Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

psych: development > Extrafamilial > Flashcards

Extrafamilial Flashcards

1
Q

Bronfenbrenner’s Ecological Systems View

A
  • Developing person is at the center of and embedded in several environmental systems, ranging from immediate settings to remote contexts
  • Four (five) systems
    1. Microsystem
    2. Mesosystem
    3. Exosystem
    4. Macrosystem
    5. (Chronosystem)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

The Microsystem

A
  • the most important
    Definition: All activities and interactions that occur in the child’s immediate surroundings
  • Examples: Family, day care, school, playground

Important characteristics:
- Each person influences and is influenced by all other persons in the system
–> A temperamentally difficult child can create friction between parents
–> Mothers who have supportive relationships with their partners are more patient and sensitive with their children
- All effects of higher-order environmental systems (Meso, Exo, Macro) are mediated by microsystems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

The Mesosystem

A

Definition: Mesosystems are connections among microsystems
- Examples: Home, school, peer group
- Connections are created by other people, relationships and communication
-> Parents talk to teacher
-> Parents talk about school at home
-> Schools talking to social workers

Important characteristics: - Development is likely to be optimized by strong, supportive mesosystems
-> Child’s ability to learn in school depends on family’s support

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Exosystem

A

Definition: Context that children and adolescents are not part of but that nevertheless has an impact on their development
- Parents’ workplace
- Television, Media
- School board, health services

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Macrosystem

A

Definition: Typical cultural, subcultural or social class contexts in which micro-, meso- and exosystems are embedded (religious groups)
- Various groups of immigrants (may) have their own macrosystems
- Societies have different macrosystems
-> Laws around weapons
-> Individualistic cultures versus collectivistic cultures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Person perception

A

Ability to attribute characteristics to others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Age trends

A

follow those used to describe the self
- But even 3- to 4-year-old children can make trait inferences about basic behaviour.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

How do children attribute traits to others?

A
  • Under age 7 or 8, use concrete terms, but aware of behavioural consistencies
  • Older children rely more on psychological descriptors and recognize socially desirable responses.
  • Dispositional and situational factors
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Social Cognition: Thinking about others

A

Shift from concrete attributes to psychological descriptors
- Behavioural comparisons
- Psychological constructs
- Psychological comparisons

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Theories of Social Cognitive Development

A

Cognitive-developmental
- Parallels cognition in Piaget’s stages
Selman’s role-taking theory
- Ability to understand other person’s perspective develops (from approx. age 3 through 15)
- Presented interpersonal dilemmas with multiple characters to children

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Selman’s Stages

A
  • Egocentric or undifferentiated
  • Social-informational role-taking
  • Self-reflective role-taking
  • Mutual role-taking
  • Societal role-taking
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Sociability

A

Willingness to interact with others and seek their attention/approval

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Development of sociability

A

Infants and toddlers
- Little interaction at first
-Coordinated interactions at 18 months
- Complementary role-taking at 24 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Peers as Agents of Socialization

A
  1. Nonsocial activity
  2. Onlooker play
  3. Parallel play
  4. Associative play
  5. Cooperative play
    - Increase in social complexity
    - All five observed in children of all ages
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Middle childhood

A
  • Cooperative forms of complex pretend play
  • Games with rules
  • Peer groups emerge.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Parental influence on peer contacts

A
  • Can foster or inhibit peer contact
  • Neighbourhood of residence
  • Daycare, playmate choices
  • Direct versus indirect monitoring of preschoolers
  • Authoritative versus authoritarian practices
17
Q

Level of individual:

A
  • Sociability is affected by temperament and contextual factors (e.g., culture).
  • Shyness = social inhibition
    -> Social reticence
18
Q

Level of the group

A

group dynamics strong factor

19
Q

Peer acceptance measured using sociometric techniques

A
  • Self-report surveys
  • Nominations of liked, disliked peers
  • Usually correspond to teacher assessments
20
Q

Peer acceptance and children classification

A

Children can be classified based on nominations: positive (likes) or negative (dislikes)

Two-thirds can be classified as either
- popular
- rejected
- neglected or
- controversial

One-third are average-status children

21
Q

School Influences on Children’s Development

A
  • Schools cut across all systems in Bronfenbrenner’s model
  • Schools fundamentally affect children’s development. At the core are the actual student- teacher interactions
22
Q

School Influences on Children’s
Development: Microsystem

A
  • Student-teacher interactions
  • Engagement of students in learning tasks
  • Interactions between students
23
Q

School Influences on Children’s
Development: Mesosystems

A
  • Connections between school and home
  • Connections between school and community services
    -> Social workers, health services, police
  • Communication between teachers
24
Q

School Influences on Children’s
Development: Exosystems

A
  • Teacher education and professional training
  • Teacher conferences
25
Q

School Influences on Children’s
Development: Macrosystems

A
  • Structure of school system
    -> Grouping of students according to ability level
    -> Enrichment programs, special needs education, ESL
    -> Public versus private schools
  • Timing of school transitions
    -> Kindergarten, elementary, middle school, high-school
  • Provincial and national educational policies
    -> “No child left behind”
  • Funding
    -> Buildings, learning materials
    -> Teacher salaries
26
Q

School Influences: Classroom

A
  • Grouping of children according to ability level
    -> Within class ability groups highlight ability differences and lead to increased social comparison between students
  • Classroom climate and management
    -> Teacher-student relationships in terms of instrumental and social support foster student engagement and learning
    -> Student achievement and conduct are enhanced when teacher establishes smoothly running procedures for
    —-> Monitoring student progress
    —> Providing feedback
    —-> Enforcing accountability for work completion
27
Q

School Influences: Schools

A

School size
- Smaller secondary schools provide opportunities that foster engagement and achievement
-> Closer relationships between students, teachers
-> Greater adult monitoring

School climate that promotes better outcomes
- High expectations that all children can learn and master the core curriculum
- Belief that each person has inherent value and dignity beyond academic matters
- Effect of school climate is indirect: better perception of teacher-student relationships, increased sense of belonging to school, greater task orientation

28
Q

School Influences: Educational Systems

A

School autonomy
- Responsibility of schools for curricular and instructional decisions
- Managing of financial and material resources
- Personnel

Temporal structure of school year
- Summer learning gap: children from disadvantaged families learn and forget more over summer vacation

29
Q

Goal structures and interaction patterns in classrooms:

A

Cooperative: Mutual help and sharing resources
- higher achievement and more positive social relationships
Competitive: Distrust
- lower achievement and less positive social relationships
Individualistic: Indifference to other’s goals and efforts
- lower achievement and no social relationships.

30
Q

The Role of Media in Children’s
Development

A

Mass media were considered an aspect of children’s exosystem in the past
- Children were exposed to media influences without being actively involved in program decisions

Contemporary online media are much more direct, only in part interactive and nearly without parent’s ability to monitor

Pace of technological developments makes difficult for research to keep up
- Children regularly use online media but we hardly know what long-term effects this will have
–> Potential as educational tool (now somewhat perverted by ChatGPD and other ways to “cheat”)
–> Risks
—–> E.g., fewer outdoor activities, less hands-on experiences, exposure to age-inappropriate information

31
Q

Frequency of Online Media Use

A

In 2009
- 85% of American adolescents had internet at home
- On average teenagers spent 8 hours on different media
–> With multitasking: 11 hours
- On average teenagers spent 20 minutes reading words on printed page

In 2018
- 95% of American teenagers have access to a smartphone
- 45% say they are online “almost constantly”

32
Q

Studying Impact of Online Media Use on Development

A

Online media have been around for short time and are rapidly changing
- Most knowledge needs to be inferred from research on TV
Correlation is not causation
- Three options: hypothesized causation, reverse causation and spurious causation
People use online media in many different ways
- Quality and quantity of online media use matters
Effects of online media depend on what activities are displaced: What’s the difference?
- Watching show on TV or Netflix
- Hanging out at home with friends or face-timing with them
- Sitting on the couch for 11 hours or being physically active

33
Q

Common Assumptions on Effects of Online Media Use

A
  1. Better access to wealth of information
    - Do children and teenagers use it? 2. What if quality of information is poor?
    Easier to connect with each other and make friends
    - Do online friendships have the same quality?
  2. Internet usage prevents children from pursuing more valuable learning activities (e.g., reading)
    - Same with TV - What’s the difference?
  3. Online media create new form of ‘cyber-bullying’
    - Cyber-bullies and victims often know each other from face-to-face interactions
  4. Internet makes pornographic material much easier accessible to children and teenagers
    - Do they actually search for this material?
  5. Online media usage promotes a sedentary life-style and may be a major factor that contributes to obesity in youth
    - True!
  6. Excessive online media use can turn into addiction
    - True!
    - Gaming is officially recognized as behavioural addiction (APA, ICD-10)
    - Psychologists: Problematic Internet Use
    –> Salience: Being online is most important thing in life
    –> Mood change: Mood fluctuates as a function of internet use
    –> Tolerance: Need to spend more and more time online
    –> Withdrawal: Negative feelings when prevented from being online
    –> Conflict/Social problems: internet use causes problems
    –> Relapses: Attempts to reduce behavior lead to relapses
34
Q

StatsCan: Online digital media use and adolescent mental health

A
  • mental health, eating disorder symptoms, and suicidal ideation and attempt
  • After cybervictimization and sleep adequacy were accounted for, associations with eating disorder symptoms remained significant for girls and boys
35
Q

Effect of TV on Children’s Development

A

When television became mass media
- People stressed potential for educating children from lower SES families
–> E.g., Sesame Street
- Pointed at potentially negative effects
–> Exposure to ads  Gender stereotyping
–> Violence and aggression
- Possible effects are relatively well researched

36
Q

TV Violence and Aggression

A

Many experimental studies show
- Watching televised violence increase children’s immediate level of aggressiveness
- Confirmed by several meta-analyses
–> Effect sizes (d) between .40 and .80 - moderate to strong effect
Theoretical explanations
- Social learning/imitation
–> Child learns that violence provides means for achieving goals
- Desensitization
–> Violent acts become less upsetting
- Mean-world beliefs
–> Violence is normal, people typically rely on aggressive solutions to their problems

37
Q

TV Violence and Aggression: Longitudinal Study (Huesman, 2003)

A

Sample
- 329 boys and girls, Chicago, Illinois/USA
1977 age of 6 years
- Frequency of watching violent TV programs
- Identification with hero
- Mean-world beliefs
 1992 at age of 21 years
- Aggressive behavior (self- and other report)
- Criminal record
Effect of watching violent TV Programs increases, when
- Identification with hero is strong
- Mean-world beliefs are strong
- Excessive watching of TV violence (non-linear relationship)
Effects of watching violent TV programs is independent of parents’ SES and child’s IQ

38
Q

TV as an Educational Tool

A

Example Sesame Street
- Educational Program particularly designed to foster important cognitive skills in 3- to 5-year olds
–> Counting, recognizing, discriminating numbers and letters, ordering classifying objects

39
Q

Strategies for Regulating Children’s Exposure to TV

A

Limit TV views
- Set clear rules when children may watch TV
- Don’t use TV as an electronic babysitter
Encourage appropriate viewing
- Encourage prosocial and child appropriate informational programs
- Use lock-out features
Explain televised information to children
- Watch with children and point out information they miss
- Help children evaluate what they see
Model good viewing habits

psych: development (16 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions