Exam 3 Flashcards by Nikki Voss

-Ability to acquire and apply knowledge and skills, not only knowing facts but knowing how to apply facts
-Ex: how to problem solve

Intelligence

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-intelligence as a single trait, measurable,
-general intelligence influences ability on all intellectual tasks

general intelligence

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evidence
-g correlates positively with school grades and IQ test predicts
criticism
-g represents what tests have in common/depends on what questions on the test
-test scores aren’t everything, must apply knowledge

evidence and criticism for general intelligence or g

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-factual knowledge or things you can memorize
-example: word meanings, capitals or countries, arithmetic
-steadily increases throughout lifetime

crystallized intelligence

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-ability to think on the spot and come up with things on you toes
-example: problem solving, inferential thinking, analogical reasoning
-peaks in early adulthood

fluid intelligence

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-intelligence is the ability to achieve success in life
–3 categories: analytic, creative, practical
—measures more areas than traditional IQ tests which focus only on analytic

Sternberg’s theory of successful intelligence

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—intelligence is more than a paper test could tell…includes spatial, linguistic, logical, musical, mathematical, athletic, naturalistic, interpersonal (interact with others, and intrapersonal (self-reg of emotion) skills
—advantages: intelligence can’t be just one thing: child protégés, people with brain damage, autism…
—disadvantages: no reliable tests for musical, athletic ability, not clear if their other domains are forms of intelligence or special talents

Gardner’s theory of multiple intelligences

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what does it mean that IQ is a relative measure of intelligence?

IQ scores reflect performance on test relative to other children of the same age

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-one of the most stable of all human traits
-IQ predicts school grades, years of education, income as adult
why is it related to later success??
–reflects ability to succeed in society
–guarded entry-have to do well on tests to get into college etc or to get job

LIMITATIONS:
-doesn’t account for motivation, creativity, physical and mental health, social skills

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-avg IQ scores are 10-15 points lower for African American than Euro-American
– Latino and Native American fall b/w
– Asian American= highest
—-account for diff ethnicities with same SES and diff are smaller but still there
-Native Americans, Lations, and Asian Americans do better on performance than verbal
–African American do better on verbal

genetic influences on intelligence

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-HOME score (quality of home)-affects school achievement
–family niches: the athletic one, the smart one…

family influences on intelligence

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–one of best predictors of IQ is how many books are in the home
–poverty can have negative effect on IQ-
-poor diet, health care, less emotional support, poor schooling etc

societal influences on intelligence

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(Home observation for measurement of environment)
measures quality of home environment
–score highly correlates with intelligence at age 4.5
–correlates highly with school achievement
–good predictor of IQ

HOME scores

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-more days in school correlate with achievement
-IQ rises in school, drops in summer

School and intelligence

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-evidence to say race is a social construct
-race has no biological basis- skin color is just a trait like hair color aka race is a social construct…so race does not equal genetics
–IQ is not genetically based
-more GENETIC variation within racial categories than between them
—-opposite of the Bell Curve- criticize the interpretation of this data

race and intelligence

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-emphasized importance of early experience
-importance of subjective experience (your perception)
-large role of the unconscious

–initially all instinctual drives based on bodily needs, later some drives transform into psychol needs

***first to emphasize importance of early relationship with mother

Freud’s theory of social development

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–elaborated Freud’s theory to include cultural and contemporary issues
-covers infancy to old age
-eight stages each with a “crisis” that must be resolved to progress

Erikson’s theory of psychosocial development

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-bobo doll study: kids imitate the aggressive acts seen on TV, but less likely to imitate if model was punished

-children can learn quickly just by watching others, tendency to imitate depends on whether the model was punished or rewarded

Bandura’s social learning theory

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ID, ego, superego

Freudian personality structures

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1.) the unconscious
-present from birth
-innate biological drives
-PLEASURE PRINCIPLE: infant’s behavior is to max pleasure

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2.) emerges late in first year
-stands for reason and good sense
-REALITY PRINCIPLE: balance unconscious with need to act effectively in the world
-develops into sense of self
-conscious thought=tip of ego

Ego

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3.) between 3-6 years
-morality, conscience allow you to control behavior-results from internalization of social rules

Superego

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IQ is a strong predictor of academic, economic, and occupational success; however, other characteristics also exert important influences. Which of the following has NOT been suggested to exert influence on important outcomes?

type of school (public, private, home school, etc.)

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The fact that children have been shown to perform well on dissimilar intellectual tasks is supportive of:

intelligence as a single trait.

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Which is the strongest indicator of a kindergarten child's later ability to sound out and spell words?

1. phonemic awareness

Alex loves reading. His parents, however, are not avid readers. Alex convinces his parents to read to him extensively and they do so because of his genetically driven interest in reading. This scenario BEST demonstrates:

2. evocative effects of genotype-environment interactions.

-child= product of social environment -treatment from parents shapes how the child develops, parents should distance themselves from children so they don't become needy

Watson's behaviorism

-technique to eliminate anxiety/phobias through controlled exposure --desensitize little by little-shapes behavior

Systematic desensitization

-adjusting reinforcement contingencies to promote desired behavior and deter unwanted behavior ---used for quitting smoking etc -any kind of reinforcement (positive or negative) encourages it again, so TIME OUT is effective because it removes the reinforcement so unwanted behavior is not rewarded

behavior modification strategy

children play a very active role in their own socialization through their activity preferences etc...ACTIVE CHILD THEME, INDIVIDUAL DIFFERENCES

Theories of social cognition

(theory of social cognition) -role of cognitive processes in social behavior -children's use of aggression as a problem solving strategy

dodge's information processing theory of social problem solving

-role of the larger environment -bioecological=multiple levels (family,culture etc) that affect develop

ecological theories of development

-behavior as related to evolution examp: imprinting- newborn mammals become attached to mother at first sight---evolutionary benefit: ensures baby is close to a source of protection and food -human newborns strong tendencies that draw them to members of own species

ethological theory of development

stresses the evolutionary basis of many aspects of parental behavior, including the extensive investment parents make in their offspring

parental-investment theory

-learning to control your emotions/impulsivity TEST: wait for experimenter to get back for 2 candies, ring bell whenever for 1 candy --kids who waited had better vocab and were better at planning 10 years later, predicts social, academic, and emotional competence better than IQ

delay of gratification

-set of skills necessary for competent social functioning (self-motivation, persistence, regulate moods etc)

Emotional intelligence

-40 yr longitudinal study, 2/3 boys on welfare, 1/3 IQ below 90...no relationship b/w IQ and success,, EQ predicted outcomes 40 yrs down the road

somerville study for emotional intelligence

80 students underwent personality tests, IQ tests and extensive interviews --EQ was 4x as likely to predict success than IQ

Berkely PhD study

-emotions are innate -each emotion associated with a specific set of bodily and facial reactions -emotions are distinct--even early in life

Izard's discrete emotions theory

-emotions serve functions (promote action towards goal--fear helps you avoid potential threats) -role of environment (way your parents communicated emotions to you is how you experience them)

Functionalist approach to emotions (Campos, Saarni)

1. angry 2. disgust 3. fear 4. happy/joy 5. sad 6. surprised --innate

6 basic emotions

-POSITIVE: smiling--reflexive in first month, 3rd month=social smile, 7th month=smile more at familiar ppl -NEGATIVE: by 2 months, expressions for anger and sadness are distinct from distress pain -until 1yr hard to differentiate b/w fear, distress, anger, pain

ages for basic emotions

guilt=empathy for others, wanting to make up for wrong etc shame= focus on self, rather than others, "I don't want to get in trouble", hide if did something bad

Shame vs. guilt

--emerge around 1-2 yrs 1.pride: by 3yrs ant of pride related to difficulty of task 2.guilt: 2-3 years 3. shame: 2-3 years 4. embarrassment: 15-24 months, some kids embarrassed when made center of attn

self conscious emotions

8months-2 years -reflects strengthening attachment to parents , evolutionarily adaptive, increases until age 2 then fades

stranger anxiety

(8-15 months) -distress from leaving or being left by parents

separation anxiety

easier to identify positive emotions than negative for younger as opposed to older children

Know difference in progression of being able to identify emotions for younger and older children

1. caregiver regulation to self regulation 2. cognitive strategies to control negative emotions 3. Selecting the right strategy

development of emotional regulation

Differences in various aspects of children's emotional reactivity that tend to emerge early in life are labeled as dimensions 3 categories: 1. easy- most babies 40% 2. difficult - 10% 3. slow to warm up- 15% -temperament measured by in-depth interviews with parents, infants categorized, followed in a longitudinal study, physiological studies -stability: fearful distress, tendency for negative emotion, and focus= mostly stable some aspects of temperament tend to be more stable than others. For example, over the course of infancy, positive emotionality, fear, and distress/anger activity level may be more stable than activity level

Temperament

-children with negative, impulsive temperament more likely to not get along with others, engage in illegal behaviors, less happy relationships etc -temperament largely a result of genetics- shown by twin and adoption studies

relationship of temperament and social adjustment

3 processes: 1.parental expression--positive 2.parental reactions to children's emotions 3.discussion of emotion

Parental socialization of emotion

by 4-7 months infants can DISTINGUISH some emotions, but aren't meaningful until after 7 months

understanding of emotions in infancy

appear around 3rd month, encourage care

Social smiles

-begins around 8-12 months--use parents' vocal cues and facial expressions to decide how to react visual cliff experiment: --look to mom and if mom's expression indicates fear, then infant won't walk over visual cliff, but if mom expresses an encouraging emotion, baby will

Social referencing

-at first, better at labeling positive emotions -- by LATE PRESCHOOL can differentiate between various negative emotions -most can't label complex emotions until MID-ELEMENTARY SCHOOL --kids good at recognizing emotions are much better at making friends

understanding causes of emotions

-social norms about when, where, how much emotion to show --gradual development of understanding of when it's ok to show emotion --prosocial= mask emotions to protect others' emotions --self-protective= mask emotions so as to not hurt yourself

display rules

-observations in orphanages--all physical needs were met, but children were failing to thrive..why?

historial reasons that lead to the understanding that attachment is important

1. preattachment (birth-6 weeks) --innate signals to bring mom 2. attachment in the making (6 weeks-6-8 months) --infants learn if caregiver is trustworthy, do they come every time 3. clear-cut attachment (6-8months to 1.5-2 years) --actively seek comfort from caregiver --mother as secure base to go explore 4. reciprocal relation (1.5 years and on) --increased ability to organize efforts to be near parents, separation anxiety decreases

Bowlby's attachment theory

-based on relationship, child develops this -it's a mental schema for how relationships work and it affects expectations about relationships throughout the lifespan

internal working model of attachment

-enduring emotional bond to caregiver/s

attachment

-monkeys spent time with cloth mother regardless of if it had food or not-- preferred the contact comfort, longing for attachment bc they had been separated from their mothers

Harlow's monkey experiment

-measure of attachment security --series of episodes with repeated seperations and reunions with caregiver, monitored response -On the basis of her observations, she came to the conclusion that two key measures provide insight into the quality of the infant's attachment to the caregiver: (1) the extent to which an infant is able to use his or her primary caregiver as a secure base, and (2) how the infant reacts to brief separations from, and reunions with, the caregiver

Ainsworth's strange situation

-using caregiver as a base to go out and explore but then come back to safety of caregiver

Secure base

1. securely attached 2. insecure-resistant 3. insecure-avoidant 4. disorganized/disoriented

Attachment types

-a pattern of attachment in which infants or young children have a high-quality, relatively unambivalent relationship with their attachment figure. -used mom as secure base -distressed when mom leaves, happy to see her -65% of kids, 2/3 -more likely to be better problem solvers, have better social skills, more positive etc

Securely attached

-a type of insecure attachment in which infants or young children are clingy and stay close to their caregiver rather than exploring their environment. -fussy when mom leaves, seeks comfort upon return and then resists it -15%...b/w 1/6 and 1/5 -socially withdrawn, less curious, poor peer relations etc

Insecure-resistant

- a type of insecure attachment in which infants or young children seem somewhat indifferent toward their caregiver and may even avoid the caregiver. - tend to avoid mom, ignore her in room -fail to greet her upon return -20% 1/5 --socially withdrawn, less curious, poor peer relations etc

Insecure-avoidant

- a type of insecure attachment in which infants or young children have no consistent way of coping with the stress of the Strange Situation. - rare but often see in children who are abused -no consistent way of coping with strange situation behavior is confused and contradictory -want to approach mom but scared

Disorganized-disoriented

- the MOST important behavior related to secure attachments --responsiveness of caregiving

Parental sensitivity

-by 18 months, can recognize physical self in mirror --test: place mark on child, expose them to mirror...do they try to clean spot off mirror or themselves-fail before 18 months

mirror self recognition test

-in adolescence -overly differentiate their feelings from the feelings of others, their feelings are unique or special "mom you just don't understand me" ---this egocentricism may explain why teens are so preoccupied with what others think of them

Personal fable

--Formation of identity = main crisis in adolescence -categories: ID diffusion, foreclosure, moratorium, identity achievement

Erikson's theory of Identity Formation

--Formation of identity = main crisis in adolescence -categories: ID diffusion, foreclosure, moratorium, identity achievement

Erikson's theory of Identity Formation

5 components= knowledge, self-identification, constancy, ethnic-role behaviors, feelings and preferences -5-8 years identify as a member of an ethnic category -harder for minorities b/c must decide how much of values should come from ethnic group vs majority group, may experience discrimination, peer pressure to conform to one group or other

Ethnic identity

-search for identity for homosexuals harder than heterosexuals b/c may face similar challenges as ethnic minority groups -consequences of coming out: parents may be angry, disappointed etc

Sexuality

1. first recognition; realizing one is diff from others, some awareness of same sex attract 2.test and exploration 3. identity acceptance- preference for same sex individuals, feeling more positive about their identity 4. identity integration- feel pride in themselves and their community and publicly come out

Process of coming out

Four-year-old Grace is constantly setting goals such as building a bigger tower, learning the alphabet, etc. Erikson would say she is in the ______ stage of development.

Initiative vs. Guilt (4-6 years)

Lisa's peers are picking on her at recess because she wears glasses. Which level of Bronfenbrenner's bioecological model is affecting Lisa?

Microsystem

Four-year-old Leo spent too much time in solitary activities and his parents wanted to encourage him to play with others. An observer noticed that in the classroom Leo's teachers gave him attention whenever he was by himself but tended to ignore him when he played with others. The teachers were instructed to give Leo attention when he played with others and ignore him when he played alone. This is an example of:

Behavior modification

Brad is a 5-year-old, who is asked why his preschool classmate is expressing sadness. Which of the following is likely to be true regarding his response?

Brad will be able to give an accurate explanation for the cause of his classmate's sadness.

Brad is a 5-year-old, who is asked why his preschool classmate is expressing sadness. Which of the following is likely to be true regarding his response?

Brad will be able to give an accurate explanation for the cause of his classmate's sadness.

Which of the following is NOT a reason that well-adjusted children tend to do better in school than their less regulated peers?

they have higher IQ and achievement test scores

When 5-year-old Jimmy is asked to stop playing and clean up his room, he says "No! Ten more minutes please?" rather than throwing a fit. This is an example of:

children's developing ability to use language when upset by parental demands.

Sexual-minority youth certainly have increased exposure to discrimination, abuses, and victimization:

yet they achieve levels of adjustment similar to heterosexual peers.

In the rouge test, children under 18 months will usually ______ to rub the rouge off; children over 18 months will usually ______ to rub the rouge off.

reach to the image in the mirror; reach to their own face

By age ______, many children can recognize themselves in photographs.

24 months

Oral, anal, phallic, latency, genital cons- no empirical data, too much emphasis on sex?

Freud's theory of social development steps

basic needs are met by oral stimulation--eating,sucking

Oral

second yr, potty training starts, kids learn to hold it- delay gratification, biological maturation makes this possible

Anal

3-6 years, superego (conscience) emerges due to internalization of social rules -child becomes interested in genitalia -identify with a gender -desire to avoid guilt

Phallic

6-12 years, sexual desire safely hidden in unconscious, allows for development of other abilities

Latency

begins at sexual maturation, sexual energy directed at opp sex

Genital

1.) Trust vs Mistrust- 1st year 2.) Autonomy vs Shame and Doubt- 1-3.5 yrs 3.) Initiative vs Guilt- 4-6 yrs 4.) Industry vs Inferiority 6-puberty 5.) Identity vs Role Confusion- teens-early adulthood

Erikson's stages 1-5

1st year -develop ability to trust others (needs met=trust) -learn to feel good around other people

Trust vs. Mistrust

1-3.5 yrs --motivation to develop sense of independence -don't do everything for child, but need rules too

Autonomy vs. Shame and Doubt

4-6 yrs --children interact and learn from parents --successful internalization of parents' standards= develop of conscience, failure = sense of guilt

Initiative vs. Guilt

6-puberty --learn cognitive and social skills that make them industrious and successful, competence

Industry vs. Inferiority

teens-early adulthood --achieve sense of identity by answering who am I?? what do i care about??

Identity vs. Role Confusion

-Microsystem, mesosystem, exosystem, macrosystem, chronosystem - conceptualizes the environment as "a set of nested structures, each inside the next, like a set of Russian dolls". Each structure represents a different level of influence on development. Embedded in the center of the multiple levels of influences is the individual child, with his or her particular constellation of characteristics (genes, gender, age, temperament, health, intelligence, physical attractiveness, and so on).

Bronfenbrenner's Bioecological Model (smallest-largest)

1st level, immediate environment child experiences, the activities, roles, and relationships in which the child directly participates over time. The child's family is a crucial component of the microsystem, and its influence is predominant in infancy and early childhood.

Microsystem

2nd level, which encompasses the connections among various microsystems, such as family, peers, and schools.

Mesosystem

3rd level, comprises settings that children may not directly be a part of but that can still influence their development. Their parents' workplaces, neighbors, mass media, school board

Exosytem

4th level, which consists of the general beliefs, values, customs, and laws of the larger society in which all the other levels are embedded. It includes the general cultural, subcultural, or social-class groups to which the child belongs. ex: laws, customs etc

Macrosystem

5th level, changes in person or environment over time (historical)

Chronosystem

no firm commitments, no plans ---tend to not have close friends, higher risk for drug use

ID diffusion

no experimentation, identity based on choices of others ---authoritarian, likely to rely on others for imp decisions

Foreclosure

exploring, but not committed (college) ---high self-esteem, high anxiety, low in authoritarian

Moratorium

coherent ID based on personal choices --socially more mature, higher in achievement motivation

Identity achievement

in Dodge's theory, the tendency to assume that other people's ambiguous actions stem from a hostile intent, search for evidence of hostile intent, more likely to respond with retaliation

Hostile attribution bias

Primitive emotions change into complex emotions (such as pain or a startled reaction turns to fear)

Sroufe's Undifferentiated emotions theory

--positive= kids are more positive and have greater self esteem, social skills/// neg= lower social competence, more negativity

Parental expression

esp for neg emotions-- criticizing or dismissing-child thinks feelings are invalid, emotionally unsupportive parents have kids with fewer skills for coping with stress

parental reactions to children's emotion

(direct) teaches kids meaning emotions, app contexts for expression

discussion of emotion

parents help infants by soothing and distracting, at 6 months start to self regulate by sucking thumb or looking away, at 9-12 months use language to talk about discomfort instead of throwing a tantrum, 2 years can control motor behavior

Stage 1 of development of emotional regulation

use cognitive strategies rather than behavioral to control negative emotions

Stage 2 of development of emotional regulation

can differentiate between situations they can/can't control and choose best strategy

Stage 3 of development of emotional regulation

Exam 3 Flashcards

(116 cards)