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PSY 302 > Week 11 > Flashcards

Week 11 Flashcards

1
Q
  1. A “gold standard” assessment of attachment in young children (3-5-yr
    olds) that involves four episodes: separation from parents, reunion, second separation, and second reunion. (Cassidy & Marvin, 1992)
  2. 5-min separation
  3. No stranger
  4. 4 Categories
A
  1. The Preschool Attachment Classification System (PACS)
  2.  Secure
     Insecure avoidant
     Insecure
    ambivalent/dependent
     Insecure disorganized

(IDENTICAL TO MARY AINSWORTHS ATTACHMENTS STYLES / STRANGE SITUATION

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2
Q

Attachment & Quality of Parenting

A

 High-quality mother-child interactions (i.e., mother’s sensitivity) are
associated with secure attachment in 3-year-olds (Moss et al., 2004)

 Mothers who support children’s autonomy in problem-solving and exploratory behaviors have first graders with fewer attention and
behavior problems (Russell, Lee, Spieker, & Oxford, 2016)

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3
Q

Peers and Friends:

Peer contact ____, and adult contact ____ over the course of childhood

A

increases

decreases

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4
Q

Parten (1932) classified 6 play
activities of preschoolers

A

1) Unoccupied play
2) Solitary play
3) Onlooker play
4) Parallel play
5) Associative play
6) Cooperative play

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5
Q

Play Activities (Parten, 1932):

  1. Toddlers / Infants primarily engage in ____
  2. Young children primarily engage in ____
A
  1. Parallel Play
  2. Cooperative Play
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6
Q

Types of Aggression

A
  1. Instrumental aggression
  2. Hostile aggression
  3. Relational aggression
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7
Q

Harm as a means
to achieve a specific goal (mainly in toddlers)

A

Instrumental aggression

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8
Q

Actions with the intention to harm (increase in toddlers before
decline in young children)

A

Hostile aggression

Overt Agression is a form of hostile agression

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9
Q

Non-physical aggression (i.e., hurting social relationships or
status). (Continues throughout childhood and
adolescence)

A

Relational aggression

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10
Q

Gender and Aggression

A

▪Boys: Overt aggression
(physical/verbal).
▪Girls: Relational aggression

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11
Q

Family Context of Social Skills & Aggression

A

 Parental sensitivity = children’s social competence
 Household chaos & media violence
◦ heightened aggression in children
◦ Causal relationship? A review of 101 studies showed a
minimal effect of playing violent or nonviolent video
games on children’s aggression (Ferguson, 2015)
 Corporal punishment: purposeful use of punishment to cause physical pain/discomfort
◦ heightened aggression in children
◦ Why?

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12
Q

Purposeful use of punishment to cause physical pain/discomfort

A

Corporal punishment

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13
Q

Corporal punishment on children leads to

A

heightened agression
WHY?
(because behaviour is negatively reinforced)
(ie; Mary teases her brother John, John makes her stop teasing by
yelling at her. Johns yelling takes away (negative reinforcment) teasing, behaviour, showing john that yelling works)

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14
Q

A set of principles and ideals that helps an individual in
- ________: distinguishing right from wrong
- ________: acting on this distinction
- ________: feel pride in good conduct and guilt/shame due to bad conduct

A

Morality

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15
Q

the ability to distinguish right from wrong

A

Moral reasoning (cognitive)

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16
Q

the ability to act on a moral distinction

A

Moral Behaviour (Behavioural)

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17
Q

the ability to feel pride in good conduct and guilt/shame due to bad conduct

A

Moral affects (emotional)

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18
Q

Cognitive Component of Morality

A

Moral reasoning (cognitive)

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19
Q

Behavioural Component of Morality

A

Moral Behaviour (Behavioural)

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20
Q

Emotional Component of Morality

A

Moral affects (emotional)

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21
Q

internalization of
moral standards

A

Moral maturity

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22
Q

MORALITY THEORY:
Psychoanalytic Theory (Emotional)

A

Freud
ID: instinctual and biological drive
Superego (3-6 yrs): internalized moral standards (moral maturity)

Evaluation:
 Captures child’s desires and societal norms
 Ignored cognition

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23
Q

MORALITY THEORY:
Cognitive Developmental View (Cognitive)

A

Piaget’s stages of moral development

➢ Morality of Constraint ( < 7 years): moral
absolute, consequence > motive
➢ The transitional period (7/8-10 yrs)
➢ Autonomous morality (moral relativism,
>=11/12 years): relative rules, motives >
consequence

Kohlbberg’s stages of moral development

 Hypothetical moral dilemmas
 The issues involved in moral
judgments
 Rationale/reasoning behind
decisions

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24
Q

Two Theories of Cognitive Developmental Morality

A

Piaget’s stages of moral development

Kohlbberg’s stages of moral development

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25
Q

Heinz’s dilemma

A

Heinz’s wife is near death, might be
cured by a new drug that costs
$2,000. Heinz only collected $1,000
and the druggist refused to sell the
drug. Heinz desperately broke into the
drug store. Should Heinz have done
that? Why and why not? (Kohlberg,
1969)

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26
Q

Kohlberg’s 3 Stages of Moral Development

A
  1. Preconvential
  2. Conventional
  3. Post-Conventional
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27
Q

Kohlbberg’s stages of moral development (explanation)

A

▪ Stages in the same order, differ
in the final stage.
▪ Cognitive development
determines progress

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28
Q

Kohlbberg’s stages of moral development:
Preconventional Stage 1 and 2:

A

Stage 1. Punishment & Obedience
Stage 2. Naïve Hedonism

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29
Q

Kohlbberg’s stages of moral development:
Conventional Stage 3 and 4:

A

Stage 3. “Good boy/girl”
Stage 4. Law and Order

30
Q

Kohlbberg’s stages of moral development:
Post-Conventional Stage 5 and 6:

A

Stage 5. Social Contract
Stage 6. Universal Ethical Principles

31
Q

MORALITY THEORY: Social Domain View (cognitive)
1. 3 Domains and Examples

A

1. Moral Domain: Encompasses Reasoning about others welfare and rights, fairness, justice and equal treatment
(ie; avoid harming others: Even 3-yr-olds can make moral judgement (right- vs.
wrong-doing) and value intention (i.e., hitting others)

2. Psychological domain: Focuses on childrens understanding of the mental states, beliefs, desires, emotions, and intentions of self and others
(ie; Mental State of Self and Others: TOM: transgressor’s intentions in a
wrong-doing (Killen et al., 2011)

3. Societal Domain: Involves social systems, organizations, and conventions, such as social norms about how to behave in a classroom
(ie;Social norms or conventions: Group identity and norms (e.g., wearing
pajamas to school)

32
Q

The Psychological Domain View of Morality Example

A

 3-8-yrs old: When being asked to
evaluate a transgressor’s
accidental actions, older children
increasingly focus on intention
(e.g., a character threw away a
paper bag containing another
child’s cupcake, thinking that it was
a trash). Those children with false
belief understanding can better
understand intentions

33
Q

In-Group Bias

A

Children may treat more favorably ingroup vs. outgroup individuals

34
Q

Resource allocation studies:

A

Children’s moral decisions around equitable distribution
(e.g., distribute stickers or other resources to story characters and children from other social groups)

35
Q

In-Group Preferential Treatment

A

Outgroup Prediction: 3-4-yrs-olds introduced two groups (red Zazes vs. blue Flurps)

36
Q

Family and Cultural Context of Moral Development on Moral Maturity

A

 Positive sibling interactions are associated with
higher moral reasoning

 Parenting and moral maturity (Hoffman, 1970)
- Love withdrawal (low correlation)
- Power assertion (moral immaturity)
- Induction (moral maturity)

37
Q

Cultural differences in moral development

A

Adults across cultures assume different roles
◦ Collectivistic: than individualistic: less self interest more
fairness

38
Q

Self-Identity Development

A

 School-age children’s concepts
about themselves are multifaceted
(Harter, 2015)
 School-age children become
vulnerable to the views of their
peers.
 Social group memberships are
core features of their evolving
self-identity. In-group vs. outgroup

39
Q

A psycho-social stage in which children who exhibit industry
develop a sense of mastery, such as when they feel a sense of
accomplishment as they persist toward goals
- Alternatively, children may feel
inferior and lack motivation when
they do not attain their goals or
are punished or ridiculed

A

Industry versus inferiority

Erik Erikson’s Psychosocial development

40
Q

Evaluating Self: Changes to the Concept of Self across Childhood

A

Decentration and broadening of perspectives in self
concept (Damon & Hart, 1988):
 It is not all black and white: multi-dimensional
 What’s inside matters too: observable to internal
traits/dispositions
 How do I compare? Social comparison
Declining self evaluation (and self-esteem) and coping:
Devaluing appraisal (“I do not really care about
match” maintains a positive view of self.

41
Q

Relationships with Parents

A

Attachment
 Middle childhood: less reliant on
parents as their attachment figures (e.g.,
Collins et al., 2005)
 Children with positive parent
relationships show positive
psychological and behavioral adjustment
 Child-father relationship: vitally
important to children’s social emotional
development

42
Q
  1. Parents’ awareness of children’s
    activities, friends, and peer
    groups, including efforts to
    keep track of children’s lives
  2. Parental monitoring is
    associated with ____ child behaviors
A
  1. Monitoring
  2. positive
43
Q

Parenting: Two Dimensions

A
  1. Warmth (permissiveness)
  2. Control (restrictiveness)
44
Q

the extent to which
parents are supportive, sensitive, and responsive
- tends to foster social and emotional development

A

Warmth (permissiveness)

45
Q

the amount of
regulation/control that parents undertake
- tends to promote academic success

A

Control (restrictiveness)

46
Q

Deeply important relationships characterized by
mutual liking and affection

A

Friendships

47
Q

____ is particularly important in a
friendship (e.g., Rubin et al., 2006)

A

Mutual affection

48
Q

a group of kids (typically
5-6 members) of generally the same
age, status, and interests

A

Peer group

49
Q

Peer acceptance

A

The extent to which
a child is liked or accepted by peers

50
Q

Peer rejection

A

The extent to which a
child is disliked and excluded by peers

51
Q

Measuring Acceptance & Rejection

A

Behavioral observations: observe how children interact with one another
 Teacher reports: teachers’ rating of children’s interaction
 Child reports/peer assessments: sociometric nomination

52
Q

Measuring Acceptance & Rejection:
observe how children interact with one another

A

Behavioral observations

53
Q

Measuring Acceptance & Rejection:
teachers’ rating of children’s interaction

A

Teacher reports

54
Q

Measuring Acceptance & Rejection:
Child reports/peer assessments

A
  • sociometric nomination
55
Q

Children nominate peers in
their class or grade whom
they “like” and “dislike”

A

sociometric nomination

56
Q

Visual
depictions of friendships
among peers in a social
network

A

Sociograms

57
Q

Peer Acceptance and Popularity

A

 Children were classified into
◦ 2/3 can be classified as either
 Popular: liked by many and disliked by few
 Rejected: liked by few and disliked by many
– Rejected-aggressive
– Rejected-withdrawn
 Neglected: few nominations
 Controversial: liked by many and disliked by
many others
◦ 1/3 are average-status children:
liked or disliked by a moderate number of peers

58
Q

Popular children who are considerate and skilled at initiating friendships and prosocial toward other children

A

Popular-prosocial Children

59
Q

Chlidren Sometimes evaluated as shy

 Not at risk: Tend to be able to develop stable friendships (Ladd et al., 2011)

A

Neglected Children

60
Q

Children Prone to hostile and threatening behavior

A

Aggressive-rejected Children

61
Q

Children that are Socially withdrawn + negative
actions/emotions

A

Withdrawn-rejected children

62
Q

Two types of rejected children

A
  1. Aggressive-rejected
  2. Withdrawn rejected
63
Q

Children that areDisliked by some but liked by others

 Tend to have characteristics of both popular and rejected children

A

Controversial
Children

64
Q

assess brain response to peer rejection
by making children think that they are
being rejected or excluded by unknown
children

A

Virtual social exclusion experiments

65
Q

Virtual social exclusion experiment examples

A

◦ E.g., “Cyberball” game (Williams, Cheung, & Choi, 2000)
◦ E.g., Peer chat room simulations

66
Q

 Areas of the brain that respond to
________ are those
involved in feeling physical pain (e.g.,
Eisenberg & Lieberman, 2004)

A

exclusion (“social pain”)

67
Q

A school’s physical and social
characteristics (Positive = good for social)

A

School climate

68
Q

Context: Family & School on Peer and Friendships

A

 Parents provide children with opportunities
to interact with peers, monitor friendships,
coach children on relationships, teach
children social skills, and discipline
unacceptable behaviors
 High quality parent-child relationship relates
to peer acceptance (reverse for harsh)

69
Q

Cyberbullying

A

The use of electronic
devices to bully others. E.g., repeated,
intentional use of electronics (e.g., emails,
social media) to harm other(s)
 Increases across school years

70
Q

Victims of cyberbullying

A

more likely to show bullying behaviors, less likely to defend other victims,
becomes numb to the emotional damage of
bullying

71
Q

Cultural norms and values
______

A

influence social development

72
Q

 ____ is less acceptable
and ____ is considered
mature and well-behaved in
Chinese culture

A

Aggression

shyness

PSY 302 (11 decks)

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