PSYCH 2410: EXAM 3
83 Cards in this Set
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Pre-attachment (Stages of Attachment)
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Innate signals (crying), infant is comforted by interaction with mother by their side. (birth to ~6 weeks)
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Attachment in the making (Stages of Attachment)
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Attend more to familiar people, especially primary caregiver (smile, laugh, babble); infants learn if caregiver is trustworthy. (6 weeks to ~ 6-8 months)
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Clear cut attachment (Stages in Attachment)
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Actively seek contact with caregiver, and feel distressed at parting and happiness at reunion; mother now serves as a "secure base" (6-8 months to ~ 2-3 years)
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Reciprocal Relationship (Stages of Attachment)
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Increasing cognitive and language abilities are used to be near parents, separation distress declines, child actively creates central reciprocal relationship with parents. (1.5 years to 2 years +)
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Observations of Children in Orphanages (Spitz)
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Kids were sickly, developmentally retarded, despite adequate nutrition.
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Internal Working Model
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Child's mental schema or representation of the self, attachment figure(s), and of relationship in general...affects expectations about relationships throughout lifespan.
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Harry Harlow
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Challenged behaviorist view that biological needs (hunger) are primary. More to mother-infant interaction than just getting fed.
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Contact Comfort
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Need comfort of something fuzzy to sit next to for emotional support.
Harlows Monkey experiment - monkeys separated from mothers 6-12 hours after birth and put with wire and cloth monkey mothers only one of which had food. Regardless of who had the food the monkey spent more time with t…
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Definition of Attachment
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An emotional bond with a specific person that is enuring across space and time (parent/caregiver)... without it, emotional development is stunted which impacts social development.
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Ainsworth
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Strange situation to assess security of attachment to his or her own parent...series of episodes involving repeated separation and reunions with caregiver
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Secure Attachment
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Uses mom as a secure base; distressed when mom leaves, heppy to see her return; most middle class US kids fall into this category. 65%.
Attachment Types
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Insecure/Resistant or Ambivalent
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Less positive attachment, often clingy instead of exploring, fusses when mom leaves, seeks comfort upon later return, but resists it. 15%
Attachment Types
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Insecure/Avoidant
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Tend to avoid mom altogether, often ignore her when she is in the room, fail to greet her when reunited/not much distress. 20%
Attachment Types
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Disorganized/Disoriented
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No way of coping with strange situation, behavior confused and contradictory, want to approach mom, but seems to fear her (based on facial expressions) 15%
Attachment Types
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Parental Sensitivity
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An important factor contributing to the security of an infant's attachment. Can be exhibited as responsive care giving when children are distressed or upset, and helping children wo engage in learning situations by providing just enough, but not oo much, guidance and supervision.
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Concept of Self
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Emerges early in infancy but continues to develop into adulthood; physical being, social characteristics, spirituality.
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Mirror Test
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By 18 months able to recognize self in mirror; surreptitiously place mark on child, expose them to a mirror, who is the person with the red spot? Clean spot off person in mirror, observe behavior. Results: Before 18 months - do nothing, try to touch "child" in mirror. After, make movement…
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Personal Fable (Elkind)
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A egocentric story told by adolescents about themselves...everyone else is focused on their appearance and behavior. May explain preoccupation with what others think of them...differentiate their feelings from others, and regard their feelings as unique.
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Erikson's Theory of Identity Formation
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Resolving identity was the primary task in adolescence
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Identity Diffusion
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No firm commitments, no plans; eventually: tendency towards apathy, lack intimate peer relationships, at higher risk for drug use.
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Foreclosure
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No experimentation, identity is formed based on choice of others...authoritarian in attitudes, likely to rely on others for important life decisions
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Moratorium
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Exploring, but not committed; high in self-esteem, high in anxiety, low in authoritarian attitudes
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Identity Achievement
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Coherent, consolidated identity based on choice of others; socially more mature, and higher in achievement motivation
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Ethnic Knowledge
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Childrens knowledge about their ethnic group has distinguishing characteristics -- behaviors, traits, values, customs, styles, and language -- that set it apart from other group
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Ethnic Self-Identification
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Children's categorization of themselves as members of their ethnic group
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Ethnic Constancy
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Children's understanding that the distinguishing characteristics of their ethnic group that they carry in themsleves do not change across time and place that they will always be a member of their ethnic group
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Ethnic Role Behaviors
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Childrens engagement in the behaviors that reflect the distinguishing characteristics of their ethnic group
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Ethnic Feelings and Preferences
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Children's feelings about belonging to their ethnic group and their preferences for the characteristics that distinguish it for its members.
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First Recognition
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An initial realization that one is somewhat different from others, accompanied by feelings of alienation from oneself and others. Awareness of same sex attractions.
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Test and Exploration
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Individual feels ambivalent about their same sex attractions but eventually has limited contact w/ gays + lesbians and starts to feel alienated from heterosexuality
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Identity Acceptance
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There is a preference for social interaction w/ other sexual minority individuals. Person comes to feel more positive about his/her sexual identity and for the first time discloses it to heterosexuals.
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Identity Integration
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Final step in process; firmly view themselves as bisexual/lesbian/gay, feel pride in themselves and their particular sexual community, and publicly come out to many people.
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Consequences of Coming out
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Parents may feel angry or dissapointed, they may feel responsible; 20% are insulted or threatened by relatives; 5% may experience physical violence, mothers are more accepting than fathers; earlier and more publicly they come out, the higher risk for abuse in home or in community.
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Parental Socialization
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The process by which children acquire values, standards, skills, knowledge and behaviors appropriate to their future role in their culture -- must teach children how to act in public, spend time explaining for example not to eat with their hands.
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Direct Instructors
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Directly teach their children skills, rules, and strategies and explicity inform or advise them on various issues.
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Indirect Socializers
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Provided through their own behavior with and around their children...through their everyday actions they unintentionally demonstrate skills and communicate information and rules...also model attitudes and behaviors toward others; understanding, helpfulness, intolerance, or aggression.
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Social Managers
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Parents manage their children's experiences and social lives, including their exposure to various people, activities, and information. (Especially prominent when children are young)
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Authoritative Parenting
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High Demandingness and High Responsiveness
Demanding but warm and responsive, set clear standards and limits, monitor behavior; firm enforcement of important limits; not restrictive or intrusive
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Children with authoritative parents are...
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Competent (socially and academically)
Self-assured, self reliant
Popular with peers
Exhibit control over their behavior
Low in antisocial behavior and drug use
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Authoritarian Parenting
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High demandingess and low responsiveness
Cold, unresponsive, to child's needs, extremely controlling or demanding; expect children to comply without question; use threats and punishments to exercise control
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Children with authoritarian parents are...
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Lower in academic competence
Unhappy, unfriendly
Low in self-confidence
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Permissive Parenting
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Low demandingness and high responsiveness
Responsiveness to children's wants and needs, does not exert any control over behavior, lenient with children, do not require self-regulation
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Children with permissive parents are...
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Impulsive
Lack self-control
Low in school achievement
More likely to have trouble in school
More likely to use drugs
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Rejecting/Neglecting Parenting
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Low demandingness and low responsiveness
Disengaged, low in demandingness and responsiveness, do not set limits or monitor child's behavior, focused on own needs rather than child's.
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Children with rejecting/neglecting parents are...
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Disturbed attachments as infants
Poor peer relationships in childhood
In adolescence exhibit antisocial behavior, poor self-regulation, internalizing problems (depression, withdrawn), most likely to use drugs, engage in sex, low academic and social competence.
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Attractiveness
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Mothers with more attractive infants are more affectionate and playful with them than mothers with unattractive infants. Mothers with unattractive infants report their infants interfere with their lives. Therefore, infants looks affect the kind of parenting they receive.
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Temperament
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Children who are disobedient,andgry, or challenging make it more difficult for parents to use authoritative parenting than children who are compliant and positive in their behavior. Children also learn to be non-compliant through interactions with parents. For example kids being whiney, a…
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Effects of SES, especially poverty, on parenting
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Lower SES parents are more likely than higher SES parents to use authoritarian parenting style. Lower SES mothers are more likely to be controlling, restrictive, and disapproving in their interactions with their children
Poor parents encourage conformity and children's behavior, while hi…
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Effects of Divorce
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Children are more likely to experience depression and sadness, lower self-esteem, and less socially responsible and competent. Adolescents whose parents divorce have higher tendency of dropping out of school, engaging in delinquent activities/substance abuse, and children out of wedlock. …
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Positive effects of maternal employment and childcare
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Sons and daughters of working mothers displayed higher academic competence than children of full-time homemakers. Also more assertive and independent. Particularly positive for daughters of working mothers. Reject some gender roles, women are just as competent as men, and have higher aspi…
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Impact of maternal employment and daycare on social and cognitive development
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Too much time in daycare can have negative results. Children become more aggressive with more than 30 hours of daycare a week, as compared with children who were in daycare less than 10 hours a week. However, children in high-risk families showed improvement in daycare over being with the…
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(Stage 1, Morality of Constraint) Piaget's Theory of Moral Judgment
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Younger than 7-8 years old: in preoperational stage of development; rules and duties are unchangeable, justice is what authority says is right; consequences are not important, not intentions.
Underlying factors: parental rule is unilateral, think rules are real things that exist outside…
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(Transitional Period) Piaget's Theory of Moral Judgment
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7-8 to 10 years old
Transition from preoperational stage to concrete operational stage; more interaction with peers, more experience with reciprocity; start to value fairness and equality.
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(Stage 2, Autonomous Mortality) Piaget's Theory of Moral Judgment
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11-12 years old; understand moral relativism (what's right in one context may be wrong in another); the punishment should fit the crime, take intentions into account
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(Preconventional) Kohlberg's Theory of Moral Development
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6-10 years; self-centered reasoning, get rewards to avoid punishment.
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(Conventional) Kohlberg's Theory of Moral Development
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~14 years; centered on social relationships (what others will think?); do right so you are considered "good" -- focused on laws as well
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(Post-conventional) Kohlberg's Theory of Moral Development
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14 years +; centered on ideals (life and liberty)
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(Hedonistic Orientation) Eisenberg's Theory of Prosocial Moral Judgment
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Preschool - early elementary school
Concerned with only central need; Eric should go to the party because he wants to.
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(Needs based) Eisenberg's Theory of Prosocial Moral Judgment
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Pre school - elementary school
Simple concern for others welfare -- help him because he's hurt.
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(Approval) Eisenberg's Theory of Prosocial Moral Judgment
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Elementary school - high school
Concern over social approval; nice thing to do, will have more friends
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(Self-Reflective Empathetic) Eisenberg's Theory of Prosocial Moral Judgment
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High School
Perspective talking, should think about how he would feel in the situation.
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(Strongly Internalized) Eisenberg's Theory of Prosocial Moral Judgment
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Few high school students - predominately adults)
Concern over norms and social value; maintain contractual obligations; help because it's the right thing to do, have a responsibility to do the right thing.
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Domains of Social Judgement
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Moral judgements: issues of right/wrong (murdering/stealing)
Social convention judgement: customs or regulations (modes of dress, using Sir when addressing a male teacher)
Personal Judgements: individual preferences (choice of friends or recreational activities)
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Instrumental Aggression
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Aggression motivated by the desire to obtain a concrete goal
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Relational aggression
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A kind of aggression that involves exclusion from the social group or attempting to do harm to another's relationships with others. It includes spreading rumors, withholding friendship, and ignoring/excluding peers.
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Reactive aggression
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Emotionally driven, antagonistic aggression sparked by one's perception that other people's motives re hostile
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Proactive aggression
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Unemotional aggression aimed at fulfilling a need or desire
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(Gender Identity) Kohlbergs Cognitive Developmental Theory
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2-3 year. Learn you are a member of a gender category; will say, "I'm a boy" or "I'm a girl"; but, don't know gender is permanent, girl may believe she'll grow up to be her father.
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(Gender Stability) Kohlbergs Cognitive Developmental Theory
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3-4 years. Understand that gender is stable over time - "I'm a girl and will always be a girl"; but, not clear of the fact that gender is independent or superficial of appearances -- think that boy that has put on a dress now looks like a girl and has become a girl.
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(Gender Constancy) Kohlbergs Cognitive Developmental Theory
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5-7 learn gender is consistent across situations; "I'm a girl and nothing i can do will change it" -- same time succeed on Piaget's conservation tasks...once gender constancy is achieved, can seek out same-gender models and learn appropriate behavior.
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Gender Schema Theory
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Memory of all you know about two genders organized mental representations (concepts, beliefs as well), and gender stereotypes.
Kids develop gender schemas by starting simple -- in group/out group - others are "same as me" or not, naturally begin attending more to same gender individuals,…
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Gender Self-Socialization
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Motivation towards gender consistent behavior; more knowledge of own gender at expense of learning about other gender.
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Characteristics of Friendships
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More shared pretend play, higher rates of cooperation, positive interactions, higher rates of conflict.
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Gatekeeping
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When parents arrange and oversee interactions with preschoolers is: more positive with social peers, have more play partners, more easily initiate social interactions, have more stable set of companions
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Coaching
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Explicitly telling the kids how to deal with unfamiliar playmates, or enter group of children, improves social competence.
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Modeling
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Indirect way; the ways in which parents interact w/ other people, deal w/ conflict, and how communicate to their children to provide models.
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Family Stress
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Likely that the effects of poverty and stress on parenting are reflected in children's compromised social competence.
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Victimized Children
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Refers to children who are targets of their peers aggression and demeaning behavior
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Aggressive-Rejected
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Children who are especially prone to physical aggression, disruptive behavior, delinquency, and negative behavior such as hostility and threatening others.
Engage in relational aggression (spreading rumors, withholding friendship)
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Withdrawn-Rejected
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Refers to rejected children that are socially withdrawn,wary, or often timid. Many feel isolated and lonely
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Neglected Children
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Unnoticed by peers; neither liked or disliked
Less sociable, more aggressive and disruptive than average child; interact less frequently with peers, but not anxious about social interaction.
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Average Children
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Receive an average number of both positive and negative nominations
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Controversial Children
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Liked by some peers, dislike by others
Aggressive, disruptive, prone to anger, but also cooperative, social, good at sports, socially active, tend to be group leader (often viewed as arrogant and snobbish)
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Study Guide: Exam 3