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PSYC 250 > Week 11 - Peer Relationships > Flashcards

Week 11 - Peer Relationships Flashcards

1
Q

Piaget and vygotsky on peers

A

peer relationships provide a unique context - equal status, not be influenced by hierarchies - reciprocity, give and take, negotiate - cooperation from these - intimacy

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2
Q

peers

A

people of approximately the same age and status

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3
Q

play

A
  • enjoyable, active, and voluntary activities that children pursue for inherent enjoyment
  • interact with peers through play - PLAY IS SO IMPORTANT EARLY ON
  • UN convention on the rights of the child - child has a right to play
  • majority of play from age 4 onward is social
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4
Q

nonsocial play

A
  • unoccupied play - child watches environment but only briefly - looking at world, staking stimuli in, not engaging
  • onlooker play - child watches other children play, may ask questions, doesn’t join in
  • solitary play - child engrossed in his or her own activity, not attending to behaviour of others
  • observed most in young children below age 2
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5
Q

social play

A
  • parallel play - plays alongside but not with other children
  • associative play - plays with other children in common activity, but there is no shared goal
  • cooperative play - play with peers in organized activity with a shared goal - enacting a dramatic situation, sport, game
  • more complex, perspective taking, emotion knowledge, knowledge of social norms - 4 years and up
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6
Q

benefits of play

A
  • social roles
  • emotional development
  • positive emotional experience
  • develop empathy and concern
  • emotional regulation
  • cognitive development - problem solving, cooperation, memory, tasking, creativity
  • language development
  • motor skills - coordination, balance, strength
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7
Q

friendships

A
  • type of peer relationship
  • an intimate, reciprocated positive relationship between two people
  • children across cultures have at least one peer they consider to be a friend - as early as age 2
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8
Q

children’s choice of friends

A
  • homophily - tend to be friends with those similar as them
  • similar sociability, personality, interests, academic motivations, cognitive maturity, distress and negative emotions, proximity, age, gender, race
  • culture and parental management may influence choice of friends
  • young children - proximity
  • ethnicity and racial group play less of a factor
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9
Q

cross ethnic friendships

A
  • important - decrease prejudice and stereotypes
  • depends on context
  • more diver the school is, inclusive teacher = more cross ethnic friendships
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10
Q

cross ethnic best friends

A
  • best friends tend to be from the same racial group - tend to last longer than cross ethnic friendships - could be due to dissimilarity - can be mitigated if there is diversity in classroom, and children spending time in each other’s homes
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11
Q

cross ethnic friendships and gender

A
  • girls tend to have larger and more ethically diverse social networks - girls friendships have more closeness, affection, nurturance, trust
  • maybe girls are more inclusive, understanding, trusting of other perspectives
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12
Q

where do adolescents spend the most time with their friends?

A
  • 80% school
  • 60% someones house
  • 55% online
  • 45% extracurricular
  • neighbourhood, coffee shop, mall, church, job
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13
Q

why do adolescents spend time online?

A

greater anonymity
less inhibited
be themselves
more control over interactions
less emphasis on appearance
can find similar peers
stay connected throughout the day
24/7 access

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14
Q

peer interactions 12-18 months

A

select and prefer some kids over others - interact, smile, engage

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15
Q

peer interactions 20 months

A

increasingly initiate interactions more with some kids

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16
Q

peer interactions 2 years

A

more complexity - imitating, cooperation, problem solving

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17
Q

peer interactions 3-4 years

A

make and maintain friendships with peers - best friend identitification

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18
Q

peer interactions 5-7 years

A

best friends that can last several months, more communication, more conflicts

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19
Q

peer interactions 6-8 years

A

define friendship on basis of activities, best friends are those they share with most and play with all the time

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20
Q

peer interactions middle childhood and adolescence

A

define friendships as mutual liking, closeness, loyalty, admiration, trust - more sensitive to needs of others and share their feels

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21
Q

peer interactions adolescence

A

friendship for self exploration, who they are compared to their friends work out personal problems with friends, few close friends, more mutual and exclusive, valued higher

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22
Q

changes in peer relationship complexity over time

A
  • 7 years - varies - complex already in russia
  • 9-12 - similar trajectories, all increase
  • 15 years - cultures all have highly complex friendships
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23
Q

age trends in reports of self disclosure to parents and peers

A
  • grades 2-5 - discloose to parents
  • grades 7-10 - friends
  • marriage - romantic partner, but friends more important than parents
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24
Q

functions of friendships

A
  • emotional support, security, validation
  • less loneliness
  • helpful during periods of transition - between schools, moving
  • buffer against unpleasant experiences - victimization
  • willingness to lend support and help in elementary school - important dimension of friendship
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25
Q

social and cognitive functions of friendship

A
  • reasoning and negotiation skills - criticize and elaborate on ideas
  • cooperation
  • understanding emotional states and processing emotions
  • cope with social stressors
  • understand peer norms, when to display certain behaviours - gossip
  • enhances self esteem, lower psychopathology
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26
Q

costs of friendships

A
  • negative peer influences
  • aggression and disruptiveness - adopt these behaviours - but we don’t know direction of relationship
  • modeling
  • alcohol and substance abuse - reinforce use within peer group - tend to choose friends similar in drinking and drug use
  • similar genetics for temperamental characteristics may be drawn to each other
  • socialization vs individual selection? who influences whom?
  • authoritarian parenting - more susceptive to peer drug use
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27
Q

gender differences in costs of friendships

A
  • girls - desire closeness and dependency, worry about abandonment, get upset about betrayal, more stress, stability in peer relationships are similar, girls more likely to co-ruminate
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28
Q

early adolescence peer groups

A
  • cliques - friendship groups that children voluntarily form of jorn
  • clique membership stable for a few weeks
  • 3-10 members
  • boys groups are larger
  • membership unstable - depends on classroom stability
  • members share - sex and race, academic motivation, aggression, bullying, shyness, attractiveness, politeness, cooperativeness
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29
Q

adolescence peer groups

A
  • by 10th grade - membership is stable
  • several cliques
  • more mixed gender cliques
  • failure to conform to group norms can result in shunning or being ridiculed
  • clique membership and conforming tends to decline in late adolescence
  • autonomy develops
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30
Q

older adolescence peer groups

A
  • increased autonomy, interest in individual relationships, less cliquish
  • crowds - still belong to groups with similar stereotyped reputations - still has effect on reputation
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31
Q

measurement of status in peer groups

A
  • peer ratings
  • peer nominations - nominate who they like most or least
  • sociometric status - degree to which a child is liked or disliked by peers
32
Q

sociometric category

A
  • popular - liked and influential
  • rejected - low in acceptance and liking and high influence
  • neglected - not liked or disliked, go unnoticed
  • average - moderate ratings on acceptance and liking, moderate influence
  • controversial - mixed positive and negative ratings, highly influential
33
Q

shifts in children’s status

A
  • over short periods - controversial and neglected acquire different
  • long periods - rejected children most like to retain their status
  • physical attractiveness, athleticism, personality, social behaviour -likeability
34
Q

popular children

A
  • cooperative, friendly, sociable, helpful, sensitive to others, regulate emotions and behaviours
  • attributes that give them power - attractiveness, aesthetic ability, prestige
  • above average in aggression / assertiveness - in preschool shows up as leadership
35
Q

rejected children

A
  • motivated by revenge goals
  • difficulties problem solving - issues with theory of mind
  • anxious and depressed
36
Q

types of rejected children

A
  • aggressive rejected - prone to physical aggression, disruptive behaviour, delinquency - hyperactivity, ADHD, conduct disorder, substance abuse - direction is a question - negative feedback loop - 40-50%
  • withdrawn rejected - timid, socially anxious, victimized by peers, isolated and lonely - stand out, disliked, increasingly alienated - negative feedback loop - 10-25%
37
Q

neglected children

A
  • less sociable, less disruptive, back away from interaction, prefer solitary activities, not anxious about social interaction, high level of social competence
38
Q

controversial children

A
  • characteristics of popular an rejected kids
  • aggressive, disruptive, prone to anger, cooperative, sociable, good at sorts, funny
  • group leaders, arrogant, snobbish
39
Q

cross cultural differences in status

A

differences in shyness in East Asian cultures - shy and sensitive and cautious in western = socially incompetent - this is socially competent in East Asian cultures - west value independence

40
Q

history of emotions

A
  • early on - emotions lead us astray, must be tamed, evil
  • over time - emotions are motivators, guide reason
  • these two ideas bounce back and forth
  • emotions and cognitions work together - now
41
Q

what is emotion?

A
  • neural responses
  • physiological responses - heart rate, skin conduction, hormones
  • appraisal - cognitive interpretation
  • subjective - can feel bad or good
  • all these motivate to take action - escape, refrain, inhibit, approach
42
Q

basic/discrete theory of emotion

A

Darwin’s early work - set of hard wired basic emotions that are universal - certain expressions important to survival

basic emotions show a distinct pattern of behaviour, bodily activation, facial action, experience

variability in emotional responses, explained by display rules or cognitive processes after the fact

anger, fear, disgust, surprise, happiness, sadness

native expressions are familiar and in all cultures - no experience with western culture - blind and sighted people display same emotions

43
Q

appraisal theory of emotion

A

cognitive - emotions are internal states, triggered by something in the world

the meaning one makes of a situation determines what type of emotion it is

might change physiology, change feeling, behaviour, facial muscles, vocal acoustics

44
Q

psychological constructionist theory of emotion

A

core affect - how good or bad we feel

conceptual knowledge - everything we know -

exteroceptive sensation, emotional component

these 3 all interact

  • interworking always updating
  • embedded in broader culture
  • differs from appraisal as all work together
  • dynamic, less linear
45
Q

functionalist perspective of emotion

A
  • functionalist perspective - experience emotions to manage relationship between selves and environment
  • function for specific purpose - emotions are goal driven
46
Q

basic emotion functions and action tendencies - disgust

A

goal connected w emotion - avoiding contamination or illness

meaning regarding self - stimulus may contaminate me or make me ill

action tendency - rejection of the thing causing disgust

47
Q

basic emotion functions and action tendencies - fear

A

goal connected w emotion - maintaining ones own physical and psychological integrity

meaning regarding self - the stimulus is threatening to me

action tendency - flight or withdrawal

48
Q

basic emotion functions and action tendencies - anger

A

goal connected w emotion - attaining the end state that the individual is currently invested in

meaning regarding self - there is an obstacle to my obtaining goal

action tendency - forward movement to eliminate obstacles

49
Q

basic emotion functions and action tendencies - sadness

A

goal connected w emotion - attaining the end state the individual is currently invested in

meaning regarding self - my goal is unattainable

action tendency - disengagement and withdrawal

50
Q

emergence of emotions

A
  • six basic emotions seen across cultures - expressions and experiences may be different
  • seen in infancy and toddlerhood
  • all related to certain facial muscles - function to communicat
51
Q

emergence of happiness

A
  • 0-2 weeks - smiles - not true happiness, just smiley
  • 3-8 weeks - smile in response to external stimuli - touching, high pitched voices, engaging stimuli
  • 6weeks - 3 mo - social smiles
  • 3-4 mo - laughing, shared delight
  • preschool - more complex, laugh at jokes
52
Q

emergence of fear

A
  • 0-7months - no distinct
  • 8-16 months - some fear with strangers - separation anxiety - distress due to seperation
  • preschool - fear of imaginary creatures
  • 5-6 years - differentiate real and imaginary - scared of animals, darkness, challenges, health
53
Q

emergence of anger

A
  • 0-11 months - none, general distress
  • 1 - clear ranger rooted in frustration - goal blockage
  • increases from 1-2 years
  • 18-24 months - peaks
  • 3-6 years - decline - language development and emotion regulation - can talk about it
54
Q

emergence of sadness

A
  • 0-11 months - general distress
  • preschool - intense sadness when sereated from parents
55
Q

emergence of surprise

A
  • can be positive or negative
  • emotional response t unexpected event
  • can lead to other emotions - transitory
  • not much research on development
  • children with depressed mothers experience less surprise - less sensitive because mothers don’t express lots of emotion - not modelling emotion
56
Q

emergence of disgust

A
  • cultural variability
  • early life - fods
  • childhood and adolescence - food, behaviours, moral transgressions
57
Q

complex emotions

A
  • emotion have differing appearances
  • not as easily recognizable
  • may be a mix of multiple
  • more cognitively infused, shaped by context
58
Q

understanding emotion

A

what they mean, social functions, what actions follow them, what effects them

59
Q

recognizing emotions in others

A
  • 3 months - can distinguish happiness, anger, surprise via habituation - cant say what it is, know it is different
  • 7 months - discriminate between fear, sadness, interest
  • 16-18 months - prefer toys paired with surprise and happiness compared to fear and anger
60
Q

other ways to recognize emotion

A

more to emotion
* vocal tone
* verbal language
* body language
* contextual cues

61
Q

children learning about emotions

A

social referencing: use parents or adults facial expression or vocal cues to decide how to deal with novel, ambiguous or threatening situations // studies - novel toys or people + facial expressions from caregiver

62
Q

emotion learning 12 months

A

stay close to mother when shown fear, close to object when showing happiness

63
Q

emotion learning 3, 4-5 years

A
  • 3 years - skilled at labeling happiness
  • 4-5 years - label anger, fear, sadness
64
Q

emotion saliency

A

emotion is always on, learn how to navigate environment through emotion

65
Q

learning of surprise and disgust

A

late preschool and early school years

66
Q

learning of emotion from environment

A

violence in community and insecure attachment = heightened awareness to emotional cues of conflict - better detect anger

67
Q

inability to recognize facial expressions is a sign of…

A

mental health problems - leads to more conflict

68
Q

real and false emotions

A
  • due to social and cultural norms - children may want to mask emotions
  • emotions they express may not be emotions they feel
  • display rules - norms that inform us when and how we should express emotions
69
Q

false emotions age 3-4, 5, 6-8

A

3 - realize the expressed emptions may not reflect true feelings

  • 5 years - understand norms shape how we express our emotions and that people can mislead others with facial expressions
  • 6-8 years - children able to better shape emotional experience and express emotions the don’t feel
  • age 4 - could not mask
  • age 6 - trend reverses
  • age 8 - easily
70
Q

child centered play therapy

A

express thoughts and emotions through free play - reducing externalizing (aggression) and internalizing (anxiety) and improve social skills

71
Q

technology and friendships

A

girls more likely to text

frequency of social media contact increases between grades 6-10

72
Q

technology hypotheses

A

rich get richer hypothesis - youth who have good social skills benefit from the internet and related forms of technology when it comes to developing friendships

social compensation hypothesis - social media may benefit lonely, depressed, socially anxious youth - take their time thinking, more likely to make personal disclosures online

73
Q

effects of friendships on psychological functioning

A

support and validation - supportive and intimate best friends reduce loneliness
support of friends is important during transitional periods
friendships may buffer negative experiences

74
Q

bullying and victimization

A

children bully to seem powerful, gain power and status
bullying behaviour influenced by individual, home, school, neighbourhood and societal factors
20% of kids are bullies and victims = aggressive and anxious - relational aggression

75
Q

identifying false emotions - study

A

60% of 8 year olds can fake joy - 28% failed to mask disappointment

PSYC 250 (14 decks)

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