Childhood: cognitive development 2

Question 1

display rules

Answer 1

-cultural norms about when, where and how to express emotions
- young children may struggle with this due to lack of inhibitory control

Question 2

delay of gratification task

Answer 2

experiments that measure children’s ability to resists an immediate temptation in order to receive a larger reward later
- marshmellow test
- get better at waiting with age

Question 3

effortful control

Answer 3

the ability to modulate attention and inhibit behavior, including in stressful situations

Question 4

emotion coaching

Answer 4

positive socialization of children’s emotions
- ex: validating feelings, offering coping skills

Question 5

insensitive responses

Answer 5

being dismissive of a child’s emotions
- harsh punishment and criticism
- boys tend to be more heavily punished

Question 6

mental state talk

Answer 6

conversations about feelings and mental states help support child’s emotion understanding
- any time parent refers to any emotions (from a character in a book, themselves, child)
- more important for internationally adopted children

Question 7

preschool attachment classification system (PACS)

Answer 7

• children experience longer (10 mins) episodes of separation and reunion with their caregiver and researchers rate children’s behaviours
• strange situation is not good anymore because they become used to stranger at school

Question 8

Attachment q-sort

Answer 8

caregivers or researchers observe children interacting with their parents and then sort cards on how much of a charectistic is for them. (rating their behaviors)
- scale that measures on a degree of not to highly secure (instead of 4 styles they rate on a range of behaviors)

Question 9

middle childhood attachment

Answer 9

• less reliant in their parents as attachment figures
• kids with positive relationships show positive psychological and behavioral adjustment

Question 10

4 categories of attachmnet

Answer 10

• secure
• insecure avoidant
• insecure ambivalent/dependent
• insecure disorganized

Question 11

parent monitoring

Answer 11

• parent monitoring what their child is doing
• associated with positive child behaviors
• caregiver is aware of child’s activities, friends and peer group

Question 12

parenting styles

Answer 12

• authoritarian: low warmth, high demand
• permissive: high warmth, low demand
• authoritative: high warmth, high demand
• neglectful: low warmth, low demand

Question 13

hostile aggression

Answer 13

action with the intention to inflict pain on someone
- pushing someone when mad

Question 14

instrumental aggression

Answer 14

aimed at achieving a specific goal
- dont necessarily want to hurt someone but do anyways to reach a goal
- pushing a chid out of the way to get to slide faster

Question 15

3 forms of aggression

Answer 15

1. physical: hitting, bitting…
2. verbal: name-calling, yelling, belittling
3. relational: non-physical in which harm is caused by hurting someone relations or social status (ex: rumors)

Question 16

functions of agression

Answer 16

1. hostile
2. instrumental

Question 17

internal influences of agression

Answer 17

Age
- peaks at 2-3
- mostly instrumental at this age
- because inhibitory control is weak
- relational increases with age
- boys are more physical
- girls are more relational

Question 18

parental influences

Answer 18

• parental sensitivity is associated with less aggression
• ## corporal punishment associated with high aggression

Question 19

household chaos

Answer 19

• the extent which the environment is high stress, lack of structure, unpredictability, loud
• household chaos is associated with high aggression

Question 20

peer group

Answer 20

group of at least 5-6 children who generally share the same status and interests

Question 21

friendships

Answer 21

deeply important relationships or attachments characterized by mutual liking and affection
- tend to be similar age, gender, race, activities and personalities

Question 22

peer aceptance

Answer 22

extend to which a child is liked or accepted by peers

Question 23

peer rejection

Answer 23

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

Question 24

sociometric nomination

Answer 24

a type of child report approach in which children nominate 3 peers in their class or grade who they like or dislike

Question 25

Popular prosocial

Answer 25

children who receive lots of likes, they generally considerate and skilled at initiating friendships and prosocial towards children

Question 26

perceived-popular

Answer 26

peers asked to nominate who they believe to be popular

Question 27

popular antisocial

Answer 27

considered cool, display aggression, receive likes not because of who they are but because they seem cool

Question 28

neglected children

Answer 28

• receive few likes and few dislikes
• sometimes evaluated as shy
• not at risk: tend to develop friendships

Question 29

controversial children

Answer 29

• receive a mix or likes and dislikes
• sometimes behave aggressively, which can later lead to rejections but if not can transfer to popular

Question 30

rejected aggressive

Answer 30

engage in a lot of aggressive behavior and display hostile attribution bias (attitude where the whole world is out to get you)
- think that everything is about them so they react negatively and respond aggressively

Question 31

rejected withdrawal

Answer 31

• not attribution bias but have poor social skills
• seen as weird
• increased mental health issues, poor academic skills
• tend to maintain status over time

Question 32

pain of exclusion

Answer 32

• children really dont like the feeling of exclusion
• areas in the brain that respond are those involved in physical pain
• studied with cyperball game and peer chat room simulations