Quiz 3 - post exam Flashcards
1
Q
Psychoanalytic - Freud Phallic Stage
A
- oedipal conflict = boys are sexually attracted to there mothers fear that father will find out, castrate,
Electra Conflict = angry with mothers, envious of dads penis, unknown reason suppress desire with father and gender identity
2
Q
Social Learning Gender typing
A
- social learning = we learn in the context of others
- Reinforcement = parent reinforce gender, way more acceptance with girls violating than boys, ex = tomboy
Modeling = learning from tv, toys, parents, etc
3
Q
Cognitive Development Kohlberg
A
- Kohlberg believed children go through the following stages in the understanding of gender
- Gender Identity = first established but don’t understand is permanent
- gender stability = gender is not variable, going to hang around, thrown off by halloween
Gender constancy = gender permanence, get the idea gender is stable and permanent (5-7 years old), kids get us vs them, in 1st- 2nd grade, girls play with girls, boys play with boys
4
Q
Gender Schema
A
- combines social learning and cognitive developmental
- children learn through imitation (role models) reinforcement and punishment, BUT children also use this info to construct gender schema
5
Q
The development of gender typing - environmental factors
A
- family, school, peers, society, media, books, movies, tv, toys, school structure, authority figures,
- present rigid roles
6
Q
The development of gender typing - children and toy play
A
- can a toy impact children’s idea about gender
- Ditmar et al (2006)
- idea pushed that appearance matters for female gender roles, does barbie make girls want to be thing
- 5-8 yr olds
- exposed to barbies or Emmy (size 16 doll), or NO doll
- gave a measure of body esteem, youngest girls exposed to Barbie exposed most desire for thinner
Barbie results - baby like face on adult proportions
7
Q
Sexual Scripts - gagnon and Simon
A
sexual scripts start constructing as a kid
- what relationships are like, seen in Disney, disney most popular halloween costume
8
Q
Gender and Children’s environment
A
Rheingold and cook (1975)
- examined rooms of 48 boys and 48 girls, all under 6
- girls had more dolls, doll houses, domestic toys (kitchen, cleaning), floral motifs, ruffles/lace bedding
Boys = more educational toys, artistic materials, decorated with animals
- boys and grisl growing up in different ways greatly influence them
9
Q
Blakemore and Centers (2005)
A
- had undergrads rate kids toys, strongly masculine, masculine, non gendered, strongly feminine
- 4 sets and then studied
- had 700 undergraduates rate toys on developmental qualtieis
- toys strongly feminine = nurturing, domestic skills, physical attractivnesss
- Masculine toys = violent, competitive
- said that kids being raised in different environments, encouraged on different pathways
10
Q
Pomerlau - Bolduc, Macluit and Cosette
A
- method physical/environmental 12- girls and boys compared toys, clothing, rooms
boys = more veichles, sports, red clothes, blue, white, blue bedding
Girls - had pink clothes, domestic toys, yellow bedding
Asked who decorates/picks out clothes? - answer was female relatives, early on girls/boys different environments
Older kids (randall) 2007 - same thing
- girls = more pictures of themselves
- Boys = construction sets
- said that social media heavily influenced
11
Q
Childhood Obesity
A
- 18.5% of Am. children meet criteria for childhood obesity
- 80% of obese kids will remain obese adults
12
Q
Biological - childhood obesity
A
- genetic
-“obesogenic” environment - available high calorie food
- limited physical activity
- parents nervous to let kids run alone/safety
- kids spend more time in front of screens (including schools)
- most of it is sedentary
13
Q
Food Deserts
A
- no reasonably priced food within walking area fresh produce really pricey, doesn’t keep well
14
Q
Environmental factors on childhood obesity
A
- unhealthy eating behavior
- kids very picky must offer 30-40x
- externality hypothesis - suggests overweight individuals more likely, convinced to eat from external factors
sedentary behavior - TV (screen time)
- time spent in front of a TV
15
Q
Schajter
A
- developed externality hypothesis
- ppl who are obese more susceptible to visual cues
- restaurants venting into the streets
- food tv commercials
16
Q
TV programming and Food
A
- center for science in the public interest (2009)
- flemming - millici and Harri’s (200*0
- used Nielsen data and compared 2008-2012
- it increased dramatically for AA kids over white
17
Q
Healthy at every size
A
- shifting question how to make kids healthy instead of thin
- also shifting towards family oriented programs, because kid’s can’t
18
Q
Kids and Body Image
A
- showed kids body silouttes
- had to choose which bodies they most wanted to look like
- girl.boy body options (skinny - fat)
conclusions = - kids judge each other by appearance
- especially in preschool, nore pressure on girls
- researchers rated preschoolers on attractivness
- researcher asked who they want to be friends with
- 3-4 year olds girls attractivness mattered
- boys did not care
DATA - girls wanting to have thinner bodies, in both male and female
19
Q
4th grade study on body image
A
- subjects 817 4th graders, who were divided African Americans and white AA tend to have more body positivity
20
Q
Tantangelo and Ricciardelli (2017)
A
- did interviews 8-10 years olds, boys and girls
- did focus groups, 16 boys/girls in each group
Themes - appearance related comparisons most common with girls
- for boys, they found watching shows were inspiring, comparisons about sports/stregth
- when girls were doing media comparisons, made them really feel badly, negative body images
2nd study - boys comparisons about body functions
- girsl appearances were related to body images
- girls offered role models, who were pretty
- boys offered role models who inspired them
21
Q
Fluid Intelligence
A
- things you can’t be taught, speed of processing
- game where it flashes, red, ellow, green have to remember the order
22
Q
Crystalized intelligence
A
- who painted Mona Lisa
Things that can be taught - you can keep learning new stuff your whole life
- doing crossword puzzles, wordle, keeps our memory sharp
23
Q
Stanford Binet Intelligence Scale
A
- recognized there was diversity in the way we thought
24
Q
IQ tests terrible uses
A
- assessed who could be let in from, Ellis island used delibratly
- used by army, discovered many soliders had reading issues, gave pictorals
- determines who should be on the frontline, and who should be an officer
- taking IQ tests - labeled a number, verbal scale, and non verable scale
25
IQ is it destiny
- one of old celebrities has highest IQ ever
- but she uses her big IQ to help people solve puzzles
26
The IQ controversy
- controversy that som epart of IQ may be biologically driven
- previously just assumed that biology is destiny
27
Hernstein and Murray - 1994
- argued that IQ biologically based
- the reason for AA low IQ is because of biology
- led people to cut funding for school programs, like head start
28
Jensen 1985
- influenced politicians along the way
29
Hernstein and Murray
- wrote a book called bell curve
- when you give IQ test you get a bell curve
- curve is biologically based
- the people at the top of hte curve become CEO, a presidents
- folks at the bottom, end up, needing social support
- programs cut, because kids with lower IQ scores can't be helped
- did cherry picking
30
Scarr and Weinburg, 1983
- kids who had been adopted had above average IQ, test means that is actually test of middle class whitness
31
Shirley Brice Heath 1989
- white/ AA moms reading book to children
- realized white moms reading books like and IQ test, How many Bananas? What color is this
- white AA moms related what was happening in real life
32
Stereotype threat (mckowan and Weinstein) 2003
- gave kids verbal tests
- some told it was a test of how good kids are at school problems, others not told this
- AA/Latin X kids struggled when told it was a test, but not when not told
- Latin X kids who had strong stereotypes did poorly
- this did not impact white kids
33
Sternburg's Triarchic Theory of Intelligence
- consists of 3 sub-theories
- Compoenetial/analytical subtheory
- Experiential Subtheory (creative)
Contextual subtheory
34
- Compoenetial/analytical subtheory
- metacognitiion our knowledge of o
ur own intelligence
- better at remembering faces/names
- better at essay tests over MC
- easily distracted,
- knowing your own capabilities, taking it into account when trying to solve problems
35
- Experiential Subtheory (creative)
novelty of task = when we face a task we've never seen before
- dealing with compelty new task
- truck stuck under bride, decide to deflate tires
Automatization of a task
- stroop test - colors/reading word
- people really fast at reading because of automatization
- cognitive processing freed up space so we can automate more
36
Contextual subtheory
adapting - adapting to bigger classes in college, instead of small in HS, new ways to study, etc
- Shaping - shape your environment, you study 9-10 pm, then I can play my video games
- Selecting- something that fits them, selecting a new college
37
Gardner's Theory of Multiple Intelligence
- at the start a little bit of biology
- mainstream view if your smart your smart, Gardner believed all abilities are independent
Linguisitc, logico-mathmatical intellignece, musical intelligence, spatial intelligence, bodily kinesthetic, interpersonal intelligence, intrapersonal intelligence, Naturalists
38
Linguistic Intelligence
- verbal intelligence
- word, language, writing, into things live poetry, don't mind giving presentations
- like to read, like to be read to
- gravitate towards debate club
- explains things well
- good at word play, puns
39
Logico Mathematical Intelligence
- good understanding of Piaget
- STEM
- good at problem solving, reasoning, recognizing patterns, think about numbers, relationships, engaged in empirical research, science fair
- scientist, mathematician, engineer
40
Musical Intelligence
- like to sing
- babies like to dance
- manifest in young children
- baby "dancing: hear music that other pepople don't hear
- music teacher, conductor, musician
41
Spatial Intelligence
- good at visual spatial
- draw early
- will us the whole sand box
- drawn to artistic expression
- use whole paper
- like maps, charts
- artist, architect, engineer
42
Bodily Kinesthetic
- people who are good at moving there bodies
- good at sports, gaming, good at doing
- mime, dancer, builder, sculpture
43
Interpersonal Intelligence
- involves understanding and relating to other people
- work to create positive relations with others
great at reading facial expressions/body language
- psychologist, philosopher, sales person, politician
-
44
Intrapersonal Intelligence
-goo dat being aware of there own personal feelings
- people are very in touch with own reasons, reflection
- understand why they are motivated
- sometimes people will see them as daydreaming
- introspective writer, philosopher, type of scientist
45
Naturalistic Intelligence
- very interested in natural world
- in tune with nature, very interested, exploring environment, thrive in outdoors
- dinosaur kids
- biologist, conservationist, believes biological for everything
46
Divergent thinking
creative solutions, would want this with some type of cancer, unique solutions
47
Convergent thinking
- thinking one way
- this is needed with broken bones
48
Mastery oriented Attributions
focus on process, learning for learning, sake not focused on grades, rewards, tends to believe you can try harder
49
Performance Oriented attribution
- focus on outcomes, like grades, do something well, not something they can change, critique of our school system we focus on this, token economy, plastic coins with different values
50
Learned Helplessness
- based dog learning task, placed in a skinner box
- yolked together
- if they hop over the wall environment changes, floor of cage would give electrical shock
- only matters if dog A jumps and drags B
- separated into a new boxes
- Dog A learnes moving lever fixes problem
- Dog B lays down because nothing it does matters
- parents can contribute to this with conversations
- concern with performance oriented tasks
51
Sociometric Status (Peer Acceptance)
- "nomination method" who do you want to play with, sit with, go over to there house
- game up with popular, controversial, neglected, rejected
Popular kids = lots and lots of likes, want to sit with them
Rejected Kids = lots of dislikes
Controversial Kids = get likes and dislikes, sometimes class clow
Neglected Kids = don't get mentioned, NO likes or dislikes, forgotten
Average Children = get some likes and dislikes but not many
52
Popular Kids
- have good social skills
- however we do have popular antisocial children (tough boys)
53
Rejected Kids
- two subtypes
- rejected agressive = children, bullies
- rejected withdrawn = withdraw socially, often kids that get bullied
54
Van der wilt (2008)
- studied language and peer sociometric status using nomination
- kids who are rejected by peers show lower pragmatics in comparison to regular
- suggestion = work on social skills
55
Who bullies?
- someone who intentionally, repeatedly causes harm to someone who has difficulty defending themselves,
- being a victim to bully= emotional, sleep problems, anxiety, fear of going to school
56
Cyberbullying
- no longer refuge at home because even at home, cyberbullying continuous
- in an age where feels necessary to go on phone, can't escape, leads people to suicicde
57
Signs of being bullied
- unexplainable injuries
- lost/broken property
- frequent illness
- changes in eating habits
- difficulty sleeping
-declining grades, wanting to go to school
- sudden loss of friends
- feelings of helplessness
- self destructive behavior
58
Signs a child is bullying
- get into physical/violent fights
- have friends who bully each other
- increasingly aggressive
- get sent to principal/detention often
- have unexplained extra money, new belongings
59
Risk?
- those who are perceived as different
- those perceived as weak
- sociometric status is a factor
- LGBTQ kids
60
Epigenetic Possibilities (muldar et al 2020)
- explores genes expression under environmental conditions
- how bullying can impact way genes work
- effect how easily a genes is read or not
1,3332 kids studied
- demythalation (genes being turned off/on)
associated with bullying exposure
- genes involving cardiac function, also nerve development
