Chapters 10-12

Question 1

Gender schema theory suggests that children develop schemas, or naive theories, that help them to organize and structure experience related to gender differences and gender roles.

True or False

Answer 1

True

Question 2

As a social learning theorist, you would follow the work of Albert Bandura and believe that children learn gender roles through observation and reinforcement.
True or False

Answer 2

True

Question 3

What is Gender schema theory, proposed by Sandra Bem in the 1980s,

Answer 3

children develop cognitive frameworks or schemas that help them organize and understand information about gender. These schemas influence how children perceive, interpret, and remember information related to gender roles and stereotypes. The theory suggests that children actively seek out and internalize societal norms and expectations regarding gender, shaping their understanding of what is considered appropriate behavior for males and females.

Question 4

What is Social learning theory, as proposed by Albert Bandura,

Answer 4

emphasizes the role of observational learning and reinforcement in the acquisition of behaviors, including gender roles. According to this theory, individuals learn by observing the behaviors of others, such as parents, peers, and media figures. They then imitate those behaviors and are likely to continue or discontinue them based on the consequences (reinforcement or punishment) associated with those behaviors.

In the context of gender roles, social learning theorists argue that children learn what is considered appropriate or expected behavior for their gender by observing the behaviors of role models in their environment and by receiving positive reinforcement when they conform to gender norms. Conversely, they may receive negative reinforcement or punishment when they deviate from expected gender roles.

Question 5

Describe insecure resistant babies according to Ainsworth

Answer 5

Cling to care giver and then fight against the closeness

Question 6

Do cards on gender identity/role/typing

Do cards on child care in US

do cards on Moral exemplar, character and identity

Do cards on emotional coaching and emotional dismissing p 297 green tab

Do cards on self understanding stages

Question 7

Do cards from the quiz 3

Question 8

emotions

Answer 8

feeling or affect that occurs when people are engaged in an interaction that is important to them, especially one that influences their wellbeing

Question 9

What is the functionalist view of emotions

Answer 9

1) Implies that emotions are relational rather than internal only or intrapsychic

e.g parent child bond - parent’s expression influences whether an infant will explore unfamiliar environment

e.g. positive mood a child is more likely to comply with directions

2)emotions are linked with an individual’s goals
e.g. individual who overcomes an obstacle to obtain a goal experiences happiness - a person who must relinquish a goal experiences sadness

Question 10

primary emotions

Answer 10

First 6 months of life. include surprise, interest, joy, anger, sadness, fear and disgust

Question 11

self conscious emotions

Answer 11

require self-awareness, especially consciousness and a sense of “me” eg jealousy, empathy, embarrassment

Question 12

basic cry

Answer 12

rhythmic usually consists of a cry followed by a briefer silence, then a shorter whistle that is somewhat higher in pitch than the main cry, another brief rest before the next cry

Question 13

anger cry

Answer 13

similar to basic, but with more excess air forced through the vocal cords

Question 14

pain cry

Answer 14

sudden appearance of loud crying without preliminary moaning, and a long initial cry followed by an extended period of breath holding

Question 15

reflexive smile

Answer 15

a smile that does not occur in response to external stimuli. happens during the month after birth usually during sleep

Question 16

social smile

Answer 16

a smile in response to an external stimulus, which typically is a face

Question 17

stranger anxiety

Answer 17

infant’s fear of and wariness towards strangers, second half of first year of life

Question 18

separation protest

Answer 18

fear of being separated from a caregiver which results in crying when the caregiver leaves

Question 19

Chess and Thomas’ classification of temperament includes

Answer 19

easy, difficult, slow-to-warm-up

Question 20

easy temperament

Answer 20

positive mood, establishes regular routines easily in infancy, adapts to new experiences

Question 21

difficult temperament

Answer 21

reacts negatively and cries frequently, engages in irregular daily routines, slow to accept change

Question 22

slow-to-warm-up temperament

Answer 22

low activity level, somewhat negative, displays low intensity of mood

Question 23

Kagan’s behavioural inhibition

Answer 23

Regards shyness as one feature of a broad temperament category called inhibition. children react to unfamiliarity with avoidance, distress, subdued affect - tends to stay constant through early childhood

Question 24

goodness of fit

Answer 24

match between a child’s temperament and the environmental demands the child must cope with.

e.g a slow-to-warm-up child abruptly pushed into new situations on a regular basis or active toddler made to sit still - both have low goodness of fit.

helping a mother with tools for a difficult child improves the goodness of fit for a difficult child with their environment

Question 25

social referencing

Answer 25

reading emotional cues in others to help determine how to act in a particular situation

Question 26

attachment

Answer 26

a close emotional bond between two people

Question 27

securely attached babies

Answer 27

uses caregiver as a base from which to explore the words. In the presence of their caregiver they explore the room and examine toys. When the caregiver departs, they might protest mildly, when the caregiver returns the infants reestablish positive interaction - by smiling or climbing on her lap and resumes playing

Question 28

insecure avoidant babies

Answer 28

show insecurity by avoiding the mother. in the strange situation, these babies engage in little interaction with the caregiver, are not distressed when she leaves the room, do not establish connection when she comes back - may even turn their back on her. If contact is established the infant usually leans or looks away

Question 29

Insecure resistant babies

Answer 29

often clings to caregiver and then resist her by fighting against the closeness, by kicking or pushing away. in the strange situation these babies often cling anxiously to the care giver and don’t explore the playroom. when the caregiver leaves they cry loudly and push away if she tries to comfort them on return

Question 30

insecure disorganized babies

Answer 30

disorganized and disoriented. in the strange situation, these babies might appear dazed, confused, fearful. To be classified as disorganized babies must show strong patterns of avoidance and resistance or display certain behaviours such as extreme fearfulness around the caregiver

Question 31

strange situation

Answer 31

Ainsworth’s observational measure of infant attachment to a caregiver which requires the infant to move through a series of introductions, separations and reunions with the caregiver and an adult stranger in a prescribed order

Question 32

Developmental cascade model

Answer 32

involves connections across domains over time that influence developmental pathways and outcomes

Question 33

variations in childcare

Answer 33

centre based
nanny
relative
parent
family

Question 34

self-understanding

Answer 34

a child’s cognitive representation of the self. The substance and content of a child’s self-conception

e.g an 11 year old boy understands he is a student, boy, football player, family member, etc.

Question 35

infancy self understanding

Answer 35

mirror test with dot on their face

Question 36

early childhood self-understanding

Answer 36

• confusion of self, mind, body
• concrete descriptions (i know my abs’s, i live in a big house)
• physical descriptions “i have brown hair”
• Active descriptions “I like to play house”
• Unrealistic positive overestimation

Question 37

middle & late childhood self-understanding

Answer 37

• psychological traits “I am kind, popular, mean, smart or dumb” for example
  *social descriptions - i’m a catholic, i’m in girl scouts
  *social comparison
• real self vs ideal self - begin to distinguish this, can lead to negative self-evaluations
• realistic

Question 38

possible self

Answer 38

what an individual might become, would like to become and is afraid of becoming

Question 39

social cognition

Answer 39

process involved in understanding the world around us, especially how we think and reason about people

Question 40

perspective taking

Answer 40

social cognitive process involved in assuming the perspective of others and understanding their thoughts and feelings

Question 41

Identity

Answer 41

who is a person, representing a synthesis and integration of self-understanding
Can include:
career, political views, spiritual views, relationship identity, achievement & intellectual ability, sexual identity, ethnic & cultural identity, interests, personality, physical identity

Question 42

Erikson’s fifth developmental stage

Answer 42

Identity vs identity confusion ;

Question 43

psychosocial moratorium

Answer 43

Erikson’s term for the gap between childhood security and adult autonomy that adolescents experience

Question 44

individuality

Answer 44

consists of two dimensions:
1) self-assertion, the ability to have an communicate a point of view

2) separateness, the use of communication patters to express how one is different from others

Question 45

connectedness

Answer 45

two dimensions
1) mutuality, sensitivity to and respect for other’s views
2) permeability - openness to others views

Question 46

ethnic identity

Answer 46

enduring aspect of the self that includes a sense of membership in an ethnic group along with the attitudes and feelings related to that membership

Question 47

bicultural identity

Answer 47

identity formation that occurs when adolescents identify in some ways with their ethnic group and in other ways with majority culture

Question 48

gender

Answer 48

characteristics of people as males and females

Question 49

gender identity

Answer 49

the sense of being male or female which most children acquire by the time they are 3 years old

Question 50

gender role

Answer 50

a set of expectations that prescribes how females or males should think, act or feel

Question 51

gender typing

Answer 51

acquisition of a traditional masculine or feminine role

Question 52

estrogens

Answer 52

hormones - the most important of which is estradiol, that influence the development of female physical sex characteristics and help regulate the menstrual cycle

Question 53

androgens

Answer 53

hormones, the most important of which is testosterone - that promote the development of male genitals and secondary sex characteristics

Question 54

social role theory

Answer 54

a theory stating that gender differences result from contrasting roles of women and men - social hierarchy and division of labor strongly influence gender differences in power, assertiveness and nurture

Question 55

psychoanalytic theory of gender

Answer 55

a theory that stems from Freud’s view that preschool children develop erotic feelings towards the opposite-sex parent. Eventually these feelings cause anxiety so that at 5 or 6, children renounce these feelings and identify with the same sex parent, unconsciously adopting the same-sex parent’s characteristics

Question 56

social cognitive theory of gender

Answer 56

theory emphasizes that children’s gender development occurs through observation and imitation of gender behaviour, through rewards and punishments they experience for gender-appropriate and gender inappropriate behaviour

Question 57

gender stereotypes

Answer 57

broad categories that reflect impressions and widely held beliefs about what behaviour is appropriate for females and males

Question 58

Physical differences between males and females

Answer 58

• women have twice the body fat
• males grow 10% taller on average
• Females have a longer life expectancy
  *females less likely to develop physical and mental disorders
• females are ore resistant to infection
  *female brains are 10% smaller than male brains
• female brains have more folds allowing more surface of female brains
  *part of hypothalamus involved in sexual behaviour tends to be larger in men
• area of parietal lobe (visuospatial skills) tend to be bigger in males
• ares of brain involved in emotional expression tend to show more metabolic activity in females

Question 59

Socioemotional differences in males and females

Answer 59

*aggression more common in boys than girls
* Girls participate in rapport talk more than boys
* boys participate in report talk more than girls

Question 60

Rapport talk

Answer 60

language of conversation and a way of establishing connections and negotiating relationships

Question 61

report talk

Answer 61

talk that conveys information