Family and Identity

Question 1

(Kohlberg’s Stages) Preconventional Level

Answer 1

self interest, motivated by external factors, punishment/obedience orientation = avoid punishment

Question 2

(Kohlberg’s Stages) Conventional Level

Answer 2

partially internalized morals, external motivations- social pressures and expectation, maintaining social order,

Question 3

(Conventional) Good Kid Morality

Answer 3

look for social approval, avoid disapproval

Question 4

(Conventional) Authority Maintaining Morality

Answer 4

action always wrong if it violates rule/law or harms someone

Question 5

(Kohlberg’s Stages) Post Conventonal Level

Answer 5

fully internalized morals, recognizing rules are social contracts

Question 6

(Post-Conv.) Morality of Contract and Democracy

Answer 6

Maintaining social contract even when in conflict with values

Question 7

(Post-Conv.) Morality of Individual Principles of Conscience

Answer 7

uphold personal principles, even when in conflict with rule/law

Question 8

Kohlber’s Stages Limitations

Answer 8

cross-cultual limitations, underplays role of experience, no room for conflict resolution, tension between rules and individual rights

Question 9

(Sex Differences) Physical

Answer 9

boys are more active (rough + tumble), males are more vulnerable prenatal and early infancy, girls reach most developmental milestones earlier than boys

Question 10

(Sex Differences) Cognitive

Answer 10

STEM/Math- no difference in ability at any age, but interest and confidence is boys>girls

Question 11

(Sex Differences) Social

Answer 11

Physical Aggression: [males> females], Relational aggression (verbal/social means): [females> males], Identifying Emotional Expression: [females>males]

Question 12

Biological Contributions (xx)

Answer 12

ovaries (to) no androgens (to) female genitals

Question 13

Biological Contributions (xy)

Answer 13

testes (to) androgens (to) male genitals

Question 14

Congenital Adrenal Hyperplasia (CAH)

Answer 14

high prenatal androgen levels, hormonal regulation, raised as girls, more “male” behaviors, routinely tested as it’s dangerous for hormonal levels

Question 15

Androgen Insensitivity Syndrome (AIS)

Answer 15

androgen receptors are faulty, (xx) Low androgen levels, external female genitals, (xy) testes, secrete androgens, faulty receptors, cannot tell until adolescence

Question 16

(Sex Differences) Brain Development + Hormones

Answer 16

Girls brains develop more rapidly, lateralizing earlier (moving all info to the left hemisphere), with less lateralization AKA spatial skills (letters flipped upside down)

Question 17

Authoritarian Parent

Answer 17

value obedience, respect for authority, restrictive, controlling, coercive control, less nurturing and warm (high control, low warmth)

Question 18

Authoritarian Child

Answer 18

unhappy (boys: aggressive, girls: dependent), lower social responsibility, lower empathy and moral reasoning, poor peer relations, lower self-esteem, lower school achievement

Question 19

Permissive Parent

Answer 19

set few limits, make few demands for mature behavior, permit kids to make own decisions, low-moderate warmth (low control, ~ warmth)

Question 20

Permissive Child

Answer 20

low self control and reliance

Question 21

Uninvolved Parent

Answer 21

not committed to parenting role, put own needs first (low control, low warmth)

Question 22

Uninvolved Child

Answer 22

low self control and esteem, poor peer relations, lower achievements, higher delinquency, higher addiction

Question 23

Authoritative Parent

Answer 23

set high expectations + supporting kids to meet them, set appropriate limits, responding to needs with warmth, expect mature behavior, use reasoning, compromise, discussion (high control, high warmth)

Question 24

Authoritative Child

Answer 24

high moral reasoning, empathy, prosocial behavior, better peer relations, higher achievement + control, higher self-esteem, lower aggression and delinquincy

Question 25

Imitation

Answer 25

attend to models of same sex, attend more to sex-typical behaviors, start of exhibiting gender stereotypes

Question 26

Gender schematic household

Answer 26

gender is very important

Question 27

Gender aschematic household

Answer 27

gender is less important or emphasized

Question 28

Reinforcement Learning

Answer 28

reinforcement and punishment, often differ for boy/girls, learn from consquences to yourself and others

Question 29

Gender Identity (2-3 yrs)

Answer 29

basic categories of male and female, know self + others are male or female

Question 30

Gender stability (4 yrs)

Answer 30

some sense gender is stable, appearance= reality, changes in apprearance might lead to change in gender

Question 31

Gender constancy (6 yrs)

Answer 31

understanding change in appearance does not equal change in gender

Question 32

Sense of Self

Answer 32

mirror-rouge test, use of pronouns, understanding other's perspectives (visual perspective talking), posessiveness "no" or "mine"

Question 33

Gender Schema Theory

Answer 33

children learn about gender from their particular society, not in stanges

Question 34

Androgony

Answer 34

flexible behavior that can be both masculine and feminine

Question 35

Gender self-socialization

Answer 35

looks at children's and teen's own individual experiences and ideas of gender consistency and pressure

Question 36

Prosocial v Antisocial

Answer 36

emapthy and sympathy/guild v anger

Question 37

(Moral Judgement) Premoral (birth to 4)

Answer 37

unable to consider issues in terms of their morality

Question 38

(Moral Judgement) Heteronomous morality (4-7)

Answer 38

base judgements on adult authority

Question 39

Immanent Justice

Answer 39

Existence of automatic punishments (karma)

Question 40

(Moral Judgement) Autonomous morality

Answer 40

aware of rules and realize they must adhere to them to maintain their interaction with others

Question 41

Boys v Girls Question solving

Answer 41

boys thing in terms of right v wrong and girls think for the best decision for all

Question 42

(Family systems) Inductive discipline

Answer 42

sets clear limits for children, spells out the consequences for negative behavior, and provides explanations for why the behavior was wrong and what the child might do to fix the situation

Question 43

(Family systems) Self oriented Induction

Answer 43

ask the child to think about the consequences that the child might expect

Question 44

(Family systems) Other-oriented Induction

Answer 44

child focuses on the consequences of their behavior for someone else

Question 45

(Family systems) Mutually responsive Orientation

Answer 45

parent and child respond and cooperate with each other in an emotionally positive relationship

Question 46

(Family systems) Psychological control

Answer 46

Uses psychological or emotional manipulation to get the child to comply with what the parent wants

Question 47

(Family systems) Power assertion

Answer 47

parents use their superior power to compel children to do what the parents want them to do