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Lifespan and Developmental Psychology > Week 10 Lecture > Flashcards

Week 10 Lecture Flashcards

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1
Q

What is identity?

A

A comprehensive and coherent sense of self

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2
Q

When does identity start?

A

In infancy

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3
Q

What happens with identity through childhood, adolescence and adulthood?

A

Continues throughout childhood and becomes a focus in adolescence. Continues to grow and change well into adulthood.

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4
Q

By the second year of life, securely attached infants develop a sense of ____ and ___ according to Erik Erikson.

A
  1. Trust

2. Confidence

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5
Q

What abilities does increased trust and confidence in infancy increase?

A

Ability to explore the world physically, think and communicate.

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6
Q

In toddlerhood, what develops according to Erik Erikson?

A

autonomy.

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7
Q

Autonomy in toddlerhood coincides with the ability to do what according to Erik Erikson?

A

be independent and self-directed

balance own vs. parent’ demands for control

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8
Q

Healthy autonomy is established when toddlers encounter a reasonable balance between (according to Erik Erikson) (2):

A
  1. the freedom to explore

2. control

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9
Q

During the time that toddlers are developing autonomy, they are also developing a sense of____

A

self

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10
Q

When is the sense of self that infants develop in toddlerhood evident?

A

in everyday interactions

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11
Q

Development of self in toddlerhood appears to emerge in stages. What are these? (3)

A
  1. self recognition and self awareness
  2. self description and self evaluation
  3. knowledge of standards and emotional response to wrongdoing
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12
Q

What is one way to determine if toddlers have a sense of self recognition/awareness?

A

Put a bit of makeup on cheek. If mirror touched, not developed. If own cheek touched, sense of self has developed.

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13
Q

With self-identity, what do children start to develop in middle childhood, and what impact will this have later on?

A
  1. deeper understanding of the kind of person they are

2. foundation for later development of self-knowledge

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14
Q

At what age are children better able to integrate different traits and ideas about themselves?

A

by 10-12 years.

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15
Q

According to Erikson, what is the task of middle childhood?

A

industry, or competence

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16
Q

What is achievement motivation, which happens in middle childhood?

A

show initiative and persistance in attaining goals and increasing competence

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17
Q

What is learning orientation?

A

motivation that comes from within the learner and relates directly to the task

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18
Q

What is performance orientation”

A

motivation that comes from significant others

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19
Q

What is achievement motivation to increase competence achieved via?

A

-Learning orientation
and then eventually
-Performance orientation

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20
Q

What kind of changes allow adolescents think about the “big” questions?

A

Cognitive and physical changes.

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21
Q

Process of identity formation is ‘forced’ on adolescents by what?

A

increased cognitive capacity and societal pressure.

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22
Q

Adolescence can be characterised by risk taking: exploratory behaviour that may be either:

A

positive or negative.

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23
Q

Process of identity formation is ‘forced’ on adolescents by what?

A

increased cognitive capacity and societal pressure.

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24
Q

Erikson’s psychosocial “crisis” of adolescence is associated with that stage?

A

identity vs. role confusion

Involves development of coherent sense of self through examination of various beliefs.

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25
Q

Secure attachment to parents makes you more likely to make you do what in terms of adolescent identity development?

A

engage in both exploration and commitment

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26
Q

Greater parental encouragement and support is associated with what in terms of identity development?

A

Associated withw moratorium status, BUT may be more susceptible to foreclosure (not really thinking about the decision for yourself)

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27
Q

What role can a supportive peer network have on foreclosure status?

A

It can inhibit is

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28
Q

Persistent peer conflicts can have what influence on identity formation?

A

negatively affect

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29
Q

What are the teachers influence on adolescent identity development?

A

emphasise awareness and critical thinking encourages adolescent identity development

30
Q

Teacher support for autonomy is positively correlated with what in relation to adolescent identity development?

A

correlated with vocational exploration and commitment

31
Q

Some studies show a gender difference in progress toward identity achievement. How is this true for adolescents?

A
  • males tend to form a firm identity before entering into intimate relationships
  • female identity more tied up with relationship than is male identity
32
Q

The two tasks of early adulthood (according to Erikson) are to develop the ability to:

A
  1. establish close, committed relationships

2. tolerate threat of fusion and loss of individual identity that comes with intense intimacy

33
Q

What are the two tasks of middle adulthood according to Erikson?

A
  1. expand ego interests
    2, establish and nurture next generation
    can be a time of significant change
34
Q

In middle adulthood according to Erikson, what does this stage often result in?

A

Reassessment of priorities

35
Q

With Erikson’s identity in late adulthood, what is the task of these older adults?

A

to find integrity in the face of loss

36
Q

What is the activity theory?

A

Older people who maintain activity levels age more successfully

37
Q

What is the disengagement theory?

A

reduced social involvement is a natural and mutual process between older adults and society

38
Q

Marcia maintained that two distinct parts form an adolescent’s identity:

A
  1. crisis: a time of upheaval when one’s values and choices are being explored and re-evaluated
  2. commitment: when the crisis is resolved, and one decides to invest in a course of action, role, or value
39
Q

What is gender role development?

A

learning to behave in ways that are consistent with group norms for males/females

40
Q

How did the lecturer define sex vs. gender?

A
  1. a physiological fact

2. a socio-psychological construct

41
Q

What are gender roles:

A

defined by the range of behaviours expected of a particular gender group

42
Q

What are gender stereotypes?

A

generalised mental representation that differentiates one gender group from the other

43
Q

Even in today’s society, males and females are treated differently from:

A

birth

44
Q

social expectations and behaviour can be governed by this socio-psychological construct:

A

gender

45
Q

What year of life are gender based toy and activity preferences established?

A

during the first year of life

46
Q

What are the differences in social behaviour seen in boys and girls by the age of 2 years?

A

girls: greater compliance and less independence than boys
boys: actively explore their environment to a greater extent than girls

47
Q

One solution to bias in reporting and investigation of gender differences is by doing.a:
Has this found any strong or consistent personality differences between genders?

A
  1. meta analysis

2. No. For example in aggression (men more physically aggressive, women more verbally aggressive)

48
Q

What do meta analyses’ tell us about nurturing behaviour in gender differences? (3)

A
  1. That there are no consistent gender differences.
  2. Situational factors are probably more important.
  3. Where differences are found, causation is unclear.
49
Q

Are the differences within or between groups in gender differences greater?

A

WITHIN

50
Q

What is the sociobiological view of gender roles?

A

Believes that gender roles were created in response to the prehistoric male-female role difference

51
Q

Mother’s who were given androgens during pregnancy, their daughters exhibit:

A
  • greater preferences for male companions

- more masculine play patterns

52
Q

Mother’s who were pregnant with sons and exposed in utero to high levels of female hormones often exhibit:

A

more typical female behaviours

53
Q

Boys with underdeveloped genitals/accidental castration, who doctors decided to bring them up as girls exhibit:
What does this suggest?

A
  • gender identity dissatisfaction at puberty
  • identify more with males than females

Suggests that sex hormones influence gender types behaviour and gender identity.

54
Q

What do the social-emotional factors in gender roles depend on ?

A

culture

55
Q

In the social emotional models, gender roles and behaviours are seen to be learned through _____. This is done via:

A
  1. reinforcement of gender appropriate behaviours.

2. modelling and self regulation of behaviours

56
Q

What is the social learning theory (in gender role learning):

A

Parents reinforce children for gender appropriate behaviours and activities.

57
Q

Are Father’s or Mothers more likely to reinforce gender sterotypes?

A

Father’s in general.

58
Q

Are peers more likely to reinforce gender stereotypes or parents?

A

Peers.

59
Q

Modelling is an ___ element in social learning

A

element

60
Q

Modelling for gender roles may be provided by:

A
  • adults
  • other children
  • wider societal models
61
Q

Is the overall influence of reinforcement of adults/media modest or great?

A

modest

62
Q

What is one weakness in social learning models for gender roles?

A

-can’t account for the fact that gender role rigidity varies across developmental stages

63
Q

What kind of theories help address some of the weaknesses in social learning models?

A

cognitive theories

64
Q

What are cognitive theorists in relation to gender roles?

A

believe that children are active processors of gender based info. Can construct their gender roles themselves by monitoring environment

65
Q

What are the 3 stages of cognitive development in identity acquisition, according to Kohlberg’s model.

A
  1. gender labelling
  2. gender stability (however, may be fooled by appearances)
  3. gender constancy (realising that genders don’t change even if clothing etc does)
66
Q

What are some aspects of the gender schematic processing theory, as developed by Martin and Halverson?

A

As soon as children have acquired their own gender identity, they begin to build a gender based schemas to tell them how to act.

67
Q

What are some problems with cognitive models of gender role development?

A
  • minimise influence of social environment

- no clear link between gender based cognitions and behaviours

68
Q

Are boys or girls less likely to participate in gender crossed behaviours?

A

Boys.

69
Q

What is gender role transcendence?

A

Individuals are viewed as individuals, not masculine, feminine or androgynous. Probably not ever going to completely happen.

70
Q

What is androgyny?

A

allows males and females to behave in ways that freely integrate traditional gender type behaviour

71
Q

Evidence from Lamke shows that individuals who are less concerned about which activities are appropriate or inappropriate for their sex are what?

A

Better adjusted than those with more traditional views.

Lifespan and Developmental Psychology (11 decks)

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