lecture 6: social development Flashcards
1
Q
psychoanalytic theories are based on what idea
A
that there are unconcious forces that impact behaviors and emotions
2
Q
what are the 3 personality principles according to freud
A
ID
EGO
SUPEREGO
3
Q
what is ID in freud
A
unconcious personality structure, operates wtih the goal of seeking pleasure (IMMEDIATE GRATIFICATION)
4
Q
what is the frist personality principle to dev
A
ID
5
Q
what is EGO according to freud
A
rational, logical, problem solving component of personality
moderator between id and super ego
6
Q
hat is the moderator between id and superego
A
ego
7
Q
which personality principle does this allign with:
unconcious personality structure, operates wtih the goal of seeking pleasure (IMMEDIATE GRATIFICATION)
A
ID
8
Q
which personality principle does this allign with:
rational, logical, problem solving component of personality
moderator between id and super ego
A
ego
9
Q
what is superego according to freud
A
internalized moral standards (usually from parents)
10
Q
which personality principle does this allign with:
internalized moral standards (usually from parents)
A
superego
11
Q
WHAT is the pro of psychoanalytic theories
A
influenced psychologists to think about how unconcious processes shape our emotions and behaviors
12
Q
what is the con of the psychoanayltic theories
A
claims are too vague to be scietinfically tested
13
Q
what is eriksons theroy of psychosocial dev
A
Erikson’s theory suggests that your ego identity develops throughout your entire life during 8 stages
14
Q
what are the 2 main people of psychoanalytic theories
A
freud
erikson
15
Q
what is the first stage of eriksons theory
A
basic trust vs mistrust(birth to age 1 )
16
Q
what age range is the basic trust vs mistrust theory
A
birth to age 1
17
Q
explain the basic trust vs mistrust stage
A
must develop a sense of trust in caregivers
if unresolved, will have difficulty forming intimate relationships later in life
18
Q
if a child does not result stage 1 of erikson (basic trust), what will happen
A
if unresolved, will have difficulty forming intimate relationships later in life
19
Q
what is stage 2 of erikson theory
A
autonomy vs shame and self doubt (age 1-3.5)
20
Q
what is the age range for stage 2 erikson (autonomy vs shame)
A
1-3.5
21
Q
what is erikson stage 2 (autonomy vs shame)
A
must develop a sense of autonomy while adjusting to increasing social demands
if unresolved, will feel self doubt and have low sense of competence
22
Q
if a child does not resolve stage 2 of erikson (autonomy vs shame), what can happen
A
if unresolved, will feel self doubt and have low sense of competence
23
Q
what is eriksons third stage of theory
A
initiative vs guilt (age 4-6)
24
Q
at wht age is eriksons third stage of his thoery
A
4-6
25
which of eriksons stages is similar to superego
intiative vs guilt
26
explain stage 3 of erikson (initiaive vs guilt)
must internalize morals learned from their parents and develop a conscious
if unresolved, will not develop balance between initiative and guilt (ex: might not feel guilty if do smt wrong)
27
if stage 3 (iniative vs guilt) of eriksons theory is unresolved, what can happen
if unresolved, will not develop balance between initiative and guilt (ex: might not feel guilty if do smt wrong)
28
what is stage 4 of eriksons theory
industry vs inferiority (age 6-puberty)
29
what age is stage 4 of erikons theory
6-puberty
30
explain stage 4 of eriksons theory (industry vs inferiority)
must master cognitive and social skills, work diligently and cooperate with peers
if unresolved, may lead to feelings of inadequacy
31
if stage 4 of eriksons is unresolved (industry vs inferiority) what happens
if unresolved, may lead to feelings of inadequacy
32
what is stage 5 of erikson theory
identity vs role confusion (adolescence -early adulthood)
33
what age is stage 5 of erikson theory (identity s role confusion)
adolescence to early adulthood)
34
explain stage 5 of erikson theory (identity vs role confusion)
must acheive a core sense of identiy
if unresolved, may live in confusion about what roles they should play as adults.
35
if stage 5 (identify vs role confusion) is not resolved, what happens
if unresolved, may live in confusion about what roles they should play as adults.
36
hat are eriksons 5 stages in his theory
1) basic trust and mistrust
2) autonomy vs self doubt and shame
3) initiative vs guilt
4) industry vs inferiority
5) identity vs role confusion
37
which stage of eriksons does this correspond to:
must develop a sense of trust in caregivers
if unresolved, will struggle with forming intimate relationships later in life
stage 1: basic trust vs mistrust ( 0-1)
38
which stage of eriksons does this correspond to:
must develop a sense of autonomy while adjust to increasing social demands
if unresolved, may lead to feelings of self doubt and low competence
stage 2: autonomy vs shame and self doubt (1-3.5)
39
which stage does this correspond to :
a child must internalize the moral values learned from their parents and develop a conscious
if unresolved, may not develop balance between initiative and guilt
stage 3: initiative vs guilt (4-6)
40
which stage does this correspond to:
a child must develop social and congitve skills, work diligently and cooperature with peers
if unresolved, will have feelings of inadequacy
stage 4: industry vs inferiority (6-puberty)
41
which stage does this correspond to
must achieve a core sense of identity
if unresolved, may live in confusion about what roles they should play as adults
5: indentity vs role confusion (adosclence to early adulthood)
42
what idea did freud introduce
idea that unconcious forces shape our feelings and behavior
43
what did erikson add to freuds idea about unconscious forces
that social influences also shape out behavior
44
erikson outlined 8 stages of waht
pyschosocial development
45
what is each stage categorized by in eriksons model
by a developmental crisis that must be resolved or else a person will struggle with it forever
46
what do learning theories believe
that there are no qualitatively different stages of devlopment
47
what do learning theoriests focus on (3)
1) role of EXTERNAL FACTORS in social behavior
2) learning through EXPERIENCE
3) focus on role of specific mechanism of change
48
who is the founder of behaviorism
john b watson
49
what did john b. watson believe
behaviorism
a childs development is determina via internal environment but also through conditioning
50
classic conditioning is related to what learning theorist
john b watson
51
ittle albert experiment is associated to who
john b watson
52
the little albert experiment showed the power of what
classic conditioning
53
The Little Albert experiment was a controlled experiment showing empirical evidence of what
of classical conditioning in humans
54
Watson took Pavlov's research a step further by showing what
that emotional reactions could be classically conditioned in people.
55
explai nthe little albert expeirment
9 month old infant albert was exposed to a nice white rat
=initiative positive reaction (no fear)
in subsequent exposures, paired the rat with a scary loud noise
=After a while, albert because afraid of the rat (was classifclly conditioned to be scared of the rat)
56
what is another example of classic conditioning in daily lives
white coat syndomr
=see a doctor and automatically heart rate increases)
57
who is bf skinner
behaviorist who proposed operant conditioning
58
true of false: john b watson proposed operant conditioning
false, bf skinner did
59
what is operant conditiing
Operant conditioning process which the strength of a behavior is modified by reinforcement or punishment
60
what is operant conditioning modulated by
reinforcement or punishment
61
explain reinforcement in operant conditioning
reinformcment
=behaviors that lead to favourable outcomes are repeated
62
explain punishment in operant conditioning
behaviors that lead to unfavourable outcomes are punished
63
what are the two major discoveries from operant conditioning
attention
intermittent reinforcement
64
explain the discovery of attention
idea that children do things just for attention
ex: time out and why does it work
65
explain why time outs work in terms of the attention discovery
parent ignores kid and when you systematically withdraw attention, it removed reinforcement of inappropriate behavior
66
what is intermittent reinforcement
a behavior that has sometimes been rewarded, sometimes not
67
what makes bad behaviors resistant to stopping
intermittent reinforcement
68
when a behavior is sometimes rewarded, sometimes not, what does it make these behaviors resistant to
reistant to stopping
69
give an example of intermittent reinforcement
if a child whines and sometimes you give in and sometimes you don't
=a child will try again because you were not clear
=you reinforced a behavior in a non systematic way therefore child will continue to try
70
who proposed the social learning theory
albert bandura
71
the social learning theroy puts emphasis on what
observation and imitation to account for social development
72
according to the social learning theroy (albert bandura), how do children learn
learn from watching wht other people do and imitate it
73
true or false: social learning through watching others can be done direct of indirect
true
74
hwhat is an example where a child can learn indirectly from others
books
75
what is an example where a child can learn directly from what they see
screens/tv
76
BOBO stduy was conductd by who
Bandura
77
which theory puts emphasis on observation and imitation to account for social dev
social learning theory (albert bandura)
78
which person/theory stated that strength of behavior is modulated by reinforcement or punishment
BF skinner, operant conditioning
79
which person/theroy stated that children can be classifically conditioned which affects their devlepment
johb b watson (behaviorism)
80
what was the bandura and bobo study procudure
preschool children watch a short film where an adult performs aggressive actions on a bobo doll
and then they were either:
1) reward and praised
2) punishment
3) no consequence
and then children were placed with the bobo doll
81
what was the purpose of bandura and bobo study
whether vicarious reinforcement would affect childrens behavior
o demonstrate that if children were witnesses to an aggressive display by an adult they would imitate this aggressive behavior when given the opportunity
82
what were the results of the BOBO study
children who had seen the adult be PUNISHED
=imitated the behavior less
and
children were also offered an incentive to reproduce the actions they remember and most of them did (children learn from behavior from watching even if they don't do it at first)
83
what does the fact that children reproduced the aggressive actions on BOBO when offered a reward suggest
that chilren learn from watching adult behavior and remembering it (even if they did not do it the first time)
84
in he bobo study, which gender was more physically aggressive
boys
85
true or false: girls and boys had learned the same about the modelled behavior and explain with graph
true
both genders who watched the adult get punished performed the aggressive actions less (boys in general were more)
and
when offered an incenture, both genders could reproduce the actions (even if they didn't the first time)
86
true or false and expplain: the bobo study showed that what children learn cannont always be known from their behaviro
true, because children were able to reproduce aggressive actions when incentive (even if they did not display that action the first time)
87
what can account for the difference in behavior before and after an incentive in girls
Girls do not innitaially repreoduce the behavior because they have been socially conditioned to be less aggressive
BOYS AND GIRLS WILL INHIBIT BEHJAVIORS THAT ARE INNAPROPRIATE FOR THEIR GENDER
88
banduras social cognitive theory puts emphasis on the BLANK aspects of observational learning
cognitive
89
what are the 4 basic cognitive processes in banduras social cognitive theory
attention
encoding
storing
retreival
90
who set forth the theory of reciprocal determinism
albert bandura
91
what is reciprocal determinism
Reciprocal determinism is the theory set forth by psychologist Albert Bandura
which states that a person's behavior both influences and is influenced by personal factors and the social environment
92
true or false: according to the reciprocal determinsm theory ,the child has no role in their development
false, it is the active role of children in their own development
93
explain how there is an active role of children in their own development
children can seek particualr interactions with the external world which will influence themselves
and then can later go on to influence others
94
give an example of reciprocal determinsm
child who likes violent videogames will go sheek out those games and then influence others to do the same
95
watson believed strongly in the power of what
the power of environmental factors (especailly reinforcment), to influence children's development
96
watson believed strongly in the power of environmental factors to influence children's development ... especially which one?
(especailly reinforcment),
97
skinner beliebed that all behavior can be explained in terms of what
operant conditioning
98
skinner discovered the importance of what two things
1) the importance of intermittent reinforcement
2) the reinforcing value of attention
99
banduras social learning theory and resarch stresses the importance of what
importance of observational learning and cognitivon in social learning
100
what is social cognition
understanding that people have thoughts/beliefs/feelings/motives that shape their behavior
101
what is self socialization (
children actively shape their own sociliazation through how they choose to engage with others
102
true or false and explain
the fact that children actively shape their own sociliazation through how they choose to engage with others is an example of social cognition
false, example of self socialization
103
who came up with the stage theory of role taking
selman
104
according to selmans stage theory of role taking, what is role taking
being aware of someone elses point of view
selman believed that children social cognition was limited by their inabi;it to engage in role taking behavior until age 6
105
why did selman beleive that childrens social cognition was limited
because of their inability to engave in role taking behavior until age 6
106
according to selman, at what age can children engage in role taking behavior
6
107
how many stages are their in selmans stage theory of role taking
4
108
what ages are stage 1 of selman theory of role taking
6-8
109
what ages are stage 2 of selman theory of role taking
8-10
110
what ages are stage 3 of selman theory of role taking
10-12
111
what ages are stage 4 of selman theory of role taking
12 and up
112
what is stage 1 (6-8) of selmans stage theory of role taking
someone eles can have a perspective different from ones own
(assume this is because they posses different info)
113
what is stage 2 (8-10) of selmans stage theory of role taking
ability to think with someone else point of view
114
in stage 1 of selmans, why do children think someone else has a different perspective from ones own
because they possess different in (oh they must be mistaking)
115
in what stage of selmen do children begin to have the ability to think with someone else point of view
stage 2
116
what is stage 3 (10-12) of selmans stage theory of role taking
can compar own point of view with another persons
117
according to selmen, at what stage/age can children compare their own point of view with another persons
stage 3 (10-12)
118
what is stage 4 (12 up) of selmans stage theory of role taking
can assess whether someone point of view is the same as that of their social group
119
in what stage do children have the assbility to assess whether someone point of view is the same as that of their social group
stage 4 (12 up)
120
who came up with the information processing theory of problem solving
dodge
121
what theroy did dodge come up with
information processing theory of social problem solving
122
what is the information processing theory of social problem solving
children hostile attribution bias have a tendency to think others ambiguous actions stem from hostile intent and that
increase their likelihood to engage in aggressive behaviors
123
consider the example of someone knocking over a friends puzzle, how will someone with a hostile attribution bias react and why
they will think they are mean and knocked it over on purpose
they see ambiguous aspects of a situation (don't know intention) but will attribute hostile and aggressive intent to those actions)
124
what is the hostile attribution bias
the tendence to assume that other people's ambiguous actions stem from hostile intent
125
the tendence to assume that other people's ambiguous actions stem from hostile intent is called what
hostile attribution bias
126
if a child has a hostile attribution bias, how are they more likely to react to an ambiguous sitaution
moore likely to retaliate aggressive
mor elikely to elecit aggression or rejection from peers
127
true or false: there is a cultural and gender factor that determines hostile attribution bias
no, more related to early harsh parenting
128
who is more likely to have a histole attribution bias
abused children
129
when asked how a parent would reaction to these situations
positive: prize at school ,help in house vs neg: trouble at school, broke)
how do physically abused children react
endorse anger as a possible response to positive and negative events
130
true or fals: physically abused children endorse anger as a possible response to positive events only
false, postiive and negative events
131
when asked how a parent would reaction to these situations
positive: prize at school ,help in house vs neg: trouble at school, broke)
how do never physically abused children react
only endorse anger a a possible response to negative events
132
true or false: never physically abused children only endorse anger a a possible response to negative events
true
133
Explain the pollack study about who is more likely to recognize the angry emotion
shown a series of facial expressions one at a time and examined wht type of children were able to recognize the emotion fastest
134
what were the results of the pollack study about who is more likely to recognize the angry emotion
physically abused children better able to recognize angry facial expressions
react more quickly to angry facial expressions
135
true or false: physcially abused children were more easily able to recognize anger in a neutral stimulus AND react more quickly
true
136
what theory did dweck come up with
theory of self attributions and achievement motivation
137
who came up with the thoery of self attributions and acheivement motivation
dweck
138
what is Caro Dweck's theory
focusses on how a childs thinking about the reasons for the successes and failures influences their achievement motivation
139
give an example that illustratyes the 2 mindsets of dwecks theory of self attributions and acheivement motivation
person 1)
this math homework is an EXCITING challenge. I cant wait to improve my math skills
AS LONG AS I TRY REALLY HARD I CAN DO IT
person 2)
This math is too hard. My teacher is not going to give me an A im not smart enough
140
what are the 2 mindsets/orientations of dwecks thoery of self attributions and acheivement motivation
1) incremental/mastery orientation
=growth mindset
2) entity/helpless orientation
=fixed mindet
141
explain the mastery orientation
tendency to attribute success and failure to the amounf of effort expended and to persist in the faec of failure
142
tendency to attribute success and failure to the amounf of effort expended and to persist in the faec of failure
is associated with what orientation
incremental/mastery
143
what are the type of goals in the mastery orientation
mastery goals (improving compethence)
144
explain the helpless orientation
base self worth on others approval
seek out situtations where they cna be assured of sucess and receiving praise
145
base self worth on others approval
seek out situtations where they cna be assured of sucess and receiving praise
is associated with what orientation
helpless
146
what are the types of goals in a helpless orentiation
perfomance goals (seek positive assesment)
147
explain mastery goals in the growth mindset/mastery orientation
seek to improve competence and excited to master new skills
148
explain performance goals in fixed mindset/helpless orientation
seek postive assessment and avoid negative assessment
149
explain the incremental view of intelligmece in the mastery orientation
beleive that intelligence can be developmed through effort
150
explain the entity view of intelligence in the helpless orientation
believe that intelligence is fixed
151
which orientation believs in an entity view of intelligence/fixed intelligence
helpless oritentation
152
which oritentation believes intelligence is incremental/can be developped through effort
mastery
153
why does having an incremental/entity theory of intelligence matter (3)
1) children with an incremental thoery of interlligence have more motivation to learn
2) 7th graders who prescribe more to an incremental theory have better math scores than those with an entity thoery
3) 7th graders who recived instruction on how the brain is malleable (related to incremental thoery) has greater improvementsin their math scores and motivation compared to group who was taught bsic study skills
154
children with what orientation have more motivation to learn
children with an incremedantal theory of intelligence have more motivation to learn
155
true or false: children with an incremedantal theory of intelligence have less motivation to learn
false, more
156
7th graders who prescribe more to an icnremental thoery have better or worse math scores
better math scores than those with an entity thoery of intelligence
157
what was the reaction in math scores after being explained how the brain is malleable
7th graders who were taught how the brain is malleable (related to incrementail theory) had greater imporvements in their mathscores compared to group who just received basic study skills
158
children with what orientation/theory have more hostile attribution bias
with entity thoery
159
true or false: children with entity theory of personality have more hostile attribution bias
true
160
explain why children with entite theory of personality have more hostile attribution bias
if they believe behavior is due to fixed personality traits rather tahn circumstance
=they are more likely to interpret ambiguous actions as having hostile intent
161
what were the results after adoclescents were explained how the brain was malleable
adolescrents who received instruction about jow the brain is malleable (related ot incremental thoery) have grater reductions in HISTOLE ATTRIBUTION BIAS
162
selem introduced 4 stages thorugh which children develop the ability to what
take the perspective of others (role taking thoery)
163
dodge outlined how children make attributions about what
make attribtions/assume about how what motivates other behaviors
ex: children with hostile attribution bias
164
children with hostile attribution bias assumune what from ambiguous actions
hostile intent
165
dweck focussed on how childrens thinking about the reasons for their succeses and fauled infleunces what
achivement motivation
166
accordin gto dweck ,what influences a childs achievment motivation
a childs thinking about the reasons for their successes and failires
167
children who think intelligence is changeable will be more or less moviated to work on challenging problems (compoared to children who think its fixed)
more
168
what are the 3 views/thoeries about the role of the environemtn
ethological view
evolutionary view
bioecological model
169
what is common between the 3 theories about the role of the environemtn (4)
1) interaction betwene nurture and nature
2) importance of sociocultural context
3) continuity of development
4) active role of children
170
what are the ethological views about the role of the environemtn
the study of behavior within an evolutionary context
BEHAVIOR IS SHAPED BY EVOLUTION (JUST AS PHYSICAL CHRACTERITCIS)
171
in what view do they beleive that behavior is shaped by evolution
ethological view
172
give two examples of etholofgical views
imprinting: ducks are attached to their moms and follow them everywhere but must be exposed to their mother at the critical age
preference for top heavy faces: infants pay attention to other humans in the environemtn
173
whatis the evolutionary view
natural selection and adaption applied to human behavior
174
explain how play is important for the evolutationary psychology
evolved platform of learning
develop motor skills
practice social roles
can experiment with minimal consequences
175
who proposed the bioecological model
urie bronfenbrenner
176
true or false: the bioecoloagical model is a nested structure with the child at the center
true
177
the bioecoloagical model is a nested structure with what at the center
the child
178
the bioecological model puts emphasis on what
on human beings capacity to transform our environment and ourselves
179
what deoes the bioecological model highlight
the complex development of every cild
180
what is the most inner model of the bioecological model
microsystem
181
hat is the microsystem
activities and relationships wehere the child DIRECTLY PARTICIAPTES
182
activities and relationships wehere the child DIRECTLY PARTICIAPTES is related to whta level of the bioecological model
microsystem
183
do children have any influence in the microsystem
yes
children have SOME influence on some aspects
(other aspects are influenced by expectation and ressources)
184
the microsystem relies on what nature of relationships
bidirectional
185
explain the bidirectional relationshio in the microsystem
parents relationship influences children
child influence parents relationship
186
what is an example of microsystem
71% of parents with a bachelor degree read to their children daily
drops to 33% for parents with a high school diploma or less
(child directly participates and the parents educational level can affect child literacy)
187
interactions between microsystems are part of what system
mesosystem
188
true or false, in the mesosystem, supportive relationships can be beneficial
true
189
what is an example of mesosysem
academic success
parents and peers value academic endeveors
190
what is a real life example of mesosystm
78% of higher income familes say their neighborhood is a good place to raise children
only 42% for lower familes
191
what is the exosystem
settings that children mau not be directly apart of but still influencial
192
what are some examples of exostystem
parents workplace (affects multiple things)
parental leave
workhours
childcare
193
what is a real life example of exosystem
effect of mass medial
80% of kids less than 6 have media
194
what is the outer level of the biosocial model called
macrosystem
195
what are apart of the macrosystem
general beliefs, values, customs, laws of larger societies
196
give an exmple of influence of cultural aspriations for children
african american and hispanic parents in the us are twice likely as white parenst to say its important to them that kids get a degree
197
what is the chronosystem
temporal dimension
belifes, values, customrs, family structure and dynamics and technologies
CHANGE OVER TIME
198
true or false: according to the chronosystem, as children get older they play less of an active role i ntheir devlopment
false, more
199
ehtolical theories examine behavior withing the BLANK context for what purpose
evolutionary context
to understand its adaptive or survival value
200
evolutionary theories apply what conceps to human behavior
apply darwinian conceps of natureal selection to human behavior
201
bronfenbrenner bioecological model conceptualizes the BLANK as a set of nested concepts with the child as the center
THE ENVIRONEMTN
