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PSYCH 460 - CHILD DEVELOPMENT > FINAL > Flashcards

FINAL Flashcards

1
Q

watson’s behaviorism

A

development determined by child’s environment by learning through conditioning, conditioned responses, Little Albert

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2
Q

intermittent reinforcement

A

inconsistent response to a behavior, sometimes punishing unacceptable behaviors and other times ignoring it

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3
Q

behavior modification

A

form of therapy based on principles of operant conditioning in which reinforcements contingencies are changed to encourage

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4
Q

social learning theory

A

emphasizes observation and imitation, learning is social

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5
Q

vicarious reinforcement

A

observing someone else receive a reward/punishment, has to pay attention to others behaviors

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6
Q

reciprocal determinism

A

child-environment influences operate in both directions, children both affected by and influence aspects of their environment - learn from others

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7
Q

self- socialization

A

idea that children play a very active role in their own socialization through their activity preferences, friendship choice, etc and it is an active process during development whereby children’s cognitions lead them to perceive the word and to act in accord with expectations and beliefs.

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8
Q

role-taking

A

being aware of perspective of another person

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9
Q

Selman’s stage theory of role taking

A

1 (ages 6-8) - learn someones can have different perspective from own but they assume it is because they don’t have the same info
2 (ages 8-10) - able to think about other’s POV
3 (ages 10-12) - can systematically compare own POV with another
4 (12+ yrs) - attempt to understand another - social groups

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10
Q

Dodge’s Information Processing Theory of Social Problem Solving

A

emphasized cognition in social behavior – aggression as problem solving

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11
Q

hostile attributional bias

A

in Dodge’s theory, the tendency to assume that other people’s ambiguous actions stem from hostile intent - to act more aggressively and act in retaliation

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12
Q

achievement motivation

A

refers to whether children are motivated by competence or by other’s views of their success - learning goals, performance goals

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13
Q

entity/helpless orientation

A

a tendency to attribute success and failure to enduring aspects of the self and to give up in face of failure

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14
Q

incremental/mastery orientation

A

a general tendency to attribute success and failure to amount to effort expended and to persist in face of failure

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15
Q

entity theory

A

fixed mindset, a theory that a person’s level of intelligence is fixed and unchangeable

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16
Q

incremental theory

A

growth mindset, a theory that person’s intelligence can grow as a function of experience

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17
Q

Ecological theories

A

display development in context to evolution and environment

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18
Q

ethology

A

study of evolutionary bases of behavior

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19
Q

parental-investment theory

A

a theory that stresses the evolutionary basis of many aspects of parental behavior that benefit their offspring

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20
Q

microsystem

A

immediate environment that person experiences and participates in

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21
Q

mesosystem

A

interconnection among immediate or microsystem setting

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22
Q

exoystem

A

environmental settings that don’t directly experience but can affect indirectly

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23
Q

chronosystem

A

historical changes that influence other systems

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24
Q

macrosystem

A

larger cultural and social context within which other systems embedded

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25
attention-deficit hyperactivity disorder (ADHD)
syndrome that involves difficulty in sustaining attention
26
self concept
a conceptual system made up of one's thoughts and attitudes about oneself - start to realize in infancy and more complex in childhood
27
social comparison
process of comparing aspects of one's own psychological, behavioral, or physical functioning to that of others in order to evaluate oneself.
28
personal fable
form of adolescent egocentrism that involves beliefs in the uniqueness of one's own feelings and thoughts
29
imaginary audience
the belief, stemming from adolescent egocentrism that everyone else is focused on the adolescent's appearance and behavior
30
self-esteem
an individual's overall subjective evaluation of their own worth and the feelings they have about that evaluation
31
identity
a description of the self that is often externally imposed, such as through membership in the group
32
identity achievement
an integration of various aspects of the self into a coherent whole that is stable over time and across events
33
sociometric status
a measurement that reflects the degree to which children are liked/dislike by peers
34
androgens
class of steroid hormones that normally occur at slightly higher levels in males than females and that affect physical development and functioning from prenatal period onward - includes testosterone
35
organizing influences
potential result of certain sex-linked hormones affecting brain differentiation and organization during prenatal development or puberty - organize and functioning that could be related to certain preferences
36
activating influences
potential result of certain fluctutations in sex-linked hormone levels affecting the contemperaneous activation of the nervous system and corresponding behavioral responses
37
social cognitive theory
3 different modes of learning - tuition, enactive experience, observational learning, how gender becomes a thing
38
tuition
learning through direct teaching
39
enactive experience
learning to take into account the reactions that one's past behavior evoked in others
40
observational learning
learning thorugh watching others and the consequences others experience as result of actions
41
congenital adrenal hypoplasia (CAH)
condition in which adrenal glands produce high levels of androgens, sometimes associated with masculinization of external genitalia in genetic females and sometimes higher rates of masculine-stereotyped play in genetic females
42
androgen insensitivity syndrome (AIS)
condition in which androgen receptors malfunction in genetic males, impeding the formation of male external genitalia - children may be born with female external genitalia and usually identify as girls
43
stereotype emulation hypothesis
premise that children who strongly identify with gender ingroup are more motivated to adhere to stereotypes for their ingroup
44
stereotype construction hypothesis
premise that children assume other members of their ingroup share own personal=social attributed and interests
45
identity construction hypothesis
premise that children more likely to identify with gender ingroup when their won personal-social attributes match the stereotyped beleifs about the ingroup
46
Trans preschoolers - Fast and Olsen (2018)
were less likely to view gender as stable for self and others as well as their cisgender siblings - in all other ways, very similair to cisgender peers with preferences and stereotypes, just different ideas on the stability of it
47
Shutts 2017 - gender neutral preschool the explicitly tried not to use any gender
gender trails - asked to pick which friends they would be friends with, shown boy and girl of same race as them -- showed that they were open to unfamiliar other-gender people Also asked gendered questions such as who should wear a dress - showed less gender stereotyping But still equally good at labeling kids and boys or girls, just as able to encode gender as much as everyone else, it just seems that is matters less and does not affect the actions of the kids
48
Biam 2017 - test on perceive brilliance between genders
showed kids pictures and asked who is smarter - ratings higher for more of their own gender
49
Gender schema theory
knowledge framework about gender, organizes info based on gender, can distort memory, build own gender schema
50
social identity theory of gender
influence of group membership on self-concept, identify more with gender will mean they view self as having stereotypic qualities -in-group bias and assimilation -many forces create gender differentiation but similarities prevail
51
mark/rouge test
child looks at mirror by giving them a mark and they point to it to realize they can recognize themselves in the mirror -- how concept of self is measured in infancy
52
emergence of self-conscious emotions
shame and pride start at around 2 years old -relate self to external standards, not just what they are feeling but what they are feeling in relation to other people
53
self control- compliance study by Kochanska
2-3 yr olds told to put toys away - 3 types of responses committed - compliance situational - complians (more common) - sometimes needs prompting defiance - not compliant -stable across sessions
54
Altruistic Helping Warneken
18 month olds Experimental condition - to help a struggling (visually can tell they need help) adult who dropped clothespin and can’t get it back up Control condition (to make sure it’s not because they just like to pick stuff up) - help nonstruggling adult Experimental more likely to pick up the pin for struggling adult than control to help the adult
55
Roble study in social comparison
5-9 years olds threw ball into hidden hoop and then rated their athletic ability even thought they did not know how they did. 3 manipulation groups - told others did worse - told others did better - told that they were the same as everyone else 9 y.o. rated self relative to others, manipulation changed how they rated their own athletic ability 5-7 y.o. no group differences -shows power of social comparison even when they didn't see it
56
Piaget's stages of moral development
- premoral development- little awareness of rules or moral principles - heteronomous stage: rules as unchanging and external, judgements based on consequences - autonomous stage: rules as product of group agreement
57
Kohlberg's theory of moral development
- given story of moral dilemmas- the Heinz dilemma - three levels of moral judgement Preconventional, conventional, postconventional
58
Preconventional stage of moral development
age 10+ moral reasoning is self-centered focused on avoiding punishment (stage 1) and getting rewards (stage 2)
59
conventional stage of moral development
adolescent, adulthood - moral reasoning centered on social relationships, emphasizing desire to win approval (stage 3) and the duty to maintain social order (stage 4)
60
postconventional stage of moral development
some adults, moral reasoning is involved with ideals, focusing on moral principles -adherence to social contracts (stage 5) and adherence to higher-order moral principles(stage 6)
61
prejudice and stereotyping - Shutts
Same gender preference at 3 years Same race preference not until 4-5 years old White kids show more sam race preference than Black kids Race confounded with group size and status
62
South Africa study on prejudice and stereotyping
white are minority but higher status, even when Black people are numerical majority, pro-white favoritism - in-group preference for white kids -out-group preference for Black kids Hypothesis: status preferences, kids in SA who knew more about social structure showed more white preferences, by age of 4, kids prefer wealthier people
63
Intellectual Disability
below average intellectual functioing <70 IQ challenges in adaptive functioning onset under age of 18
64
hostile attribution bias
expect hostility from others and then retaliate (reactive aggression) and then that means people start also acting aggressive towards them becomes a self-fulfilling prophecy

PSYCH 460 - CHILD DEVELOPMENT (3 decks)

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