DOC PREVIEW
NIU PSYC 324 - Final Exam Study Guide

This preview shows page 1-2 out of 7 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 7 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 7 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 7 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

PSYC 324 1st EditionFinal Exam Study Guide Lectures: 21-26I. Peer Relations (Chapter 12, pages 438-467)1. Social Exchanges: Taking turns, imitating others, displaying positive emotions, long-lasting interactions, eye contact, cooperative play, and negative exchanges such as arguing or fighting are all under this category of “social exchanges”.2. Relationship: “A succession of interactions between two people that are affected by their shared past interactions and that also affect their future interactions” (440).3. Modeling: Children learn a lot by observing their peers, and may be especially influenced by “older, more powerful, and more prestigious peer models” (442).4. Social comparison: The process of evaluating ourselves in comparison to others; children look to others, especially to their peers, for standards with which they can measure their abilities and characteristics5. Popular: These children are liked by most of their peers and disliked by few.6. Average: These children are liked by some but not by as many as a popular peer.7. Neglected: These children may be socially isolated but may still have a few friends and may not be disliked by peers.8. Controversial: These children are liked and disliked equally by their peers.9. Rejected: These children are disliked by most of their peers and liked by few. They may be highly aggressive and display behavioral problems, or otherwise be “anxious, withdrawn, and socially unskilled” (445).10. Social Information Processing: “This model outlines the way children perceive and interpret a social situation decide what they want to achieve in that situation, choose a behavior they think likely to accomplish their goal, and act on their decisions” (446). See Figure 12-3 on page 446.11. Consequences of Rejection: Loneliness is the dominant issue, especially when the rejected child is victimized by their peers and even after that harassment stops. However, “Rejected children who have a stable friendship with just one other child may feel less lonely than rejected and totally friendless children” (453).12. Reputational Bias: “The tendency to interpret peers’ behavior on the basis of past encounters with and feelings about them” (453).13. Promoting Peer Acceptance: Parents are the first models of social interaction, so if it’s appropriate, it can be used to demonstrate appropriate relationships with others. Parents can also coach their children and rehearse proper social interactions with them, and provide opportunities for social growth by arranging social exchanges with peers.14. Friendship: “A reciprocal commitment between two people who see themselves more or less as equals” (458). Friendships come with expectations such as offering help, being loyal and genuine, being vulnerable, accepting each other, etc.15. Making friends: Although it has been studied, there’s no clear-cut answer to how children become friends with each other. All that has been observed is interactions between friends as different from interactions between non-friends.16. Losing friends: People and relationships change over time, so children often lose relationships and gain new ones as they grow up.17. Adolescent Romantic Relationships: These relationships are actually common, and although many are short-lived, there are a surprising number of adolescents whose relationships have lasted more than 11 months. ”Adolescents in romantic relationships report more conflict, have more mood swings, and experience more symptoms of depression…especially around a breakup”, but there are also positive results of relationships such as “a feeling of self-worth, a sense of competence, and a feeling that one is part of a peer-group network” (463).18. Peer & Parental Influence: Peers have more influence on a teenager’s behavior, friend-selection and fashion or entertainment choices, whereas parents have more influence on their teenager’s academics, job interests and aspirations. 19. Dominance Hierarchies: “An ordering of individuals in a group from most to least dominant; a ‘pecking order’” (466). These are used to establish “nonaggressive means of resolving conflict”, “help divide the tasks and labor of the group”, and “determine the allocation of resources” (466).20. Clique: This is a group of friends that is voluntarily formed; they range in size and the members are typically the same gender and race.21. Crowd: These people have been grouped together, and consequently stereotyped, based on their (perceived or actual) interests, activities or attitudesII. Gender Roles & Gender Differences (Chapter 13, pages 476-503)1. Gender Typing: “The process by which children acquire the values, motives, and behaviors considered appropriate for their gender in their particular culture” (476).a. Stability: While in childhood many children will participate in masculine and feminine activities, gender typing comes strongly back into play during puberty. “In spite of these developmental fluctuations in gender typing, individual children who are strongly masculine or feminine during childhood tend to be more masculine or feminine during adulthood” (481).2. Gender stereotypes: Expected set of appropriate behaviors prescribed to each gender in a particular culturea. Gender stereotypes are displayed in children’s toy preferences: girls typically (and are expected to) enjoy playing with dolls and engaging in non-competitive play, and boys areexpected to play with cars and trucks and be interested in video games and competitive play. Boys also typically have a higher activity level than girls.3. Gender Identity: How an individual perceives themselves (i.e. masculine or feminine).4. Expressive characteristics: ‘Feminine’ characteristics, “nurturing, concerned with feelings, empathic, and child oriented” (482). 5. Instrumental characteristics: ‘Masculine’ characteristics that include task and job orientation.6. There are many gender differences in social behavior, one of which is response to an infant. When monitoring physiological reactions to a baby’s crying, men and women responded similarly, but the expectation for the woman to act in a nurturing way may influence her behavior to respond to the child differently than the man. 7. Hormones and Behavior: Androgens (male hormones) are associated with behaviors such as “rough-and-tumble play and vigorous athletic activities”, and girls who were exposed to


View Full Document

NIU PSYC 324 - Final Exam Study Guide

Documents in this Course
Load more
Download Final Exam Study Guide
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Final Exam Study Guide and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Final Exam Study Guide 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?