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PSYC228 > PSYC228_Chap6 > Flashcards

PSYC228_Chap6 Flashcards

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1
Q

during early childhood…

A

personalities inc in apparency
cognitive sophisitication inc
mastery of language inc

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2
Q

think genes play role in expression of personality bec

A

down syndrome leads to predictable behaviour

behaviour genetics suggest that genes + biology are predominant influences on a lot of behaviour like personality

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3
Q

behaviour genetics

A

area of science that studies nature of relationship betw genes + behaviour

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4
Q

heritability estimate

A

calculation used by behaviour geneticists to denote independent contribution of genes to differences seen between people in a given trait

say nothing about how it does within people

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5
Q

prosocial behaviour

A

voluntary behaviour that is intended to benefit another person

the helping of others

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6
Q

aim of behaviour genetics research

A

determine proportion of differences among people due to genes and proportion due to environment

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7
Q

most common method used by behaviour genetics researchers to obtain heritabillity estimates

A

twin studies

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8
Q

dizygotic twins

A

fraternal twins - share up to 50% of genes - diff eggs

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9
Q

monozygotic twins

A

identical twins - share identical 100% DNA - same egg

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10
Q

genes don’t translate thru cells into real time behaviours,
behaviour _ personality in early childhood result of

A

dynamic interaction + fusion betw genes + environment

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11
Q

behaviour genetics assumes

A

genes play main role in personality development

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12
Q

watson + skinner

A

behaviourist

environmental forces

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13
Q

bandura

A

behaviourist
modelling importance study
important for media consumption for children

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14
Q

psychodynamic perspective

A

role of environment in shaping personality
also emphasize expectation that societies have for individuals to gain greater + greater control over themselves as their biological maturation allows
erikson’s psychosocial theory initiative vs guilt stage

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15
Q

self-concept

A

one’s multidimensional impression of one’s own personality, of the attributes, abilities, + attitudes taht define one’s self

positive self-concept fundamental to socio-emotional development
better abel to use awareness as behavioural + relational guide

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16
Q

categorical self

A

self-definitions based on concrete external attributes

early childhood - only observable features of self

middle childhood - integrate separate attributes into abstract reprsentation of self _ shy except arnd friends

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17
Q

self-esteem

A

judgements of worth that children make about themselves + feelings that those judgements elicit

evaluative component of self-concept

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18
Q

secure attachment to caregiver associated with

A

positive self-perceptions + self-esteem

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19
Q

people with biggest influence on socio-emotional development?

A

parents

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20
Q

2 key areas where parents differ

A

demandingness - level + consistency of demands

responsiveness - how quick + sensitively parents address children’s needs

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21
Q

3 parenting styles by Baumrind

A

authoritarian
authoritative
permissive (permissive-indulgent + permissive-neglectful)

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22
Q

demandingness

A

level of demands parents make on their children. # + intensity + consistency of demands can all vary along a continuum from very low to very high

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23
Q

responsiveness

A

speed, sensitivity, + quality with which parents attend to the needs of their children. Like demandingness, responsiveness ranges along a continuum from very low to very high

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24
Q

authoritarian parenting

A

high demands low responsiveness

demand obedience from children + are consequence-oriented, quick to punish disobedience

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25
authoritative parenting
high demand + high responsiveness create rules + expectations while explaining reasons for rules
26
permissive-indulgent parenting
high responsiveness + very low demand involved, caring + loving, but few rules + little guidance
27
permissive neglectful parenting
low demand + low responsiveness uninvolved + distant, often unaware of child's activities
28
responsive parenting
positive social competance + positive adjustment
29
demanding parenting
positive high school achievement + behavioural control
30
high responsiveness + no demands
negative reduced social competance
31
high-demand, low responsiveness
negative low self-esteem + depression
32
western nations
authoritative (high demand + high responsiveness) parenting most positive outcomes than other styles
33
authoritarian + permissive styles may be better
in non-western cultures
34
psychological control
associated with authoritarian parenting, behaviours that violate + manipulate child's feelings, thoughts, + attachments to parents
35
discipline
teaching children to control behaviour + follow rules
36
punishment
unpleasant consequences of failing to follow rules
37
induction
reational form of discipline where adults use reasoning + explanations to help children understand effects of misbehaviour
38
time outs
disciplinary measure where child is removed from reinforcing stimuli, events, or conditions for a short period of time
39
corporal punishment
use of physical force to cause pain or discomfort in order to punish unwanted behaviour
40
physical abuse
non-accidental physical injury as result of caretaker acts like shaking, slapping, punching, beating, kicking, biting, or burning
41
sexual abuse
involvment of children + adolescents in sexual activities that they do not understand + for which they cannot give informed consent
42
neglect
failure of caretakers to provide for child's fundamental needs, such as adequate food, housing, clothing, medical care, emotional well-being, or education
43
emotional/psychological abuse
continuual verbal harassment + intimidation of chlid by means of disparagement, criticism, threat, or ridicule
44
corporal punishment has shown to be a major risk factor for
physical abuse sexual abuse neglect emotional/psychological abuse
45
non-parental child care
child care carried out by someone other than primary child care provider
46
most common type of non-parental child care not performed by relatives
centre-based child care
47
centre-based child care
provided at location away from home, generally including 4+ chlidren + qualified child care provider
48
majority of violent acts against children perpetrated by
people they know parents, shoolmates, teachers, employers, bf's gf's, parent's spouses + partners
49
most common chlid maltreatment forms in canada 08
exposure to intimate partner violence neglect
50
girls + boys respond differently to absue
girls - likely internalize response to violence - suicidal ideation, eating disorders, low self-esteem, psychological disorders boys - externalize response likely - inc aggression, delinquency, spousal abuse more likel to be volent in adolescent + adult relationsips than boys not exposed to violence
51
2014 how what % of labour force is women
47.3% been inc since 1976 2009, 64.4% canadian women with children < 3 yrs were employed doubled since 1976
52
parental leave
max 89 wks 17 wks pregnancy leave - birth mother 35 wks parental leave - birth mother 37 wks parental leave father
53
waht % of children < 5 have regular non-parental care
54% parents have high incomes - pay for daycare ouside family parents low incomes - relative care
54
2011 almost half 46% canadian parents use
some non-parental care under age 14 86% majority used regularly - 30 hrs/wk ave # hrs in non-parental care remained stable median cost of full-time child care varies 152$ Quebec - 677$ ontario 98% parents report satisfaction iwth overall quality of child care arrangement
55
characterisitics of high-quality daycare centre
qualified daycare workers licensing low child:caregiver ratio educational mission safety
56
canada has
no national program or overall approach to early childhood educaton
57
NICHD study - children who spent a large quantity of tiem in non-parental child care were more likely to
show behavioural problems
58
27% of 5-6 yr olds use computer every day...
32% watch videos 75% TV - most popular media option
59
clear correlation betw watching violent tv and
agressive behaviour tv watching doesn't cause aggression, but is major risk factor for aggressive behaviour + potential public health threat
60
relational aggression
subtle harmful acts, such as manipulating, gossiping, or creating public humiliation for another individual most common in older age groups violent media consumption associated with it
61
tv associated with
gender identities, roles, worldviews, creativity imagination ability to take perspective of others perceptual skills attention, memory, perception
62
tv can help
low socio economic families kids with vocabularies + info learning + geographical learnign
63
the more significance + positivity chlidren associate with designed gender, more they understand gender as
stable consruct
64
gender identity
perception of one's gender category
65
gender role
specific behaviours or appearances that are expected of children, based on culture's beliefs about gender
66
gender constancy
belief that one's gender is permanent and unchaning like it is
67
gender schema theory
cognitive approach to understanding gender development that centres on chlidren's own constructions of gender
68
gender schemas
chlidren's mental representation of gender categories
69
girls tend to go outside gender
norms more than boys boys fewer opportunities for complex play - playing with other sex toys
70
emotion vocabulary
of words a person can use to name his/her emotional states + explain emotional behaviour of self + others
71
alexithymia
difficulty understanding, identifying, + describing emotions with words
72
somatic complaints
physical problems without physiological cause headahces or stomach aches without physiological cause sometimes due to alexithymia
73
emotion regulation
ability to control behaviour one displays in response to an emotional state ablility to modify/modulate way our behaviour expresses our emotion or our perceptions of situation that elicit emotion
74
tantrum is a sign of
poor emotion regulation
75
affective social competance is
abllity to effectively send + receive emotional cues + manage one's own emotional experience important in peer relations
76
affective social competance
abllity to effectively communicate one's own emotions, interpret + respond to others' emotions + successfully manage experience of emotiosn
77
3 components of affective social competance
sending emotional cues receiving emotional cues managing emotional experience performed consciously, unconsciously, or automatically
78
display rules
cultural norms that dictate socially appropriate emotional displays
79
individualistic cultures like US + Austrailia, favour personal goals over group goals likely endorse emotional expressiveness
collectivistic cultures like indonesia + hongkong, emphasize group goals + favour reserved expression of emotion
80
internalizing problems
problems that result when chlidren overcontrol expression of emotions, depression, social withdrawal, anxiety, + somatoform disorders feature of depressive disorders
81
externalizing problems
result when children undercontrol expression of emotions, like aggression + delinquency feature of oppositional defiant disorder
82
instrumental or proactive aggression
goal-oriented act rhu which person or object is ahrmed
83
hostile reactive aggression
intentional act that harms a person or object
84
overt aggression
direct + obvious harmful act like hitting, kicking, biting or verbally threatening more common to boys
85
what is most important influence on emotion regulation development
parental socialization
86
moral emotions
emotions believed to play a fundamental role in morality
87
self-conscious emotions
moral emotions taht are evoked by self-reflection + self-evaluation
88
guilt
feeling of regret/remorse arising from preceptions of having done something wrong
89
shame
feeling that whole self is a failure or bad, which can lead to defensiveness + social withdrawal
90
what self-conscious emotions develop during early childhood?
guilt + shame guilt = more task-related + internal = more adaptive = prompting constructive actiosn like confessons + apologies shame = related to self or other relationship - focuses more on others' negative perceptions of self than on hamr caused to others = promotes defensiveness + interpersonal separation = also aggression + anger + blaming feel ashamed only in presence of another person
91
some scholars think guilt + shame emerge arnd 3 when children 1 understand self is different from other people 2 possess some moral standards of behaviour 3 have cognitive abilities to evaluate own behaviour against these standards
others say precursors of guilt + shame seen in 2nd year of life along with empathy
92
empathy
capacity to understand/feel what another person is feeling from their perspective
93
sympathy
feelings of pity for another person's misfortune feel diff emotions than other person
94
waht is positively associated iwth children's empathy + guilt?
secure attachment relationship betw mother + child
95
empathy in chlidren linked to
parenting that encourages children to understand others' emotions low levels of angry emotions at home parental practices taht help children manage negative emotions

PSYC228 (16 decks)

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