unit3 Flashcards
our knowledge of who and what we are
self
cognitive representation of self
self-understanding
5 basic themes about self-understanding in childhood
activities-oriented, concrete, physical & material stuff, centered, unrealistically positive
4 themes about self-understanding in middle-late childhood
shift to internal characteristics, decentered, spontaneous use of social references, more realistic.
4 themes about self-understanding in adolescence
increasingly abstract self-descriptions, highly self-conscious, increased ability to distinguish between actual and idea selves, fluctuations in self-understanding.
how people process social situations
social cognition
three differences between people and objects
interactivity, intentionality, social scripts
descriptions were focused on external characteristics
stage 1; up to ages 6-8 (Livesley & Bromley’s 3 step model)
learned to use physical descriptions to make a point about inner characteristics
stage 2; ages 7-8 (Livesley & Bromley’s 3 step model)
more abstract in our descriptions; more comfortable in the idea that people can be 2 things at once (qualifiers and inferences)
stage 3; teens (Livesley & Bromley’s 3 step model)
rules that a particular group or culture has made up for behaviour in that group or culture
conventional rules
children understand that there are certain rules that are obligatory; you have to follow them always
moral rules
role of the moral emotions
psychoanalytic
role of reinforcements and punishments
behavorist
list of things good girls/boys don’t do
conscience
tells you what good girls/boys do
ego ideal
2 components of the superego
conscience and ego ideal
when does the superego develop?
age 4-5; end of phallic stage
we learn various things from our parents
Erikson
you don’t yet view yourself as a member of any group; probably egocentric
pre-conventional (level 1) (Kohlberg)
behave in line with cultural and social norms
conventional (level 2) (Kohlberg)
at a point where you know what your reference group wants you to do and why they want you to do it, but you don’t agree with it so you aren’t going to do it
post-conventional (level 3) (Kohlberg)
a child is relying on the physical consequences of their action to decide if it is right or wrong
stage 1: punishment and obedience orientation
what you want to do whatever it is that will get you what you need; screw everyone else
stage 2: self-interest orientation
moral judgements are based on consequences to self
level 1: pre-conventional mortality
moral judgements are now based on membership in some reference group
level 2: conventional morality
you believe that you should live up to your reference groups’ standards/expectations
stage 3: interpersonal relationships
view self as part of a large society; concerned with society as a whole
stage 4: maintaining social order
recognize that there is something larger than the existing rules of your culture
level 3: post-conventional mortality
a good society protects members’ basic rights
stage 5: social contract orientation
you will engage in protests and anti-government tactics if you think your government is doing something evil
stage 6: universal ethical principles
emotions are useful because they help people adapt to their environment
functional approach
are experienced by people everywhere, and each consists of 3 elements: a subjective feeling, a physiological change, and an overt behaviour.
basic emotions
by __ infants are thought to experience all basic emotions
8-9 months
infants smile when they see another person at ___ months
social smiles; 2-3 months
at __ months, infants become wary in the presence of an unfamiliar adult
6 months; stranger wariness
these emotions involve feelings of success when standards or expectations are met, and feelings of failure when they are not.
complex emotions/self-conscious emotions
when do complex emotions emerge?
18-24 months
by ____ children experience feelings of regret
7 years
infants in an unfamiliar or ambiguous environment often look at their caregiver, as if searching for cues to help them interpret the situation
social referencing
culturally specific standards for appropriate expressions of emotions in a particular setting or with a particular person.
display rules
refers to the attitudes, behaviors, and values that a person believes make himself or herself a unique individual
self-concept
The self-absorption that marks the teenage search for identity
adolescent egocentrism
Many adolescents feel that they are, in effect, actors whose performance is being watched constantly by peers
imaginary audience
teenagers’ tendency to believe that their experiences and feelings are unique, that no one has ever felt or thought as they do.
personal fable
the belief that misfortune only happens to others.
illusion of invulnerability
individuals in this stage are confused or overwhelmed by the task of achieving an identity and are doing little to achieve one.
diffusion
have an identity determined largely by adults, rather than from personal exploration of alternatives
foreclosure
are still examining different alternatives and have yet to find a satisfactory identity.
moratorium
have explored alternatives and have deliberately chosen a specific identity
achievement
they feel a part of their ethnic group and learn the special customs and traditions of their group’s culture and heritage.
ethnic identity
the process of integrating into and adopting the customs of a different culture
acculuration
Refers to a person’s judgement and feelings about his/her own worth
self-esteem
how competent or smart the child feels in doing schoolwork
scholastic competence
how competent the child feels at sports and games requiring physical skill or athletic ability
athletic competence
how competent the child feels in relationships with parents and peers.
social competence
how good-looking the child feels and how much the child likes his/her physical characteristics, such as height, weight, face, etc.
physical appearance
children know that self and others can have different thoughts and feelings, but often confuse the 2.
Undifferentiated (3-6 years)
children know that perspectives differ because people have access to different information.
Social-informational (4-9 years)
children can step into another’s shoes and view themselves as others do; they know that others can do the same
Self-reflective (7-12 years)
children/adolescents can step outside the immediate situation to see how they and another person are viewed by a third person
Third person (10-15 years)
adolescents realize that a third person’s perspective is influenced by broader personal, social, and cultural contexts
Societal (14+)
“he thinks that she thinks…”
recursive thinking
Babies inborn disposition to behave and react in certain ways
temperament
Happy, predictable sleeping and eating patterns, 40% of babies
easy baby
irritable, cry a lot, 10% of babies
difficult baby
when you will them something new they will passively resist; 15% of babies
slow-to-warm up babies
activity level- move often and everywhere
associated with later adult extraversion
tendency to move toward rather than away from new people, situations, and objects
positive emotionality
positive emotionality is associated with
extraversion and agreeableness
tendency to respond with anger, fussiness, irritability, etc.
negative emotionality
negative emotionality is associated with
adult neuroticism- tend to experience more negative emotions
respond with fear or withdrawal when you come across new people, situations, or objects
inhibition/anxiety
inhibition/anxiety is associated with
introversion, openness, neuroticism
the ability to stay focused, to manage attention and effort
effortful control
effortful control is associated with
conscientiousness, agreeableness and openness
Refers to the development of a strong emotional bond between the infant and primary caregiver
attachment
Attachment occurs through satisfaction of ID impulses
psychoanalysis
Attachment occurs through satisfaction of hunger
learning theory
Being able to recognize the difference between mom and others; have to have object permanence
cognitive developmental approach
It’s adaptive for babies to form an attachment to their parents
evolutionary approach
biggest predictor of affectional bond is
synchrony
non-focused orienting and signalling; roots of attachment established
phase 1 of attachment (0-2 months)
proximity-promoting behaviours now focus on special people; no one person is a safe base; no true attachment yet
phase 2 of attachment (2-6 months)
formation of genuine attachment; fear of strangers; separation anxiety
phase 3 of attachment (6-18 months)
attachment behaviours become less observable
phase 4 of attachment (early childhood)
Individual differences in quality of attachment
attachment style
they have a positive internal working model to apply to relationships; 60-65% of children
secure attachment
poor working model of relationships; 35-40% of children
insecure attachments
don’t always show much preference for mom over a stranger
avoidant/detached
Involves anger; Mom has been responsive to baby needs sometimes, but not always
ambivalent/anxious/resistant
act really confused and afraid around mom; happens in abusive homes
disorganized/disoriented
parent cares about their kid, experiences affection, they put their kids needs first before their own, enthusiastic about kids activities, very sensitive, care about their kids feelings
warmth
reject their kids, the kids know that their parents aren’t very interested in them
hostility
responsiveness
synchrony/sensitivity
outcomes are perfect; high in control, warm and responsiveness; set clear limits; willing to punish their kids
authoritative
pretty bad outcomes; parents are demanding, unresponsive; lots of rules with no explanations
authoritarian
very warm, tolerate; no rules; no authority over children
permissive
uninvolved; low on acceptance and control; not psychologically available
neglecting
The ability to control one’s behaviour and to inhibit impulsive responding to temptations.
self-control
inducing the child to reason, to think for him or herself about the situation
inductive reasoning
describes a child’s ability to focus attention, to ignore distraction, and to inhibit inappropriate responses
effortful control
having not yet developed moral sensibility
premoral; 2-4 years
they believe that rules are created by wise adults and therefore must be followed and cannot be changed.
moral realism; 5-7 years
absolute rules handed down by another
heteronomous morality
the idea that breaking a rule always leads to punishment
immanent justice
the understanding that rules are created by people to help them get along.
moral relativism; 8-10 years
morality based more on free will.
autonomous morality
Emphasizes care (helping people in need) instead of justice (treating people fairly).
Gilligan’s ethic of caring
are arbitrary standards of behaviour agreed to by a cultural group to facilitate interactions within the group.
Social conventions
pertains to choices concerning one’s body (ex. what to eat and wear) and choices of friends or activities.
personal domain
provide the raw data that allow children to create different categories of morally relevant concepts.
emotional responses
actions that benefit others
prosocial behaviour
is prosocial behaviour that helps another with no expectation of direct benefit to the helper.
altruism
When children see adults helping and caring for others, they often imitate such prosocial behaviour.
modelling
Children behave prosocially more often when their parents are warm and supportive, set guidelines, and provide feedback; in contrast, prosocial behaviour is less common when parenting is harsh, threatening and includes frequent physical punishment
disciplinary practices
More likely to act prosocially when they are routinely given the opportunity to help and cooperate with others.
Opportunities to behave prosocially
Behaviour meant to harm others
aggression
a child uses aggression to achieve an explicit goal; ex. shoving a child to get to the head of the lunch line
instrumental aggression
unprovoked; apparently, its sole goal is to intimidate, harass, or humiliate another child
hostile aggression
one child’s behaviour leads to another child’s aggression
Ex. a child who loses a game and then punches the child who won
reactive aggression
verbal; children try to hurt others by undermining their social relationships
relational aggression
refers to parents’ knowledge of where their children are, what they’re doing, and who they’re with.
monitoring
is aggression that is expected within a situation
socialized aggression
a child who misbehaves must briefly sit alone in a quiet, unstimulating location.
time out
the adult talks with the child immediately, to help them understand the situation and their own feelings.
time in
Parents often unwittingly reinforce the very behaviours they want to discourage, a situation
negative reinforcement trap
are very close to their grandchildren, are very involved in their lives, and frequently perform parental roles, including discipline.
Influential grandparents
are similar to influential grandparents- close and involved with their grandchildren- but do not take on parental roles.
Supportive grandparents
provide discipline for their grandchildren but otherwise are not particularly active in their lives
Authority-oriented grandparents
re caught up in their grandchildren’s development but not with the intensity of influential or supportive grandparents; they do not assume parental roles
passive grandparents
are uninvolved with their grandchildren.
detached grandparents
which describes children’s ability to respond adaptively and resourcefully to new situations
ego-resilience
