PSYC228_Chap6 Flashcards
during early childhood…
personalities inc in apparency
cognitive sophisitication inc
mastery of language inc
think genes play role in expression of personality bec
down syndrome leads to predictable behaviour
behaviour genetics suggest that genes + biology are predominant influences on a lot of behaviour like personality
behaviour genetics
area of science that studies nature of relationship betw genes + behaviour
heritability estimate
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
prosocial behaviour
voluntary behaviour that is intended to benefit another person
the helping of others
aim of behaviour genetics research
determine proportion of differences among people due to genes and proportion due to environment
most common method used by behaviour genetics researchers to obtain heritabillity estimates
twin studies
dizygotic twins
fraternal twins - share up to 50% of genes - diff eggs
monozygotic twins
identical twins - share identical 100% DNA - same egg
genes don’t translate thru cells into real time behaviours,
behaviour _ personality in early childhood result of
dynamic interaction + fusion betw genes + environment
behaviour genetics assumes
genes play main role in personality development
watson + skinner
behaviourist
environmental forces
bandura
behaviourist
modelling importance study
important for media consumption for children
psychodynamic perspective
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
self-concept
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
categorical self
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
self-esteem
judgements of worth that children make about themselves + feelings that those judgements elicit
evaluative component of self-concept
secure attachment to caregiver associated with
positive self-perceptions + self-esteem
people with biggest influence on socio-emotional development?
parents
2 key areas where parents differ
demandingness - level + consistency of demands
responsiveness - how quick + sensitively parents address children’s needs
3 parenting styles by Baumrind
authoritarian
authoritative
permissive (permissive-indulgent + permissive-neglectful)
demandingness
level of demands parents make on their children. # + intensity + consistency of demands can all vary along a continuum from very low to very high
responsiveness
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
authoritarian parenting
high demands low responsiveness
demand obedience from children + are consequence-oriented, quick to punish disobedience
authoritative parenting
high demand + high responsiveness
create rules + expectations while explaining reasons for rules
permissive-indulgent parenting
high responsiveness + very low demand
involved, caring + loving, but few rules + little guidance
permissive neglectful parenting
low demand + low responsiveness
uninvolved + distant, often unaware of child’s activities
responsive parenting
positive
social competance + positive adjustment
demanding parenting
positive
high school achievement + behavioural control
high responsiveness + no demands
negative
reduced social competance
high-demand, low responsiveness
negative
low self-esteem + depression
western nations
authoritative (high demand + high responsiveness) parenting most positive outcomes than other styles
authoritarian + permissive styles may be better
in non-western cultures
psychological control
associated with authoritarian parenting, behaviours that violate + manipulate child’s feelings, thoughts, + attachments to parents
discipline
teaching children to control behaviour + follow rules
punishment
unpleasant consequences of failing to follow rules
induction
reational form of discipline where adults use reasoning + explanations to help children understand effects of misbehaviour
time outs
disciplinary measure where child is removed from reinforcing stimuli, events, or conditions for a short period of time
corporal punishment
use of physical force to cause pain or discomfort in order to punish unwanted behaviour
physical abuse
non-accidental physical injury as result of caretaker acts like shaking, slapping, punching, beating, kicking, biting, or burning
sexual abuse
involvment of children + adolescents in sexual activities that they do not understand + for which they cannot give informed consent
neglect
failure of caretakers to provide for child’s fundamental needs, such as adequate food, housing, clothing, medical care, emotional well-being, or education
emotional/psychological abuse
continuual verbal harassment + intimidation of chlid by means of disparagement, criticism, threat, or ridicule
corporal punishment has shown to be a major risk factor for
physical abuse
sexual abuse
neglect
emotional/psychological abuse
non-parental child care
child care carried out by someone other than primary child care provider
most common type of non-parental child care not performed by relatives
centre-based child care
centre-based child care
provided at location away from home, generally including 4+ chlidren + qualified child care provider
majority of violent acts against children perpetrated by
people they know
parents, shoolmates, teachers, employers, bf’s gf’s, parent’s spouses + partners
most common chlid maltreatment forms in canada 08
exposure to intimate partner violence
neglect
girls + boys respond differently to absue
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
2014 how what % of labour force is women
47.3%
been inc since 1976
2009, 64.4% canadian women with children < 3 yrs were employed
doubled since 1976
parental leave
max 89 wks
17 wks pregnancy leave - birth mother
35 wks parental leave - birth mother
37 wks parental leave father
waht % of children < 5 have regular non-parental care
54%
parents have high incomes - pay for daycare ouside family
parents low incomes - relative care
2011 almost half 46% canadian parents use
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
characterisitics of high-quality daycare centre
qualified daycare workers
licensing
low child:caregiver ratio
educational mission
safety
canada has
no national program or overall approach to early childhood educaton
NICHD study - children who spent a large quantity of tiem in non-parental child care were more likely to
show behavioural problems
27% of 5-6 yr olds use computer every day…
32% watch videos
75% TV - most popular media option
clear correlation betw watching violent tv and
agressive behaviour
tv watching doesn’t cause aggression, but is major risk factor for aggressive behaviour + potential public health threat
relational aggression
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
tv associated with
gender identities,
roles,
worldviews,
creativity
imagination
ability to take perspective of others
perceptual skills
attention, memory, perception
tv can help
low socio economic families kids with vocabularies + info learning + geographical learnign
the more significance + positivity chlidren associate with designed gender, more they understand gender as
stable consruct
gender identity
perception of one’s gender category
gender role
specific behaviours or appearances that are expected of children, based on culture’s beliefs about gender
gender constancy
belief that one’s gender is permanent and unchaning
like it is
gender schema theory
cognitive approach to understanding gender development that centres on chlidren’s own constructions of gender
gender schemas
chlidren’s mental representation of gender categories
girls tend to go outside gender
norms more than boys
boys fewer opportunities for complex play - playing with other sex toys
emotion vocabulary
of words a person can use to name his/her emotional states + explain emotional behaviour of self + others
alexithymia
difficulty understanding, identifying, + describing emotions with words
somatic complaints
physical problems without physiological cause
headahces or stomach aches without physiological cause
sometimes due to alexithymia
emotion regulation
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
tantrum is a sign of
poor emotion regulation
affective social competance is
abllity to effectively send + receive emotional cues + manage one’s own emotional experience
important in peer relations
affective social competance
abllity to effectively communicate one’s own emotions, interpret + respond to others’ emotions + successfully manage experience of emotiosn
3 components of affective social competance
sending emotional cues
receiving emotional cues
managing emotional experience
performed consciously, unconsciously, or automatically
display rules
cultural norms that dictate socially appropriate emotional displays
individualistic cultures like US + Austrailia, favour personal goals over group goals likely endorse emotional expressiveness
collectivistic cultures like indonesia + hongkong, emphasize group goals + favour reserved expression of emotion
internalizing problems
problems that result when chlidren overcontrol expression of emotions, depression, social withdrawal, anxiety, + somatoform disorders
feature of depressive disorders
externalizing problems
result when children undercontrol expression of emotions, like aggression + delinquency
feature of oppositional defiant disorder
instrumental or proactive aggression
goal-oriented act rhu which person or object is ahrmed
hostile reactive aggression
intentional act that harms a person or object
overt aggression
direct + obvious harmful act like hitting, kicking, biting or verbally threatening
more common to boys
what is most important influence on emotion regulation development
parental socialization
moral emotions
emotions believed to play a fundamental role in morality
self-conscious emotions
moral emotions taht are evoked by self-reflection + self-evaluation
guilt
feeling of regret/remorse arising from preceptions of having done something wrong
shame
feeling that whole self is a failure or bad, which can lead to defensiveness + social withdrawal
what self-conscious emotions develop during early childhood?
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
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
others say precursors of guilt + shame seen in 2nd year of life along with empathy
empathy
capacity to understand/feel what another person is feeling from their perspective
sympathy
feelings of pity for another person’s misfortune
feel diff emotions than other person
waht is positively associated iwth children’s empathy + guilt?
secure attachment relationship betw mother + child
empathy in chlidren linked to
parenting that encourages children to understand others’ emotions
low levels of angry emotions at home
parental practices taht help children manage negative emotions
