psych exam 2 Flashcards
why this age for intervention
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
when does gender intensification occur
puberty
embrace shift towards more gender typical behavior
sex differences for girls
cooperative, collaborative
relational aggression
verbal skills
mature faster
emotional control
boys differences
edge in visual and spatial skills, motor develop and musculature. riskier, more injuries, physically aggressive
gender role
societies expectation of a genders behavior
how one should behave, based on culture
ex: woman is nurturing caregiver
gender role behavior
how gender roles are interpreted and the actionable expression of genders
gender typing
kids become awware of their own gender and behve accordingly
stereotype
rigid over application of an often negative over simplified cognitive bias about a whole group
judgement
how do kids learn gender roles
- biological thry
- learning thry (operant and bandura observational)
- kohl bergs functional use (schema)
3 theories of learning gender
- biological thry
- learning thry (operant and bandura observational)
- kohl bergs functional use (schema)
ALL BIDIRECTION
all agree in genexenvironment interactions
biological thry of gender
hormones
even if so, not acting in isolation bc environment treats pp differntly
leanring thry of gender
operant and bandura observational social learning
bandura bobo doll exper
watch model and learn from it
observational and imitation
SOCIAL LEARNING
stars early bc nursery environments differ, labels differ
social learning
bandura, observational and imitation
starts early. from birth, we treat kids differently
nursery environments differ
kohlbergs cog thry of FUNCTIONAL USE
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
4 stages of kohlbergs cog thry of functional use for gender
- gender awareness (baby knows faces)
- know gender label/identity for self (boy and girl at 2-2.5yrs)
- know labels, learn stereotypes and facts - gender stability 4yrs
- the gender i am now will stay the same over time and not change. - 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
gender constancy
i have an essence of my self and gender deep inside me that is true
BEYOND MY EXPRESSION
Freeing
linked to conservation
gender constancy study
Sandra naked baby study
gender constancy if 1st had body biology knowledge
martins thry of forming gender schemas
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
2 types of gender schemas
- own sex schema
- same/opposite sex schema
ethnicity
language, culture, religion
race
cognitive category that is produt of human culture and linked to biology but not biologically based. continuum.
stereotype
over rigidly applied cognitive bias that is oversimplief about group to a single person
prejudice
negative attitude towards a group, leads to discrimination
how do kids learn racial identities
- Katz perceptual processes
- conceptual processes: categorization
- theory view
conceptual process view of kids developing race
pattern seeking, categories can help but we attach negative meaning
theory view of race identify development
kids develop complete naive theories and test their hypotheses. later, kids develop essentialism
internal forces that contribute to stereotypes
hirshfeld thry of race
complex niave thrys
in-group/ out group
hirshfeld thry of race
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
multiple classification
cognitive flexibility
2+ dimensional groups forces thinking about more than 1 attribute
cogntive flexibility
7+ yrs concerete operational acheive constancy and are freed
developmental period of malleability
people can look different outside and be same gender inside
perspective taking
individual differences within group
how to reduce prejudice
frienships
conversation
perspective taking
multiple classification
cognitive flexibility
stereotyping model (development)
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
