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Psych 171 > Exam #3 > Flashcards

Exam #3 Flashcards

(74 cards)

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1
Q

Sex

A

Genetic/biological component

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2
Q

Gender

A

Behavioral, cultural, and psychological component

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3
Q

Gender identity

A

Perception of oneself as male or female (or transgender), closely tied to gender roles

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4
Q

Gender-typed behavior/gender roles

A

Behavior that matches what is socially or culturally typical for one’s gender

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5
Q

Gender stereotypes

A

Cultural beliefs about gender differences in behaviors or attributes

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6
Q

Evolutionary theory

A

Males and females need different strategies to enhance survival of the species, adaptive behaviors passed down through genes

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7
Q

Limitations of evolutionary theory

A

Hard to test, does not account for individual differences or recent rapid changes in gender roles, does not explain cultural differences in gender roles, limited role of environment

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8
Q

Social Cognitive Theory

A

Children engage in observational learning about gender from models, receive feedback from environment (rewards and punishments)

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9
Q

Gender Schema Theory

A

Once a child has a sense of their own gender identity, they develop schemas to organize and structure their experiences

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10
Q

Martin and Halverson (1983)

A

Drawings of children involved in gender “consistent” and “inconsistent” activities, children better at remembering consistent pictures

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11
Q

Social cognitive theory vs gender schema theory

A

Social-places more emphasis on emotion, motivation, and environment
Gender-places more emphasis on cognitive (child’s perspective)

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12
Q

Liben and Bigler (2002)

A

Explicit measure, 9-13 year olds, more than half of traits viewed as applying to only one gender

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13
Q

Bian, Leslie, & Cimpian (2017)

A

Smart game vs try-hard game
5,6,7 years: interested in really smart
6 years: less interested in really smart game

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14
Q

3 components of moral development

A
  1. Cognitive
  2. Behavioral
  3. Emotional
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15
Q

Piaget’s Cognitive Theory of Moral Judgment (3 stages)

A
  1. Premoral stage
  2. Moral Realism
  3. Moral Reciprocity
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16
Q

Premoral stage

A

Young children, show little concern for or awareness or rules

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17
Q

Moral Realism

A

5 years old, concern about rules that come from some form of authority, rules viewed as unchanging and shouldn’t be questioned

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18
Q

Moral Reciprocity

A

11 years old, social rules viewed as arbitrary agreements that can be questioned and changed

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19
Q

Limitations of Piaget’s theory

A

Findings do not generalize to other cultures, underestimates children’s abilities

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20
Q

Immanent justice

A

Deviation from rules=punishment

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21
Q

Kohlberg’s Cognitive Theory of Moral Judgment (3 levels)

A
  1. Preconventional
  2. Conventional
  3. Postconventional
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22
Q

Preconventional Level and stages

A

Justification for behavior is based on desire to avoid punishment (stage 1) and gain rewards (stage 2)

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23
Q

Conventional Level and stages

A

Based on motive to conform, either to get approval from others (stage 3) or to follow society’s rules and conventions (stage 4)

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24
Q

Postconventional Level and stages

A

Judgments are controlled by an internalized ethical code that is relatively independent of the approval or disapproval of others
Stage 5: based on society’s consensus about human rights
Stage 6: based on abstract principles of justice and equality

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25
Limitations of Kohlberg's theory
Data is based only on verbal responses to interviews, hypothetical dilemmas differ from real-life dilemmas
26
Turiel's Social Domain Theory (2 domains)
1. Social Conventional | 2. Psychological
27
Social Conventional Domain
- Social expectations that help facilitate smooth and efficient functioning of a social system (ex: normals, ways of greeting, etiquette, reciprocity) - Moral violations are consistently viewed as worse than social convention violations
28
Psychological Domain
An understanding of self and others as psychological systems - Personal issues: only affect self - Prudent issues: immediate physical consequences for self - Psychological issues: involve beliefs and knowledge of self and others
29
What age can children understand right vs wrong?
16 months
30
What age can children justify their actions?
3 years
31
3 phases of moral behavior
1. Control phase: children depend on adults 2. Self-control phase: children comply with adults' expectations even in absence 3. Self-regulation phase: children use strategies and plans to direct their own behavior
32
What age is guilt experienced?
Age 2, can recognize guilt in others at age 5
33
Prosocial behavior
Conduct intended to help or benefit other people
34
Altruistic behavior
Intrinsically motivated conduct intended to help others without expectation or acknowledgment or reward
35
Prosocial reasoning levels (5)
1. Hedonistic 2. Needs-oriented 3. Approval-seeking 4. Empathic & Transitional 5. Internalized
36
Hedonistic
Concerned with self-oriented consequences
37
Needs-oriented
Expresses concern for physical, material, and psychological needs of others even if they conflict with own needs
38
Approval-seeking
Uses stereotyped images of good and bad and consideration of others' approval and acceptance
39
Empathic
Sympathetic responding, self-reflective role taking, concern with other's humanness, and guilt or positive affect related to consequences of actoins
40
Transitional
Justifications for helping or not involve internalized values, norms, or responsibilities
41
Internalized
Justifications for helping or not are based on internalized values, norms, or responsibilities, the desire to maintain individual and societal contractual obligations, and the belief in the dignity, rights, and equality of all individuals
42
Determinants of prosocial development (2)
1. Biological | 2. Environmental/Cultural: watching and imitating models
43
Aggression
Behavior that is intended to and in fact does harm another person by inflicting pain or injury
44
Proactive aggression
Behavior in which a person is hurt or injured by someone who is motivated by a desire to achieve a specific goal
45
Reactive aggression
A form of hostile behavior in response to an attack, threat, or frustration, usually motivated by anger
46
3 forms of aggression
1. Physical 2. Verbal 3. Relational
47
Expressions of Aggression (2)
1. Direct- directly targets another person | 2. Indirect-unidentified perpetrator that hurts another person by indirect means
48
Over time: - Proactive - Reactive - Physical - Relational - Direct - Indirect
``` Proactive=decreases Reactive=increases Physical=decreases Relational=increases Direct=decreases Indirect=increases ```
49
Low MAOA gene
High antisocial behavior
50
High MAOA gene
Low antisocial behavior
51
Bullying
Use of aggression against weaker individuals to gain status or power
52
Victimization
Process of being threatened or harmed on a consistent basis by a more powerful peer
53
Passive victims
Anxious or weak and respond non-aggressively to bullying
54
Proactive victims
Engage in aggressive behavior when attacked; provoke and irritate other children
55
Social policy
A set of planned actions to solve a social problem or attain a social goal
56
Public policy
Government-based social policy
57
Aims and purposes of a policy (4)
1. Provide info 2. Provide or call for funding 3. Provide or call for services and programs, intervene 4. Provide infrastructure
58
Policy making process determined by 3 things
1. Historical era (role of children) 2. Funding available (federal vs state vs local) 3. Research base
59
Policy making process
Scholarly research --> controlled application --> accepted practice --> policy reports
60
3 types of public policy
1. Primary (all) 2. Secondary (some) 3. Tertiary (few)
61
Primary policy
Reduce new cases of problem behavior
62
Secondary policy
Reduce current cases of problem behavior
63
Tertiary policy
Reduce complications, intensity, severity of current cases
64
Policy: Head start
Federally funded preschool program, benefits in academic and behavioral outcomes for children, reaches less than half of eligible children
65
Carolina Abecedarian Project
Full time high quality educational setting for children from infancy through 5 years + parent education
66
Policy: TANF
Cash assistance to families for basic needs, increases in parent employment rates and psychological wellbeing, but no decreases in poverty
67
3 types of child care
1. Care in own home 2. Family child care home 3. Center-based care
68
Characteristics of quality child care (8)
1. Adequate physical space 2. Plenty of materials 3. Good caregiver-to-child ratio (1 adult per 3-4 infants) 4. Balance structure and free time 5. Educated caregivers 6. Low staff turnover 7. Accreditation 8. Cultural sensitivity and educational philosophy
69
Florida child care quality improvement study
Mandated smaller child-to-caregiver ratios, higher caregiver education requirements
70
Child abuse
Physical injury or maltreatment by a responsible person so child's health or welfare is harmed or threatened
71
Child neglect
Failure of a parent or other caregiver to provide for a child's basic needs
72
Most common factors that lead to child abuse
- Distressed and unsatisfying couple relationship | - History abuse in the family
73
Nurse-Family partnership
Focus on mothers in poverty, nurses focus on health, parenting, link to services, successful at reducing cases of abuse and neglect
74
SafeCare
Parent training curriculum for parents at risk or have been reported for child maltreatment with child from birth to age 5

Psych 171 (3 decks)

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