Quiz 9 Pt. 1 (Ch. 15)

Question 1

peers

Answer 1

children who share the same age or maturity lvl., give source of info. and comparison about the world outside the family

Question 2

importance of friends

Answer 2

essential to psychosocial adj., help master new social skills

-development of best friend(s)

Question 3

skills learned through peer relations

Answer 3

assertiveness, conflict management, earning respect

-aggression control, how to discuss feelings, empathy, expand thought process and knowledge

Question 4

banning best friends

Answer 4

some schools are attempting to ban the concept of having best friends

-exclusionary, may reduce emotional distress, may help kids broaden social skills

Question 5

friendships role

Answer 5

companions, stimulation, phys. and ego support, social comparison, intimacy or affection

Question 6

individual differences

Answer 6

personality, negative emotionality

Question 7

development of peer relations

Answer 7

some infants and toddlers experience long-lasting relationships at birth

-6 mths.: can communicate w/ other babies by smiling, touching, babbling
-2 yrs.: prosocial and aggressive behavior

-3 yrs.: children prefer to spend time w/ same-sex

-early childhood: distinguish between friends and non-friends

Question 8

gender influences

Answer 8

5+ yrs.: boys associate in large clusters more than girls
-rough-and-tumble play, competition, conflict, ego displays, risk taking, and dominance seeking

girls are more likely to play in groups of 2 or 3
–collaborative discourse and activity

Question 9

social cognition

Answer 9

thoughts about social situations

Question 10

Dodge’s (1991) 4 steps in info-processing

Answer 10

1) decoding social cues
2) interpreting
3) searching for response
4) selecting optimal response
5) enacting it

Question 11

sociometric status

Answer 11

describes extent to which children are liked or disliked by peer group

Question 12

5 peer statuses

Answer 12

1) popular
2) average
3) neglected
4) rejected
5) controversial

Question 13

popular

Answer 13

frequently nominated as best friend and are rarely disliked by peers

-give out reinforcements, are happy, control neg. emotions

-act like themselves, show enthusiasm and concern. and are self-confident w/o being conceited

Question 14

average

Answer 14

get average # of both pos. and neg/ nominations from peers

Question 15

neglected

Answer 15

infrequently nominated as best friend but not disliked by peers

-engage in low rates of interaction w/ peers and are described as shy

Question 16

rejected

Answer 16

rarely nominated as someone’s best friend are actively disliked by peers

Question 17

controversial children

Answer 17

frequently nominated both as someone’s best friend and being disliked

Question 18

precursors of peer rejection

Answer 18

poor parenting skills, inadequate monitoring, harsh punishment

Question 19

how to teach rejected children to interact more effectively

Answer 19

role play, discuss hypothetical situations involving neg. peer encounters

Question 20

caregiver application

Answer 20

give kids opportunities to spend time w/ other kids

-help kids learn games or sports, set clear rules for appropriate behaviors

-help kids learn to see others’ points of view, manage neg. feelings, and problem solve

Question 21

bullying

Answer 21

verbal or phys behavior intended to disturb someone less powerful

-in-person, cyberbullying

Question 22

bullying effects

Answer 22

more likely to experience depression, engage in suicidal ideation, and attempt suicide

Question 23

ways for schools to reduce bullying

Answer 23

get older peers to serve as monitors for bullying and intervene

-develop school-wide rules and sanctions against bullying and post them throughout the school

-form friendship groups for adolescents who’re regularly bullied by peers

-incorporate message of anti-bullying program into pieces of worship, schools, and other community activity areas where adolescents are involved

-encourage parents to reinforce their adolescent’s pos. behaviors and model appropriate interpersonal interactions

-identify bullies and victims early and use social skills training to improve behavior

-encourage parents to contact school’s psychologist, counselor, or social worker and ask for help w/ concerns involving bullying or victimization

Question 24

play

Answer 24

pleasurable activity that is engaged in for its own sake

Question 25

play therapy

Answer 25

allow child to work off frustrations and to analyze child's conflicts and ways of coping w/ them

Question 26

sensorimotor play

Answer 26

behavior that allows infants to derive pleasure from exercising their sensimotor schemes

Question 27

practice play

Answer 27

repeating behavior when new skill are being learned -phys. or mental mastery and combination of skills required for games and sports -9 mths.: infants pick novel objects for exploitation and play, esp. those that're responsive --toys that make noise or bounce -12 mths.: infants make things work and enjoy exploring cause and effect --(i.e., running, jumping, sliding)

Question 28

pretense/symbolic play

Answer 28

occurs when child transforms phys. enviro. into symbol -9-30 mths.: substitute objects for others and at toward them as they were other objects -make-believe play --18 mths., peaks at 4-5 yrs.

Question 29

social play

Answer 29

involves interaction w/ peers, may or may not involve pretending or imagination -playing w/ others --increases during preschool yrs. and includes interchanges like turn taking, conversations --social games and routines, phys. play

Question 30

constructive play

Answer 30

combines sensorimotor or practice play w/ symbolic representation of ideas -children engage in self-regulated creation of a product or solution -increases in preschool and elementary school yrs.

Question 31

games

Answer 31

activities that are engaged in for pleasure and are governed by ryles -involve competition between 2+ individuals

Question 32

future of play

Answer 32

making play spaces easier to access, making toys at home -parents have a say in what toys get made

Question 33

recess decline

Answer 33

emphasis on standardized tests -cut recess in favor of classroom instruction -No Child Left Behind (2002) -Common Core Standards -racial diff. --black students and low-income students more likely to be given little to no recess

Question 34

recess benefits

Answer 34

2009 study: 8-9 yr. olds w/ at least 1 daily recess period of 15+ mins. had better classroom behavior -improved academic achievement, policy backlash to increased classroom time -2016: RI guaranteed 20 mins. of recess daily for elementary school kids -2017: Florida elementary students guaranteed 20 mins. of recess

Question 35

friendship's 6 functions

Answer 35

1) companionship -a familiar partner, someone who's willing to spend time w/ them and join in collaborative activities 2) stimulation -interesting info., excitement, and amusement 3) phys. support -resources and assistance 4) ego support -expectation of support, encouragement, and feedback that helps children to maintain an impression of themselves as competent, attractive, and worthwhile individuals 5) social comparison -information about where children stand compared w/ others and whether children are "doing okay" 6) intimacy or affection -warm, close, trusting relationship w/ another individual -a relationship that involves self-disclosure

Question 36

homophily

Answer 36

tendency to associate w/ similar others

Question 37

intimacy in friendship

Answer 37

define narrowly as self-disclosure or sharing of private thoughts -private or personal knowledge about a friend used as a measure of intimacy

Question 38

gender and friendship

Answer 38

girls' friendships: deeper, interdependent, empathetic, nurturing, and greater desire to sustain intimate relations -higher peer attachment related to trust and communication boys' friendships: cooperative, emphasize power and excitement -discourage eat other from disclosing problems because its not seen as masculine

Question 39

cliques

Answer 39

small groups that range from 2-12 individuals and average about 5-6 -usually of same sex and about same age

Question 40

crowds

Answer 40

larger group structure and less personal than cliques

Question 41

3 stages of adolescent dating

Answer 41

1) entry into romantic attractions and affiliations at about 11-13 yrs. 2) exploring romantic relations at 14-16 yrs. -90%+ have been at least on one date 2 types of romantic involvement: a) casual dating: emerges between the mutually attracted -short-lived, last a few months, endure a few weeks b) dating in groups -friends act as 3rd-part facilitator of a potential dating relationship by communicating the friend's romantic interest --determine if attraction is reciprocated 3) consolidating dyadic romantic bonds at 17-19 yrs. -avg. duration of relations in high school: 6 mths. --1 yr.+

Question 42

early bloomers

Answer 42

15-20% of 11-13 yr. olds who say that they currently are in a romantic relationship -35% who indicate that they have had prior exp. in romantic relationships

Question 43

late bloomers

Answer 43

approximately 10% of 17-19 yr. old who say they have had no exp. w/ romantic relationships -15% who report they haven't engaged in romantic relationships that lasted more than 4 mths.

Question 44

meaning of dating

Answer 44

early adolescence -exchanging contact info, seeing e/o at school, holding hands to display "couplehood" -middle adolescence --more meaningful relationships, group dates -late adolescence --deeper, more mature relationships, long-term (over a yr. on avg.)

Question 45

dating pros

Answer 45

become healthy, mature individuals, establish emotional and behavioral autonomy from parents -development of gender and sexual identity, learn about themselves -establishes social status within peer groups

Question 46

dating cons

Answer 46

early and intensive (exclusive and serious) dating before 15 can stunt psychosocial development -risks of: --substance use, sexual intimacy, car accidents --emotional harm, social violence