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PSYCH 220 - Developmental > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Piaget’s Cognitive Developmental Theory

A

Father of cognitive development, 1896-1980- genetic epidemiology, Began as biologist, became fascinated with kids wrongs answers, Decided to study kids studied kids for the rest of his life, Interactionist, organismic

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2
Q

Cognitive Change

A

Organization and adaptation
- assimilation
- accomodation
- equilibirum

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3
Q

assimilation

A

= when you encounter something new, understand it based on existing cognitive structures

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4
Q

accommodation

A

= new situation, you change existing cognitive structure based on existing events)

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5
Q

Equilibrium

A

balance between assimilation, accommodation, development ties to equilibrium

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6
Q

Schemes

A

thoughts that underlie actions, grasping reflex → grabbing action

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7
Q

Operations

A

schemes become more organized and sophisticated, organized 2+3 =5, and conservation

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8
Q

Paiget’s Period of Cognitive Development

A

Sensorimotor development Stage (reflexes)
Primary circular rxn (1-4 months)
Secondary Circular Rxns (4-8 months)
Coordination of secondary circular rxns (8-12) months
Stage 5: Tertiary Circular rxns (12-18 months)
Substage 6 Mental Representation (18 months - 2 yrs)
Preoperational Stage (2-7 years)
Concrete Operational (7-11 years)
Formal Operational (12 - adult)

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9
Q

Primary circular rxn (1-4 months)

A

Primary circular rxn (1-4 months)

A
First learned adaptations
Change behavior in response to environmental demands
Circular rxns are primary
Oriented towards infants

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9
Q

Secondary Circular Rxns (4-8 months)

A

Circular rxns are secondary
Actions are repeated that affect the environment
Imitated actions practiced
Shaking rattles, play mats

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10
Q

Coordination of secondary circular rxns (8-12) months

A

Intentional, goal directed behavior, combo of schemes to solve problems
Object permanence = understanding that object will continue to exist when they are out of sight
AB search errors= infants 18-12 months look for an object only in hiding place A, when the object is moved from hiding place A to B
Babies look longer at seemingly impossible events, violation of expectation procedure, carrot going behind screen, similar to block on train

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11
Q

Stage 5: Tertiary Circular rxns (12-18 months)

A

Circular rxns are tertiary
Infants repeat actions with variation, exploring the environment
Banging on pots

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12
Q

Substage 6 Mental Representation (18 months - 2 yrs)

A

Internal images of absent objects and past events (displaced reference)
A toddler can solve problems, through symbolic means, instead of trial and error, permits make believe play
Deferred Imitation
Ability to copy behavior of models who are not present
Semiotic Function
Using something to stand for something else, doll = baby, Piaget did not think babies could imitate, yet a study disproved, ppl started doing this thing, got close to there face, open mouth, stuck tongue out

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13
Q

Preoperational Stage (2-7 years)

A

play, language development
Centration = only focus on one aspect of problem, not multiple, conservation problem, pouring water
Irreversibility = don’t understand you can pour tall narrow glass back into wider, same amount
Egocentrism - babies and kids see themselves as center of universe, peek a boo
Animism = attribute life like characteristics to inanimate objects, “bad table

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14
Q

The three mountains task

A

Piaget presented kids with three different mountains
Take pictures of each vantage point, which adult sees, would always point to there vantage point

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15
Q

Concrete Operational (7-11 years)

A

Can only think logically about things in front of them not hypothetically
Logical operations, conservation develops, coordination of spatial systems, reversibility, seriation= putting things in order , classification = multi levels, cats are also animals

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16
Q

Formal Operational (12 - adult)

A

Hypothetical reasoning, propositional reasoning, reflective thinking, limitations, imaginary audience = worry about what others think, personal fable - think they are the star of their own movie

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17
Q

Critique of Piaget

A

Underestimated children = some studies disproved, possible he didn’t have the tests
Overestimated children = overestimated concrete formal, some tasks, even adult struggle with, horizontal cup

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18
Q

Vgotsky’s Social Constructivist Approach (1934 - 1986)

A

Social and historical context is important, contextual theory
Child engaged in activity,, in context at the “unity of study”
Emphasis on schools (montessori schools)
Biology reigns supreme in infancy but then individuals experience sociogenesis
Thought is co- constructed (socially mediated)
Social referencing = face adult makes when a kid is injured

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19
Q

4 levels of development

A

A
Phylogenetic
Historical - focus on tools that were used historically, how tools change the way we think, texting symbols, implications
Ontogenetic = individual development
Microgenesis = specific skills we have learned

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20
Q

Vgotsky language

A

ZPD (zone of proximal development
Language and cognition being linked
Language as a tool that can shape thought, process is more important than product

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21
Q

Miller et al (1995)

A

Number naming systems effect on math ability
English speaking kids vs chinese kids
How do number names work in english?
Tested 3-5 year olds, in the U.S 11020 different, in chinese is memorization

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22
Q

Important of Development

A

Motivation enhancement working with others
Importance of apprenticeship (midvies)
Importance of collaborative learning (reading buddies)

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23
Q

Critiques of Vygotsky

A

ZPD ambiguity, operational definitions

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24
Q

The Sapir Whorf Hypothesis

A

language influences our thought, in english we don’t put gender on nouns, in spanish you do, studies show those who grew up on gendered words impact perceptions

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25
Q

Productive Expressive Language Development

A

= crying birth, when hunger, pain, tried, cooing (2-4 months) breahty vowel sounds of sharp contrast, as profreses coos become social, Babbling (4+ months) breathy, harsh, consonants, repetitive, Expressive Jargon (end of 1+) same phonemes, none of morphemes, sometimes have pragmatics down really well, first word (around 13 months) holophrase: when the word has meaning, one word w alot of meaning, two word utterances (18-24 months) telegraphic speech and word spurt “daddy home”

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26
Q

Language vs Communication

A

novel/creative flexible can be used in different ways, animal communication, mating, potential threat, arbitrary, words are constructed over time, displace (talk about future/past), interpersonal, we talk differently to kids certain friends, structure, syntax, semantic, phonemes= basic sounds of language, Morphemes = roots of words, prefixes, suffixes

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27
Q

Pantanese/child directed speech-

A

you are talking to a child, loud, slower, repetition, speech for babies, research shows pantase facilities language development

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28
Q

Overregularization

A

= making language more predictable than it is, “yesterday I run so fast, I runned” applying past tense they have heard

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29
Q

Overextension/underextension -

A

over= kids take a word and use it too widely, daddy is every guy, under = using a word too narrowly, dog = only there dog

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30
Q

Behavioral Perspective -

A

environmental influences, operant conditioning, imitation, parents supporting language, doesn’t do it all all

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31
Q

Nativist perspective

A

= biologically, primed to learn language, chomosky = universal grammar, LAD (language acquisition) born with universal grammar rules, Lennerburg (critical period hyp), believed critical period from infancy to puberty, easier to learn language

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32
Q

WUG experiment

A

= made up nonsense words, asked them to make plural or possessive, clever because they had never heard these word, mean that they have abstracted how to do endings, not just memorization

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33
Q

Sign Language research

A

= found very similar patterns of development, one sign utterances, than 2, couple of differences, signs emerged earlier first word, signs are 100% visible but you can’t see what goes into make a word, hand motor skills also advanced

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34
Q

Apes and Language

A

complex systems of communication, not all human characteristics, couple raised baby ape as child, ape learned 4 words, tried to teach ape sign language, larened 129 signs, based on chimp babies, Koko the ape = largest vocab

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35
Q

Temperament

A

seed of personality
- biologically driven which interact with environment
- NY longitudional study
- easy child, difficult, slow to warm up child
- the goodness of fit model
- does difficult equal bad

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36
Q

9 qualities of temperament

A

extent/level of motor activity
rythmicity, degree of regularity
the response to a new object, or perosn
adaptability
threshold of sensitivty to stimulus
intensity of a response
general mood/disposition
degree of a child’s distractibility
9 child’s attention span

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37
Q

Easy Kids

A

happy, friendly, predictable, don’t mind change

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38
Q

Difficult Child

A

cranky, intense, react with intensity, don’t like change, NOT adaptable

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39
Q

Slow to warm up child

A

in the middle, take them some time, generally adaptable when given time

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40
Q

The Goodnes of Fit model

A

looked at parents expectations, working parents,
difficult babies harder to care for, in these scenarios
lower SES, moms working in home don’t care as much
thomas and Chess = goodness of fit model
NOT about individual characteristics, bt about how parent fits with kids, how they fit with parent and fmailies

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41
Q

Study Example

A

medically diagnosed disabilities
followed 2nd = 6th grade
goodness of fit measure = list of all the naughty behavior kdis do,mothers check what kids did
2nd instrument - how much naughty behavior bothered them, oftne chose ones the kids didn’t do
found good and bad fit parent, kid match
by 6th grade kids with bade fit- lowest scores, control - bad fit, learning disabilities, good fit, learning disabilties bad fit

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42
Q

Masai Effect

A

in Africa
traveled from water hole to water hold
classifed babies group traveled off
then met up months latter
severe drought, people, livestock, babies suffered
the babies that lived/survived was the difficult babies
parents had to placate babies, so recieved more food, attention

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43
Q

Cupboard theories of attacthcment

A

A
Frued = babies attach, because oral fixation is satsified by being fed
Behavorism = we form associations, babies asociate full tummies with parents

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44
Q

Harlow’s work with infant monkeys

A

raised them in isolation to NOT get sick, turned out, monkeys acting in unusal ways, rock, self destructive behaviors, started studyign monkeys
gave monkeys fake moms (1 soft comforting, 1 feeder monkey)
soft comforting monkey was the one they ran to
DESTROYED CUPBOARD THEORIES

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45
Q

Tejada, Dunbar, Monetero study

A

hand massages and mod, folks with hand massages, mood improved dramatically

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46
Q

tiffany field- infant massage

A

preterm babies who get infant massage, develop faster, led to weight gain

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47
Q

Development of atactchment

A

human are predisposed to attatchment, when parents behave predictably trust is made
preattactchment phase (birth - 6 wks)
attatchmetn in the making (6-6 months)
recognizes parents, want to be held, NOT ALONE, smell mom if breast
Clear Cut attachtmetn (6- 24 months)
learn alongside parents, parents are reference pt
object permanence at 7 months
Formation of Recirpocal Relationships (18-24 months)
trust, parents leave with babysitter, they will come back decline in seperation anxiety

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48
Q

Spitz “failure to thrive”

A

studied orphanages
one orphanage, 8 babies to a caregiver
feed them by propping up a bottle
no cuddling or played with
draped cribs so they couldn’t see each other
babies with moms who gave birth
fed, but babies with mom
babies in family home, demonstrated failure to thrive, NO physical medical explanation, not developing simply because of lack of contact comfort

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49
Q

Skeel Longitudinal Study

A

lots of babies, of DQ scores low, did not get placed for adoption
started transferring babeis to insitution, did not get placed for adoption
started transferring babies to insitution for women with cognitive deficits, able to visit insitiutiton, DQ scores were well above average
suprising because IQ scores are mnalleable
kids followed for 21 years, transferred, showed jumps in IQ remained

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50
Q

The strange situation

A

introduction into lab playroom
parent and baby alone
stranger enters tries to engage with baby
parent leave, baby with stranger
parent returns, stranger departs
parent leaves baby alone
reunion

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51
Q

Avoidant Attachment

A

(about 20%)
don’t do as much social referencing
engages with stranger
reunion not as happy
not attachment/problematic
baby could have attachment disorder

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51
Q

Secure Attachment

A

best outcome
about 65%
baby uses parent as social referencing- baby shows stranger anxiety, baby will be comofrted when baby falls looks to parent for rxn

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52
Q

Disorganized - disoriented (2%)

A

kids enter playroom
don’t settle in when you pick them up, go ridged
dazed expression on there face

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53
Q

Resistant/Anxious Ambivalent Attachment

A

(13%0
babies don’t settle in play room
cry when parents leaves
reunion - push parent away
clingy
don’t settle in

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54
Q

What about daycare?

A

research is mixed
some suggest higher rates of insecure attachment others do not
quality of daycare is an issue, attachment problems, untrained staff, high turnover
Parenting attentionality - more of this distracted parenting, with kids but on phones.

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55
Q

What makes a good quality daycare?

A

A
5 factors
- people like there jobs, clean, ratio of kids - babies, age appropriate toys, structure activities

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56
Q

Daycare Research

A

social development (externalizing behaviors)
cognitive development - advanced in high quality daycares
physical development (kids get sick more, OM, flue, cold, covid, problematic in daycares bigger than 6)
one study showed possible higher cortisol levels because of stress

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57
Q

Attachment disorders

A

Why? - deprivation, neglect, abuse, congenital issue
Treatment? assessment to see issue solution, encourage caregiver to provide predictability, have parents engage with baby during alert - activity, making sure babies adress kids medical NEEDS, cleanliness, if congenital, early remediation.

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58
Q

Erikson

A

trust vs mistrust - trust, parents respond when baby needs them, predictable = trust
autonomy vs shame and doubt, beginning sense of autonomy
initiative vs guilt
industry vs inferiority

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59
Q

Theory of Mind

A

understanding of our mental states
understanding of others mental states
tested with fasle belief tasks
tested with smarties test
a kid given smartie box, asked what is in the box, pencils in box, researcher asks kids what they think is in the box says “pencils”
though they always kknew it was pencils
idea that what they know know you know- piaget called this egocentrism
kids with austism struggle with this

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60
Q

Immunizations

A

by the time children go to school recieve, between 25-30 vaccines
ny vaccinations about 73%
US average about 73&
some parents are frightened about possible side effects

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61
Q

Detheria Tetnus (DTP)

A

bacterial infection, 1/2 people die, young and elderly, tetenus = muscle spasm. from soil

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62
Q

IPV

A

polio, feared, paralysis/death in kids, families quarentiened

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63
Q

MMR

A

measles, rash, aches, pains, flu - like, 1/1,000 develop brain sweling die, airborne,
mumps - 200,000 cases a year 20-30 die, inflammation on jaw glands, infect testicles, sterile
Rubella - outbreaks in 60s, teratogenic, 30,000 kids effected

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64
Q

HIB

A

flu, can be serious in kids, complication - meningitis, declined, 98%

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65
Q

Hepititus B

A

infection of liver, transmitted from bodily fludids, sex, mom to baby, needles, infected ifnants, chronic liver, cancer

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66
Q

Hepatitis A

A

impacts liver, transmitted from fecal oral, sometimes reasturants

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67
Q

Flu

A

see it every year, CDC tries to predict what will be dominat in winter, 140,000 hospitalizations, complications = dehydration, phenomena

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68
Q

Chickenpox

A

herpes virus, previously viewed as not a big deal, itchy goes dormant, unitl immune system compromised - shingles,

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69
Q

Phnemoccal

A

bacteria spread by coughing and sneezing, leads to phenomena, OM rates dropped

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70
Q

What would happen if more U.S parents chose not to vaccinate?

A

currently with 75% vaccinated we have herd immunity
13-20k cases of polio
3-4 million cases of measles
20k cases of invasive HIB
150-260k cases of pnemoccal

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71
Q

Autism and vaccinations

A

many parents suggest there is a link between MMR vaccine and autsim, to date medical reserarch has shown NO link

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72
Q

Taylor, 1999, Autism Study

A

no step up diagnosis prior/after MMR vaccine
developmental regression NOT clustered in the months after vaccination

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73
Q

Wakefield 1998-

A

published a study of 8 kids who developed Autism after MMR vaccine, he had wanted to promote his own vaccination, study was not correct, license retracted 2010, used to prove anti vax parents points, study retracted, he lost his license in 2010

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74
Q

Vaccine Hesitancy

A

cognitive dissonance
- unable to distinguish what info is reliable, when you look up info on internet, So much info,

75
Q

Dunning Kruger Effect

A

knowledgeable, person thinks they know everything, non experts think they are experts

76
Q

Survivorship Bias -

A

you look at ppl that survived, those who didn’t invisible, Illusory correlations- perceiving that a relationship exists between variables, “phantoms:, relationships that don’t really exist, absolutely fine got vaxxed, then symptoms to Autism

77
Q

Omission Bias -

A

aking risk of disease over risk of getting vaxxed, one reason because when you go to get vax, get list of side effects potentially

78
Q

Neglect probability

A

tendency to completely disregard probability, when making a decision vaccinated, but still getting covid -> don’t work

79
Q

Vaccine Hesitancy Post covid- he et al (2022),

A

252 participants, found increased childhood vaccine hesitancy, increased anxiety about vaccines, but didn’t result in a decreased attempt to vaccinate, household income = higher than 50k-90k dollars, decreased childhood vaccine hesitancy.

80
Q

Cognitive Development in Early Childhood -

A

Piaget focused on pre operations, believing you could look at drawings to assess development.

81
Q

Hogbart and Brooks

A

raised their child with no representational images, no TV, images, etc, tested their kid, kid had no trouble identifying pictures.

82
Q

Hagen’s theory -

A

no development, cultures and individuals use any of the three equally valid systems, metric, Affine, projective

83
Q

The last supper

A

= projective system - you can see convergence

84
Q

Piaget’s theory of drawing

A

3 stages of development, Synthetic incapacity = on simple relationships shown, things aren’t synthetically relationship, early tadpole

85
Q

Intellectual Realism -

A

draw what they know rather than what they see, legs in back, not hidden for depth, show them all

86
Q

Visual Realism

A

pretty, accurate with perspective and depth seen

87
Q

Hagen vs piaget

A

hagen would say there does not appear to be development BUT there do not appear distinct phases, there is a wide range of individual differences in drawings

88
Q

Emotional and Social learning play

A

play involved cognitive and social development,

88
Q

Unoccupied play

A

play mat, kicking feet, rattles, hand eye coordination, Babies Solitary Play - bounce ball, put toys in bucket, puzzle, rocking teddy bear, NOT capable of of playing with another kids, don’t want to share,

89
Q

Onlooker play

A

like to watch older kids, play but won’t engage in younger sibling, watching older sibling play

90
Q

Parallel Play

A

doing/playing together, share a common goal

91
Q

Sensorimotor pLay Function play

A

mostly unoccupied play,

92
Q

Constructive play

A

building something, legos,

93
Q

social Play

A

any play happening, with other ppl interacting, Dramatic Play has a theme, inspired by media.

94
Q

Games

A

board games, rules, structures, winner and loser

95
Q

Sexually Differentiated Biology

A

there are not really two discrete biological boxes, sexual differentiation is messy, binary sex is constructed, movement from the terms “biological sex” to “sex traits:

96
Q

“Biological sex isn’t simple”

A

ppl try to make it simple, has multiple layers, layers may all be consistent but sometimes they are not

97
Q

Fausto sterling 2012 -

A

chromosomal sex, gonadal sex, ovaries, testes, neither, both, Hormonal sex = estrogen related hormones, androgen, both produced by both, Internal reproductive sex, brain sex.

98
Q

External Structures

A

parallel structures/development, when a child is born and even before, we often look at the genitals for info about their possible sex
we are, as a culture a kind of obsessed with kids genitals

99
Q

Sexual differentiation of body

A

the fetus is “unsexed” in early development, all fetuses have primordial gonads and wolfian duct systems
mullerian ducts become the female reproductive tract
wolfian ducts become the female reproductive tract
in absence of SRY, ovaries develop around 6 week

100
Q

Multiple Paths

A

many kids are born intersex
about 1 in 1500 kids are intersex
if baby isn’t having trouble peeing, you can do nothing

101
Q

Congenital Adrenal Hyperlasia

A

in some situations, females genetically fetuses are exposed to androgens
parents generally favor early reassignment

102
Q

Spatial Ability in CAH

A

different spatial abilites, mental rotation
-historically men tend to do better
ppl who identify as men spatial ability in one hemisphere
ppl who identify as women spatial ability is bilateral
can find more kids upset with surgery than happy

103
Q

Androgen insensitivity syndrome

A

x linked recessive condition
XY chromosomes body is immune to androgens
develop testes, but body doesn’t react
normally if everything looks fine don’t do extensive testing
at puberty doesn’t menstruate because they have testes inside, could become cancerous
identify as female tend to femine

104
Q

5 alpha reductase

A

feminized phenotype at birth, and appearance of testicles around puberty
18 cases, 16 socialized as boys, easily went against idea of gender neutrality
suggested biology trumps, socialization

104
Q

Sex chromosome conditions - turner’s syndrome

A

alot of pregnancies spontaneously terminate
not identified at birht, 100k females, a bit of webbing between neck and shoulders
don’t typically develop secondary sex conditions either, unless get hormones

105
Q

Turner syndrome and Gender issues

A

“tuner” nuerocognitive phenotype, unable to spatially organize/do spatial tasks

106
Q

Sex chromosome conditions - klinefeller’s syndrome

A

XX and Y often people go unidentified in cognitive abilities
reading difficulties, lower verbal IQ
extra chromosome, changes = female body fat distributions, fat deposits on legs, butt, chest, if gender development male very unwelcome.

107
Q

Gender identity

A

knowledgable of being female, male, bi, neither

108
Q

Gender identity disorder/dysphoria

A

attiude, behaviors beliefs, assigned to each gender based on reproductive sex

109
Q

Gender stereotypes

A

women are like this, males are like this
- letting kids choose there own gender, not assigning pronouns

110
Q

Issues with gender binary

A

big issues, transgender people face, staggering levels of bullying.

111
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

112
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

113
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

114
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

115
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

116
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

117
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

117
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

118
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

119
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

120
Q

Childhood Obesity

A

18.5% of Am. children meet criteria for childhood obesity
80% of obese kids will remain obese adults

121
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

122
Q

Food Deserts

A

no reasonably priced food within walking area fresh produce really pricey, doesn’t keep well

123
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

124
Q

Schajter

A

developed externality hypothesis
ppl who are obese more susceptible to visual cues
restaurants venting into the streets
food tv commercials

125
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

126
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

127
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

128
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

129
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

130
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

130
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

131
Q

Stanford Binet Intelligence Scale

A

recognized there was diversity in the way we thought

132
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

132
Q

IQ is it destiny

A

one of old celebrities has highest IQ ever
but she uses her big IQ to help people solve puzzles

133
Q

The IQ controversy

A

controversy that som epart of IQ may be biologically driven
previously just assumed that biology is destiny

134
Q

Hernstein and Murray - 1994

A

argued that IQ biologically based
the reason for AA low IQ is because of biology
led people to cut funding for school programs, like head start

135
Q

Jensen 1985

A

influenced politicians along the way

136
Q

Hernstein and Murray

A

wrote a book called bell curve
when you give IQ test you get a bell curve
curve is biologically based
the people at the top of hte curve become CEO, a presidents
folks at the bottom, end up, needing social support
programs cut, because kids with lower IQ scores can’t be helped
did cherry picking

137
Q

Scarr and Weinburg, 1983

A

kids who had been adopted had above average IQ, test means that is actually test of middle class whitness

138
Q

Shirley Brice Heath 1989

A

white/ AA moms reading book to children
realized white moms reading books like and IQ test, How many Bananas? What color is this
white AA moms related what was happening in real life

139
Q

Stereotype threat (mckowan and Weinstein) 2003

A

gave kids verbal tests
some told it was a test of how good kids are at school problems, others not told this
AA/Latin X kids struggled when told it was a test, but not when not told
Latin X kids who had strong stereotypes did poorly
this did not impact white kids

140
Q

Sternburg’s Triarchic Theory of Intelligence

A

consists of 3 sub-theories
Compoenetial/analytical subtheory
Experiential Subtheory (creative)
Contextual subtheory

141
Q

Compoenetial/analytical subtheory

A

metacognitiion our knowledge of o
ur own intelligence
better at remembering faces/names
better at essay tests over MC
easily distracted,
knowing your own capabilities, taking it into account when trying to solve problems

142
Q

Experiential Subtheory (creative)

A

A
novelty of task = when we face a task we’ve never seen before
- dealing with compelty new task
- truck stuck under bride, decide to deflate tires
Automatization of a task
- stroop test - colors/reading word
- people really fast at reading because of automatization
- cognitive processing freed up space so we can automate more

143
Q

Contextual subtheory

A

adapting - adapting to bigger classes in college, instead of small in HS, new ways to study, etc
- Shaping - shape your environment, you study 9-10 pm, then I can play my video games
- Selecting- something that fits them, selecting a new college

144
Q

Gardner’s Theory of Multiple Intelligence

A

at the start a little bit of biology
mainstream view if your smart your smart, Gardner believed all abilities are independent
Linguisitc, logico-mathmatical intellignece, musical intelligence, spatial intelligence, bodily kinesthetic, interpersonal intelligence, intrapersonal intelligence, Naturalists

145
Q

Linguistic Intelligence

A

verbal intelligence
word, language, writing, into things live poetry, don’t mind giving presentations
like to read, like to be read to
gravitate towards debate club
explains things well
good at word play, puns

146
Q

Logico Mathematical Intelligence

A

good understanding of Piaget
STEM
good at problem solving, reasoning, recognizing patterns, think about numbers, relationships, engaged in empirical research, science fair
scientist, mathematician, engineer

147
Q

Musical Intelligence

A

like to sing
babies like to dance
manifest in young children
baby “dancing: hear music that other pepople don’t hear
music teacher, conductor, musician

148
Q

Spatial Intelligence

A

good at visual spatial
draw early
will us the whole sand box
drawn to artistic expression
use whole paper
like maps, charts
artist, architect, engineer

148
Q

Bodily Kinesthetic

A

people who are good at moving there bodies
good at sports, gaming, good at doing
mime, dancer, builder, sculpture

149
Q

Interpersonal Intelligence

A

involves understanding and relating to other people
work to create positive relations with others
great at reading facial expressions/body language
## psychologist, philosopher, sales person, politician

150
Q

Intrapersonal Intelligence

A

-goo dat being aware of there own personal feelings
- people are very in touch with own reasons, reflection
- understand why they are motivated
- sometimes people will see them as daydreaming
- introspective writer, philosopher, type of scientist

151
Q

Divergent thinking

A

creative solutions, would want this with some type of cancer, unique solutions

152
Q

Naturalistic Intelligence

A

very interested in natural world
in tune with nature, very interested, exploring environment, thrive in outdoors
dinosaur kids
biologist, conservationist, believes biological for everything

153
Q

Convergent thinking

A

thinking one way
this is needed with broken bones

154
Q

Mastery oriented Attributions

A

focus on process, learning for learning, sake not focused on grades, rewards, tends to believe you can try harder

155
Q

Performance Oriented attribution

A

focus on outcomes, like grades, do something well, not something they can change, critique of our school system we focus on this, token economy, plastic coins with different values

156
Q

Learned Helplessness

A

based dog learning task, placed in a skinner box
yolked together
if they hop over the wall environment changes, floor of cage would give electrical shock
only matters if dog A jumps and drags B
separated into a new boxes
Dog A learnes moving lever fixes problem
Dog B lays down because nothing it does matters
parents can contribute to this with conversations
concern with performance oriented tasks

157
Q

Sociometric Status (Peer Acceptance)

A

nomination method” who do you want to play with, sit with, go over to there house
game up with popular, controversial, neglected, rejected
Popular kids = lots and lots of likes, want to sit with them
Rejected Kids = lots of dislikes
Controversial Kids = get likes and dislikes, sometimes class clow
Neglected Kids = don’t get mentioned, NO likes or dislikes, forgotten
Average Children = get some likes and dislikes but not many

158
Q

Popular Kids

A

have good social skills
however we do have popular antisocial children (tough boys)

159
Q

Rejected Kids

A

two subtypes
rejected agressive = children, bullies
rejected withdrawn = withdraw socially, often kids that get bullies

160
Q

Who bullies?

A

someone who intentionally, repeatedly causes harm to someone who has difficulty defending themselves,
being a victim to bully= emotional, sleep problems, anxiety, fear of going to school

161
Q

Van der wilt (2008)

A

studied language and peer sociometric status using nomination
kids who are rejected by peers show lower pragmatics in comparison to regular
suggestion = work on social skills

162
Q

Cyberbullying

A

no longer refuge at home because even at home, cyberbullying continuous
in an age where feels necessary to go on phone, can’t escape, leads people to suicicde

163
Q

Signs of being bullied

A

unexplainable injuries
lost/broken property
frequent illness
changes in eating habits
difficulty sleeping
-declining grades, wanting to go to school
sudden loss of friends
feelings of helplessness
self destructive behavior

164
Q

Signs a child is bullying

A

get into physical/violent fights
have friends who bully each other
increasingly aggressive
get sent to principal/detention often
have unexplained extra money, new belongings

165
Q

Risk?

A

those who are perceived as different
those perceived as weak
sociometric status is a factor
LGBTQ kids

166
Q

Epigenetic Possibilities (muldar et al 2020)

A

explores genes expression under environmental conditions
how bullying can impact way genes work
effect how easily a genes is read or not
1,3332 kids studied
demythalation (genes being turned off/on)
associated with bullying exposure
genes involving cardiac function, also nerve development

167
Q

Divorce a Period of transition

A
  • the divorce rate in america is the highest in the world
  • at any given time about 25% of Am/ live in single family households
  • about 2/3 of parents remarry
  • half of these children experience the end of the parents 2nd marriage
168
Q

Consequences of Divorce

A
  • financial hardship
  • mother headed households experience a sharp drop. in income
  • 3/4 of mothers get less child support than they should about 25%
  • move to new household can be disruptive in less support from family and friends
  • minimal parenting
  • sometimes older kids take on parental role
169
Q

Gender differences in reaction to divorce

A
  • boys and girls may show declines in school achievment in aftermath of divorce
  • boys in mother custody family
  • experience more immediate serious adjustment problems
  • related to gender roles, because we don’t see the same thing with female
  • girls
  • may show long term effect on heterosexual relaitonships
170
Q

Effect of divorce, depends on age and gender

A
  • young children may
  • exhibit seperation anxiety
  • blame themselves
  • fantasize about parents reuniting
  • older children may
  • respond positively to extra responsibility (only a little)
  • exhibit negative behaviors like
  • truancy, delinquency, running away
171
Q

Four factors that make a difference on how kids handle divorce

A
  • boys have more difficulty immediately especially if they live with mothers
  • children whose relationships with there fathers continue do better
  • children whose parents behave well towards each other
  • children whose financial circumstances do not dramatically change do better
172
Q

Banana split club

A
  • provides a safe place to express feelings
  • normalize feelings through sharing
  • train children in problem solving and coping
173
Q

Children and media

A

most children in the U.S spend more screentime than any other country

174
Q

Network TV, Is it all negative?

A
  • children are exposed to 38 media hrs a week
  • violence
  • kids cartoons some of the most violent shows on tv
  • how to course in agression “hardens” kids to violence and agression
  • correlates with physical/verbal agression, don’t know if casuality is involved
  • violent tv, violent games don’t increase violence for all kids, but a subset of kids are affected, tend to be boys
175
Q

Cultivation effect

A
  • had people watch news different amounts, filled out survey
  • people who. consumed alot of media behaved mroe violent, because watched more news
  • more vigilante, had greater anxiety
  • adolescence and young adults, who consume more media see world as more sexual place
176
Q

Educational TV, is it gender typed?

A
  • as they learn to develop ideas about gender
  • found that educational tv is gender typed
  • researchers suggest it is (characters more likely to be male)
  • girls will watch and identify with male characters
  • but males will not identify with female characters
177
Q

G rated animated films (Yokota and thompson)

A
  • reviewed 74 animated films
  • not only do kids watch it, but they have toys, costumes
  • average length of violence per film 9.5 minutes (6sec-24 minutes)
  • in 62% at least one character was injured
  • 125 total injures (62 fatal)
  • at least one character in each film celebrated the injury
178
Q

TV violence and AAP

A
  • protracted TV viewing is now seen as a cause of violence and agression in some kids
  • frequent viewers become desensitized to violence
  • frequent viewers more likely to find violent solutions
179
Q

Networks TV

A
  • tv viewing has been linked to an increase in childhood obesity
  • encourage ethnic and gender stereotypes
  • encourages inactivity
  • reduces imaginative play
  • kids will play with toys from movies, reenacting movie storylines
  • sends confusing messages about sex
  • educational TV evaporates in middle childhood
  • may be linked to lower academic performance
180
Q

Children’s books

A
  • some books are very very gender types, Jemina puddle ducl
  • female victim, male hero
181
Q

What should we do about TV and book?

A
  • parents should be educated about negative consequences of TV
  • limit to 1-2 hrs
  • check what messages of book are
  • things are changing for parents who want to there are options

PSYCH 220 - Developmental (10 decks)

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