Quiz 3 - post exam Flashcards
1
Q
Psychoanalytic - Freud Phallic Stage
A
- oedipal conflict = boys are sexually attracted to there mothers fear that father will find out, castrate,
Electra Conflict = angry with mothers, envious of dads penis, unknown reason suppress desire with father and gender identity
2
Q
Social Learning Gender typing
A
- social learning = we learn in the context of others
- Reinforcement = parent reinforce gender, way more acceptance with girls violating than boys, ex = tomboy
Modeling = learning from tv, toys, parents, etc
3
Q
Cognitive Development Kohlberg
A
- Kohlberg believed children go through the following stages in the understanding of gender
- Gender Identity = first established but don’t understand is permanent
- gender stability = gender is not variable, going to hang around, thrown off by halloween
Gender constancy = gender permanence, get the idea gender is stable and permanent (5-7 years old), kids get us vs them, in 1st- 2nd grade, girls play with girls, boys play with boys
4
Q
Gender Schema
A
- combines social learning and cognitive developmental
- children learn through imitation (role models) reinforcement and punishment, BUT children also use this info to construct gender schema
5
Q
The development of gender typing - environmental factors
A
- family, school, peers, society, media, books, movies, tv, toys, school structure, authority figures,
- present rigid roles
6
Q
The development of gender typing - children and toy play
A
- can a toy impact children’s idea about gender
- Ditmar et al (2006)
- idea pushed that appearance matters for female gender roles, does barbie make girls want to be thing
- 5-8 yr olds
- exposed to barbies or Emmy (size 16 doll), or NO doll
- gave a measure of body esteem, youngest girls exposed to Barbie exposed most desire for thinner
Barbie results - baby like face on adult proportions
7
Q
Sexual Scripts - gagnon and Simon
A
sexual scripts start constructing as a kid
- what relationships are like, seen in Disney, disney most popular halloween costume
8
Q
Gender and Children’s environment
A
Rheingold and cook (1975)
- examined rooms of 48 boys and 48 girls, all under 6
- girls had more dolls, doll houses, domestic toys (kitchen, cleaning), floral motifs, ruffles/lace bedding
Boys = more educational toys, artistic materials, decorated with animals
- boys and grisl growing up in different ways greatly influence them
9
Q
Blakemore and Centers (2005)
A
- had undergrads rate kids toys, strongly masculine, masculine, non gendered, strongly feminine
- 4 sets and then studied
- had 700 undergraduates rate toys on developmental qualtieis
- toys strongly feminine = nurturing, domestic skills, physical attractivnesss
- Masculine toys = violent, competitive
- said that kids being raised in different environments, encouraged on different pathways
10
Q
Pomerlau - Bolduc, Macluit and Cosette
A
- method physical/environmental 12- girls and boys compared toys, clothing, rooms
boys = more veichles, sports, red clothes, blue, white, blue bedding
Girls - had pink clothes, domestic toys, yellow bedding
Asked who decorates/picks out clothes? - answer was female relatives, early on girls/boys different environments
Older kids (randall) 2007 - same thing
- girls = more pictures of themselves
- Boys = construction sets
- said that social media heavily influenced
11
Q
Childhood Obesity
A
- 18.5% of Am. children meet criteria for childhood obesity
- 80% of obese kids will remain obese adults
12
Q
Biological - childhood obesity
A
- genetic
-“obesogenic” environment - available high calorie food
- limited physical activity
- parents nervous to let kids run alone/safety
- kids spend more time in front of screens (including schools)
- most of it is sedentary
13
Q
Food Deserts
A
- no reasonably priced food within walking area fresh produce really pricey, doesn’t keep well
14
Q
Environmental factors on childhood obesity
A
- unhealthy eating behavior
- kids very picky must offer 30-40x
- externality hypothesis - suggests overweight individuals more likely, convinced to eat from external factors
sedentary behavior - TV (screen time)
- time spent in front of a TV
15
Q
Schajter
A
- developed externality hypothesis
- ppl who are obese more susceptible to visual cues
- restaurants venting into the streets
- food tv commercials
16
Q
TV programming and Food
A
- center for science in the public interest (2009)
- flemming - millici and Harri’s (200*0
- used Nielsen data and compared 2008-2012
- it increased dramatically for AA kids over white
17
Q
Healthy at every size
A
- shifting question how to make kids healthy instead of thin
- also shifting towards family oriented programs, because kid’s can’t
18
Q
Kids and Body Image
A
- showed kids body silouttes
- had to choose which bodies they most wanted to look like
- girl.boy body options (skinny - fat)
conclusions = - kids judge each other by appearance
- especially in preschool, nore pressure on girls
- researchers rated preschoolers on attractivness
- researcher asked who they want to be friends with
- 3-4 year olds girls attractivness mattered
- boys did not care
DATA - girls wanting to have thinner bodies, in both male and female
19
Q
4th grade study on body image
A
- subjects 817 4th graders, who were divided African Americans and white AA tend to have more body positivity
20
Q
Tantangelo and Ricciardelli (2017)
A
- did interviews 8-10 years olds, boys and girls
- did focus groups, 16 boys/girls in each group
Themes - appearance related comparisons most common with girls
- for boys, they found watching shows were inspiring, comparisons about sports/stregth
- when girls were doing media comparisons, made them really feel badly, negative body images
2nd study - boys comparisons about body functions
- girsl appearances were related to body images
- girls offered role models, who were pretty
- boys offered role models who inspired them
21
Q
Fluid Intelligence
A
- things you can’t be taught, speed of processing
- game where it flashes, red, ellow, green have to remember the order
22
Q
Crystalized intelligence
A
- who painted Mona Lisa
Things that can be taught - you can keep learning new stuff your whole life
- doing crossword puzzles, wordle, keeps our memory sharp
23
Q
Stanford Binet Intelligence Scale
A
- recognized there was diversity in the way we thought
24
Q
IQ tests terrible uses
A
- assessed who could be let in from, Ellis island used delibratly
- used by army, discovered many soliders had reading issues, gave pictorals
- determines who should be on the frontline, and who should be an officer
- taking IQ tests - labeled a number, verbal scale, and non verable scale
