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PSY 302 > Week 11 > Flashcards

Week 11 Flashcards

1
Q
  1. A “gold standard” assessment of attachment in young children (3-5-yr
    olds) that involves four episodes: separation from parents, reunion, second separation, and second reunion. (Cassidy & Marvin, 1992)
  2. 5-min separation
  3. No stranger
  4. 4 Categories
A
  1. The Preschool Attachment Classification System (PACS)
  2.  Secure
     Insecure avoidant
     Insecure
    ambivalent/dependent
     Insecure disorganized

(IDENTICAL TO MARY AINSWORTHS ATTACHMENTS STYLES / STRANGE SITUATION

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2
Q

Attachment & Quality of Parenting

A

 High-quality mother-child interactions (i.e., mother’s sensitivity) are
associated with secure attachment in 3-year-olds (Moss et al., 2004)

 Mothers who support children’s autonomy in problem-solving and exploratory behaviors have first graders with fewer attention and
behavior problems (Russell, Lee, Spieker, & Oxford, 2016)

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3
Q

Peers and Friends:

Peer contact ____, and adult contact ____ over the course of childhood

A

increases

decreases

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4
Q

Parten (1932) classified 6 play
activities of preschoolers

A

1) Unoccupied play
2) Solitary play
3) Onlooker play
4) Parallel play
5) Associative play
6) Cooperative play

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5
Q

Play Activities (Parten, 1932):

  1. Toddlers / Infants primarily engage in ____
  2. Young children primarily engage in ____
A
  1. Parallel Play
  2. Cooperative Play
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6
Q

Types of Aggression

A
  1. Instrumental aggression
  2. Hostile aggression
  3. Relational aggression
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7
Q

Harm as a means
to achieve a specific goal (mainly in toddlers)

A

Instrumental aggression

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8
Q

Actions with the intention to harm (increase in toddlers before
decline in young children)

A

Hostile aggression

Overt Agression is a form of hostile agression

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9
Q

Non-physical aggression (i.e., hurting social relationships or
status). (Continues throughout childhood and
adolescence)

A

Relational aggression

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10
Q

Gender and Aggression

A

▪Boys: Overt aggression
(physical/verbal).
▪Girls: Relational aggression

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11
Q

Family Context of Social Skills & Aggression

A

 Parental sensitivity = children’s social competence
 Household chaos & media violence
◦ heightened aggression in children
◦ Causal relationship? A review of 101 studies showed a
minimal effect of playing violent or nonviolent video
games on children’s aggression (Ferguson, 2015)
 Corporal punishment: purposeful use of punishment to cause physical pain/discomfort
◦ heightened aggression in children
◦ Why?

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12
Q

Purposeful use of punishment to cause physical pain/discomfort

A

Corporal punishment

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13
Q

Corporal punishment on children leads to

A

heightened agression
WHY?
(because behaviour is negatively reinforced)
(ie; Mary teases her brother John, John makes her stop teasing by
yelling at her. Johns yelling takes away (negative reinforcment) teasing, behaviour, showing john that yelling works)

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14
Q

A set of principles and ideals that helps an individual in
- ________: distinguishing right from wrong
- ________: acting on this distinction
- ________: feel pride in good conduct and guilt/shame due to bad conduct

A

Morality

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15
Q

the ability to distinguish right from wrong

A

Moral reasoning (cognitive)

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16
Q

the ability to act on a moral distinction

A

Moral Behaviour (Behavioural)

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17
Q

the ability to feel pride in good conduct and guilt/shame due to bad conduct

A

Moral affects (emotional)

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18
Q

Cognitive Component of Morality

A

Moral reasoning (cognitive)

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19
Q

Behavioural Component of Morality

A

Moral Behaviour (Behavioural)

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20
Q

Emotional Component of Morality

A

Moral affects (emotional)

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21
Q

internalization of
moral standards

A

Moral maturity

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22
Q

MORALITY THEORY:
Psychoanalytic Theory (Emotional)

A

Freud
ID: instinctual and biological drive
Superego (3-6 yrs): internalized moral standards (moral maturity)

Evaluation:
 Captures child’s desires and societal norms
 Ignored cognition

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23
Q

MORALITY THEORY:
Cognitive Developmental View (Cognitive)

A

Piaget’s stages of moral development

➢ Morality of Constraint ( < 7 years): moral
absolute, consequence > motive
➢ The transitional period (7/8-10 yrs)
➢ Autonomous morality (moral relativism,
>=11/12 years): relative rules, motives >
consequence

Kohlbberg’s stages of moral development

 Hypothetical moral dilemmas
 The issues involved in moral
judgments
 Rationale/reasoning behind
decisions

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24
Q

Two Theories of Cognitive Developmental Morality

A

Piaget’s stages of moral development

Kohlbberg’s stages of moral development

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25
Heinz’s dilemma
Heinz’s wife is near death, might be cured by a new drug that costs $2,000. Heinz only collected $1,000 and the druggist refused to sell the drug. Heinz desperately broke into the drug store. Should Heinz have done that? Why and why not? (Kohlberg, 1969)
26
Kohlberg’s 3 Stages of Moral Development
1. Preconvential 2. Conventional 3. Post-Conventional
27
Kohlbberg’s stages of moral development (explanation)
▪ Stages in the same order, differ in the final stage. ▪ Cognitive development determines progress
28
Kohlbberg’s stages of moral development: Preconventional Stage 1 and 2:
Stage 1. Punishment & Obedience Stage 2. Naïve Hedonism
29
Kohlbberg’s stages of moral development: Conventional Stage 3 and 4:
Stage 3. “Good boy/girl” Stage 4. Law and Order
30
Kohlbberg’s stages of moral development: Post-Conventional Stage 5 and 6:
Stage 5. Social Contract Stage 6. Universal Ethical Principles
31
MORALITY THEORY: Social Domain View (cognitive) 1. 3 Domains and Examples
**1. Moral Domain: Encompasses Reasoning about others welfare and rights, fairness, justice and equal treatment** (ie; avoid harming others: Even 3-yr-olds can make moral judgement (right- vs. wrong-doing) and value intention (i.e., hitting others) **2. Psychological domain: Focuses on childrens understanding of the mental states, beliefs, desires, emotions, and intentions of self and others** (ie; Mental State of Self and Others: TOM: transgressor’s intentions in a wrong-doing (Killen et al., 2011) **3. Societal Domain: Involves social systems, organizations, and conventions, such as social norms about how to behave in a classroom** (ie;Social norms or conventions: Group identity and norms (e.g., wearing pajamas to school)
32
The Psychological Domain View of Morality Example
 3-8-yrs old: When being asked to evaluate a transgressor’s accidental actions, older children increasingly focus on intention (e.g., a character threw away a paper bag containing another child’s cupcake, thinking that it was a trash). Those children with false belief understanding can better understand intentions
33
In-Group Bias
Children may treat more favorably ingroup vs. outgroup individuals
34
Resource allocation studies:
Children’s moral decisions around equitable distribution (e.g., distribute stickers or other resources to story characters and children from other social groups)
35
In-Group Preferential Treatment
Outgroup Prediction: 3-4-yrs-olds introduced two groups (red Zazes vs. blue Flurps)
36
Family and Cultural Context of Moral Development on **Moral Maturity**
 Positive sibling interactions are associated with higher moral reasoning  Parenting and moral maturity (Hoffman, 1970) - Love withdrawal (low correlation) - Power assertion (moral immaturity) - Induction (moral maturity)
37
Cultural differences in moral development
Adults across cultures assume different roles ◦ Collectivistic: than individualistic: less self interest more fairness
38
Self-Identity Development
 School-age children’s concepts about themselves are multifaceted (Harter, 2015)  School-age children become vulnerable to the views of their peers.  Social group memberships are core features of their evolving self-identity. In-group vs. outgroup
39
A psycho-social stage in which children who exhibit industry develop a **sense of mastery**, such as when they feel a sense of accomplishment as they persist toward goals - Alternatively, children may feel inferior and lack motivation when they do not attain their goals or are punished or ridiculed
Industry versus inferiority | Erik Erikson’s Psychosocial development
40
Evaluating Self: Changes to the Concept of Self across Childhood
Decentration and broadening of perspectives in self concept (Damon & Hart, 1988):  It is not all black and white: multi-dimensional  What’s inside matters too: observable to internal traits/dispositions  How do I compare? Social comparison Declining self evaluation (and self-esteem) and coping: Devaluing appraisal (“I do not really care about match” maintains a positive view of self.
41
Relationships with Parents
Attachment  Middle childhood: less reliant on parents as their attachment figures (e.g., Collins et al., 2005)  Children with positive parent relationships show positive psychological and behavioral adjustment  Child-father relationship: vitally important to children’s social emotional development
42
1. Parents’ awareness of children’s activities, friends, and peer groups, including efforts to keep track of children’s lives 2. Parental monitoring is associated with ____ child behaviors
1. Monitoring 2. positive
43
Parenting: Two Dimensions
1. Warmth (permissiveness) 2. Control (restrictiveness)
44
the extent to which parents are supportive, sensitive, and responsive - tends to foster social and emotional development
Warmth (permissiveness)
45
the amount of regulation/control that parents undertake - tends to promote academic success
Control (restrictiveness)
46
Deeply important relationships characterized by mutual liking and affection
Friendships
47
____ is particularly important in a friendship (e.g., Rubin et al., 2006)
Mutual affection
48
a group of kids (typically 5-6 members) of generally the same age, status, and interests
Peer group
49
Peer acceptance
The extent to which a child is liked or accepted by peers
50
Peer rejection
The extent to which a child is disliked and excluded by peers
51
Measuring Acceptance & Rejection
Behavioral observations: observe how children interact with one another  Teacher reports: teachers’ rating of children’s interaction  Child reports/peer assessments: sociometric nomination
52
Measuring Acceptance & Rejection: observe how children interact with one another
Behavioral observations
53
Measuring Acceptance & Rejection: teachers’ rating of children’s interaction
Teacher reports
54
Measuring Acceptance & Rejection: Child reports/peer assessments
- sociometric nomination
55
Children nominate peers in their class or grade whom they “like” and “dislike”
sociometric nomination
56
Visual depictions of friendships among peers in a social network
Sociograms
57
Peer Acceptance and Popularity
 Children were classified into ◦ 2/3 can be classified as either  Popular: liked by many and disliked by few  Rejected: liked by few and disliked by many -- Rejected-aggressive -- Rejected-withdrawn  Neglected: few nominations  Controversial: liked by many and disliked by many others ◦ 1/3 are average-status children: liked or disliked by a moderate number of peers
58
Popular children who are considerate and skilled at initiating friendships and prosocial toward other children
Popular-prosocial Children
59
Chlidren Sometimes evaluated as shy  Not at risk: Tend to be able to develop stable friendships (Ladd et al., 2011)
Neglected Children
60
Children Prone to hostile and threatening behavior
Aggressive-rejected Children
61
Children that are Socially withdrawn + negative actions/emotions
Withdrawn-rejected children
62
Two types of rejected children
1. Aggressive-rejected 2. Withdrawn rejected
63
Children that areDisliked by some but liked by others  Tend to have characteristics of both popular and rejected children
Controversial Children
64
assess brain response to peer rejection by making children think that they are being rejected or excluded by unknown children
Virtual social exclusion experiments
65
Virtual social exclusion experiment examples
◦ E.g., “Cyberball” game (Williams, Cheung, & Choi, 2000) ◦ E.g., Peer chat room simulations
66
 Areas of the brain that respond to ________ are those involved in feeling physical pain (e.g., Eisenberg & Lieberman, 2004)
exclusion (“social pain”)
67
A school’s physical and social characteristics (Positive = good for social)
School climate
68
Context: Family & School on Peer and Friendships
 Parents provide children with opportunities to interact with peers, monitor friendships, coach children on relationships, teach children social skills, and discipline unacceptable behaviors  High quality parent-child relationship relates to peer acceptance (reverse for harsh)
69
Cyberbullying
The use of electronic devices to bully others. E.g., repeated, intentional use of electronics (e.g., emails, social media) to harm other(s)  Increases across school years
70
Victims of cyberbullying
more likely to show bullying behaviors, less likely to defend other victims, becomes numb to the emotional damage of bullying
71
Cultural norms and values ______
influence social development
72
 ____ is less acceptable and ____ is considered mature and well-behaved in Chinese culture
Aggression shyness

PSY 302 (11 decks)

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