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PSYC228 > PSYC228_Chap6 > Flashcards

PSYC228_Chap6 Flashcards

1
Q

during early childhood…

A

personalities inc in apparency
cognitive sophisitication inc
mastery of language inc

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2
Q

think genes play role in expression of personality bec

A

down syndrome leads to predictable behaviour

behaviour genetics suggest that genes + biology are predominant influences on a lot of behaviour like personality

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3
Q

behaviour genetics

A

area of science that studies nature of relationship betw genes + behaviour

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4
Q

heritability estimate

A

calculation used by behaviour geneticists to denote independent contribution of genes to differences seen between people in a given trait

say nothing about how it does within people

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5
Q

prosocial behaviour

A

voluntary behaviour that is intended to benefit another person

the helping of others

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6
Q

aim of behaviour genetics research

A

determine proportion of differences among people due to genes and proportion due to environment

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7
Q

most common method used by behaviour genetics researchers to obtain heritabillity estimates

A

twin studies

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8
Q

dizygotic twins

A

fraternal twins - share up to 50% of genes - diff eggs

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9
Q

monozygotic twins

A

identical twins - share identical 100% DNA - same egg

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10
Q

genes don’t translate thru cells into real time behaviours,
behaviour _ personality in early childhood result of

A

dynamic interaction + fusion betw genes + environment

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11
Q

behaviour genetics assumes

A

genes play main role in personality development

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12
Q

watson + skinner

A

behaviourist

environmental forces

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13
Q

bandura

A

behaviourist
modelling importance study
important for media consumption for children

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14
Q

psychodynamic perspective

A

role of environment in shaping personality
also emphasize expectation that societies have for individuals to gain greater + greater control over themselves as their biological maturation allows
erikson’s psychosocial theory initiative vs guilt stage

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15
Q

self-concept

A

one’s multidimensional impression of one’s own personality, of the attributes, abilities, + attitudes taht define one’s self

positive self-concept fundamental to socio-emotional development
better abel to use awareness as behavioural + relational guide

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16
Q

categorical self

A

self-definitions based on concrete external attributes

early childhood - only observable features of self

middle childhood - integrate separate attributes into abstract reprsentation of self _ shy except arnd friends

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17
Q

self-esteem

A

judgements of worth that children make about themselves + feelings that those judgements elicit

evaluative component of self-concept

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18
Q

secure attachment to caregiver associated with

A

positive self-perceptions + self-esteem

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19
Q

people with biggest influence on socio-emotional development?

A

parents

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20
Q

2 key areas where parents differ

A

demandingness - level + consistency of demands

responsiveness - how quick + sensitively parents address children’s needs

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21
Q

3 parenting styles by Baumrind

A

authoritarian
authoritative
permissive (permissive-indulgent + permissive-neglectful)

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22
Q

demandingness

A

level of demands parents make on their children. # + intensity + consistency of demands can all vary along a continuum from very low to very high

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23
Q

responsiveness

A

speed, sensitivity, + quality with which parents attend to the needs of their children. Like demandingness, responsiveness ranges along a continuum from very low to very high

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24
Q

authoritarian parenting

A

high demands low responsiveness

demand obedience from children + are consequence-oriented, quick to punish disobedience

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25
Q

authoritative parenting

A

high demand + high responsiveness

create rules + expectations while explaining reasons for rules

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26
Q

permissive-indulgent parenting

A

high responsiveness + very low demand

involved, caring + loving, but few rules + little guidance

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27
Q

permissive neglectful parenting

A

low demand + low responsiveness

uninvolved + distant, often unaware of child’s activities

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28
Q

responsive parenting

A

positive

social competance + positive adjustment

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29
Q

demanding parenting

A

positive

high school achievement + behavioural control

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30
Q

high responsiveness + no demands

A

negative

reduced social competance

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31
Q

high-demand, low responsiveness

A

negative

low self-esteem + depression

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32
Q

western nations

A

authoritative (high demand + high responsiveness) parenting most positive outcomes than other styles

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33
Q

authoritarian + permissive styles may be better

A

in non-western cultures

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34
Q

psychological control

A

associated with authoritarian parenting, behaviours that violate + manipulate child’s feelings, thoughts, + attachments to parents

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35
Q

discipline

A

teaching children to control behaviour + follow rules

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36
Q

punishment

A

unpleasant consequences of failing to follow rules

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37
Q

induction

A

reational form of discipline where adults use reasoning + explanations to help children understand effects of misbehaviour

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38
Q

time outs

A

disciplinary measure where child is removed from reinforcing stimuli, events, or conditions for a short period of time

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39
Q

corporal punishment

A

use of physical force to cause pain or discomfort in order to punish unwanted behaviour

40
Q

physical abuse

A

non-accidental physical injury as result of caretaker acts like shaking, slapping, punching, beating, kicking, biting, or burning

41
Q

sexual abuse

A

involvment of children + adolescents in sexual activities that they do not understand + for which they cannot give informed consent

42
Q

neglect

A

failure of caretakers to provide for child’s fundamental needs, such as adequate food, housing, clothing, medical care, emotional well-being, or education

43
Q

emotional/psychological abuse

A

continuual verbal harassment + intimidation of chlid by means of disparagement, criticism, threat, or ridicule

44
Q

corporal punishment has shown to be a major risk factor for

A

physical abuse
sexual abuse
neglect
emotional/psychological abuse

45
Q

non-parental child care

A

child care carried out by someone other than primary child care provider

46
Q

most common type of non-parental child care not performed by relatives

A

centre-based child care

47
Q

centre-based child care

A

provided at location away from home, generally including 4+ chlidren + qualified child care provider

48
Q

majority of violent acts against children perpetrated by

A

people they know

parents, shoolmates, teachers, employers, bf’s gf’s, parent’s spouses + partners

49
Q

most common chlid maltreatment forms in canada 08

A

exposure to intimate partner violence

neglect

50
Q

girls + boys respond differently to absue

A

girls - likely internalize response to violence - suicidal ideation, eating disorders, low self-esteem, psychological disorders

boys - externalize response likely - inc aggression, delinquency, spousal abuse
more likel to be volent in adolescent + adult relationsips than boys not exposed to violence

51
Q

2014 how what % of labour force is women

A

47.3%
been inc since 1976

2009, 64.4% canadian women with children < 3 yrs were employed
doubled since 1976

52
Q

parental leave

A

max 89 wks

17 wks pregnancy leave - birth mother
35 wks parental leave - birth mother
37 wks parental leave father

53
Q

waht % of children < 5 have regular non-parental care

A

54%

parents have high incomes - pay for daycare ouside family

parents low incomes - relative care

54
Q

2011 almost half 46% canadian parents use

A

some non-parental care under age 14

86% majority used regularly - 30 hrs/wk

ave # hrs in non-parental care remained stable

median cost of full-time child care varies 152$ Quebec - 677$ ontario

98% parents report satisfaction iwth overall quality of child care arrangement

55
Q

characterisitics of high-quality daycare centre

A

qualified daycare workers
licensing
low child:caregiver ratio
educational mission
safety

56
Q

canada has

A

no national program or overall approach to early childhood educaton

57
Q

NICHD study - children who spent a large quantity of tiem in non-parental child care were more likely to

A

show behavioural problems

58
Q

27% of 5-6 yr olds use computer every day…

A

32% watch videos
75% TV - most popular media option

59
Q

clear correlation betw watching violent tv and

A

agressive behaviour

tv watching doesn’t cause aggression, but is major risk factor for aggressive behaviour + potential public health threat

60
Q

relational aggression

A

subtle harmful acts, such as manipulating, gossiping, or creating public humiliation for another individual

most common in older age groups
violent media consumption associated with it

61
Q

tv associated with

A

gender identities,
roles,
worldviews,
creativity
imagination
ability to take perspective of others
perceptual skills

attention, memory, perception

62
Q

tv can help

A

low socio economic families kids with vocabularies + info learning + geographical learnign

63
Q

the more significance + positivity chlidren associate with designed gender, more they understand gender as

A

stable consruct

64
Q

gender identity

A

perception of one’s gender category

65
Q

gender role

A

specific behaviours or appearances that are expected of children, based on culture’s beliefs about gender

66
Q

gender constancy

A

belief that one’s gender is permanent and unchaning

like it is

67
Q

gender schema theory

A

cognitive approach to understanding gender development that centres on chlidren’s own constructions of gender

68
Q

gender schemas

A

chlidren’s mental representation of gender categories

69
Q

girls tend to go outside gender

A

norms more than boys

boys fewer opportunities for complex play - playing with other sex toys

70
Q

emotion vocabulary

A

of words a person can use to name his/her emotional states + explain emotional behaviour of self + others

71
Q

alexithymia

A

difficulty understanding, identifying, + describing emotions with words

72
Q

somatic complaints

A

physical problems without physiological cause

headahces or stomach aches without physiological cause
sometimes due to alexithymia

73
Q

emotion regulation

A

ability to control behaviour one displays in response to an emotional state

ablility to modify/modulate way our behaviour expresses our emotion or our perceptions of situation that elicit emotion

74
Q

tantrum is a sign of

A

poor emotion regulation

75
Q

affective social competance is

A

abllity to effectively send + receive emotional cues + manage one’s own emotional experience
important in peer relations

76
Q

affective social competance

A

abllity to effectively communicate one’s own emotions, interpret + respond to others’ emotions + successfully manage experience of emotiosn

77
Q

3 components of affective social competance

A

sending emotional cues
receiving emotional cues
managing emotional experience

performed consciously, unconsciously, or automatically

78
Q

display rules

A

cultural norms that dictate socially appropriate emotional displays

79
Q

individualistic cultures like US + Austrailia, favour personal goals over group goals likely endorse emotional expressiveness

A

collectivistic cultures like indonesia + hongkong, emphasize group goals + favour reserved expression of emotion

80
Q

internalizing problems

A

problems that result when chlidren overcontrol expression of emotions, depression, social withdrawal, anxiety, + somatoform disorders

feature of depressive disorders

81
Q

externalizing problems

A

result when children undercontrol expression of emotions, like aggression + delinquency

feature of oppositional defiant disorder

82
Q

instrumental or proactive aggression

A

goal-oriented act rhu which person or object is ahrmed

83
Q

hostile reactive aggression

A

intentional act that harms a person or object

84
Q

overt aggression

A

direct + obvious harmful act like hitting, kicking, biting or verbally threatening

more common to boys

85
Q

what is most important influence on emotion regulation development

A

parental socialization

86
Q

moral emotions

A

emotions believed to play a fundamental role in morality

87
Q

self-conscious emotions

A

moral emotions taht are evoked by self-reflection + self-evaluation

88
Q

guilt

A

feeling of regret/remorse arising from preceptions of having done something wrong

89
Q

shame

A

feeling that whole self is a failure or bad, which can lead to defensiveness + social withdrawal

90
Q

what self-conscious emotions develop during early childhood?

A

guilt + shame

guilt = more task-related + internal = more adaptive = prompting constructive actiosn like confessons + apologies

shame = related to self or other relationship - focuses more on others’ negative perceptions of self than on hamr caused to others = promotes defensiveness + interpersonal separation = also aggression + anger + blaming

feel ashamed only in presence of another person

91
Q

some scholars think guilt + shame emerge arnd 3 when children 1 understand self is different from other people 2 possess some moral standards of behaviour 3 have cognitive abilities to evaluate own behaviour against these standards

A

others say precursors of guilt + shame seen in 2nd year of life along with empathy

92
Q

empathy

A

capacity to understand/feel what another person is feeling from their perspective

93
Q

sympathy

A

feelings of pity for another person’s misfortune

feel diff emotions than other person

94
Q

waht is positively associated iwth children’s empathy + guilt?

A

secure attachment relationship betw mother + child

95
Q

empathy in chlidren linked to

A

parenting that encourages children to understand others’ emotions
low levels of angry emotions at home
parental practices taht help children manage negative emotions

PSYC228 (16 decks)

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