psych exam 2

Question 1

why this age for intervention

Answer 1

7-10 are congitively flexible and malleable
concrete operational, freed by constancy so less rigid
transitional period of life
puberty time is gender intensification
Low SE

Question 2

when does gender intensification occur

Answer 2

puberty
embrace shift towards more gender typical behavior

Question 3

sex differences for girls

Answer 3

cooperative, collaborative
relational aggression
verbal skills
mature faster
emotional control

Question 4

boys differences

Answer 4

edge in visual and spatial skills, motor develop and musculature. riskier, more injuries, physically aggressive

Question 5

gender role

Answer 5

societies expectation of a genders behavior
how one should behave, based on culture
ex: woman is nurturing caregiver

Question 6

gender role behavior

Answer 6

how gender roles are interpreted and the actionable expression of genders

Question 7

gender typing

Answer 7

kids become awware of their own gender and behve accordingly

Question 8

stereotype

Answer 8

rigid over application of an often negative over simplified cognitive bias about a whole group

judgement

Question 9

how do kids learn gender roles

Answer 9

1. biological thry
2. learning thry (operant and bandura observational)
3. kohl bergs functional use (schema)

Question 10

3 theories of learning gender

Answer 10

1. biological thry
2. learning thry (operant and bandura observational)
3. kohl bergs functional use (schema)

ALL BIDIRECTION
all agree in genexenvironment interactions

Question 11

biological thry of gender

Answer 11

hormones
even if so, not acting in isolation bc environment treats pp differntly

Question 12

leanring thry of gender

Answer 12

operant and bandura observational social learning

Question 13

bandura bobo doll exper

Answer 13

watch model and learn from it
observational and imitation
SOCIAL LEARNING
stars early bc nursery environments differ, labels differ

Question 14

social learning

Answer 14

bandura, observational and imitation
starts early. from birth, we treat kids differently
nursery environments differ

Question 15

kohlbergs cog thry of FUNCTIONAL USE

Answer 15

functional use of gender to categorize ppl
- the more often a society has functional use for gender, the more rigid gender is

we construct gender by developing schemas
schemas filter our interest
4 stages

Question 16

4 stages of kohlbergs cog thry of functional use for gender

Answer 16

1. gender awareness (baby knows faces)
2. know gender label/identity for self (boy and girl at 2-2.5yrs)
   - know labels, learn stereotypes and facts
3. gender stability 4yrs
   - the gender i am now will stay the same over time and not change.
4. gender constancy
   - no matter how i appear or behave, superficial changes, the essence of who i am and the gender that makes me will be the same. i have an innate gender deep inside me, an essence, no matter the toys i play with or clothes i wear
   - constancy freeing, leads to less strict stereotypes

Question 17

gender constancy

Answer 17

i have an essence of my self and gender deep inside me that is true
BEYOND MY EXPRESSION
Freeing
linked to conservation

Question 18

gender constancy study

Answer 18

Sandra naked baby study
gender constancy if 1st had body biology knowledge

Question 19

martins thry of forming gender schemas

Answer 19

schema: internal working model of how we understand/make sense of gender
can be flow chart of 2 lists for gender based on learned experiences deom culture and are used as reference pt to differentiate and categorize
- 2 types of schemas
1. in-group/out group = same/opposite sex schema
2. own sex schema

Question 20

2 types of gender schemas

Answer 20

1. own sex schema
2. same/opposite sex schema

Question 21

ethnicity

Answer 21

language, culture, religion

Question 22

race

Answer 22

cognitive category that is produt of human culture and linked to biology but not biologically based. continuum.

Question 23

stereotype

Answer 23

over rigidly applied cognitive bias that is oversimplief about group to a single person

Question 24

prejudice

Answer 24

negative attitude towards a group, leads to discrimination

Question 25

how do kids learn racial identities

Answer 25

1. Katz perceptual processes
2. conceptual processes: categorization
3. theory view

Question 26

conceptual process view of kids developing race

Answer 26

pattern seeking, categories can help but we attach negative meaning

Question 27

theory view of race identify development

Answer 27

kids develop complete naive theories and test their hypotheses. later, kids develop essentialism

Question 28

internal forces that contribute to stereotypes

Answer 28

hirshfeld thry of race
complex niave thrys
in-group/ out group

Question 29

hirshfeld thry of race

Answer 29

in group vs out group processing (martins schema)
robbers cave: in group/out group processing leads to to ingroup favoritism and out group discrimination
homo/heterogeneity

Question 30

multiple classification

Answer 30

cognitive flexibility
2+ dimensional groups forces thinking about more than 1 attribute

Question 31

cogntive flexibility

Answer 31

7+ yrs concerete operational acheive constancy and are freed
developmental period of malleability
people can look different outside and be same gender inside

Question 32

perspective taking

Answer 32

individual differences within group

Question 33

how to reduce prejudice

Answer 33

frienships
conversation
perspective taking
multiple classification
cognitive flexibility

Question 34

stereotyping model (development)

Answer 34

aware of race within 1st year.
perceptual – kids look into world and notice what they can see. external features become a way they organize groups.
adults use explicit labeling and implicit, non verbal cues.
develop complex naive theory
test hypothesis