Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYC: Middle Childhood > Social and personality > Flashcards

Social and personality Flashcards

1
Q

What is Freud’s stage of psychosexual development for middle childhood?

A
  • latency stage
  • ages 6-12
  • development of defense mechanisms
  • form emotional bonds with peers and to move beyond those that were developed with parents in earlier years
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is Eriksons psychosocial stage for middle childhood?

A
  • industry versus inferiority stage
  • ages 6-12
  • gain: competence, children develop a sense of their own competence through mastery of culturally defined learning tasks
  • cultural skills and norms, school skills and tool use
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What are the big five personality traits?

A

a set of five major dimensions of personality – extraversion, agreeableness, conscientiousness, neuroticism, and openness/intellect

  • contribute to development of feelings of competence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What personality types emerged from the study of the big five personality traits?

A
  • average
  • reserved
  • self-centred
  • role model
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What are the qualities and temperament components of extraversion?

A
  • qualities: active, assertive, enthusiatic, outgoing

- temperament: high activity level, sociability, positive emotionality, talkativeness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are the qualities and temperament components of agreeableness?

A
  • qualities: affectionate, forgiving, generous, kind, sympathetic, trusting
  • temperament: high approach/positive emotionality, effortful control
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are the qualities and temperament components of conscientiousness?

A
  • qualities: efficient, organized, prudent, reliable, responsible
  • temperament: effortful control/task persistence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are the qualities and temperament components of neuroticism (emotional instability)?

A
  • qualities: anxious, self-pitying, tense, touchy, unstable, worrying
  • temperament: negative emotionality, irritability
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What are the qualities and temperament components of openness/intellect?

A
  • qualities: artistic, curious, imaginative, insightful, original, having wide interests
  • temperament: approach new situations and people, low inhibition
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is reciprocal determinism? Who created this term?

A
  • Bandura proposed that personal, behavioural, and environmental factors interact in a pattern he termed reciprocal determinism
  • provides us with a more comprehensive understanding of the mechanisms that drive the development of self-efficacy, which is the child’s self-perceived competence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what is self-efficacy?

A
  • an individual’s belief in his or her capacity to cause an intended event to occur
  • reflects confidence in the ability to exert control over one’s own motivation, behavior, and social environment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What new components of self-concept does a child development by the end of middle childhood?

A
  • psychological self
  • valued self
  • ages 6-12
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What is psychological self?

A
  • an understanding of one’s stable, internal traits
  • more complex, more comparative, less tied to external features, and more centred on feelings and ideas
  • includes self-efficacy
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What are influences of self-efficacy?

A
  • peer models: seeing others do it, they want to do it too
  • Encouragement from knowledgeable people that children value and respect
  • individual’s real-life experiences are a key influence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What is the valued self?

A
  • developing self-esteem and meaningfulness
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is self-esteem?

A
  • global evaluation of one’s own self worth

- what we think and feel about ourselves

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

How does self-esteem develop?

A
  • Both a low perceived discrepancy between the ideal and actual selves and social support are needed to influence self-esteem
  • What you care about impacts self-esteem (don’t care = no impact)
  • Include optimism: change the way you think of yourself may increase self-esteem
18
Q

What is part of meaningfulness?

A
  • kind of part spiritual self
  • little amount of spiritual education that preadolescents are exposed to commonly focuses more on truisms and facts than on learning to trust one’s intuition and emotions
  • A strong sense of spirituality may help shape children’s perceptions of, and answer questions about, the meaning of life, which can impact their mental health and well-being
19
Q

What are the changes of social cognition in middle childhood?

A
  • enhanced by theory of mind in early childhood
  • children have developed a much broader understanding of others than they possessed at its beginning and are beginning to understand the moral aspects of social relationships
20
Q

What do children focus on at age 6-7 when describing others?

A

focus almost exclusively on external features such as what the person looks like, where he lives, and what he does

21
Q

What happens at age 7-8 when describing others?

A

focus more on the inner traits or qualities of another person and to assume that those traits will still be visible in many situations

22
Q

What is moral reasoning?

A

process of making judgments about the rightness or wrongness of specific acts

23
Q

How does the social cognitive changes during middle childhood impact moral reasoning?

A

Children’s growing understanding of the internal experiences of other people helps them develop a better understanding of how they and others think about actions that have moral implications

24
Q

What did Piaget notice in middle childhood?

A
  • less understanding of a game’s rules

- leads to two-stage theory of moral development

25
Q

What are the two stages of Piaget’s theory of moral development?

A
  • moral realism stage

- moral relativism stage

26
Q

what is the moral realism stage?

A

the first of Piaget’s stages of moral development, in which children believe rules are inflexible (fixed- meant to be a certain way or they get punished – rules are rules, doesn’t matter of the situation)

27
Q

What is moral relativism stage?

A

the second of Piaget’s stages of moral development, in which children understand that many rules can be changed through social agreement (rules can be changed if all agree to it)

28
Q

What is happening in relationships of middle childhood?

A
  • Children continue to be attached to parents, but they are becoming more independent
  • Relationships with peers become more stable and many ripen into long-term friendships
29
Q

What is happening with attachment in family relationships of middle childhood?

A
  • Attachment to parents stays strong despite increasing independence
  • Long-term separations from parents increase the risk of social and emotional problems
  • Securely attached school-age children have better peer relationships
30
Q

What is happening with parental expectations in family relationships of middle childhood?

A
  • As self-regulation grows, parents allow children more independence
  • There are cultural and sex differences in parents’ responses
31
Q

What is parenting for self-regulation?

A
  • Parents model self-regulation behaviour
  • Higher expectations + parental monitoring = greater self-regulatory competence
  • The authoritative style of parenting is associated with the development of self-regulation
32
Q

Are best friends part of middle childhood?

A

yes

33
Q

what does friendship depend on by age 10?

A

reciprocal trust

34
Q

What are boy friendship groups like in middle childhood?

A
  • larger and more accepting of newcomers than are girls’
  • involve more outdoor play and roam over a larger area
  • appear to be focused more on competition and dominance, and higher levels of competition between pairs of friends than between strangers
35
Q

what are girls friendship groups like in middle childhood?

A
  • Girls are more likely to play in pairs or in small, more exclusive groups
  • Girls spend more playtime indoors or near home or school
  • Girls’ friendships include more agreement, more compliance, and more self-disclosure, and higher levels of competition between strangers than between friends
36
Q

What happens to physical aggression in middle childhood?

A

continues to become less common as children learn the cultural rules about when and how much it is acceptable to display anger or aggression

37
Q

What is relational aggression?

A

aggression aimed at damaging another person’s self-esteem or peer relationships, such as by ostracism or threats of ostracism, cruel gossiping, or facial expressions of disdain

  • girls more likely to use
38
Q

What is retaliatory aggression?

A

aggression to get back at someone who has hurt you

39
Q

How does socioeconomic status and family influence aggression?

A
  • Incidence of aggression is higher in lower SES boys & girls
  • Family influences are strong predictors for aggression
40
Q

How do researchers describe social status?

A
  • in 3 groups: popular, rejected, and neglected

PSYC: Middle Childhood (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions