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75 Cards in this Set
- Front
- Back
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Development of Social Cognition
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-concrete to abstract
-organized better with age -cause of behavior goes from simple explanations to complex interacting relationships -metacognitive understanding |
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I-Self
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sense of self as the knower/actor - includes self-awareness, self-continuity, self-coherence, and self-agency (understanding that I control myself)
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me-self
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sense of self as an object of knowledge, material and psychological and personality trait evaluation - how others might see and describe you
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self-awareness
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begins in the early months, understand body as separate, realize their actions cause predictable reactions from people, objects
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categorical self
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18-30 months, can classify selves on a number of dimensions (age, sex, good/bad)
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theory of mind
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young preschoolers awareness of self's private thoughts and imaginings
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self concept development
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set of attributes, abilities, attitudes, and values that an individual believes defines who he/she is - mention observable things, understand psychological characteristics
middle childhood - organized observations, competencies, positives/negatives, personality traits, social comparisons adolescence - see opposing traits, try to be what people want, what is the real me? Emphasis on social virtues, personal and moral values |
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self concept development
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set of attributes, abilities, attitudes, and values that an individual believes defines who he/she is - mention observable things, understand psychological characteristics
middle childhood - organized observations, competencies, positives/negatives, personality traits, social comparisons adolescence - see opposing traits, try to be what people want, what is the real me? Emphasis on social virtues, personal and moral values |
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self-esteem judgements
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we make about our own worth, feelings associated with these judgements
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attributions
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common every day explanations for causes of behavior, "Why did I do that?"
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Mastery oriented attribution vs. learned helplessness mastery oriented attribution
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success is due to ability and hard work - incremental view of ability -
learned helplessness, attribute failures to ability, successes to external factors (luck, ease of task) entity view of ability - fixed, not changeable |
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identity achievement
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clearly committed, psychological well being (healthy)
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moratorium
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exploring identity - people, clothes, places - active process (healthy)
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identity foreclosure
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committed to goals without exploring alternatives, ready made identity - die hard, rigid, not necessarily self-defined.
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identity diffusion
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lack of clear direction, exploration is too threatening and overwhelming - don't know what they stand for, vulnerable to cults
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internalization
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adopting societal standards for what it right as your own
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induction
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type of discipline which child is encouraged to notice other's feelings, effects of misbehavior pointed out - tells how to behave, applied in future, encourages empathy and sympathetic concern, encourages kids to judge appropriateness - begin to understand logic
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Social Learning Theory of Moral Development
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Kids learn through modeling
effective models - warmth and responsiveness, competence and power, consistency between assertions and behaviors |
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construction
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process of actively attending to and interrelating multiple perspectives on a situation in which social conflicts arise, thereby developing new moral understandings
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Piaget's theory - Heteronomous vs. autonomous
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heronomous morality (5-10 years) rules are handed down by authority, they are permanent, unchangeable, and call for strict obedience
autonomous morality - people's perspectives can differ and intentions, not concrete consequences, should serve as basis for judging behaviors |
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Kohlberg's Stages
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preconventional - morality externally controlled, fear of authority, avoidance in punishment - later what is right comes from self-interest
conventional - social rules are important for maintaing positive human relations and societal order - being seen as good by others and being fair are important postconventional - morality is defined in terms of abstract principles, values that apply to situations, societies - laws are flexible, meant to further human purposes - what is right defined by ethical principles - what is valued for all humanity, respect for worth and dignity for each person |
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Influences on moral development
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personality, peer interaction, child-rearing practices, schooling, culture
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gender stereotypes
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widely held beliefs about characteristics deemed appropriate for males and females
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gender roles
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the reflection of gender stereotypes in every day behavior
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gender identity
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perception of oneself as relatively masculine or feminine in characteristics
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instrumental traits
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masculine stereotpyed personality traits - competence, rationality, assertiveness
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expressive traits
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feminine-stereotyped traits - warmth, caring, sensitivity
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Developmental gender trends
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parents stereotype before birth, 18 months recog. opposite gender toys, 2 y/o absorb messages, preschool. assoc. toys/colors with a gender, characs. assoc. w/ 1 sex determine sex (long hair = girl), age 5 gender stereo. well established - become adultlike by 11
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Influences on gender roles and stereotypes
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biology, expectations of adults, treatment by parents and teachers, peers, siblings, observational learning
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gender constancy
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understanding that gender is biologically based and remains the same even if clothing, play, etc. change
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gender labeling
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stage where preschoolers can label gender of selves and others correctly
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gender stability
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partial understanding of the permanence of sex, stability over time
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gender consistency
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children in late preschool/early school master gender constancy
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authoritative
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most successful, high in acceptance/involvement, appropriate limits/freedom, consquences
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authoritarian
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low in acceptance/involvement, focus on control, low in autonomy
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Permissive
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warm and accepting, little control, not good w/ decisions
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uninvolved
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low acceptance and involvement, little control, indifference in autonomy, neglectful
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autonomy
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ability/skills for own decisions
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coregulation
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general guidelines, choices w/in, builds skills
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factors that impact child rearing
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SES, poverty, ethnic differences
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factors related to adjustment to divorce
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custodial parent's psychological health, child's age, temperament, sex, social supports
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physical abuse
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assaults on children - hitting, kicking, shaking - injuries, pain
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sexual abuse
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comments, fondling, intercourse, other exploitation
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physical neglect
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don't receive enough food, clothing, medical attention, supervision
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emotional neglect
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failure of caregivers to meet child's needs for affection, emotional support
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psychological abuse
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actions such as ridicule, humiliation, scapegoating, terrorizing - damage cognitive, emotional, or social functioning
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hyperarousal
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physiological systems run higher than resting rate, increases stress hormones
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consequences of maltreatment
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impaired devlopment of emotional self-regulation, empahty, sympathy, self concept, social skills, academic motivation, serious learning and adjustment problems, hyperarousal, stress hormone increase
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common factors for origin of maltreatment
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high emotional arousal, low income, low education, unemployment, young age, alcohol/drug abuse, marital conflict, overcrowded living condition, frequent moves, household disorganization, social isolation, overburdened parents, premature infants, colicky babies, special needs kids
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rough and tumble play
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teaches appropriate limits of aggression
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infant/toddler peer relations
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looking/touching by 3-4 mths., 6 months directed smiles and babbles
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nonsocial play
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unoccupied, onlooker behavior, solitary play
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parallel play
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limited social play near other children, similar materially, does not influence others behaviors
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associative play
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true social participation, separate activities, interact to exchange toys, comment on others behaviors
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cooperative play
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true social participation, childrens actions toward a common goal
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popular/prosocial child
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most popular children combine academic and social competence, assertive, ask for explanation
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popular/antisocial
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tough boys who are athletically skilled but poor students, peers see them as "cool"
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rejected/agressive
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severe conduct problems, no one likes, worst social skills
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rejected/withdrawn
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passive and socially awkward, at risk for being bullied
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controversial
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both positive/negative behaviors
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neglected children
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usu. well adjusted, can break away from this status when they want - may choose not to join in
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cliques
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small groups, 5-7 people
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crowds
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larger groups, based on reputation and stereotype
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crowds
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larger groups, based on reputation and stereotype
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secure attachment
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parent used as a secure base, may or may not cried, seek contact 65%
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avoidant attachment
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Unresponsive to parent, not distressed, slow to greet parent/cling 20%
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resistant attachment
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seek closeness before separation, fail to explore, present angry resistive behavior upon return, hitting, pushing 10-15%
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avoidant attachment
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Unresponsive to parent, not distressed, slow to greet parent/cling 20%
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disorganized/disoriented attachment
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greatest insecurity, confused behaviors, look away/flat depressed emotion, frozen postures, crying 5-10%
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Vygotsky/Piaget on make-believe play
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Piaget- children practice and strengthen newly acquired representational schemes, emotionally integrative function misjudged power of language
Vygotsky unique, broadly influential zone of proximal development, children advance selves by trying out a wide variety of challenging skills has a lot of evidence to back it up |
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Infancy Arousal
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Regular sleep full rest, little or no body activity (8-9)
Irregular sleep gentle limb movements, stirring, irregular breathing (8-9) Drowsiness falling asleep/waking up, less active, glazed eyes, even but quick breathing (Varies) Quiet alertness body inactive, eyes open and attentive, breathing even (2-3) Waking activity frequent bursts of uncoordinated motor activity, breathing irregular, face tense, wrinkled or relaxed (2-3) Crying waking activity, vigorous motor activity (1-3) |
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microsystem
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individual
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mesosystem
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childs immediate surroundings; immediate family, school, play area
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exosystem
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extended family, friends, workplace, community health services, neighbors
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macrosystem
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customs, laws, values
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