Q

how can friends protect against negative impacts of peer acceptnace

A

many unpopular children can still have 1 friend and be content in friendship, having protective effect against their low peer group acceptance
(but can then be bullied by a supposed friend)

71
Q

when do apes show cooperation

A

flexible and targeted helping, sharing food with their offspring

72
Q

when do apes show revenge

A

but only when an act toward them is intentional

73
Q

when do apes show alliances

A

supporting each on in fights

74
Q

outline ontogenetic origin of moral norms

A

children are born into the world full of moral norm and instituions, with their earliest premorality being respect and conformity, but only later understand how it works, why

75
Q

at what age do children understand social norms

A

age 3, and prior to this are only responding to adult instructions
then can collaborate, act prosocially, participate in social norm to develop human moralities

PSY2004 SEMESTER 1 (10 decks)

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