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Psychology ATAR unit 3 > relational influences > Flashcards

relational influences Flashcards

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1
Q

conflict

A

perception that two parties (individuals or groups) believe that have incompatible goals, ideas of behaviours

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2
Q

mirror image perceptions

A

each party forms reciprocal and distorted perceptions of other that are remarkably alike

  • the conflict leads to mirror image perceptions which leads to increased hostility
  • incompetents untrustworthy and immoral of opposing party versus competent, confident, kind of own party
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3
Q

imposed solutions

A

dictated solution sometimes one part is stronger and will impose a solution or a third party will impose a solution

  • usually leads to one person winning and other person being dissatisfied
  • underlying conflict often stays unresolved, grudges held
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4
Q

distributive solution

A

involves compromise of mutual concessions, lose/lose scenario, neither party gets exactly what they want

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5
Q

integrative solutions

A

both sides benefit from decision reached, win/win, more difficult to find solution because people find it difficult to communicate when there is conflict, involves understanding both parties motives, values and goals

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6
Q

Counselling

A

Conflict resolution technique, used in family conflicts, counsellors try to help client solve their own problems rather than provide solutions by teaching them skills to help them deal with conflict e.g how to communicate

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7
Q

negotiation

A

parties have shared interests but a lot some oppposed interests, often need to come together to talk to eachother and reach and agreement

  • successful results in integrative solution
  • unsuccessful can result in distributive solution
  • can break down at times die to parties failing understand each other’s positions/goals
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8
Q

Thompson & Hastie (1990)

A

used car salesman study, role play participants role of buyer or seller of a car,, found more negotiators entered negotiation expecting other parties interest to be completely opposed to their own however sooner parties realised their potential a solution was reached many negotiators failed to realise common goals/interest so ended up settling for deals that were less than ideal

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9
Q

mediation

A

mediators help parties reach a voluntary solution (either distributive or integrative)

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10
Q

arbitration

A

third party has right to hand down decision after listening to both parties present their arguments

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11
Q

socialisation

A

acquisitions of beliefs, values and behaviours that are thought to be important and appropriate to function as a member of society

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12
Q

agents of socialisation (factors affecting)

A

family, school, mass media, religious institutions, clubs

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13
Q

attachment

A

a deep and enduring emotional bond that connects one person to another (caregiver and child) across time and space

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14
Q

attachment in monkeys - Harlow 1959

A
  • conducted experiments to measure development of attachment of rhesus monkeys to their mothers
  • believed emotional bonds were important to healthy development
  • original study investigated: role of nursing in attachment of 8 infant rhesus monkeys that had been separated from their mothers at birth
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15
Q

attachment in monkeys - Harlow (1959) method

A

baby monkeys were removed from mothers at birth and placed in a cage with two surrogate mothers (substitute for real mother, similar size but made of wire mesh) one mother was covered in warm cloth and foam and one was left bare (cold), bottle of milk was attached to one of mothers (4 infants had bottle on cloth, 4 infants had bottle on wire)

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16
Q

attachment in monkeys - prediction

A

if infants attachment to mother was based in feeding, infant monkeys should prefer/become attached to mother that had feeding bottle

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17
Q

attachment in monkeys - findings

A

regardless of which mother had feeding bottle infants spent more time with cloth mother (18hrs) than with wire mother (less than an hour). The two groups of monkeys drank similar amounts of milk, weights increased same rates

18
Q

attachment in monkeys - stressful situation

A

mechanical spider or teddy bear beating drum was placed in cage and monkeys cling to cloth mother for comfort

19
Q

attachment in monkeys - conclusions

A

contact comfort (provided by cloth surrogate) was more important in formation of mother infant bond (not food)

20
Q

monotropy

A

child has innate need to attach to one main attachment figure (mother/primary caregiver), primary bond thought to be much more important than any other, failure to initiate/breakdown of maternal attachment would lead to serious negative consequences

21
Q

critical period

A

child should receive continuous care for approx first 12 months, if attachment is disrupted or broken during this period child will suffer irreversible long term consequences
- maternal deprivation: separation or loss of mother as well as failure to develop an attachment

22
Q

long term consequences

A

continued disruption of attachment between infant and caregiver could result in long term cognitive, social and emotional difficulties for child

  • delinquency - depression
  • reduced IQ - affectionless psychopathy
  • increased depression
23
Q

internal working model

A

cognitive framework comprising mental representations for understanding world, self and others

  • primary caregiver acts as a prototype for future relationships through the internal working model,
  • guides future social interactions, emotional behaviour and general responses to others
24
Q

internal working model components

A
  1. model of others as being trustworthy
  2. model of self as valuable
  3. model of self as effective when interacting with others
25
Q

44 thieves study

A

bowlby studied 44 adolescent juvenile delinquents in child guidance clinic
- aim: investigate long term effects of maternal deprivation on people to see whether delinquents have suffered deprivation

26
Q

44 thieves study procedure

A

88 children from clinic: 44 delinquents/juvenile thieves and 44 were controls (referred to clinic for emotional issues) all were IQ tested emotional surveys and parent interviews that investigated details of early life and record of any separation

27
Q

44 thieves study findings

A

More than half juvenile thieves had maternal deprivation for longer than 6 months in the first 5 yrs of their lives, and in control group only 2 had maternal deprivation,

  • 32% of thieves showed affectionless psychopathy and 86% of these experienced a long period of maternal deprivation
  • none of control group were affectionless psychopaths
28
Q

44 thieves study conclusion / limitations

A

maternal deprivation in child’s early life (before 5) leads to permanent emotional damage, particularly affectionless psychopathy
Limitations
- retrospective interviews may not be accurate/ can conceal certain things
- correlation also data, cannot define a cause/effect relationship

29
Q

Rutter (1972)

A

argued bowlby’s theory and said he did no distinguish between maternal deprivation and maternal privation: complete lack of emotional bond, he stressed the quality of attachment bond is most important factor

30
Q

Ainsworth strange situation

A

Believed infants reactions during separations and reunions were key to identifying type of attachment child had to mother

  • mother and infant enter room with toys and mother sits in room while infant explores room and plays
  • stranger sits in room silently then interacts with mother and approaches infant
  • first separation: mother leaves the room and infant stays with the stranger
  • first reunion: mother returns, greets/comforts baby and reengages infant in play, stranger leaves the room
  • second separation: mother leaves room & leaves baby alone, stranger reenters room and pays attention to infant
  • second reunion: mother returns and greets infant and picks them up and stranger leaves
31
Q

Type A attachment

A

anxious avoidant attachment: shied insecurity by ignoring mother, failing to look at her, trying not to be close to her, indifferent during reunions/separations, indicated neglect/deprivation

32
Q

Type B attachment

A

secure attachment: use mothers as secure base from which to explore the room/toys, most common/best type of attachment

33
Q

Type C

A

anxious resistant attachment: showed insecurity by resisting their mothers but also clinging to them e.g ceiling to mother and being inconsolable but then kicking/pushing her away, shows inconsistent attention from primary caregiver

34
Q

how is type of attachment determined/formed

A

depended on how sensitive and responsive the mother was to her child’s signals e.g crying/feeding/changing diaper

35
Q

responsiveness

A

levels of support and affection showed by parent

36
Q

control

A

extent that parents supervise and regulate their child’s behaviours

37
Q

authoritative parenting styles

A

high responsiveness, high control

  • set limits/rules for children but demands are reasonable/negotiable
  • insures child understands reasons for rules
  • responsive to child’s POV and involves them in decision making
  • warm and responsive in interactions yet has clear rules
38
Q

authoritarian parenting style

A

low responsiveness, high control

  • demand obedience
  • sets many rules with few explanations
  • not interested/understanding of child’s POV/reasoning
  • uses power/ withdrawal of love to enforce rules
39
Q

Permissive parenting styles

A

high responsiveness low control

  • few rules/guidelines
  • child’s activities are not closely monitored, no consequences
  • children can express themselves as they please
  • non directive/lenient,
  • can lead to antisocial behaviour
40
Q

uninvolved parenting style

A

low responsiveness low control

  • either reject children or at too overwhelmed by own life stresses they have no time or energy left for children
  • extremely lax approach
  • no limits/guidelines/rules
  • neglectful/detached parenting
41
Q

cross sectional designs

A

take into account/research age related developmental changes by comparing children/participants of different ages

  • measure a group of people at different ages on same task
  • pros: cost effective, time efficient
  • cons: cohort effect: hard to control life experiences of people at different ages e.g trauma, background knowledge, history
42
Q

longitudinal design

A

studies same group of people at different points in time e.g every 5 yrs

  • pros: no cohort effect as all have same experiences overtime
  • cons: expensive, high risk of losing patients: lost interest in study, move away, practice effect: frequency of survey means participants know questions and behaviour effect/social desirability means they can change their answers, cross generational problem: loses relevance overtime

Psychology ATAR unit 3 (5 decks)

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