Term
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Definition
| An emotional bond with a specific person that is enduring across space and time |
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Term
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Definition
| Rene Spitz examined the consequences of maternal deprivation. She observed children in institutions (orphanages), and saw they were fed and clothed and physically healthy. However, they were separated from their mothers, and this lead to anaclitic depression. (this was a type of depression children suffer from when they lose their mother and don't get a suitable replacement) |
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Term
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Definition
| This is a type of depression is severe and progressive, it is the result of a child being taken away from their mother and not having a suitable replacement. It was discovered by Rene Spitz that this is the consequence of maternal deprivation, by studying orphanages! |
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Term
| Consequences of Maternal Deprivation.... |
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Definition
| Anaclitic Depression! Or depression resulting from lack of a mother figure |
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Term
| John Bowlby's Attachment Theory |
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Definition
| The idea that children are BIOLOGICALLY predisposed to develop attachments with caregivers as a means of increasing the chance of their own survival |
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Term
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Definition
| This is one of the characteristics of a caregiver in Bowlby's Attachment Theory. It is the idea that a care giver provides comfort and security to a child, which makes it possible for the child to explore their environment |
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Term
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Definition
| This is a characterisitc of a caregiver in Bowlby's Attachment Theory. It is the idea that the caregiver organizes socioemotional development for the child! |
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Term
| Internal Working Model of Attachment |
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Definition
| In the Bowlby Attachment Theory, This is the child's mental representation of its self, its caregivers, and their relationships in general. It is shaped by the experiences with the caregivers, and it guides relationships later in life! |
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Term
| Bowlby Attachment Theory Stages |
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Definition
-Preattachment (birth-6 weeks)
-Attachment in the making (6 weeks to 6/8 months)
-Clear Cut Attachment (6/8-18 months)
-Reciprocal Relationship (18-24 months) |
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Term
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Definition
| This is the first of Bowbly's attachment stages. It occurs from birth-6 weeks old. During this phase, the infate produces innate signals like crying, and is comforted when a caregiver responds |
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Term
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Definition
| This is one of the stages of the Bowlby Attachment Theory. It occurs from 6 weeks to 6/8 months. In this stage, infants respond more preferentially to their primary caregiver (laugh, cry, babble more in the presence of the familiar person) |
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Term
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Definition
| This is one of the stages of the Bowlby Attachment Theory. It occurs from 6/8 months to 18 months. In this stage, infants actively seek contact from their primary caregiver! |
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Term
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Definition
| This is the last stage of the Bowlby attachment theory. It occurs from 18 months to 24 months old. In this stage, the tolders increasing congnitive nad language abilities allow to understand parents their parents feelings and goals as well as their own. This causes a mutually emerging relationship! |
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Term
| True or False: Attachment relationships are unique to humans |
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Definition
| FALSE, attachment has been found in monkeys! |
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Term
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Definition
| She is a woman who studied mother-child relationship patterns, and shes the one who developed the "strange situation" study, and also created the attachment classification categories! (from that study) |
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Term
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Definition
| This was a study developed in order to study attachment patterns of children. In this study, and child and its mother are brought into a room. Then a stranger enters the room interacts with them, and the parents slowly leaves. Then the parent returns, and comforts the child. THEN the child is left alone with both the stranger and parent leaving. Then the stranger comes back to comfort the child, then the parent. The reaction with the parents after being with the stranger, the interaction with the stranger and parent after being alone dictates a child's attachment classification! |
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Term
| 4 Attachment Classifications |
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Definition
-Secure
-Avoidant
-Ambivalent
-Disorganized |
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Term
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Definition
This is one of the 4 attachment classifications. It is when the child has a high quality, ambivalent relationship with caregiver
Classified as LOW avoidance, LOW anxiety
*in strange situation, used caregiver as secure base for exploration, was upset when caregiver left, but happy when returned and was quickly comforted! |
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Term
| Secure Attachment In Strange Situation |
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Definition
| Children with a secure attachment style in the strange situation would use the caregiver as a secure base (or explore the room when the caregiver was there). They were typically upset when the caregiver left, but happy when they came back! When the caregiver tried to calm them down, it was quick and easy to comfort them! |
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Term
| Ambivalent (insecure/resistant) attachment |
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Definition
This is one of the 4 attachment classifications. It is defined by a child who are less securely attached than securely children, but they are clingy to their caregiver anyway!
LOW avoidance, but HIGH anxiety
*in strange situation study, resistant/ ambivalent children will stay with caregiver, not explore environment. They become VERY upset when caregiver leaves, and is not easily comforted when caregiver comes back! Seeks AND resists comfort from caregiver |
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Term
| Ambivalent/ Resistant Attachment in Strange Situation |
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Definition
| In the strange situation, these type of children will stay with the care giver instead of exploring. They become VERY upset when the caregiver leaves, and they are not easily comforted when the caregiver comes back! It both seeks the comfort, and resists the comforts efforts from the care giver! |
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Term
| Avoidant/Insecure Attachment |
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Definition
This is one of the 4 attachment classifications. It is when a child is indifferent or avoidant towards their caregiver.
Characterized with LOW anxiety, but HIGH avoidance
*In the strange situation study, avoidant children are indifferent when the parent is in the room. They may or may not be stressed when the caregiver leaves, but they are indifferent when the caregiver returns! It shows that the stranger is just as good as comforting the child as the caregiver, child is truly indifferent! |
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Term
| Avoidant Attachment in strange situation |
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Definition
| In the strange situation study, avoidant children are indifferent when the parent is in the room. They may or may not be stressed when the caregiver leaves, but they are indifferent when the caregiver returns! It shows that the stranger is just as good as comforting the child as the caregiver, child is truly indifferent! |
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Term
| Disorganized/ Disorientated Attachment |
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Definition
This is an attachment classification for children. Children are placed in this category when the child does not fit into the other 3 (secure, avoidant, ambivalent).
It is classified as HIGH anxiety, and HIGH avoidance.
*In strange situation, there is no consistent way of allowing child to cope with stress. Their behavior is confused, and contradictory to other behaviors. They will appear dazed and disorientated in the study. |
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Term
| True or False: Some infants do not fit neatly into one of the four attachment classification categories |
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Definition
| TRUE, some children are a mix of some of the categories! |
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Term
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Definition
This is a way to measure attachment that was developed in 1985. A child is put in a number of environments, and each environment consists of 100 items. Their performance on each item, or "card" is recorded and relates to the child's attachment level
**it scores on a CONTINUUM, not a category system |
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Term
| Strange Situation VS Q set |
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Definition
| There are some correlations between the two studies results, which may measure an underlying construct. HOWEVER, they represent influence of DIFFERENT factors (laboratory assessment vs caregiver) |
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Term
| How many secure attachment relationships will a child have? |
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Definition
| The important thing is ATLEAST 1. Children typically dont have several at once (ex mother can father) but does not always occur. |
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Term
| Two primary areas of study relating to attachment |
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Definition
1. Influences on attachment relationship
2. Consequences of attachment relationship |
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Term
| Child Related Factors that Influence Attachment Relationships |
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Definition
| A child's temperament influences attachment relationships |
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Term
| Caregiver related factors that influence attachment relationships |
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Definition
| The caregivers temperament, and the caregiver sensitivity, are the factors that influence attachment relationships |
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Term
| "goodness of fit" in attachment realtionships |
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Definition
| The goodness of fit between the temperament of a child and a parent will influence attachment realtionships |
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Term
| True or False, Distributions of attachment classifications are the same regardless of of country or culture |
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Definition
| FALSE, culture has an influence on on attachment classifications! |
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Term
| Are infants behavior similar in the strange situation across cultures? |
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Definition
| Yes they are similar across cultures |
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Term
| Are there Cross-Cultural differences in behavior in the Strange Situation? |
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Definition
Yes! the behaviors are similar, but classifications are different!
EX: All insecurely attached Japanese infants are classified as "resistant", which reflects Japanese culture. |
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Term
| Impact of Attachment Relationships on peer and romantic relationships |
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Definition
| Children who were securely attached as infants seem to have closer, more harmonious relationships with peers than do insecurely attached children |
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Term
| Consequences of Attachment Relationships on Socioemotional Development |
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Definition
| Secure attachment in infancy also predicts positive emotional health in adolescence. |
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Term
| Consequences of Attachment Relationships on Academic Achievement |
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Definition
| Securely attached children earn higher grades, and are more involved in school than insecurely attached children |
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Term
| 4 Adult Attachment Classifications |
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Definition
-Secure
-Preoccupied
-Dismissing
-Fearful |
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Term
| Secure Adult Attachment Style |
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Definition
Positive view of self and others, able to balance intimacy and independence in relationships
Shows LOW avoidance and LOW dependance |
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Term
| Preoccupied Adult Attachment Style |
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Definition
Less positive views of others and your self. Excessively seeking out intricacy, approval, responsiveness, doubt self worth, high impulsivity
Shows HIGH dependance, but LOW avoidance |
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Term
| Dismissing Adult Attachment Classification |
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Definition
When an adult is highly independent, they avoid relationships and intimacy, and they suppress their feelings
Shows HIGH avoidance, but LOW dependence |
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Term
| Fearful Adult Attachment Classification |
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Definition
When one has a negative view about themselves and others. They want close relationships but have trouble with them, expressing and suppressing their emotions.
They are afraid of intimacy and rejection |
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Term
| Infants and Children who are secruely attached tend to have parents who are.... |
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Definition
| Securely attached/ Autonomous! If adults have secure attachment styles their children tend to as well |
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Term
| Is Attachment Deterministic? |
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Definition
| NO, it is not deterministic. Is as associated with long term effects on child development, but NOT the only important factor. |
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Term
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Definition
| A conceptual System made up of one's thoughts and attitudes about oneself |
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Term
Which isn't evidence of a budding sense of self?
-4 month old moving a mobile with their feet
-Seperation distress at 8 months old
-Joint attention around a year of age
-Perceptual Narrowing of Speech Sounds |
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Definition
Perceptual Narrowing of speech sounds is NOT evidence of a budding sense of infancy.
moving a mobile, separation distress, joint attention ARE |
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Term
| Infants Initial Sense of Self |
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Definition
| Infants start with a rudimentary sense of self. Evidence of this is their control of objects outside themselves! |
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Term
| Infants sense of Self at 8 months |
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Definition
| Infants sense of self becomes more distinct at 8 months. This is shown because they begin to have separation distress from being separated from their primary caregivers |
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Term
| Infants sense of self at 1 year old |
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Definition
| At age 1, infant shows joint attention with their caregiver as means of improved sense of self |
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Term
| Infant sense of self at 18-20 months |
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Definition
| by 18-20 months, infants are able to look into a mirror and realize that they see themselves! |
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Term
| Infants sense of self at 30 months |
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Definition
| By 30 months, almost all children can recognize their own photograph! |
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Term
| Two year old Children sense of self |
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Definition
| By two years old, 2 year olds exhibit embarrassment, shame, self assertive behavior, and use of language that indicate self awareness. |
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Term
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Definition
Children understand themselves in terms of concrete, observable characteristics, related to physical attributes. EX: I have blue eyes
*Their self evaluations are unrealistically positive! |
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Term
| Child Sense of Self in Elementary School |
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Definition
| Children begin to refine their conceptions of themselves. They use social comparison, or comparing aspects of themselves to others in order to evaluate oneself. |
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Term
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Definition
| It is the process of comparing aspects of ones own psychological, behavioral, or physical functioning to that of others in order to evaluate ones self. AKA, comparing yourself to others to shape your idea of yourself |
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Term
| Mid/Late elementary school Sense of self |
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Definition
By this time children show cognitive advances, and become more integrated and broadly encompassing.
EX: Children understand behaviors that are "popular" compared to ones that are not |
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Term
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Definition
| This is an aspect of how adolescents maintain their sense of self. It is a story that adolescents tell about themselves. It involves belief in the uniqueness of their OWN feelings and their OWN immortality. |
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Term
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Definition
| This is an aspect of the sense of self in adolescence. It is the belief that everyone is focused on the adolescents appearance and behavior. |
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Term
| Sense of Self in Adolescence |
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Definition
By this age adolescents agonize over contradictions in their behavior and characteristics.
-Because of this, most don't have cognitive skills to integrate recognition of contradictions into a conception of self, this causes CONFLICT (think "prototypical 15 year old girl)
*Also deals with things such as imaginary audience and personal fable (story to make teen seem unique) |
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Term
| Contradictions in self-attributes are a sign of psychopathology in late adolescence |
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Definition
| NO. Not a sign of psychopathology, a sign of sense of self |
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Term
| Contradictions in self-attributions always cause conflict and negative emotions |
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Definition
| NO. This is not always true, they are just correlated with one another |
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Term
| The self in late adolescence and early adulthood |
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Definition
| By this time, conception of self becomes more integrated. The person has more internalized personal values, beliefs and standards (not as influenced by external factors) |
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Term
| Erik Erikson argued that resolution of the crisis of _______ is the chief developmental task in adolescence. |
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Definition
The identity versus Identity crisis!
Believed the chief task for an adolescent is to develop an identity |
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Term
| According to Erikson, which are the 3 issues that occur when an adolescent does not develop an identity? |
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Definition
-Identity Confusion
-Identity Foreclosure
-Negative Identity |
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Term
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Definition
This is one of the results that Erikson believed would occur when adolescence do not develop an identity.
It is an incomplete sense of self, with resulting feelings of isolation and depression. (adolescent decided to be a doctor because his parents are one) |
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Term
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Definition
This is one of the results that Erikson believed would occur when adolescence do not develop an identity.
This is premature commitment to an identity without adequately considering their choice. (17 year old quits school/ dead end job because sees no other option) |
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Term
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Definition
This is one of the results that Erikson believed would occur when adolescence do not develop an identity.
This is an identity that represents the opposite of what is valued by people around the adolescent (a professors daughter dropping out of high school with no plan) |
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Term
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Definition
An important value in Erikson's self development theory!
It is the "time out period" during which adolescent is not expected to take on adult roles and can pursue activities that lead to self discovery (COLLEGE!)
*only available in some cultures |
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Term
| 4 Factors that influence identity ("self") Formation |
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Definition
1. Approach parents take
2. Individuals behavior
3. Large Social Context
4. Historical Context. |
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Term
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Definition
| Shared Cultural Traditions |
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Term
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Definition
| Shared Biological Ancestry |
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Term
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Definition
| An indiviudals snese of beloning to an ethnic group, including the degree to which they associate thinking, perception, feelings, and behavior with the membership of being in the ethnic group |
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Term
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Definition
| Knowledge that their ethnic group has certain characteristics |
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Term
| Ethnic Self Identification |
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Definition
| The categorization of themselves as members of their ethnic group |
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Term
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Definition
| Understanding that the distinguishing characteristics of their ethnic group that they carry do not change over time and place |
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Term
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Definition
| Engagement in behavior that reflects characteristics of their ethnic group |
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Term
| Ethnic Feelings and Preferences |
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Definition
| Feelings about belonging to an ethnic group, and their preferences for its members and the characteristics that define it. |
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Term
| Ethnic Minority Youth may experience hardships of |
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Definition
-Special peer pressures, because of their group
-clash of ethnic group vs cultural values
-of course face discrimination |
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Term
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Definition
A person's preference in regard to males or females as objects of erotic feelings
*typically beings in puberty with sexual attraction to others |
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Term
| True or False, negative consequences for sexual minority groups only come from outside families |
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Definition
| FALSE. About 20-40% of those who come out are insulted by RELATIVES |
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Term
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Definition
| The process through which children acquire the values, standards, skills, knowledge, and behaviors that are are regarded as appropriate to their roles in their particular culture. It is adopting values from their parents depending on their culture |
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Term
| 3 ways parents utilize socialization |
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Definition
1. Directly teach children skills
2. Transmit Skills, Rules, and attitudes via interectsion
3. Manage childrens social lives when they are young |
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Term
| Children of which type of parents tend to have distrubed attachment relationships as infants and a wide range of problems in adolescence, such as promiscuous behavior, substance abuse, and depression |
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Definition
| Rejecting-Neglecting type parents! |
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Term
| 2 Dimensions of Parenting Styles |
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Definition
1. How supportive the parents are
2. How demanding the parents are |
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Term
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Definition
THIS IS "GOOD PARENTING"
Relationship is reciprocal, responsive, high in bidirectional communication
*IT IS BOTH SUPPORTIVE AND DEMANDING |
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Term
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Definition
This is "Bad" parenting (not worst!)
This when parents are controlling, power assertive, and one directional communication occurs.
*This is where parents are DEMANDING but NOT SUPPORTIVE |
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Term
|
Definition
This type of parenting is when the parent is indulgent. There are low in control attempts.
This type is SUPPORTIVE, but NOT DEMANDING
-Lets kids do whatever they want |
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Term
| Rejecting-Neglecting Parenting |
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Definition
Relationship is rejecting or neglecting to child. The parents are also uninvolved in children
THIS TYPE IS NOT SUPPORITVE AND NON DEMANDING |
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Term
| Ethnic and Cultural Influences on Parenting |
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Definition
| Different parenting styles and practices vary between different ethnic and racial groups! |
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Term
| Kolhberg Moral Judgement Theory |
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Definition
Kohlberg beleived that the REASONING behind the choices, rather than the choices themselves, dictate moral reasoning!
He believed this moral reasoning develops more as you grow with age! |
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Term
| Stages of Kohlbergs Theory of Moral Judgement |
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Definition
Preconventional (stages 1 and 2)
Conventional (stages 3 and 4)
Post Conventional (stages 5 and 6) |
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Term
| Preconventional Moral Reasoning |
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Definition
This is the first 2 stages of Kolhbergs Moral Judgement Theory. In this stage, moral reasoning is self-centered, focusing on getting rewards and avoiding punishment
"he should do something to make money" vs "he shouldnt do it cuz he'll get caught" |
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Term
| Conventional Moral Reasoning |
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Definition
This is the middle 2 stages (3 and 4) of Kolhberg's moral reasoning theory. In this stage, moral reasoning is centered on social relationships
"It is soscially right to support family" vs "drugs hurt society" BASED ON SOCIETY |
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Term
| Post Conventional Moral Reasoning |
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Definition
This is the final stage of Kolhberg's theory of Moral Judgement. In this stage, moral reasoning is based on ideals, and moral principles
"Walt should support his family over others" vs "empathy should be applied to all individuals" MORAL PRINCIPLES |
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Term
| Critiques of Kohlbergs Theory of Moral Judgement |
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Definition
-It is not applicable to non-western cultures
-It is most likely continuous, NOT discontinuous (not in stages)
-May be centered on vales that are more male than female based! |
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Term
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Definition
| Voluntary behavior intended to benefit another, such as helping, sharing, providing comfort are all "prosocial" |
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Term
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Definition
| Decisions that pertain to issues of right and wrong, fairness, and justice |
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Term
| Social Conventional Judgments |
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Definition
Decisions that pertain to customs and regulations intended to secure social coordination and social organization. Choosing something based on social influence.
EX: Choosing to use the word "sir" when referring to a teacher because of social judgment |
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Term
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Definition
| Decisions that refer to actions in which individual preferences are the main consideration. Picking something based off of preference |
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Term
| When do children differentiate between moral and social issues? |
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Definition
| At age 3! This is a result of Culture (determining whether something is morally or socially right/ wrong) or SES factors. Different Culture and SES factors shape a child's opinion on social vs moral judgment |
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Term
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Definition
| Emotional reaction to anothers emotional state that is similar to the persons condition. Being able to emotionally relate and feel bad |
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Term
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Definition
| Feeling concern for another person in reaction to their emotional state. Unable to understand exactly what emotion they are going through |
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Term
| Early and Late Roots of Altruistic Behavior/ Motives |
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Definition
| Initially, altruistic behavior is a result of empathy and sympathy. Later, it is the result of being consistent with one's conscience and moral principles! |
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Term
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Definition
| Helping others for reasons that initially have empathy and sympathy for, but at later stages are for personal moral gain |
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Term
| Individual Difference in Children's Prosocial Behavior are attributed to |
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Definition
| Genetics, socialization, AND cognitive factors/ personality traits |
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Term
| Biological/ Genetic Influence on Prosocial Behavior |
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Definition
There is a genetic base, as there is a greater similarity in prosocial behaviors between identical twins than between fraternal twins.
ALSO could be a result of children who experience emotion who do not get overwhelmed can experience empathy for similar emotions later. |
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Term
| Environmental Influences on Prosocial Behavior |
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Definition
| The Values of parents convey to their children influence whether child is prosoical. ALSO participation in prosical activities helps take others perspectives |
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Term
| The Child Development Project |
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Definition
This was a program that trained teachers to develop prosocial orientation toward classmates in community. A longitudinal study after this program occurred showed that it promoted cooperation, helping, prosocial values!
It increased prosocial behavior, decreased antisocial behavior, and increased academic achievement! |
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Term
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Definition
| Behavior that is aimed at harming or injuring others |
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Term
|
Definition
| Aggression that is motivated by the desire to obtain a concrete goal, such as gaining a peer's toy |
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Term
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Definition
| Aggression that involves harming others by damaging their peer relationships |
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Term
| Aggressive behavior emerges at ____ increases until ____, and then decreases |
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Definition
| Aggressive behavior emerges at 18 months, increases until 2 years, and then decreases. |
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Term
| When does Physical aggression decline and verbal and relational aggression increase? |
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Definition
| During preschool and elementary school there is less physical aggression and more verbal aggression |
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Term
| Aggression Acts in Adolescence |
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Definition
| In adolescence, the frequency of overt aggression decreases, but serious acts of violence rapidly increase! |
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Term
| True or False, Children who are aggressive in middle childhood tend to be aggressive in adolescence |
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Definition
| TRUE! One precedes the other typically |
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Term
| The role of Biological Factors in Aggression can be characterized as |
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Definition
| Neither necessary or sufficient to cause aggressive behavior! It can cause it, but not by itself, and it can happen without it as well! |
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Term
| Biological Origins of Aggression |
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Definition
| Biological factors are likely to contribute to aggression, but their role is UNCLEAR |
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Term
| Social Origins of Aggression |
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Definition
| Quality of Parenting, Socioeconomic status, and Peer Influence all have an influence on aggressive behavior! |
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Term
| Quality of Parenting on Aggressive Behavior |
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Definition
| Poorer quality of parenting is associated with more antisocial and aggressive behavior |
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Term
| Socioeconomic status on aggressive behavior |
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Definition
| Lower SES leafs to more stressors and a higher likelihood of a single parent family, this leads to more antisocial and aggressive behavior! |
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Term
| Is intervention designed to prevent antisocial behavior successful? |
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Definition
| YES! A study where 400 first grade classes with low income families were intervened and promoted prosocial behavior. This lead to 10% more of the intervention group being problem free! |
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Term
| Gender Development is an Interaction between |
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Definition
| Biological, Cognitive, Motivational, and Sociocultural Factors! |
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Term
| Traditional Masculine Role |
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Definition
| Emphasis on Behavior. It is seen as taking action on behalf of the self through competitive, independent, or aggressive behavior |
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Term
| Traditional Feminine Role |
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Definition
| Emphasis on Affiliation. It is about affirming connections with others by being emotionally open, empathetic, or cooperative |
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Term
|
Definition
| The tendency to take action on behalf of aggressive, independent, competitive behaviors. It is more common in MALES |
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Term
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Definition
| The Tendency to affirm connection with others by being more open, empathetic, and cooperative. It is more common in GIRLS. |
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Term
|
Definition
| A blending of the assertion and affiliation styles. It is associated with gender-flexibility, and more common in girls! |
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Term
| Evolutionary Approach to Gender Development |
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Definition
Gender differences have evolved because they offer reproduction advantages.
EX: Aggression and hunting in males, alliance building and childcare for females
*ITS CRITICISMS are:
-circular reasoning, untestable, and rationalizes status quo |
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Term
| Criticism of Evolutionary Approach on Gender Development |
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Definition
-Circular Reasoning (gender differences make evolutionary differences, and its saying evolutionary differences make gender differences)
-Untestable
-"rationalizes status quo" |
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Term
| Neuroscience Approach to Gender Development |
|
Definition
Gender differences in behavior reflect different SEX HORMONES and BRAIN STRUCTURE. EX: androgen levels are typically higher in males
-females use more bilateral activation than males (unilateral activation)
*Critics:
-studies are done with adult brains, so differences could be environmental too
-link between brain and behavior is unclear |
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Term
| Criticism for Neuroscience approach to Gender Development |
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Definition
-studies are done with adult brains, so differences could be environmental too
-link between brain and behavior is unclear |
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Term
| Motivational Theory on Gender Development |
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Definition
| Children learn gender typed attitudes and behavior through observation, inference, and practice. it is under the theme of Gender Self Socialization, or the idea that childrens OWN thoughts/ ideas guide behavior and focus on gender |
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Term
| Gender Self Socialization |
|
Definition
| The process through which children's biases to behave accord with their gender identity, and how that bias is strengthened with that internal gender identity. By choosing their own behaviors they choose to shape their own gender identity |
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Term
| True or False, Children's initial understanding of gender included the notion of gender constancy |
|
Definition
| FALSE: children understand gender BEFORE Gender constancy |
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Term
| Cognitive Developmental Theory of Gender Development |
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Definition
Kohlberg developed 3 stages in development of a mature understanding of gender. These stages were:
1. Gender Identity
2. Gender Stability
3. Gender Constancy |
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Term
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Definition
| This is the first stage of Cognitive Developmental gender identity theory. It occurs at around 30 months, and it is when a child recognizes their gender "I am a boy (right now)" |
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Term
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Definition
| This is the 2nd stage of Kolhbergs Cogntive Developmental Gender Identity Theory. It occurs at about 3-4 years, and it is when a child realizes their gender is stable over time "I will always be a boy (unless I wear a dress) |
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Term
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Definition
| This is the last stage in Kolhbergs cognitive developmental gender identity stage. It is the idea that children understand their gender is invariant and cant change despite appearance/ activities. "I am a boy with or without a dress/ make up etc" |
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Term
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Definition
| This is the idea that children construct gender schemas, and that they help them understand gender and direct behavior. (mental representation of what boy and girl is). |
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Term
| Social Identity Theory of Gender Development |
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Definition
The idea that group membership influences peoples self concepts and behaviors with others, and influence idea of gender
People associate themselves with "gender group" |
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Term
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Definition
| Tendency to evaluate individuals/ characteristics of the ingroup as superior to those of the outgroup |
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Term
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Definition
| A process where individuals are socialized to confirm to a groups norms, demonstrating characteristics defined in the group |
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Term
| Social Cognitive Theory Of Gender Development |
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Definition
| The Idea that Children learn their gender identity through enactive experience, modeling, and directly learning. |
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Term
| Gender Essentialist Statements |
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Definition
| A statement someone, usually a parent, will make to convey message about gender. AKA "boys play football" meaning that if you're a boy, you should play football! |
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Term
| Media and Stereotypes of Gender |
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Definition
-Most major characters in television shows are male than female
-Watching TV causes children to develop stereotypes! |
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Term
| True or False, A child's initial gender identification can outweigh the impact of parental attempts to socialize the child as a member of the other gender |
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Definition
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Definition
| David was someone who was born a boy by his gentitals were damaged, so his parents made him a girl instead. Later in life, he switched back to becoming a boy! But was depressed and committed suicide. This proved "reassignment" cases do not work |
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Term
| Gender Development in Infancy/Toddlerhood |
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Definition
Infants use multiple perceptual cues to distinguish between a boy and girl
-By end of 2nd year, children will have Gender related Expectations |
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Term
| Gender Related Expectations |
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Definition
| Knowing what kinds of objects/ activities typically are associated with males and females. This is developed by the end of the 2nd year! |
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Term
| Gender Development in Preschool Years |
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Definition
Children spend more playtime with same sex peers (gender segregation)
-They also learn stereotypes of gender, and avoid peers who violate typical patterns of behavior |
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Term
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Definition
| The tendency for children to increase in same sex typed play and spend more time with the same sex. Occurs during the pre school years of gender development |
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Term
| Middle Childhood Gender Development |
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Definition
By age 7, children have attained Gender Constancy.
-By age 9-10, they also realize that gender is a social category, and begin to realize that gender discrimination is unfair |
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Term
| Gender Development In Adolescence |
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Definition
| Adolescence results in either Gender Role Intensification (more pressure to adhere to own gender role) or Gender Role Flexibility (less pressure to adhere to own gender, explore more interests) |
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Term
| Gender Role Intensification |
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Definition
| Heightened Concerns with adhering to traditional gender roles. This occurs in adolescence (trying to fit it) |
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Term
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Definition
| Cognitive Development allows adolescents to transcend from traditional conventions and pursue more flexible interests. It is when in adolescents they face less pressure, become free to make opposite gender interest choices |
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Term
| Why are girls more gender role flexible than boys? |
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Definition
-Asymmetry in social acceptance (society is more accepting of females doing male based things than males doing female based things)
-Fathers play an active role in instilling male behaviors, enforcing avoidance of feminine behaviors |
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Term
| Female Academic Tendencies |
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Definition
-Higher level of school adjustment and achievement
-Slightly advanced in early language development, reading, and writing |
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Term
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Definition
-More likely to experience speech related problems and reading difficulties
-Stronger Visual-spatial processing
-Stronger presence in physical sciences |
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Term
| Gender and Self Regulation |
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Definition
| Girls tend to be better at self regulating than boys, and tend to be more compliant with adult expectations. Engage in less risky behavior! |
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Term
| Nature and Nurture Key Point |
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Definition
| Everything Influences Everything! They being to interact before birth |
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Term
| The Active Child Key Point |
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Definition
| Children Self Regulate, elicit reactions from other people, greatly shape their own environment. |
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Term
| Continuity/ Discontinuity Development Key Point |
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Definition
| Development is BOTH continuous and discontinuous! |
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Term
| Mechanisms of Developmental Change Key Point |
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Definition
| Biological, Behavioral, and Cognitive processes are all important for understanding change, as they work together |
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Term
| The Sociocultural Context Key Point |
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Definition
| WHERE AND WHEN a child grows up profoundly influences their lives. |
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Term
| Individual Differences Key Point |
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Definition
| There are a multitude of ways and dimensions that children differ from one another |
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Term
| Research and Welfare Key Point |
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Definition
| Child-Development research can improve children's lives |
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Term
WHICH OF THE FOLLOWING CONTRIBUTES IS ASSOCIATED WITH ANXIETY DISORDERS
A) COMBINATION OF HIGH PROTECTION AND LOW CARING WAS ASSOCIATED WITH ANXIETY DISORDER IN ADULTHOOD AND SCHOOL PHOBIA IN CHILDHOOD
B) A VARIANT OF THE BDNF ALLELE
C) BOTH OF THE ABOVE
D) NONE OF THE ABOVE |
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Definition
| C) BOTH OF THE ABOVE (COMBINATION OF HIGH OVER PROTECTION AND LOW CARING, BDNF ALLELE) |
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Term
PARENTAL EDUCATION AFTER THE CHILD'S BIRTH IMPROVES THE CHILD'S LANGUAGE CAPACITY
A) When either parent increased their education from HS to College
B) When the mother increased her education level from less than HS to HS
C) When the father increased his education from less than HS to HS
D) When parent and child do not share communication mode |
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Definition
| B) When the MOTHER increased her education from less than high school to high school level |
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Term
WHICH OF THE FOLLOWING IS NOT A CHARACTERISTIC ASSOCIATED WITH SPECIFIC LANGUAGE IMPAIRMENT
A) Late talking behavior
B) Difficulty using verbs
C) Hearing Loss
D) Potential Difficulty with Mathematics and other Symbolic Representations |
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Definition
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ACCORDING TO TURKLE, IN WHAT WAYS DO "MUDS" NOT ALLOW FOR IDENTITY EXPERIMENTATION
A) MUDS offer an experimental escape and anonymity
B) MUDS offer a virtual reality in non-real-time
C)MUDS offer a transitional space where individuals choose to "test out" identities
D) MUDS contribute to the formation of decentered and multiple identities |
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Definition
B) MUDS offer a virtual reality in non real time
Does not offer this! It is in "real time" |
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Term
| WHICH IS TRUE OF ATTACHMENT BEHAVIORS IN DIFFERENT CULTURES? |
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Definition
| B) Although infants of many cultures can be classified into major attachment categories, some cultures show different patterns |
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WHICH OF THE FOLLOWING DOES NOT INFLUENCE IDENTITY FORMATION
A) The historical context a child lives
B) The Child's Own Behavior
C) The social Context a child lives
D) The approach the parents take
E) All of the above |
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Definition
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Term
The main difference between Authoritative and Authoritarian is authoritative is ________ and Authoritarian is ________.
**** ON THE EXAM |
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Definition
| B) Authoritative is bidirectional and reciprocal; Authoritarian is unidirectional and controlling |
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Term
KOHLBERG CLASSIFIED CHILDREN INTO STAGES OF MORAL DEVELOPMENT ON THE BASIS OF THEIR
A) Age
B) Choices made in response to moral dilemna
C) Cognitive Ability, such as perceptive talking skills
D) Reasoning behind moral Decisions |
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Definition
| D) Reasoning behind moral decisons! |
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Term
WHICH OF THE FOLLOWING IS UNLIKELY TO BE A FACTOR IN THE DIFFERENCE BETWEEN A BOY AND GIRL INTELLECTUAL COMPATIBILITY?
A) Different societal messages regarding appropriateness
B) Differences in Brain Structure
C) Peer Socialization
D) Parent Socialization
E) All of the above ARE factors in girl and boy gender difference of intellectual ability |
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Definition
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