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Psych 315 > Unit 9 > Flashcards

Unit 9 Flashcards

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1
Q

What is a friendship?

A

a close, mutual, reciprocal, voluntary relationship

  • 1 to 1 relationship -smallest unit of peer relationships
  • exist across development
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2
Q

What do friendships look look like in early childhood? Age 3-4

A
  • friends with those who live nearby, have nice toys, like to play
  • can verbally identify who
  • rewards vs. costs - ex. won’t be friends w/ someone who hits
  • physical closeness
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3
Q

When do friendships start?

A

-infancy -can see them gravitating towards certain peers over others

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4
Q

What do friendships look like in middle childhood? elementary age

A
  • shared interests
  • take care of/support each other
  • mutual trust
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5
Q

What do friendships in adolescence look like?

A
  • shared interests
  • shared values
  • engage in self-disclosure, intimacy
  • psychological closeness -loyalty -abstract
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6
Q

How does time spent with peers change over development?

A
  • increases over development
  • *
  • (more for girls than boys)
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7
Q

How do perspective taking abilities change over development?

A

-increases over time -at first egocentric (not good ToM) and then think about what other person is thinking about/values more -shape what we want out of friendships

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8
Q

What are the functions of friendships?

A
  • emotional support
  • buffer in stressful times (cortisol lower when best friend is present in positive/negative situations)
  • development of social skills & cognitive skills (better on projects w/ friends)
  • conflict & resolution (don’t fight as much as siblings -more likely to make up & fight in functional way)
  • model and reinforce behaviour (neg. ex. deviancy training)
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9
Q

What is deviancy training?

A

-can encourage youth to engage in antisocial behaviours (aggression, bullying, drugs, alcohol, etc) -so modelling can be negative

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10
Q

What are cliques?

A
  • smaller, voluntary, friendship-based groups
  • shared interests and attitudes
  • tend to ahve shared bg (@ first same gender, then mixed) (@ first mixed race, then same)
  • flexible - can eb a part of many cliques
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11
Q

What percent of teens are members of a clique?

A

-50-75%

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12
Q

What are crowds?

A
  • reputation-based groups
  • less voluntary
  • seen w/in environment as belonging to a group (ex. jocks, nerds, druggies, etc.)
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13
Q

What can crows be associated w/?

A
  • lower self esteem

- can feel stuck b/c not as voluntary

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14
Q

What are functions of cliques?

A
  • same as friends
  • emotional support, buffer to stress, social & cognitive skills, modelling & reinforcement, conflict resolution
  • sense of belonging
  • context of friendship
  • social group
  • for straight teens - can support/guide interest in romantic relationships
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15
Q

How do cliques guide romantic relationships (for straight teens)(LGB)?

A
  • at first cliques are same gender – then mixed gender – then romantic couples often form w/in the clique
  • for LGB - find ppl outside of cliques
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16
Q

What are the functions of crowds?

A
  • sense of belongingness
  • locate individuals w/in social environment
  • contribute to sense of identity & self-concept
  • establish social norms
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17
Q

What is the sociometric status?

A

-kids list who they like and dislike etc.
-controversial, rejected, popular neglected, or average
-how we are regarded by our peers
(-peers get more important over middle childhood & adolescence)

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18
Q

What is the controversial status? % of pop?

A

lots of likes & lots of dislikes

  • 6-12%
  • rare
  • can be helpful/cooperative but also disruptive/aggressive
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19
Q

What is the rejected status? %?

A
  • few likes -lots of dislikes
  • 12-20%
  • rejected-aggressive
  • rejected-withdrawn
  • ^ can have a mix of both at same time
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20
Q

What is the popular status? %? Caveat?

A
  • lots of likes & few dislikes
  • 12-20%
  • different than perceived popular status
  • skilled at initiating & maintaining positive interactions
  • good at recognizing & regulating emotions
  • good @ perspective taking -ToM
  • rated by teachers as cooperative, friendly, helpful, leaders
  • assertive, but not pushy
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21
Q

What is the neglected status? %? Outcomes?

A
  • few dislikes and few likes
  • 6-20%
  • don’t really show up on lists
  • timid, shy, lack of social skills
  • not linked w/ negative outcomes
  • often not bothered by classification/indifferent
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22
Q

What is the average status? %?

A
  • mix of likes & dislikes -not a lot- not too few
  • most common
  • 30-60%
  • moderately sociable, average cognitive skills
  • (can have some movement)
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23
Q

What is perceived/prestige popularity?

A
  • aggression: instrumental, relational
  • attractive
  • based on changing peer norms
  • can lead ppl to dislike you more
24
Q

What is rejected-aggressive?

A

-instrumental (planned towards a goal) & relational aggression (towards someone’s relationship), physical aggression, bullying

25
Q

What is rejected-withdrawn?

A

-poor social skills, socially anxious, difficulty w/ social goals

26
Q

Which rejected status is associated w/ more problems? What are the problems?

A
  • rejected-withdrawn
  • externalizing problems
  • internalizing problems
  • academic problems
  • (one direction - longitudinal - shows rejected by peers then problems)
27
Q

Which are two less stable classifications of sociometric status? Which one is more stable?

A
  • neglected & controversial
  • can change (ex. make friends)
  • rejected is more stable
28
Q

What are some factors that affect sociometric status?

A
  • social skills/social behaviour
  • temperament
  • interpretations –> hostile attribution bias (assume something is aggressive when it’s not), rejection sensitivity
  • culture (sometimes aggression is valued)
  • parents (model)
  • physical attractiveness (more likely to be popular)
  • name? (small small role)
29
Q

Race/ethnicity and sociometric status?

A
  • for black youth in NA sociometric ratings seem worse
  • but depends on context (school hierarchy/norms/etc) -more liked if more black children
  • environmental -contextual/situational
  • depends if minority or not (min = less liked)
  • depends on teacher’s race -for black youth -(will be more liked) -whether teach is black or white doesn’t affect white youth
30
Q

Romantic relationships?

A
  • no agreed upon definition -context/culture

- common to be unreciprocated (especially for young kids)

31
Q

Is dating common? When?

A
  • not uncommon for youth in early adolescence -1/4 date

- doesn’t begin properly until 14-15yrs old

32
Q

What is romance/dating like for preteens?

A
  • infatuation (posters, books, etc.) -like ppl but doesn’t mean you talk to them
  • curious -interest in romance
  • report being in love multiple times but don’t talk to them (age 11-13)
33
Q

What is dating/romance like for middle adolescence?

A
  • start dating w/in friend group -group-based dating (mixed gender cliques) -causally
  • relationships last 6 months average
34
Q

What is dating/romance like for later adolescence?

A
  • start to see stable relationships (17-18) -more intimate -1 on 1 time
  • time w/ friends is replaced by romantic partner
35
Q

Who do early adolescents date?

A

status ppl

36
Q

Who do middle/later adolescents date?

A

-ppl w/ kindness, honesty, intelligence, etc.

37
Q

What is the typical pattern for development of romantic relationships? Gender differences?

A
  • infatuation
  • then internal
  • then more intimate
  • (no real gender differences -altho for boys attractiveness might matter a bit more)
38
Q

Influences on romantic relationships?

A
  • peer relationships
  • family relationships
  • family factors = older siblings, single parents, family instability (correlate w/ early romantic relationships)
  • media (can set up beliefs, high bar, less satisfied)
  • culture (differences in timing -ex. asian start later)
  • sexual orientation (similar # but find outside of friend group)
39
Q

What are functions of romantic relationships?

A
  • establish autonomy
  • develop intimacy
  • sense of belonging
  • feelings of self-worth
  • status (in early adolescence)
  • furthering development of gender or sexual identity
40
Q

What are earlier starters in romantic relationships?

A
  • atypical sequence -start earlier
  • associated w/ negative outcomes
  • age 11/12/13
  • serious relationship to them no matter the age
41
Q

What are late bloomers in romantic relationships?

A
  • start dating later -end of adolescence
  • impacts depend on cultural norms
  • normal trajectory -gradual progression from casual to serious (just start later)
42
Q

What are the outcomes of early daters?

A
  • associated w/ negative outcomes
  • more acting out, drinking, stealing, delinquency, etc.
  • negative outcomes on maturity, depression
  • maybe not causation -maybe they’re struggle & want status, belonging, etc.
  • earlier pressures to engage in sexual activity
43
Q

What are the outcomes of late daters?

A
  • debate over impact (may be lower self esteem, delayed social development - others say no neg impact)
  • average for externalizing behaviours (or lower)
  • no neg effects if society norm is to date later
  • may feel atypical if norm is to date earlier (may see neg outcomes)
44
Q

What is the most common single trigger for a depressive episode?

A

-breaking up

45
Q

What are victims of dating violence associated with?

A

-depression, suicidal ideation, drug use, teen pregnancy, dropping out of school

46
Q

Who thinks dating violence is okay?

A
  • youth
  • 1/2 say it’s okay for girl to hit bf
  • 1/4 say it’s okay for bf to hit gf
  • up to 40% of youth are likely to be victims of dating violence
47
Q

How much of peer interactions were online prior to covid?

A

1/2

48
Q

How are online interactions distinct from face 2 face?

A
  • increased anonymity
  • diff social cues
  • diff emphasis on physical appearance (more or less -depends on platform)
  • can be more public, long-lasting
  • easier to find similar others (ex. minority, marginalized)
  • all-day access to friends
  • quantifiable (reward centers brain lights up w/ likes)
49
Q

Friendships online?

A
  • hard to define
  • tend to interact w/ same ppl f2f as online
  • serve many of same functions as f2f friendships (emotional, buffer to stress, social skills, cognitive skills, conflict & resolution, model & reinforce behaviour)
50
Q

What are the benefits of friendships online?

A

-facilitates disclosure -more support (24/7)

51
Q

What are the risks of friendships online?

A

-may be more challenging to resolve conflict - can be more permanent

52
Q

What are some individual differences that could affect the impact of online peer interactions?

A
  • gender differences (girls spend mroe time f2f, boys spend more time alone)
  • amount/type of social media use
  • age differences? (less disclosure for 13/14yr olds - more parental restrictions)
  • social skills
53
Q

What is the rich get richer/poor get poorer hypothesis?

A

those w/ strong social skills see more benefits -those who are socially awkward in person might be worse online

54
Q

What is social compensation hypothesis?

A

-there are more benefits for those who struggle w/ f2f social relationships -LGB, minorities -can find your ppl

55
Q

Summarize Mikami (2019)

A
  • online interactions impacting transition to university -590 -longitudinal
  • Facebook friends
  • greater connection predicted fewer psychopathology symptoms
  • student w/ strong f2f acceptance then the deviant posts predicted stronger attachment to uni
  • deviant posts predicted lower grades
  • verbal aggression predicted less attachment to university
  • deviant & aggression = lower GPA & attach to uni for kids w/ lower f2f acceptance
  • limitations - self perceptions, only international students, may have cultural influences, new peers (sociometric measure)
56
Q

Why post online?

A
  • peer status
  • pressure to post content that’s popular -perceived
  • quantifiable & public
  • appearance & status
  • an escape for rejected/neglected youth
57
Q

What was the crowd ball game?

A
  • computer game -3 players - the participant player get excluded
  • lower self-esteem & feelings of belongingness
  • after game - either do a social or non-social game -social interaction after boosted recovery -countered the effects of game (particularly for youth who are struggling)

Psych 315 (11 decks)

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