Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

PSY2004 SEMESTER 1 > PSY2004 SEMESTER 1 - WEEK 9 > Flashcards

PSY2004 SEMESTER 1 - WEEK 9 Flashcards

(76 cards)

Start Studying
1
Q

Timeline of peer interaction - what behaviours are present in infancy

A

interesting in look/touch other infant, vocalises in interaction, cry in response to other cry

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

Timeline of peer interaction - what behaviours are present in 1-2years

A

interact with other baby in friendly, inquisition
watch other play
pretend play
develop from being done in parallel, to in coordination

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

Timeline of peer interaction - what behaviours are present in 3years

A

more coordinated play, role taking, prefer peer to adult company

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

Timeline of peer interaction - what behaviours are present in 6years

A

peak in imaginative play, long play sequences

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

Timeline of peer interaction - what behaviours are present in 7years

A

stable same gender preference, expectations of friends develop

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

Timeline of peer interaction - what behaviours are present in 11years

A

expect deeper foundations to friendships as source of emotional support (not just as play mates)

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

Timeline of peer interaction - what behaviours are present in 13yr+

A

emergence of cross gender relationship, developing conception of friendship

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

during timeline of peer interaction, what age do infants prefer peers over adults

A

3 years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

during timeline of peer interaction, what age do children peak in imaginative play

A

6 years

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

during timeline of peer interaction, what age do children expect deeper foundation in friendships

A

11 years

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

in peer interaction, what does cooperation involve?

A

having a joint goal with different, but flexible roles and are committed to joint goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

when does cooperation in peer interaction develop

A

1-2years and set stage for later interaction (infant start to prefer peer interactions)

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

what is cooperation belived to be a result of (evolutionary)

A

species-specific, is not seen in chimps

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

what is evidence of cooperation, in infant

A

when partner stop play child attempts to re-engage = evidence of shared goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

outline Warneken (2006) task for studying cooperation

A

2 people have to do same tasks and working together (holding end of sheet to shake, trampoline, tube with handle)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

outline how chimps show cooperation (Warneken)

A

sometimes performs one or other roles in trapdoor task but don’t re-engage, no evidence of shared goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

at what age can social coordination and motivation for joint activities be present

A

2nd year, which is showing reengagement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

name the 5 stages of Crick & Dodge social information processing circle of explanations of peer status

A
  1. encode cues of own thoughts/others behaviour
  2. interpret cues (attribute cause, intent, evaluate goal, past performance and self/other)
  3. clarify goal
  4. review possible actions
  5. decide on action (review possible outcomes, evaluate likely action and self-efficacy)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

apply Crick & Dodge social information processing circle to a child in the playground wanting to play basketball

A
  1. encode codes of thought/behaviour= notice wants to paly, sees other
  2. interpret cues= see if they seem friendly and it looks easy to join
  3. clarify goal= decide to play basketball
  4. review possible actions= either directly ask, to gradually try joining in
  5. decide action= decides to ask
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

how can Crick & Dodge social information processing circle be tested? (Dodge, 1986 gives evidence)

A

task 1, child watch video of social interaction with either (a) peer group entry, (b) peer provocation, asked questions relating to each step in SIP model
task 2 (a) child assessed on entry task (join 2 already playing)
task 2(b) peer actually provoke child
found ability on task 1a but not 1b predicted ability for 2a (to ask questions on entering peer-group actually predicted ability of entering peer group)
and also observed child in classrooms

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

outline sociometric techniques of testing peer interactions

A

categorising children in accordance of their popularity in classroom
presenting pictures, ask to nominate 3 they like lots, 3 they dont like
put children into categories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

define empathy

A

feeling as other does (see sad person and feel sad)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

define sympathy

A

feeling for other (see sad person, feel concern)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

what are “empathys little sisters”

A

emotional contagion and mimicry

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
define emotional contagion, give 2 examples
tendency to catch others emotion babies cry when hear other babies crying pupillary contagion- pupils expand when hear cry
26
define mimicry
tendency to automatically synchronise affective expressions, vocalisations, postures, movements with those of another person
27
what is like me hypothesis for mimicry
we innately see others as being similar to us, and understand their behaviours/cognition as being similar to us (however could not be innate but just learnt v quick)
28
define moral reasoning
prescriptive judgements of justice, rights, welfare pertaining to how people ought to relate to each other
29
define moral systems
interlocking sets of values, norms etc work together to suppress or regulate selfishness to make social lives possible includes pluralism, relativism
30
what is pluralism in terms of moral systems
no unifying principle but many values (care, loyalty, purity)
31
what is relativism in terms of moral systems
no one right moral code but many viable alternatives
32
what is the sociobiology approach for moral development
emotions are evolved over time and gives us insight into moral code using hypothalamic-limbic system
33
outline Greene fMRI results which suggest emotions meet reason
a better understanding of our moral judgements influences attitude towards judgements we make, allowing us to make 'ever greater moral progress'
34
name the 3 stages of moral development (Piaget)
premoral (0-5 yr) moral realism (5-10 yr) moral subjectivism (10+)
35
what is the premoral stage of 3 stages of moral development (Piaget)
no understanding of moral rules
36
what is the moral realism stage of 3 stages of moral development (Piaget)
rules come from higher authority, action evaluated on their outcome
37
what is the moral subjectivism stage of 3 stages of moral development (Piaget)
rules can be changed by mutual consent, intention important
38
name the 3 stages of Kohlberg moral development
preconventional (0-9yr) conventional (0-adult) postconventional (some..)
39
outline the preconventional stage of 3 stages of Kohlberg moral development
whats right is what authority figure says
40
outline the conventional stage of 3 stages of Kohlberg moral development
general accepted what is right, is whats right
41
outline the postconventional stage of 3 stages of Kohlberg moral development
universal moral principles that transcends law/majority view (depends on situation)
42
name some criticisms of Kohlberg moral dev theory
- gender bias - culture bias - can only move up through stages and not 2 stages simulatenously - failure to sufficiently acknowledge that children appreciate distinction between social convention from moral ones early on
43
summarise the stages of moral development, as proposed by Tomasello & Vaish (interdependence hypothesis)
evolutionary, social interaction drive development of moral reasoning via joint, then collective intentionality humans become ultracooperative via 2 stages of second-person morality, and agent-neutral morality
44
in stages of moral development, as proposed by Tomasello & Vaish (interdependence hypothesis), define second-person morality
moral decisions revolve around specific others
45
in stages of moral development, as proposed by Tomasello & Vaish (interdependence hypothesis), define agent-neutral morality
moral decisions involve following, enforcing group-wide social norm cultural influences for expression of agent-neutral morality collectivist and defer to majority
46
stages of moral development, as proposed by Tomasello & Vaish (interdependence hypothesis), define joint intentionality
2 agents have joint goal and understand this goal as shared and able to engage in joint attention to coordinate with each other while each knowing own roles
47
stages of moral development, as proposed by Tomasello & Vaish (interdependence hypothesis), define collective intentionality
moving things to group level, taking more objective, normative perspective on how things done/should be done generally within one's culture (later to emerge developmentally)
48
stages of moral development, as proposed by Tomasello & Vaish (interdependence hypothesis) - outline 2 main stages
1. ecology changed meaning humans become collaborative foragers and developed joint intentionality and second-person engagement if don't become interdependent and caring for social partner, not picked (social selection) 2. interdependent collaborations resulting from constant threat, maintains group survival, interactions based on group membership, and conformity
49
describe how concern for others is shown over 1 year (Zahn-Waxler, Radke-Yarrow)
transition from being generally upset when seeing someone in distress, to comforting others via prosocial behaviour (hugging)
50
describe how concern for others is shown over 15 months, 25 months (Zahn-Waxler, Radke-Yarrow)
over 50% spontaneously responded to another's distress by engaging in prosocial behaviour 25months = all bar one with age, range of comforting behaviour increases from verbal responses, bringing blankets
51
what is a common belief regarding development in prosocial behaviour in child, but what is actually seen
children become prosocial due to adult encouragement however if rewarded helping decreased over time when reward taken away, compared to if no rewards (young children's motivation to help is intrinsic)
51
in first year, compare children's behaviour toward prosocial and antisocial behaviour
distinguish prosocial from antisocial, prefer prosocial and more helpful to those who are helpful to them in past interaction (direct reciprocity)
52
age 3 to 4, compare children's behaviour toward prosocial and antisocial behaviour
develop indirect reciprocity, reducing prosocial behaviours towards individuals who intended harm
53
at what age is equality/sharing shown, compare this to toddlers
from 8month, gives toys to parents toddlers less willing but divides reward equitably if gained through working together
54
when do children show a conception of social norm
toddler intervenes in situation to set right norm, even if not directly involved enforces norms depending on group membership = by age 3, don't view social norm solely in terms of authority but also as agent- neutral expectation
55
can children understand how others feeling, when emotions not visible/infer - Vaish, Carpenter, Tomasello, detail method
researcher engage in activity (drawing picture) harm cdn: tore up picture control cdn: tore up blank paper studied number and latency of concerned looks later, play with balloons, researcher drops balloon and says "oh no, my balloon" DV: comforting or helping
56
can children understand how others feeling, when emotions not visible/infer - Vaish, Carpenter, Tomasello, detail results
children in harm condition are more likely to look at researcher quick, longer, more, and more likely to help later conclusion, at 18months can show concern for stranger who is in a hurtful situation and not showing emotion
57
name 3 ways how peers influence behaviour
1. modelling behaviours for imitation 2. reinforcing positive/negative behaviours 3. setting benchmarks for child to compare themselves (affecting self-esteem)
58
apply Bronfenbrenner ecological systems theory to role of peers for socialisation developments
interacting with peers affords very different opportunities than via caregiver interaction
59
name 2 categories of rejected childrens
aggressive, non-aggressive
60
name traits of aggressive rejected children
poor self-control, behavioural problems, disruptive
61
name traits of non-aggressive rejected children
anxious, withdrawn, socially unskilled
62
name 34 factors that affects peer status
1. temperament/personality 2. past experiences 3. physical appearance (attractiveness, age, race, gender) 4. social skill
63
what can peer status affects in long term
happiness, social development, school attendence, future behaviour, life outcomes effects mitigated by close friendship
64
what does Piaget state about important role of peer
interactions with peer critical for developments in moral reasoning
65
when children discuss situations with their peers or mother then tested for moral reasoning, what is found
greater gain in moral reasoning with peers degree to which child engaged in reflective discourse correlated positively with moral reasoning in post-test suggests reflects on moral situation, with peer>authority, is positive in moral development
66
why are reasoning skills primarily developed?
for persuading others in arguements (especially in morally charged situations)
67
What do children need to do to avoid/overcome rejection?
1. need to want to interact 2. feel confident in having something to contribute to group 3. be interested in learning what others in group are like = interests, opinions
68
how can parents promote peer acceptence in their children
be first partner for child to learn to interact create opporunities of interaction with other being social interaction role models talk about interaction to develop understanding explicitly provide suggestion on how to behave, give advice build up child's confidence on their own likeability
69
how can teachers promote peer acceptance
teaching 3 method for communication: 1. asking peers positively toned questions 2. offering useful suggestions and directions to peers 3. making supportive statements to peers
70
how can friends protect against negative impacts of peer acceptnace
many unpopular children can still have 1 friend and be content in friendship, having protective effect against their low peer group acceptance (but can then be bullied by a supposed friend)
71
when do apes show cooperation
flexible and targeted helping, sharing food with their offspring
72
when do apes show revenge
but only when an act toward them is intentional
73
when do apes show alliances
supporting each on in fights
74
outline ontogenetic origin of moral norms
children are born into the world full of moral norm and instituions, with their earliest premorality being respect and conformity, but only later understand how it works, why
75
at what age do children understand social norms
age 3, and prior to this are only responding to adult instructions then can collaborate, act prosocially, participate in social norm to develop human moralities

PSY2004 SEMESTER 1 (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions