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AGGRESSIVE-REJECTED CHILDREN

NOT ACCEPTED BECAUSE OF LOW LEVEL SELF-CONTROL AND HIGH LEVEL AGGRESSION.

ASSOCIATIVE PLAY

YOUNG CHILDREN SHARE TOYS, MATERIALS, AND SOMETIMES CONVERSATION, BUT ARE NOT ENGAGED IN A JOINT PROJECT.


AVERAGE CHILDREN

SOME FRIENDS BUT NOT AS WELL LIKED AS POPULAR CHILDREN.

CLIQUE

A PEER GROUP FORMED ON THE BASIS OF FRIENDSHIP

CONTROVERSIAL CHILDREN

LIKED BY MANY, BUT ALSO DISLIKED BY MANY

COOPERATIVE PLAY

SHARE GOALS AND WORK TOGETHER TO ACHIEVE THEM

CROWD

A COLLECTION OF PEOPLE WHO OTHERS HAVE STEREOTYPED ON THE BASIS OF THEIR PERCEIVED SHARED ATTITUDES OR ACTIVITIES - FOR EXAMPLE, POPULARS OR NERDS

DOMINANCE HIERARCHY

AN ORDERING OF INDIVIDUALS IN A GROUP FROM MOST TO LEAST DOMINANT; A "PECKING ORDER"

GANG

A GROUP OF ADOLESCENTS OR ADULTS WHO FORM AN ALLEGIANCE FOR A COMMON PURPOSE.

HOMOPHILY

THE TENDENCY OF INDIVIDUALS TO ASSOCIATE AND BOND WITH OTHERS WHO ARE SIMILAR

MUTUAL ANTIPATHY

A RELATIONSHIP OF MUTUAL DISLIKE BETWEEN TWO PEOPLE

NEGATIVE GOSSIP

ADVERSE OR DETRIMENTAL INFORMATION SHARED ABOUT ANOTHER CHILD WITH A PEER.

NEGLECTED CHILDREN

OFTEN SOCIALLY ISOLATED AND, ALTHOUGH THEY ARE NOT NECESSARILY DISLIKED, HAVE FEW FRIENDS.

NONAGGRESSIVE-REJECTED CHILDREN

EXCLUDED YOUNGSTERS WHO TEND TO BE ANXIOUS, WITHDRAWN, AND SOCIALLY UNSKILLED.

PARALLEL PLAY

DOING THE SAME THING, OFTEN SIDE BY SIDE, BUT NOT ENGAGED WITH ONE ANOTHER.

PEER GROUP NETWORK

THE CLUSTER OF PEER ACQUAINTANCES WHO ARE FAMILIAR WITH AND INTERACT WITH ONE ANOTHER AT DIFFERENT TIMES FOR COMMON PLAY OR TASK ORIENTED PURPOSES.

PERCEIVED POPULARITY

RATINGS OF HOW WELL A CHILD IS LIKED BY HIS OR HER PEERS, MADE BY TEACHERS, PARENTS, AND CHILDREN

POPULAR CHILDREN

ARE LIKED BY MANY PEERS AND DISLIKED BY VERY FEW

PRETEND PLAY

MAKE-BELIEVE ACTIVITY IN WHICH OBJECTS ARE USED SYMBOLICALLY.

REJECTED CHILDREN

ARE DISLIKED BY MANY PEERS AND LIKED BY VERY FEW

REPUTATIONAL BIAS

TENDENCY TO INTERPRET PEERS BEHAVIOR ON THE BASIS OF PAST ENCOUNTERS WITH AND FEELINGS ABOUT THEM

SELF-DISCLOSURE

THE HONEST SHARING OF INFORMATION OF A PERSONAL NATURE, OFTEN WITH A FOCUS ON PROBLEM SOLVING; A CENTRAL MEANS BY WHICH ADOLESCENTS AND OTHERS DEVELOP FRIENDSHIPS.

SOCIAL COMPARISON

THE PROCESS BY WHICH PEOPLE EVALUATE THEIR OWN ABILITIES, VALUES, AND OTHER QUALITIES BY COMPARING THEMSELVES WITH OTHERS, USUALLY THEIR PEERS.

SOCIOMETRIC TECHNIQUE

A PROCEDURE FOR DETERMINING A CHILD'S STATUS WITHIN HIS OR HER PEER GROUP; EACH CHILD IN THE GROUP EITHER NOMINATES OTHERS WHOM THEY LIKE BEST OR RATES EACH CHILD IN THE GROUP FOR DESIRABILITY AS A COMPANION.

BABBLING

CONSONANT-VOWEL COMBINATIONS.

AN INFANT'S PRODUCTION OF STRINGS OF CONSONANT-VOWEL COMBINATIONS.

BABBLING

COLLECTIVE SELF

A PERSON'S CONCEPT OF SELF WITHIN A GROUP, SUCH AS A GROUP BASED ON GENDER OR RACE.

A PERSON'S CONCEPT OF SELF WITHIN A GROUP, SUCH AS A GROUP BASED ON GENDER OR RACE.

COLLECTIVE SELF

COOING

A VERY YOUNG INFANT'S PRODUCTION OF VOWEL LIKE SOUNDS

A VERY YOUNG INFANT'S PRODUCTION OF VOWEL LIKE SOUNDS

COOING

ETHNIC IDENTITY

RECOGNITION OF BEING A MEMBER OF A PARTICULAR RACE OR ETHNIC GROUP

RECOGNITION OF BEING A MEMBER OF A PARTICULAR RACE OR ETHNIC GROUP

ETHNIC IDENTITY

HOLOPHRASE

A SINGLE WORD THAT APPEARS TO REPRESENT A COMPLETE THOUGHT

A SINGLE WORD THAT APPEARS TO REPRESENT A COMPLETE THOUGHT

HOLOPHRASE

IDENTITY

THE DEFINITION OF ONESELF AS A DISCRETE SEPARATE ENTITY.

THE DEFINITION OF ONESELF AS A DISCRETE SEPARATE ENTITY.

IDENTITY

INDIVIDUAL SELF

ASPECTS OF THE SELF THAT MAKE A PERSON UNIQUE AND SEPARATE FROM OTHERS

ASPECTS OF THE SELF THAT MAKE A PERSON UNIQUE AND SEPARATE FROM OTHERS

INDIVIDUAL SELF

PHONEMES

THE SMALLEST SOUND UNITS THAT AFFECT MEANING IN A LANGUAGE

THE SMALLEST SOUND UNITS THAT AFFECT MEANING IN A LANGUAGE

PHONEMES

PRAGMATICS

A SET OF RULES THAT SPECIFY APPROPRIATE LANGUAGE FOR PARTICULAR SOCIAL CONTEXTS
A SET OF RULES THAT SPECIFY APPROPRIATE LANGUAGE FOR PARTICULAR SOCIAL CONTEXTS

PRAGMATICS

PREJUDICE

A SET OF ATTITUDES BY WHICH AN INDIVIDUAL DEFINES ALL MEMBERS OF A GROUP NEGATIVELY

A SET OF ATTITUDES BY WHICH AN INDIVIDUAL DEFINES ALL MEMBERS OF A GROUP NEGATIVELY

PREJUDICE

RELATIONAL SELF

ASPECTS OF THE SELF THAT INVOLVE CONNECTIONS TO OTHER PEOPLE AND DEVELOP OUT OF INTERACTIONS WITH OTHER PEOPLE

ASPECTS OF THE SELF THAT INVOLVE CONNECTIONS TO OTHER PEOPLE AND DEVELOP OUT OF INTERACTIONS WITH OTHER PEOPLE

RELATIONAL SELF

RELIGIOUS IDENTITY

RECOGNITION THAT RELIGION IS AN IMPORTANT ASPECT OF ONE'S SELF-DEFINITION.

RECOGNITION THAT RELIGION IS AN IMPORTANT ASPECT OF ONE'S SELF-DEFINITION.

RELIGIOUS IDENTITY

SCRIPTS

A MENTAL REPRESENTATION OF AN EVENT OR SITUATION OF DAILY LIFE INCLUDING THE ORDER IN WHICH THINGS ARE EXPECTED TO HAPPEN AND HOW ONE SHOULD BEHAVE IN THAT SITUATION OR EVENT.

A MENTAL REPRESENTATION OF AN EVENT OR SITUATION OF DAILY LIFE INCLUDING THE ORDER IN WHICH THINGS ARE EXPECTED TO HAPPEN AND HOW ONE SHOULD BEHAVE IN THAT SITUATION OR EVENT.

SCRIPTS

SELF-ESTEEM

THE EVALUATIVE COMPONENT OF SELF THAT TAPS HOW POSITIVELY OR NEGATIVELY PEOPLE VIEW THEMSELVES IN RELATION TO OTHERS.

THE EVALUATIVE COMPONENT OF SELF THAT TAPS HOW POSITIVELY OR NEGATIVELY PEOPLE VIEW THEMSELVES IN RELATION TO OTHERS.

SELF-ESTEEM

SEMANTICS

THE MEANINGS OF WORDS AND WORD COMBINATIONS

THE MEANINGS OF WORDS AND WORD COMBINATIONS

SEMANTICS

STEREOTYPE

A GENERAL LABEL APPLIED TO INDIVIDUALS BASED SOLELY ON THEIR MEMBERSHIP IN A RACIAL, ETHNIC, OR RELIGIOUS GROUP, WITHOUT APPRECIATION THAT INDIVIDUALS WITHIN THE GROUP VARY.

A GENERAL LABEL APPLIED TO INDIVIDUALS BASED SOLELY ON THEIR MEMBERSHIP IN A RACIAL, ETHNIC, OR RELIGIOUS GROUP, WITHOUT APPRECIATION THAT INDIVIDUALS WITHIN THE GROUP VARY.

STEREOTYPE

STEREOTYPE CONSCIOUSNESS

THE KNOWLEDGE THAT OTHER PEOPLE HAVE BELIEFS BASED ON ETHNIC STEREOTYPES

THE KNOWLEDGE THAT OTHER PEOPLE HAVE BELIEFS BASED ON ETHNIC STEREOTYPES

STEREOTYPE CONSCIOUSNESS

SYNTAX

THE PART OF GRAMMAR THAT PRESCRIBES HOW WORDS MAY COMBINE INTO PHRASES, CLAUSES, AND SENTENCES.
THE PART OF GRAMMAR THAT PRESCRIBES HOW WORDS MAY COMBINE INTO PHRASES, CLAUSES, AND SENTENCES.

SYNTAX

TELEGRAPHIC SPEECH

2 OR 3 WORD UTTERANCES THAT INCLUDE ONLY THE WORDS ESSENTIAL TO CONVEY THE SPEAKER'S INTENT

2 OR 3 WORD UTTERANCES THAT INCLUDE ONLY THE WORDS ESSENTIAL TO CONVEY THE SPEAKER'S INTENT

TELEGRAPHIC SPEECH

THEORY OF MIND

CHILDREN'S UNDERSTANDING THAT PEOPLE HAVE MENTAL STATES, SUCH AS THOUGHTS, BELIEFS, AND DESIRES THAT AFFECT THEIR BEHAVIOR. IT ALLOWS CHILDREN TO GET BEYOND PEOPLE'S OBSERVABLE ACTIONS AND APPEARANCES AND RESPOND TO THEIR UNSEEN STATES.

CHILDREN'S UNDERSTANDING THAT PEOPLE HAVE MENTAL STATES, SUCH AS THOUGHTS, BELIEFS, AND DESIRES THAT AFFECT THEIR BEHAVIOR. IT ALLOWS CHILDREN TO GET BEYOND PEOPLE'S OBSERVABLE ACTIONS AND APPEARANCES AND RESPOND TO THEIR UNSEEN STATES.

THEORY OF MIND

AUTHORITARIAN PARENTING

A CHILD REARING STYLE THAT IS HARSH, UNRESPONSIVE, AND RIGID, AND TENDS TO USE POWER-ASSERTIVE METHODS OF CONTROL

A CHILD REARING STYLE THAT IS HARSH, UNRESPONSIVE, AND RIGID, AND TENDS TO USE POWER-ASSERTIVE METHODS OF CONTROL

AUTHORITARIAN PARENTING

AUTHORITATIVE PARENTING

A CHILD-REARING STYLE THAT IS WARM, RESPONSIVE, AND INVOLVED AND SETS REASONABLE LIMITS AND EXPECTS APPROPRIATELY MATURE BEHAVIOR FROM CHILDREN.

A CHILD-REARING STYLE THAT IS WARM, RESPONSIVE, AND INVOLVED AND SETS REASONABLE LIMITS AND EXPECTS APPROPRIATELY MATURE BEHAVIOR FROM CHILDREN.

AUTHORITATIVE PARENTING

COPARENTING

HOW PARENTS WORK TOGETHER AS A TEAM, WHICH CAN BE COOPERATIVE, HOSTILE, OR UNBALANCED.

HOW PARENTS WORK TOGETHER AS A TEAM, WHICH CAN BE COOPERATIVE, HOSTILE, OR UNBALANCED.

COPARENTING

EXTENDED FAMILY

A UNIT OF PEOPLE THAT INCLUDES RELATIVES SUCH AS GRANDPARENTS, AUNTS, UNCLES, NIECES, AND NEPHEWS AS WELL AS MEMBERS OF THE NUCLEAR FAMILY.

A UNIT OF PEOPLE THAT INCLUDES RELATIVES SUCH AS GRANDPARENTS, AUNTS, UNCLES, NIECES, AND NEPHEWS AS WELL AS MEMBERS OF THE NUCLEAR FAMILY.

EXTENDED FAMILY

FAMILY SYSTEM

A GROUP OF RELATED PEOPLE COMPOSED OF INTERDEPENDENT MEMBERS AND SUBSYSTEMS; CHANGES IN THE BEHAVIOR OF ONE MEMBER OF THE FAMILY AFFECT THE FUNCTIONING OF THE OTHER MEMBERS.

A GROUP OF RELATED PEOPLE COMPOSED OF INTERDEPENDENT MEMBERS AND SUBSYSTEMS; CHANGES IN THE BEHAVIOR OF ONE MEMBER OF THE FAMILY AFFECT THE FUNCTIONING OF THE OTHER MEMBERS.

FAMILY SYSTEM

JOINT LEGAL CUSTODY

A FORM OF POST DIVORCE CHILD CUSTODY IN WHICH BOTH PARENTS RETAIN AND SHARE RESPONSIBILITY FOR DECISIONS REGARDING THE CHILD'S LIFE, ALTHOUGH THE CHILD USUALLY RESIDES WITH ONE PARENT.

A FORM OF POST DIVORCE CHILD CUSTODY IN WHICH BOTH PARENTS RETAIN AND SHARE RESPONSIBILITY FOR DECISIONS REGARDING THE CHILD'S LIFE, ALTHOUGH THE CHILD USUALLY RESIDES WITH ONE PARENT.

JOINT LEGAL CUSTODY

JOINT PHYSICAL CUSTODY

A FORM OF POST DIVORCE CHILD CUSTODY IN WHICH PARENTS MAKE DECISION TOGETHER REGARDING THEIR CHILD'S LIFE AND ALSO SHARE PHYSICAL CUSTODY SO THAT THE CHILD LIVES WITH EACH PARENT FOR ABOUT HALF THE TIME.

A FORM OF POST DIVORCE CHILD CUSTODY IN WHICH PARENTS MAKE DECISION TOGETHER REGARDING THEIR CHILD'S LIFE AND ALSO SHARE PHYSICAL CUSTODY SO THAT THE CHILD LIVES WITH EACH PARENT FOR ABOUT HALF THE TIME.

JOINT PHYSICAL CUSTODY

NUCLEAR FAMILY

PARENTS AND THEIR CHILDREN LIVING TOGETHER
PARENTS AND THEIR CHILDREN LIVING TOGETHER

NUCLEAR FAMILY

PERMISSIVE PARENTING

A CHILD-REARING STYLE THAT IS LAX AND INCONSISTENT AND ENCOURAGES CHILDREN TO EXPRESS THEIR IMPULSES FREELY.

A CHILD-REARING STYLE THAT IS LAX AND INCONSISTENT AND ENCOURAGES CHILDREN TO EXPRESS THEIR IMPULSES FREELY.

PERMISSIVE PARENTING

RITUALS

FAMILY ACTIVITIES INVOLVING FORMAL RELIGIOUS OBSERVANCES AND FAMILY CELEBRATIONS.

FAMILY ACTIVITIES INVOLVING FORMAL RELIGIOUS OBSERVANCES AND FAMILY CELEBRATIONS.

RITUALS

ROUTINES

DAY-TO-DAY ACTIVITIES SUCH AS MAKING DINNER OR WASHING THE DISHES.
DAY-TO-DAY ACTIVITIES SUCH AS MAKING DINNER OR WASHING THE DISHES.

ROUTINES

SOCIALIZATION

THE PROCESS BY WHICH PARENTS AND OTHERS TEACH CHILDREN THE STANDARDS OF BEHAVIOR, ATTITUDES, SKILLS, AND MOTIVES DEEMED APPROPRIATE FOR THEIR SOCIETY

THE PROCESS BY WHICH PARENTS AND OTHERS TEACH CHILDREN THE STANDARDS OF BEHAVIOR, ATTITUDES, SKILLS, AND MOTIVES DEEMED APPROPRIATE FOR THEIR SOCIETY

SOCIALIZATION

SOLE CUSTODY

A FORM OF POST DIVORCE CUSTODY IN WHICH THE CHILD IS EXCLUSIVELY WITH THE MOTHER OR THE FATHER
A FORM OF POST DIVORCE CUSTODY IN WHICH THE CHILD IS EXCLUSIVELY WITH THE MOTHER OR THE FATHER

SOLE CUSTODY

TRANSACTIONAL

ONGOING INTERCHANGES BETWEEN SOCIAL PARTNERS SUCH AS A PARENT AND CHILD ACROSS TIME THAT RESULT IN MODIFICATIONS OF THE SOCIAL BEHAVIOR OF EACH.

ONGOING INTERCHANGES BETWEEN SOCIAL PARTNERS SUCH AS A PARENT AND CHILD ACROSS TIME THAT RESULT IN MODIFICATIONS OF THE SOCIAL BEHAVIOR OF EACH.

TRANSACTIONAL

UNINVOLVED PARENTING

A CHILD-REARING STYLE IN WHICH PARENTS ARE INDIFFERENT AND NEGLECTFUL AND FOCUS ON THEIR OWN NEEDS RATHER THAN THOSE OF THEIR CHILDREN.

A CHILD-REARING STYLE IN WHICH PARENTS ARE INDIFFERENT AND NEGLECTFUL AND FOCUS ON THEIR OWN NEEDS RATHER THAN THOSE OF THEIR CHILDREN.

UNINVOLVED PARENTING

COOPERATIVE LEARNING

A TEACHING TECHNIQUE IN WHICH SMALL GROUPS OF STUDENTS WORK TOGETHER

A TEACHING TECHNIQUE IN WHICH SMALL GROUPS OF STUDENTS WORK TOGETHER

COOPERATIVE LEARNING

DESENSITIZATION

CLASSICAL CONDITIONING THERAPY USED TO OVERCOME PHOBIAS AND FEARS THROUGH EXPOSURE TO INCREASINGLY INTENSE VERSIONS OF THE FEARED STIMULUS; THE PROCESS BY WHICH PEOPLE SHOW DIMINISHED EMOTIONAL REACTION TO A REPEATED STIMULUS OR EVENT.

CLASSICAL CONDITIONING THERAPY USED TO OVERCOME PHOBIAS AND FEARS THROUGH EXPOSURE TO INCREASINGLY INTENSE VERSIONS OF THE FEARED STIMULUS; THE PROCESS BY WHICH PEOPLE SHOW DIMINISHED EMOTIONAL REACTION TO A REPEATED STIMULUS OR EVENT.

DESENSITIZATION

LATCHKEY CHILDREN

YOUNGSTERS WHO MUST LET THEMSELVES INTO THEIR HOMES AFTER SCHOOL BECAUSE THEIR PARENTS ARE WORKING OUTSIDE THE HOME.

YOUNGSTERS WHO MUST LET THEMSELVES INTO THEIR HOMES AFTER SCHOOL BECAUSE THEIR PARENTS ARE WORKING OUTSIDE THE HOME.

LATCHKEY CHILDREN

MAGIC WINDOW THINKING

THE TENDENCY OF VERY YOUNG CHILDREN TO BELIEVE THAT TELEVISION IMAGES ARE AS REAL AS REAL-LIFE PEOPLE AND OBJECTS.

THE TENDENCY OF VERY YOUNG CHILDREN TO BELIEVE THAT TELEVISION IMAGES ARE AS REAL AS REAL-LIFE PEOPLE AND OBJECTS.

MAGIC WINDOW THINKING

NATURAL MENTORS

INDIVIDUALS BEYOND THE NUCLEAR FAMILY SUCH AS EXTENDED FAMILY MEMBERS, FAMILY FRIENDS, NEIGHBORS, TEACHERS.

INDIVIDUALS BEYOND THE NUCLEAR FAMILY SUCH AS EXTENDED FAMILY MEMBERS, FAMILY FRIENDS, NEIGHBORS, TEACHERS.

NATURAL MENTORS

OPEN CLASSROOM

A RELATIVELY UNSTRUCTURED ORGANIZATION IN WHICH DIFFERENT AREAS OF THE ROOM ARE DEVOTED TO PARTICULAR ACTIVITIES AND CHILDREN WORK EITHER ALONE OR IN SMALL GROUPS UNDER THE TEACHER'S SUPERVISION.

A RELATIVELY UNSTRUCTURED ORGANIZATION IN WHICH DIFFERENT AREAS OF THE ROOM ARE DEVOTED TO PARTICULAR ACTIVITIES AND CHILDREN WORK EITHER ALONE OR IN SMALL GROUPS UNDER THE TEACHER'S SUPERVISION.

OPEN CLASSROOM

PEER TUTORING

A METHOD OF INSTRUCTION IN WHICH AN OLDER, MORE EXPERIENCED STUDENT TUTORS A YOUNGER, LESS EXPERIENCED STUDENT.

A METHOD OF INSTRUCTION IN WHICH AN OLDER, MORE EXPERIENCED STUDENT TUTORS A YOUNGER, LESS EXPERIENCED STUDENT.

PEER TUTORING

PYGMALION EFFECT

A PHENOMENON IN WHICH TEACHERS' EXPECTATIONS THAT STUDENTS WILL DO WELL ARE REALIZED.

A PHENOMENON IN WHICH TEACHERS' EXPECTATIONS THAT STUDENTS WILL DO WELL ARE REALIZED.

PYGMALION EFFECT

SELF-FULFILLING PROPHECY

POSITIVE OR NEGATIVE EXPECTATIONS THAT AFFECT A PERSON'S BEHAVIOR IN A MANNER THAT HE OR SHE (UNKNOWINGLY) CREATES SITUATIONS IN WHICH THOSE EXPECTATIONS ARE FULFILLED.

POSITIVE OR NEGATIVE EXPECTATIONS THAT AFFECT A PERSON'S BEHAVIOR IN A MANNER THAT HE OR SHE (UNKNOWINGLY) CREATES SITUATIONS IN WHICH THOSE EXPECTATIONS ARE FULFILLED.

SELF-FULFILLING PROPHECY

STAGE-ENVIRONMENT FIT

THE DEGREE TO WHICH THE ENVIRONMENT SUPPORTS A CHILD'S DEVELOPMENTAL NEEDS.

THE DEGREE TO WHICH THE ENVIRONMENT SUPPORTS A CHILD'S DEVELOPMENTAL NEEDS.

STAGE ENVIRONMENT FIT

REACTION RANGE

THE RANGE OF POSSIBLE DEVELOPMENTAL OUTCOMES ESTABLISHED BY A PERSON'S GENOTYPE IN REACTION TO THE ENVIRONMENT IN WHICH DEVELOPMENT TAKES PLACE.

THE RANGE OF POSSIBLE DEVELOPMENTAL OUTCOMES ESTABLISHED BY A PERSON'S GENOTYPE IN REACTION TO THE ENVIRONMENT IN WHICH DEVELOPMENT TAKES PLACE.

REACTION RANGE

SHARE ENVIRONMENT

A SET OF CONDITIONS OR ACTIVITIES EXPERIENCED BY CHILDREN RAISED IN THE SAME FAMILIES

A SET OF CONDITIONS OR ACTIVITIES EXPERIENCED BY CHILDREN RAISED IN THE SAME FAMILIES.

SHARED ENVIRONMENT

PROGRAMMED NEURONAL DEATH

THE NATURALLY OCCURRING DEATH OF IMMATURE NERVE CELLS DURING EARLY DEVELOPMENT OF THE NERVOUS SYSTEM.

THE NATURALLY OCCURRING DEATH OF IMMATURE NERVE CELLS DURING EARLY DEVELOPMENT OF THE NERVOUS SYSTEM.
PROGRAMMED NEURONAL DEATH

PHENOTYPE

THE VISIBLE EXPRESSION OF A PERSON'S PARTICULAR PHYSICAL BEHAVIORAL CHARACTERISTICS CREATED BY THE INTERACTION OF THE PERSON'S GENOTYPE WITH THE ENVIRONMENT.

THE VISIBLE EXPRESSION OF A PERSON'S PARTICULAR PHYSICAL BEHAVIORAL CHARACTERISTICS CREATED BY THE INTERACTION OF THE PERSON'S GENOTYPE WITH THE ENVIRONMENT.
PHENOTYPE

PASSIVE GENE ENVIRONMENT ASSOCIATION

ENVIRONMENT CREATED BY PARENTS WITH PARTICULAR GENETIC CHARACTERISTICS ENCOURAGES THE EXPRESSION OF THESE TENDENCIES IN THEIR CHILDREN.

ENVIRONMENT CREATED BY PARENTS WITH PARTICULAR GENETIC CHARACTERISTICS ENCOURAGES THE EXPRESSION OF THESE TENDENCIES IN THEIR CHILDREN.
PASSIVE GENE ENVIRONMENT ASSOCIATION

NON-SHARED ENVIRONMENTS

A SET OF CONDITIONS OR ACTIVITIES EXPERIENCED BY ONE CHILD IN A FAMILY, BUT NOT SHARED WITH ANOTHER CHILD IN THE SAME FAMILY.

A SET OF CONDITIONS OR ACTIVITIES EXPERIENCED BY ONE CHILD IN A FAMILY, BUT NOT SHARED WITH ANOTHER CHILD IN THE SAME FAMILY.
NON-SHARED ENVIRONMENTS

NICHE PICKING

SEEKING OUT OR CREATING ENVIRONMENTS COMPATIBLE WITH ONE'S GENETICALLY BASED PREDISPOSITIONS.

SEEKING OUT OR CREATING ENVIRONMENTS COMPATIBLE WITH ONE'S GENETICALLY BASED PREDISPOSITIONS.
NICHE PICKING

NEURON

CELL IN THE NERVOUS SYSTEM THAT SENDS AND RECIEVES NEURAL IMPULSES THROUGH THE BRAIN AND NERVOUS SYSTEM.




AXON - LONG PROJECTION




DENDRITES - SHORT PROJECTIONS

CELL IN THE NERVOUS SYSTEM THAT SENDS AND RECIEVES NEURAL IMPULSES THROUGH THE BRAIN AND NERVOUS SYSTEM.




AXON - LONG PROJECTION




DENDRITES - SHORT PROJECTIONS

NEURON

NEURON PROLIFERATION

THE RAPID FORMATION OF NEURONS IN THE DEVELOPING ORGANISM'S BRAIN

THE RAPID FORMATION OF NEURONS IN THE DEVELOPING ORGANISM'S BRAIN
NEURON PROLIFERATION

NEURAL MIGRATION

THE MOVEMENT OF NEURONS WITHIN THE BRAIN THAT ENSURES ALL BRAIN AREAS HAVE A SUFFICIENT NUMBER OF NEURAL CONNECTIONS.

THE MOVEMENT OF NEURONS WITHIN THE BRAIN THAT ENSURES ALL BRAIN AREAS HAVE A SUFFICIENT NUMBER OF NEURAL CONNECTIONS.
NEURAL MIGRATION

MYELINATION

THE PROCESS BY WHICH GLIAL CELLS ENCASE NEURONS IN SHEATHS OF THE FATTY SUBSTANCE MYELIN.

THE PROCESS BY WHICH GLIAL CELLS ENCASE NEURONS IN SHEATHS OF THE FATTY SUBSTANCE MYELIN.
MYELINATION

MODIFIER GENES

GENES THAT EXERT THEIR INFLUENCE INDIRECTLY BY AFFECTION THE EXPRESSION OF OTHER GENES.

GENES THAT EXERT THEIR INFLUENCE INDIRECTLY BY AFFECTION THE EXPRESSION OF OTHER GENES.
MODIFIER GENES

ATTACHMENT

A STRONG EMOTIONAL BOND THAT FORMS BETWEEN INFANT AND CAREGIVER IN THE SECOND HALF OF THE CHILD'S FIRST YEAR.

A STRONG EMOTIONAL BOND THAT FORMS BETWEEN INFANT AND CAREGIVER IN THE SECOND HALF OF THE CHILD'S FIRST YEAR.
ATTACHMENT

IMPRINTING

BIRDS AND OTHER INFRAHUMAN ANIMALS DEVELOP A PREFERENCE FOR AND FOLLOW THE PERSON OR OBJECT TO WHICH THEY ARE FIRST EXPOSED DURING A BRIEF, CRITICAL PERIOD AFTER BIRTH.

BIRDS AND OTHER INFRAHUMAN ANIMALS DEVELOP A PREFERENCE FOR AND FOLLOW THE PERSON OR OBJECT TO WHICH THEY ARE FIRST EXPOSED DURING A BRIEF, CRITICAL PERIOD AFTER BIRTH.
IMPRINTING

ACTIVE GENE-ENVIRONMENT ASSOCIATION

A PERSON'S GENES ENCOURAGE THEM TO SEEK OUT EXPERIENCES COMPATIBLE WITH THEIR INHERITED TENDENCIES

A PERSON'S GENES ENCOURAGE THEM TO SEEK OUT EXPERIENCES COMPATIBLE WITH THEIR INHERITED TENDENCIES
ACTIVE GENE-ENVIRONMENT ASSOCIATION

CEREBRAL HEMISPHERES

THE TWO HALVES OF THE BRAIN'S CEREBRUM, LEFT AND RIGHT.

THE TWO HALVES OF THE BRAIN'S CEREBRUM, LEFT AND RIGHT.
CEREBRAL HEMISPHERES

CEREBRAL CORTEX

THE COVERING LAYER OF THE CEREBRUM, WHICH CONTAINS THE CELLS THAT CONTROL SPECIFIC FUNCTIONS SUCH AS SEEING, HEARING, MOVING, AND THINKING.

THE COVERING LAYER OF THE CEREBRUM, WHICH CONTAINS THE CELLS THAT CONTROL SPECIFIC FUNCTIONS SUCH AS SEEING, HEARING, MOVING, AND THINKING.
CEREBRAL CORTEX

AUTISM

DISORDER THAT BEGINS IN CHILDHOOD, LASTS A LIFETIME, AND DISRUPTS SOCIAL AND COMMUNICATION SKILLS

DISORDER THAT BEGINS IN CHILDHOOD, LASTS A LIFETIME, AND DISRUPTS SOCIAL AND COMMUNICATION SKILLS
AUTISM

CEREBRUM

THE TWO CONNECTED HEMISPHERES OF THE BRAIN.

THE TWO CONNECTED HEMISPHERES OF THE BRAIN.

CEREBRUM

CORPUS CALLOSUM

THE BAND OF NERVE FIBERS THAT CONNECTS THE TWO HEMISPHERES OF THE BRAIN

THE BAND OF NERVE FIBERS THAT CONNECTS THE TWO HEMISPHERES OF THE BRAIN
CORPUS CALLOSUM

EVOCATIVE GENE ENVIRONMENT ASSOCIATION

A PERSON'S INHERITED TENDENCIES ELICIT CERTAIN ENVIRONMENTAL RESPONSES.

A PERSON'S INHERITED TENDENCIES ELICIT CERTAIN ENVIRONMENTAL RESPONSES.
EVOCATIVE GENE ENVIRONMENT ASSOCIATION

EXPERIENCE DEPENDENT PROCESSES

BRAIN PROCESSES THAT ARE UNIQUE TO THE INDIVIDUAL AND RESPONSIVE TO PARTICULAR CULTURAL, COMMUNITY, AND FAMILY EXPERIENCES.

BRAIN PROCESSES THAT ARE UNIQUE TO THE INDIVIDUAL AND RESPONSIVE TO PARTICULAR CULTURAL, COMMUNITY, AND FAMILY EXPERIENCES.
EXPERIENCE DEPENDENT PROCESSES

CONCEPTS

INTERNAL REPRESENTATIONS OF THINGS

INTERNAL REPRESENTATIONS OF THINGS

CONCEPTS

DEFINING FEATURES REPRESENTATIONS

DEFINES NECESSARY AND SUFFICIENT FEATURES FOR SOMETHING TO BE A MEMBER OF A CATEGORY

DEFINES NECESSARY AND SUFFICIENT FEATURES FOR SOMETHING TO BE A MEMBER OF A CATEGORY
DEFINING FEATURES REPRESENTATIONS

PROTOIMPERATIVE POINTING

POINTING THAT MEANS 'I WANT THAT'

POINTING THAT MEANS 'I WANT THAT'

PROTOIMPERATIVE POINTING

PROTODECLARATIVE POINTING

POINTING INTENDED TO SOLICIT ATTENTION

POINTING INTENDED TO SOLICIT ATTENTION
PROTODECLARATIVE POINTING

TELEOLOGICAL STANCE

RECOGNITION THAT BEHAVIORS CAN BE DIRECTED TO GOALS WITHOUT ATTRIBUTING MENTAL STATES.

RECOGNITION THAT BEHAVIORS CAN BE DIRECTED TO GOALS WITHOUT ATTRIBUTING MENTAL STATES.
TELEOLOGICAL STANCE

MENTAL AGENTS

THINGS TO WHICH WE ASSIGN HUMAN QUALITIES

THINGS TO WHICH WE ASSIGN HUMAN QUALITIES
MENTAL AGENTS

MIRROR NEURONS

NERVE CELLS THAT FIRES BOTH WHEN A PERSON PERFORMS AN ACTION AND WHEN A PERSON OBSERVES THE SAME ACTION BEING PERFORMED BY SOMEONE ELSE.

NERVE CELLS THAT FIRES BOTH WHEN A PERSON PERFORMS AN ACTION AND WHEN A PERSON OBSERVES THE SAME ACTION BEING PERFORMED BY SOMEONE ELSE.

MIRROR NEURONS

DETECTING CONTINGENCIES

LEARNING THAT INVOLVES MAKING A CONNECTION BETWEEN ONE'S ACTIONS AND EVENTS IN THE ENVIRONMENT

LEARNING THAT INVOLVES MAKING A CONNECTION BETWEEN ONE'S ACTIONS AND EVENTS IN THE ENVIRONMENT
DETECTING CONTINGENCIES

DO BABIES SHOW PRIMACY EFFECTS AND RECENCY EFFECTS?

YES

SHORT TERM MEMORY

INFORMATION JUST RECIEVED THAT MAY BE PROCESSED FOR FURTHER USE.

INFORMATION JUST RECIEVED THAT MAY BE PROCESSED FOR FURTHER USE.
SHORT TERM MEMORY

AN INFANT'S FEAR OF HEIGHTS IS LINKED WITH THE DEVELOPMENT OF _________

PERIPHERAL VISION

AT WHAT AGE CAN INFANTS LINK VISION AND SOUND?

4 MONTHS OLD

CROSS MODAL PERCEPTIONS

COMBINING INFORMATION FROM TWO OR MORE SENSORY SYSTEMS (OR MODALITIES)

COMBINING INFORMATION FROM TWO OR MORE SENSORY SYSTEMS
CROSS MODAL PERCEPTIONS

WHAT PROCESS CAUSES AN INFANT'S SENSITIVITY TO LANGUAGE PHONEMES TO DECLINE?

SYNAPTIC PRUNING

WHEN DOES AN INFANT'S SENSITIVITY TO PHONEMES DECLINE?

10 MONTHS OLD

UNIVERSAL LISTENER

ABLE TO DISTINGUISH ALL LANGUAGE SOUNDS

ABLE TO DISTINGUISH ALL LANGUAGE SOUNDS
UNIVERSAL LISTENER

TEXTURE GRADIENT

THE FARTHER AWAY SOMETHING IS THE BLURRIER IT GETS

THE FARTHER AWAY SOMETHING IS THE BLURRIER IT GETS
TEXTURE GRADIENT

AT WHAT AGE CAN INFANTS SEE DEPTH WITH BINOCULAR CUES?

4 MO

BINOCULAR CUES

CUES WHERE TWO EYES ARE NEEDED

CUES WHERE TWO EYES ARE NEEDED

BINOCULAR CUES

MONOCULAR CUES

CUES THAT INVOLVE JUST ONE EYE

CUES THAT INVOLVE JUST ONE EYE

MONOCULAR CUES

AT WHAT AGE IS THE VISUAL ACUITY OF AN INFANT EQUAL TO THAT OF AN ADULT?

7 - 8 MO

DO INFANTS PREFER SOLIDS OR STRIPES AND HOW IS THIS TESTED?

STRIPES - THIS IS TESTED BY PUTTING MORE/LESS LINES CLOSER TOGETHER/FARTHER APART

TEMPERAMENT

AN INDIVIDUAL'S TYPICAL MODE OF RESPONSE INCLUDING ACTIVITY LEVEL, EMOTIONAL INTENSITY, ATTENTION SPAN; USED PARTICULARLY TO DESCRIBE INFANT AND CHILDREN'S BEHAVIOR

AN INDIVIDUAL'S TYPICAL MODE OF RESPONSE INCLUDING ACTIVITY LEVEL, EMOTIONAL INTENSITY, ATTENTION SPAN; USED PARTICULARLY TO DESCRIBE INFANT AND CHILDREN'S BEHAVIOR
TEMPERAMENT

SYNAPTOGENESIS

THE FORMING OF SYNAPSES

THE FORMING OF SYNAPSES

SYNAPTOGENESIS

ATTUNEMENT

A PATTERN OF MUTUAL ENGAGEMENT BETWEEN CAREGIVER AND INFANT BY WHICH THE CAREGIVER MAINTAINS ATTENTION AND RESPONDS WARMLY TO THE INFANT'S SIGNALS

A PATTERN OF MUTUAL ENGAGEMENT BETWEEN CAREGIVER AND INFANT BY WHICH THE CAREGIVER MAINTAINS ATTENTION AND RESPONDS WARMLY TO THE INFANT'S SIGNALS
ATTUNEMENT

ADHD

DISORDER CHARACTERIZED BY A PERSISTENT PATTERN OF INATTENTION AND HYPERACTIVITY OR IMPULSIVITY

DISORDER CHARACTERIZED BY A PERSISTENT PATTERN OF INATTENTION AND HYPERACTIVITY OR IMPULSIVITY

ADHD

ALLELES

AN ALTERNATIVE FORM OF A GENE; TYPICALLY A GENE HAS TWO ALLELES, 1 FROM THE MOTHER AND ONE FROM THE FATHER.

AN ALTERNATIVE FORM OF A GENE; TYPICALLY A GENE HAS TWO OF THESE, 1 FROM THE MOTHER AND ONE FROM THE FATHER.

ALLELES

LATERALIZATION

PROCESS BY WHICH EACH HALF OF THE BRAIN BECOMES SPECIALIZED FOR CERTAIN FUNCTIONS. example - the control of speech and language by the left hemisphere and of visual-spatial processing by the right hemisphere.

PROCESS BY WHICH EACH HALF OF THE BRAIN BECOMES SPECIALIZED FOR CERTAIN FUNCTIONS. example - the control of speech and language by the left hemisphere and of visual-spatial processing by the right hemisphere.
LATERALIZATION

INTERNALIZING PROBLEMS

A TYPE OF BEHAVIOR PROBLEM IN WHICH THE PROBLEM IS DIRECTED AT THE SELF RATHER THAN OTHERS -- FEAR, ANXIETY, DEPRESSION, LONELINESS, AND WITHDRAWAL.

A TYPE OF BEHAVIOR PROBLEM IN WHICH THE PROBLEM IS DIRECTED AT THE SELF RATHER THAN OTHERS -- FEAR, ANXIETY, DEPRESSION, LONELINESS, AND WITHDRAWAL.
INTERNALIZING PROBLEMS

HUMAN BEHAVIOR GENETICS

THE STUDY OF THE RELATIVE INFLUENCES OF HEREDITY AND ENVIRONMENT ON INDIVIDUAL DIFFERENCES IN TRAITS AND ABILITIES.

THE STUDY OF THE RELATIVE INFLUENCES OF HEREDITY AND ENVIRONMENT ON INDIVIDUAL DIFFERENCES IN TRAITS AND ABILITIES.
HUMAN BEHAVIOR GENETICS

HERITABILITY FACTORS

A STATISTICAL ESTIMATE OF THE CONTRIBUTION HEREDITY MAKES TO A PARTICULAR TRAIT OR ABILITY.

A STATISTICAL ESTIMATE OF THE CONTRIBUTION HEREDITY MAKES TO A PARTICULAR TRAIT OR ABILITY.
HERITABILITY FACTORS

GLIAL CELLS

A CELL THAT SUPPORTS, PROTECTS, AND REPAIRS NEURONS

A CELL THAT SUPPORTS, PROTECTS, AND REPAIRS NEURONS
GLIAL CELLS

GENOTYPE

THE PARTICULAR SET OF GENES A PERSON INHERITS FROM HIS OR HER PARENTS.

THE PARTICULAR SET OF GENES A PERSON INHERITS FROM HIS OR HER PARENTS.
GENOTYPE

GENE

A PORTION OF THE DNA LOCATED A PARTICULAR SITE ON A CHROMOSOME AND CODING FOR THE PRODUCTION FOR A SPECIFIC TYPE OF PROTEIN

A PORTION OF THE DNA LOCATED A PARTICULAR SITE ON A CHROMOSOME AND CODING FOR THE PRODUCTION FOR A SPECIFIC TYPE OF PROTEIN
GENE

EXTERNALIZING PROBLEMS

TYPE OF CHILDHOOD BEHAVIOR PROBLEM IN WHICH THE BEHAVIOR IS DIRECTED AT OTHERS, INCLUDING -- HITTING, STEALING, VANDALIZING, AND LYING

TYPE OF CHILDHOOD BEHAVIOR PROBLEM IN WHICH THE BEHAVIOR IS DIRECTED AT OTHERS, INCLUDING -- HITTING, STEALING, VANDALIZING, AND LYING
EXTERNALIZING PROBLEMS

INSECURE-AMBIVALENT ATTACHEMENT

BABIES WHO TEND TO BECOME VERY UPSET AT THE DEPARTURE OF THEIR CAREGIVER AND EXHIBIT INCONSISTENT BEHAVIOR, SOMETIMES SEEKING CONTACT, SOMETIMES PUSHING THEIR MOTHER AWAY.

BABIES WHO TEND TO BECOME VERY UPSET AT THE DEPARTURE OF THEIR CAREGIVER AND EXHIBIT INCONSISTENT BEHAVIOR, SOMETIMES SEEKING CONTACT, SOMETIMES PUSHING THEIR MOTHER AWAY.
INSECURE-AMBIVALENT ATTACHEMENT

INSECURE-AMBIVALENT ATTACHEMENT IS AKA

INSECURE RESISTANT AND ANXIOUS AMBIVALENT

INSECURE RESISTANT ATTACHMENT IS AKA

INSECURE-AMBIVALENT ATTACHEMENT AND ANXIOUS AMBIVALENT

ANXIOUS AMBIVALENT ATTACHMENT IS AKA

INSECURE RESISTANT AND INSECURE AMBIVALENT ATTACHMENT

INSECURE DISORGANIZED ATTACHEMENT

BABIES WHO SEEM DISORGANIZED AND DISORIENTED WITH THEIR CAREGIVER AFTER A BRIEF SEPARATION

BABIES WHO SEEM DISORGANIZED AND DISORIENTED WITH THEIR CAREGIVER AFTER A BRIEF SEPARATION SHOW THIS ATTACHEMENT STYLE
INSECURE DISORGANIZED ATTACHEMENT

INTERNAL WORKING MODELS

A PERSON'S MENTAL REPRESENTATION OF THEMSELVES AS A CHILD, HIS/HER PARENTS, AND THE NATURE OF THEIR INTERACTION WITH THE PARENTS AS HE OR SHE RECONSTRUCTS AND INTERPRETS THAT INTERACTION.

A PERSON'S MENTAL REPRESENTATION OF THEMSELVES AS A CHILD, HIS/HER PARENTS, AND THE NATURE OF THEIR INTERACTION WITH THE PARENTS AS HE OR SHE RECONSTRUCTS AND INTERPRETS THAT INTERACTION.
INTERNAL WORKING MODELS

MATERNAL BOND

FEELINGS OF ATTACHMENT BY A MOTHER TO HER INFANT, PERHAPS INFLUENCED BY EARLY INFANT CONTACT

FEELINGS OF ATTACHMENT BY A MOTHER TO HER INFANT, PERHAPS INFLUENCED BY EARLY INFANT CONTACT
MATERNAL BOND

SECURE ATTACHMENT

BABIES ARE ABLE TO EXPLORE NOVEL ENVIRONMENTS, ARE MINIMALLY DISTURBED BY BRIEF SEPARATIONS FROM THEIR CAREGIVER, AND ARE QUICKLY COMFORTED WHEN THEY RETURN.

BABIES ARE ABLE TO EXPLORE NOVEL ENVIRONMENTS, ARE MINIMALLY DISTURBED BY BRIEF SEPARATIONS FROM THEIR CAREGIVER, AND ARE QUICKLY COMFORTED WHEN THEY RETURN.
SECURE ATTACHMENT

SECURE BASE

A SAFETY ZONE FROM WHICH THE INFANT CAN RETREAT TO FOR COMFORT AND REASSURANCE WHEN STRESSED OR FRIGHTENED WHILE EXPLORING THE ENVIRONMENT

A SAFETY ZONE FROM WHICH THE INFANT CAN RETREAT TO FOR COMFORT AND REASSURANCE WHEN STRESSED OR FRIGHTENED WHILE EXPLORING THE ENVIRONMENT
SECURE BASE

SEPARATION DISTRESS IS ALSO KNOWN AS

SEPARATION PROTEST

SEPARATION PROTEST IS ALSO KNOWN AS

SEPARATION DISTRESS

SEPARATION PROTEST

AN INFANT'S DISTRESS REACTION TO BEING SEPARATED FROM THE ATTACHMENT OBJECT -- TYPICALLY PEAKS AT 15 MONTHS OF AGE

AN INFANT'S DISTRESS REACTION TO BEING SEPARATED FROM THE ATTACHMENT OBJECT -- TYPICALLY PEAKS AT 15 MONTHS OF AGE
SEPARATION PROTEST

WHEN DOES SEPARATION PROTEST TYPICALLY PEAK?

15 MO

STRANGE SITUATION

RESEARCH PROCEDURE IN WHICH PARENT AND CHILD ARE SEPARATED AND REUNITED SO INVESTIGATORS CAN ASSESS THE NATURE AND QUALITY OF THE PARENT-INFANT ATTACHMENT RELATIONSHIP

RESEARCH PROCEDURE IN WHICH PARENT AND CHILD ARE SEPARATED AND REUNITED SO INVESTIGATORS CAN ASSESS THE NATURE AND QUALITY OF THE PARENT-INFANT ATTACHMENT RELATIONSHIP
STRANGE SITUATION

INSECURE-AVOIDANT ATTACHMENT

BABIES WHO DO NOT SEEM TO BE BOTHERED BY THEIR CAREGIVER'S BRIEF ABSENCES, BUT SPECIFICALLY AVOID HER WHEN SHE RETURNS, SOMETIMES BECOMING VISIBLY UPSET

BABIES WHO DO NOT SEEM TO BE BOTHERED BY THEIR CAREGIVER'S BRIEF ABSENCES, BUT SPECIFICALLY AVOID HER WHEN SHE RETURNS, SOMETIMES BECOMING VISIBLY UPSET
INSECURE-AVOIDANT ATTACHMENT

COLLECTIVE EFFICACY

THE GROUP'S SHARED BELIEF IN ITS ABILITY AS A UNIT TO ACHIEVE SOME GOAL.

THE GROUP'S SHARED BELIEF IN ITS ABILITY AS A UNIT TO ACHIEVE SOME GOAL.
COLLECTIVE EFFICACY

PROS OF COGNITIVE SOCIAL LEARNING THEORY

  • INCREASED UNDERSTANDING OF THE EFFECTS OF MEDIA
  • INCREASED UNDERSTANDING OF GENDER ROLES AND MORAL BEHAVIOR.
  • HELPFUL WITH FEARS AND PHOBIAS.
  • WELL TESTED

CONS OF SOCIAL LEARNING THEORY

  • NOT VERY DEVELOPMENTAL
  • LITTLE ATTENTION TO BIOLOGY AND INDIVIDUAL DIFFERENCES.
  • ONLY TESTED IN LABS.
  • NOT SURE IF IT IS GENERALIZABLE ACROSS CULTURES.

SOCIAL INFORMATION PROCESSING THEORY

EXPLAINS SOCIAL BEHAVIOR IN TERMS OF ONE'S ASSESSMENT AND EVALUATION OF THE SOCIAL SITUATION AS A GUIDE ON CHOOSING A SOCIAL ACTION.

EXPLAINS SOCIAL BEHAVIOR IN TERMS OF ONE'S ASSESSMENT AND EVALUATION OF THE SOCIAL SITUATION AS A GUIDE ON CHOOSING A SOCIAL ACTION.
SOCIAL INFORMATION PROCESSING THEORY

INFORMATION PROCESSING THEORY (IN STEPS)

ATTEND --> CREATE MENTAL REPRESENTATIONS --> STORE REPRESENTATIONS IN MEMORY --> COMPARE TO OTHER MEMORIES --> GENERATE POSSIBLE RESPONSES --> DECIDE ON MOST APPROPRIATE RESPONSE --> TAKE ACTION

ATTEND --> CREATE MENTAL REPRESENTATIONS --> STORE REPRESENTATIONS IN MEMORY --> COMPARE TO OTHER MEMORIES --> GENERATE POSSIBLE RESPONSES --> DECIDE ON MOST APPROPRIATE RESPONSE --> TAKE ACTION
INFORMATION PROCESSING THEORY

ASSIMILATION AND ACCOMODATION COME FROM WHICH THEORIST?

PIAGET

PSYCHOSOCIAL THEORY

ERIKSON'S THEORY THAT THE STAGES OF DEVELOPMENT DEPEND ON ACCOMPLISHING A PSYCHOLOGICAL TASK IN INTERACTIONS WITH THE SOCIAL ENVIRONMENT.

THEORY THAT THE STAGES OF DEVELOPMENT DEPEND ON ACCOMPLISHING A PSYCHOLOGICAL TASK IN INTERACTIONS WITH THE SOCIAL ENVIRONMENT.
PSYCHOSOCIAL THEORY (ERIKSON)

ERIKSON'S DEVELOPMENTAL PERSPECTIVE IS CALLED

PSYCHOSOCIAL THEORY

FREUD'S STAGE WHERE THE ELECTRA AND OEDIPUS COMPLEXES APPEAR

PHALLIC STAGE (3- 6 YR)

ERIKSON'S DEVELOPMENTAL STAGES

  1. TRUST VS MISTRUST
  2. AUTONOMY VS SHAME/DOUBT
  3. INITIATIVE VS GUILT
  4. INDUSTRY VS INFERIORITY
  5. IDENTITY VS ROLE CONFUSION
  6. INTIMACY VS ISOLATION
  7. GENERATIVITY VS STAGNATION
  8. INTEGRITY VS DESPAIR

AGE FOR ERIKSON'S STAGE INTEGRITY VS DESPAIR

OLD AGE

AT WHAT AGE DOES ERIKSON'S STAGE GENERATIVITY VS STAGNATION OCCUR?

ADULTHOOD

AT WHAT AGE DOES ERIKSON'S STAGE INTIMACY VS ISOLATION OCCUR?

YOUNG ADULTHOOD

AT WHAT AGE DOES ERIKSON'S STAGE IDENTITY VS ROLE CONFUSION OCCUR

ADOLESCENCE

AT WHAT AGE DOES ERIKSON'S STAGE INDUSTRY VS INFERIORITY OCCUR?

SCHOOL AGE

AT WHAT AGE DOES ERIKSON'S STAGE INITIATIVE VS GUILT OCCUR?

PLAY AGE

AT WHAT AGE DOES ERIKSON'S STAGE AUTONOMY VS SHAME AND DOUBT OCCUR?

EARLY CHILDHOOD

AT WHAT AGE DOES ERIKSON'S STAGE TRUST VS MISTRUST OCCUR?

INFANCY

WHAT IS THE FOCUS OF THE GENITAL STAGE?

WITH PUBERTY SEX DESIRES REEMERGE AND ARE EXPRESSED IN ROMANTIC RELATIONSHIPS WITH PEERS (FREUD)

WITH PUBERTY SEX DESIRES REEMERGE AND ARE EXPRESSED IN ROMANTIC RELATIONSHIPS WITH PEERS (FREUD)

GENITAL STAGE

LATENCY STAGE

FREUD'S STAGE WHERE SEXUAL URGES WERE REPRESSED AND THERE IS AN EMPHASIS ON EDUCATION AND THE BEGINNINGS OF CONCERN FOR OTHERS.

FREUD'S STAGE WHERE SEXUAL URGES WERE REPRESSED AND THERE IS AN EMPHASIS ON EDUCATION AND THE BEGINNINGS OF CONCERN FOR OTHERS.
LATENCY STAGE

PHALLIC STAGE

INCREASE IN SEXUAL URGES AROUSES CURIOSITY AND ALERTS CHILDREN TO GENDER DIFFERENCES. THIS STAGE IS CRITICAL TO THE FORMATION OF GENDER IDENTITY.

INCREASE IN SEXUAL URGES AROUSES CURIOSITY AND ALERTS CHILDREN TO GENDER DIFFERENCES. THIS STAGE IS CRITICAL TO THE FORMATION OF GENDER IDENTITY.
PHALLIC STAGE (FREUD)

ANAL STAGE

EMPHASIS ON POTTY TRAINING AND FIRST EXPERIENCE WITH DISCIPLINE AND AUTHORITY

EMPHASIS ON POTTY TRAINING AND FIRST EXPERIENCE WITH DISCIPLINE AND AUTHORITY
ANAL STAGE

ORAL STAGE

FOCUS ON EATING THINGS AND TAKING THINGS INTO THE MOUTH

FREUD'S STAGE THAT FOCUSED ON EATING THINGS AND TAKING THINGS INTO THE MOUTH

ORAL STAGE

AT WHAT AGE DID FREUD BELIEVE THE GENITAL STAGE OCCURED?

12 - 20 YR

AT WHAT AGE DID FREUD BELIEVE THE LATENCY STAGE OCCURED?

6 - 12 YR

AT WHAT AGE DID FREUD BELIEVE THE PHALLIC STAGE OCCURED?

3 - 6 YR

AT WHAT AGE DID FREUD BELIEVE THE ANAL STAGE OCCURRED?

1 - 3 YR

AT WHAT AGE DID FREUD BELIEVE THE ORAL STAGE OCCURRED?

0 - 1 YEAR

TRADITIONAL LEARNING THEORY IS ALSO KNOWN AS

BEHAVIORISM

BEHAVIORISM IS ALSO KNOWN AS

TRADITIONAL LEARNING THEORY

THEORISTS AND PERSPECTIVES WHO PLACED EMPHASIS ON CULTURE

  • LIFESPAN THEORY
  • VYGOTSKY
  • ECOLOGICAL THEORY

CONSCIENCE

THE ABILITY TO APPLY MORAL VALUES TO ONE'S OWN ACTS

THE ABILITY TO APPLY MORAL VALUES TO ONE'S OWN ACTS
CONSCIENCE

INTERNALIZE

ACCEPTS AND ABSORBS A CONCEPT

ACCEPT AND ABSORB A CONCEPT

INTERNALIZE

ACCORDING TO FREUD WHEN DOES THE SUPEREGO APPEAR?

WHEN THE PERSON INTERNALIZES -- THAT IS ACCEPTS AND ABSORBS -- PARENTAL OR SOCIETAL MORALS, VALUES, AND ROLES AND DEVELOPS A CONSCIENCE OR ABILITY TO APPLY MORAL VALUES TO HIS/HER OWN ACTS

WHEN THE PERSON INTERNALIZES -- THAT IS ACCEPTS AND ABSORBS -- PARENTAL OR SOCIETAL MORALS, VALUES, AND ROLES AND DEVELOPS A CONSCIENCE OR ABILITY TO APPLY MORAL VALUES TO HIS/HER OWN ACTS

THIS IS WHEN THE SUPEREGO APPEARS

SUPEREGO

ACCORDING TO FREUD, THE PERSONALITY COMPONENT THAT IS THE REPOSITORY OF ONE'S INTERNALIZATION OF PARENTAL OR SOCIETAL VALUES, MORALS, AND ROLES.

ACCORDING TO FREUD, WHAT WAS THE ORDER IN WHICH ONE'S PERSONALITY DEVELOPED?

  1. ID
  2. EGO
  3. SUPEREGO

EGO

IN FREUD'S THEORY, THE RATIONAL COMPONENT OF THE PERSONALITY, WHICH TRIES TO SATISFY NEEDS THROUGH APPROPRIATE, SOCIALLY ACCEPTABLE BEHAVIORS.

IN FREUD'S THEORY, THE RATIONAL COMPONENT OF THE PERSONALITY, WHICH TRIES TO SATISFY NEEDS THROUGH APPROPRIATE, SOCIALLY ACCEPTABLE BEHAVIORS.

EGO

ACCORDING TO FREUD, THE ID OPERATES ON _______

INSTINCT -- THE PLEASURE PRINCIPLE WHERE IT TRIES TO MAXIMIZE PLEASURE AND MEET NEEDS IMMEDIATELY.

PLEASURE PRINCIPLE

FREUD'S PSYCHODYNAMIC THEORY WHERE THE ID TRIES TO MAXIMIZE PLEASURE AND SATISFY NEEDS IMMEDIATELY

FREUD'S PSYCHODYNAMIC THEORY WHERE THE ID TRIES TO MAXIMIZE PLEASURE AND SATISFY NEEDS IMMEDIATELY
PLEASURE PRINCIPLE

IN FREUD'S PSYCHODYNAMIC THEORY AN INFANT IS FIRST CONTROLLED BY _____

THE ID

NATURE

HEREDITY AND MATURATION WITH BIOLOGY AS DESTINY WHERE THE COURSE OF DEVELOPMENT IS LARGELY PREDETERMINED BY GENETIC FACTORS THAT GUIDE NATURAL MATURATION -- OR THE UNFOLDING OF INCREASINGLY COMPLEX SOCIAL SKILLS AND ABILITIES.

HEREDITY AND MATURATION WITH BIOLOGY AS DESTINY WHERE THE COURSE OF DEVELOPMENT IS LARGELY PREDETERMINED BY GENETIC FACTORS THAT GUIDE NATURAL MATURATION -- OR THE UNFOLDING OF INCREASINGLY COMPLEX SOCIAL SKILLS AND ABILITIES.

NATURE

MATURATION

A BIOLOGICALLY DETERMINED PROCESS OF GROWTH THAT UNFOLDS OVER A PERIOD OF TIME.

A BIOLOGICALLY DETERMINED PROCESS OF GROWTH THAT UNFOLDS OVER A PERIOD OF TIME.
MATURATION

WHAT THEORIST WAS A COGNITIVE DEVELOPMENTAL THEORIST?

PIAGET

ACCOMODATION

MODIFYING AN EXISTING SCHEMA TO FIT A NEW EXPERIENCE.

MODIFYING AN EXISTING SCHEMA TO FIT A NEW EXPERIENCE.
ACCOMODATION

SELF-EFFICACY

ONE'S PERCEPTION OF THEIR OWN COMPETENCE

ONE'S PERCEPTION OF THEIR OWN COMPETENCE
SELF-EFFICACY

RECIPROCAL DETERMINATION

BANDURA'S IDEA THAT ACTIONS CAUSE RESPONSES BY OTHERS AND LEAD TO CHANGES IN THE SOCIAL ENVIRONMENT.

BANDURA'S IDEA THAT ACTIONS CAUSE RESPONSES BY OTHERS AND LEAD TO CHANGES IN THE SOCIAL ENVIRONMENT.
RECIPROCAL DETERMINATION

WHAT WERE BANDURA'S 4 FACTORS FOR COGNITIVE LEARNING?

  1. ATTENTION
  2. RETENTION
  3. REPRODUCTION
  4. MOTIVATION

BANDURA WAS A PIRATE WITH ONE A.R.R.M.

WHAT WAS BANDURA'S PSYCHOLOGICAL PERSPECTIVE?

COGNITIVE SOCIAL LEARNING THEORY

COGNITIVE SOCIAL LEARNING THEORY

LEARNING SOCIAL BEHAVIORS BY OBSERVING AND IMITATING OTHER PEOPLE (BANDURA)

LEARNING SOCIAL BEHAVIORS BY OBSERVING AND IMITATING OTHER PEOPLE

COGNITIVE SOCIAL LEARNING THEORY (BANDURA)

CONS OF OPERANT CONDITIONING

  • NOT SENSITIVE TO DEVELOPMENTAL CHANGES (ONE-SIZE-FITS-ALL)
  • LITTLE ATTENTION IS GIVEN TO BIOLOGICAL DIFFERENCES LIKE TEMPERAMENT AND DISPOSITION.
  • INCOMPLETE EXPLANATIONS FOR INDIVIDUAL DIFFERENCES.

IN DRIVE REDUCTION THEORY PROPOSED BY CLARK HULL -- WHAT ARE THE MOTIVATORS?

PRIMARY DRIVES LIKE HUNGER AND THIRST

ID

IN FREUD'S PSYCHODYNAMIC THEORY THE ID IS THE INSTINCTUAL DRIVE THAT OPERATES ON THE PLEASURE PRINCIPLE.

SOCIAL GROUP

GROUPS KIDS FORM OUTSIDE THE FAMILY. THESE GROUPS HAVE THEIR OWN RULES AND PROVIDE SIGNIFICANT CONTEXT FOR SOCIAL DEVELOPMENT.

GROUPS KIDS FORM OUTSIDE THE FAMILY. THESE GROUPS HAVE THEIR OWN RULES AND PROVIDE SIGNIFICANT CONTEXT FOR SOCIAL DEVELOPMENT.
SOCIAL GROUP

______________ IS A CRITICAL COMPONENT OF SOCIAL INTERACTION -- AFFECTING THE CHILD'S REACTIONS TO THE ACTIONS OF ANOTHER PERSON.

COGNITIVE CAPACITY TO CORRECTLY INTERPRET ANOTHER PERSON'S INTENT

LANGUAGE DEVELOPMENT PLAYS A KEY ROLE IN DEVELOPMENT BECAUSE

PROVIDES A MEANS FOR COMMUNICATION

MOTOR DEVELOPMENTS LIKE CRAWLING AND WALKING ALLOW INFANTS TO

INITIATE AND MAINTAIN PHYSICAL PROXIMITY WITH OTHER PEOPLE.

MOTOR CONTROL FOR POINTING AND GESTURING GIVE INFANTS A WAY TO

ENGAGE IN SOCIAL INTERACTION BEFORE THEY CAN SPEAK

SOCIAL DEVELOPMENT IS BEST UNDERSTOOD BY STUDYING IT IN THE CONTEXT OF OTHER DEVELOPMENTAL DOMAINS BECAUSE

ADVANCES IN OTHER AREAS OF DEVELOPMENT FACILITATE CHANGES IN SOCIAL DEVELOPMENT

IS CROSS-DOMAIN INFLUENCE IN DEVELOPMENT RECIPROCAL?

YES

EQUIFINALITY

THE CONVERGENCE OF DEVELOPMENTAL PATHS IN WHICH TWO PEOPLE CAN FOLLOW DIFFERENT PATHS AND REACH THE SAME DEVELOPMENTAL END.

THE CONVERGENCE OF DEVELOPMENTAL PATHS IN WHICH TWO PEOPLE CAN FOLLOW DIFFERENT PATHS AND REACH THE SAME DEVELOPMENTAL END.

EQUIFINALITY


MULTIFINALITY

THE DIVERGENCE OF DEVELOPMENTAL PATHS WHEREBY TWO INDIVIDUALS START OUT SIMILAR BUT END AT 2 DIFFERENT POINTS.

THE DIVERGENCE OF DEVELOPMENTAL PATHS WHEREBY TWO INDIVIDUALS START OUT SIMILAR BUT END AT 2 DIFFERENT POINTS.
MULTIFINALITY

A CHILD'S USE OF TRAIT TERMS TO DESCRIBE OTHERS BECOMES ALIGNED WITH

THE VALUES OF THEIR CULTURAL COMMUNITY

CHILD BROKERS

CHILDREN IN IMMIGRANT FAMILIES WHO TRANSLATE FOR THEIR NON-ENGLISH SPEAKING PARENTS AS THEY VISIT DOCTORS, NEGOTIATE HOUSING AND RENTAL ETC.

CHILDREN IN IMMIGRANT FAMILIES WHO TRANSLATE FOR THEIR NON-ENGLISH SPEAKING PARENTS AS THEY VISIT DOCTORS, NEGOTIATE HOUSING AND RENTAL ETC.
CHILD BROKERS

DO ALL NORMAL CHILDREN DEVELOP A THEORY OF MIND AT AROUND THE SAME AGE?

YES - BUT THE WAYS THEY LEARN TO DESCRIBE, EVALUATE, AND EXPLAIN OTHERS' BEHAVIOR IS SHAPED BY CULTURAL NORMS AND BELIEF SYSTEMS

AT WHAT AGE DO CHILDREN BEGIN TO SHOW SOME RACIAL AND ETHNIC STEREOTYPES

5 - 6 YR

AT WHAT AGE DO MOST CHILDREN EXHIBIT STEREOTYPE CONSCIOUSNESS?

10 YO

RESEARCHERS FOUND THAT WHEN ADULTS ARE SHOWN FACES OF PEOPLE FROM DIFFERENT RACES IT

ACTIVATES NEURAL ACTIVITY IN THE AMYGDALA, A REGION OF THE BRAIN ASSOCIATED WITH FEAR, ANGER, AND SADNESS.

AT WHAT AGE DOES EXPLICIT PREJUDICE PEAK?

5 - 7 YR

AT WHAT AGE DOES EXPLICIT PREJUDICE BEGIN TO DECLINE?

7 - 9 YR

AT WHAT AGE DOES COOING OCCUR?

AT THE END OF THE FIRST MONTH

WHEN DOES BABBLING OCCUR?

AT THE MIDDLE OF THE FIRST YEAR

WHAT IS THE AGE RANGE FOR A CHILD'S FIRST WORDS?

10 - 15 MO

TELEGRAPHIC SPEECH

2 OR 3 WORD UTTERANCES THAT INCLUDE ONLY THE WORDS ESSENTIAL TO CONVEY THE SPEAKER'S INTENT

2 OR 3 WORD UTTERANCES THAT INCLUDE ONLY THE WORDS ESSENTIAL TO CONVEY THE SPEAKER'S INTENT
TELEGRAPHIC SPEECH

AT WHAT AGE DO CHILDREN ATTAIN RUDIMENTARY SELF-RECOGNITION?

BY THE END OF THE FIRST YEAR

AT WHAT AGE CAN INFANTS DISTINGUISH BETWEEN THEMSELVES AND OTHERS?

BY THE END OF THE FIRST 6 MO OF LIFE

AT WHAT AGE DO CHILDREN USE TELEGRAPHIC SPEECH?

BY THE TIME THEY ARE TWO YEARS OLD

HIGH SELF-ESTEEM FOSTERS _______ WHICH MIGHT INCREASE EARLY SEXUAL ACTIVITY AND DRINKING

EXPERIMENTATION

WHAT GROUP OF CHILDREN SHOWS DELAYS OR DEFICIETS IN SELF-RECOGNITION.

AUTISTIC CHILDREN

AT WHAT AGE CAN CHILDREN DISTINGUISH BETWEEN PAST AND PRESENT SELVES?

BY 4 YO

GIRLS HAVE LOWER ________ THAN BOYS BEGINNING IN MIDDLE CHILDHOOD

GLOBAL SELF-ESTEEM

AT WHAT AGE DO GIRLS BEGIN TO HAVE LOWER GLOBAL SELF-ESTEEM THAN BOYS?

BEGINNING IN MIDDLE CHILDHOOD

WHICH GROUP PERFORMS BETTER ON FALSE BELIEF TASKS, CHILDREN WITH SIBLINGS OR CHILDREN WITHOUT SIBLINGS?

CHILDREN WITH SIBLINGS PERFORM BETTER ON FALSE BELIEF TASKS -- UNLESS THAT SIBLING IS THEIR TWIN

SYNAPSE

SPECIALIZED SITE OF INTERCELLULAR COMMUNICATION THAT EXCHANGES INFORMATION BETWEEN NERVE CELLS, USUALLY BY MEANS OF A CHEMICAL NEUROTRANSMITTER

SPECIALIZED SITE OF INTERCELLULAR COMMUNICATION THAT EXCHANGES INFORMATION BETWEEN NERVE CELLS, USUALLY BY MEANS OF A CHEMICAL NEUROTRANSMITTER
SYNAPSE

SYNAPTIC PRUNING

THE BRAIN'S DISPOSAL OF THE AXONS AND DENDRITES OF A NEURON THAT IS NOT OFTEN STIMULATED.

THE BRAIN'S DISPOSAL OF THE AXONS AND DENDRITES OF A NEURON THAT IS NOT OFTEN STIMULATED.
SYNAPTIC PRUNING

SELMAN'S STAGE 2

RECIPROCAL PERSPECTIVE

SELMAN'S STAGE 3

MUTUAL PERSPECTIVE

SELMAN'S STAGE 4

SOCIETAL OR IN-DEPTH PERSPECTIVE

SELMAN'S STAGE 0

EGOCENTRIC

SELMAN'S STAGE 1

DIFFERENTIATED PERSPECTIVE

SELMAN'S RECIPROCAL PERSPECTIVE (STAGE 2)

BECAUSE CHILDREN CAN SEE THEMSELVES FROM ANOTHER'S PERSPECTIVE AND KNOW THE OTHER PERSON CAN DO THE SAME THING, THEY CAN ANTICIPATE AND CONSIDER ANOTHER PERSON'S THOUGHTS AND FEELINGS.

BECAUSE CHILDREN CAN SEE THEMSELVES FROM ANOTHER'S PERSPECTIVE AND KNOW THE OTHER PERSON CAN DO THE SAME THING, THEY CAN ANTICIPATE AND CONSIDER ANOTHER PERSON'S THOUGHTS AND FEELINGS.
SELMAN'S RECIPROCAL PERSPECTIVE (STAGE 2)

SELMAN'S MUTUAL PERSPECTIVE (STAGE 3)

CAN VIEW OWN PERSPECTIVE, A PEER'S PERSPECTIVE, AND THEIR SHARED OR MUTUAL PERSPECTIVE, FROM THE VIEWPOINT OF A THIRD PERSON.

CAN VIEW OWN PERSPECTIVE, A PEER'S PERSPECTIVE, AND THEIR SHARED OR MUTUAL PERSPECTIVE, FROM THE VIEWPOINT OF A THIRD PERSON.
SELMAN'S MUTUAL PERSPECTIVE (STAGE 3)

SELMAN'S SOCIETAL OR IN-DEPTH PERSPECTIVE (STAGE 4)

CAN SEE NETWORKS OF PERSPECTIVE, SUCH AS THE SOCIETAL, REPUBLICAN, OR AFRICAN AMERICAN POINT OF VIEW.

CAN SEE NETWORKS OF PERSPECTIVE, SUCH AS THE SOCIETAL, REPUBLICAN, OR AFRICAN AMERICAN POINT OF VIEW.
SELMAN'S SOCIETAL OR IN-DEPTH PERSPECTIVE (STAGE 4)

SELMAN'S EGOCENTRIC PERSPECTIVE (STAGE 0)

NEITHER DISTINGUISH THEIR OWN PERSPECTIVES FROM THOSE OF OTHERS, NOR RECOGNIZE THAT OTHER PEOPLE MIGHT INTERPRET EXPERIENCES DIFFERENTLY.

NEITHER DISTINGUISH THEIR OWN PERSPECTIVES FROM THOSE OF OTHERS, NOR RECOGNIZE THAT OTHER PEOPLE MIGHT INTERPRET EXPERIENCES DIFFERENTLY.
SELMAN'S EGOCENTRIC PERSPECTIVE (STAGE 0)

SELMAN'S DIFFERENTIATED PERSPECTIVE (STAGE 1)

REALIZE THEY MAY HAVE EITHER THE SAME OR A DIFFERENT PERSPECTIVE FROM ANOTHER PERSON, BUT CANNOT JUDGE ACCURATELY WHAT THE OTHER PERSON'S PERSPECTIVE MAY BE.

REALIZE THEY MAY HAVE EITHER THE SAME OR A DIFFERENT PERSPECTIVE FROM ANOTHER PERSON, BUT CANNOT JUDGE ACCURATELY WHAT THE OTHER PERSON'S PERSPECTIVE MAY BE.
SELMAN'S DIFFERENTIATED PERSPECTIVE (STAGE 1)

WHAT ARE SELMAN'S 5 STAGES OF PERSPECTIVE TAKING?

0. EGOCENTRIC PERSPECTIVE


1. DIFFERENTIATED


2. RECIPROCAL


3. MUTUAL


4. SOCIETAL/IN-DEPTH

E.D.R.M.S.

PERSPECTIVE TAKING

THE CAPACITY TO UNDERSTAND ANOTHER PERSON'S POINT OF VIEW

THE CAPACITY TO UNDERSTAND ANOTHER PERSON'S POINT OF VIEW
PERSPECTIVE TAKING

BRAIN SCANS OF CHILDREN WHO PASS THE FALSE-BELIEF TASK SHOW ACTIVITY IN WHAT PART OF THE BRAIN?

PREFRONTAL CORTEX

AT WHAT AGE WILL CHILDREN TEND TO PASS A FALSE-BELIEF TEST?

OLDER THAN 3 YO

FALSE BELIEF

AN UNDERSTANDING THAT OTHERS MAY HAVE BELIEFS THAT DO NOT REFLECT CURRENT REALITY

AN UNDERSTANDING THAT OTHERS MAY HAVE BELIEFS THAT DO NOT REFLECT CURRENT REALITY
FALSE BELIEF

SENSE OF SELF

AWARENESS OF THE SELF AS DIFFERENTIATED FROM OTHER PEOPLE

AWARENESS OF THE SELF AS DIFFERENTIATED FROM OTHER PEOPLE
SENSE OF SELF

REFERS TO THE ASPECT OF SELF THAT MAKE A PERSON UNIQUE

INDIVIDUAL SELF

INDIVIDUAL SELF
REFERS TO THE ASPECT OF SELF THAT MAKE A PERSON UNIQUE

GIVE AN EXAMPLE OF INDIVIDUAL SELF

A PERSON USING THIS SELF MAY SEEM THEMSELVES AS HARDWORKING, PHYSICALLY FIT, AND CONFIDENT -- ALL CHARACTERISTICS OF THE INDIVIDUAL

A PERSON USING THIS SELF MAY SEEM THEMSELVES AS HARDWORKING, PHYSICALLY FIT, AND CONFIDENT -- ALL CHARACTERISTICS OF THE INDIVIDUAL
GIVE AN EXAMPLE OF INDIVIDUAL SELF

SELF-ESTEEM

A GLOBAL EVALUATION OF ONE'S WORTH AS A PERSON.

A GLOBAL EVALUATION OF ONE'S WORTH AS A PERSON.
SELF-ESTEEM

WHAT IS SELF-AWARENESS OR SELF-RECOGNITION

A PERSON'S AWARENESS OF THEIR INDIVIDUAL SELF

A PERSON'S AWARENESS OF THEIR INDIVIDUAL SELF

SELF-AWARENESS/SELF-RECOGNITION

DOMAIN SPECIFIC SELF-PERCEPTION

HOW A PERSON SELF-PERCIEVES THEIR COMPETENCE IN A PARTICULAR AREA LIKE: SCHOLASTICS, ATHLETICS, APPEARANCE

HOW A PERSON SELF-PERCIEVES THEIR COMPETENCE IN A PARTICULAR AREA LIKE: SCHOLASTICS, ATHLETICS, APPEARANCE
DOMAIN SPECIFIC SELF-PERCEPTION

WHAT IS THE MAJOR CHALLENGE OF ADOLESCENCE

FORMING AN IDENTITY

ONE OF THE FIRST PSYCHOLOGISTS TO STUDY ADOLESCENT IDENTITY DEVELOPMENT WAS

ERIKSON

IDENTITY ACHIEVEMENT

HAS GONE THROUGH EXPLORATION OF DIFFERENT IDENTITIES AND MADE A COMMITMENT TO ONE

HAS GONE THROUGH EXPLORATION OF DIFFERENT IDENTITIES AND MADE A COMMITMENT TO ONE
IDENTITY ACHIEVEMENT

IDENTITY MORATORIUM

PERSON IS ACTIVELY INVOLVED IN EXPLORING DIFFERENT IDENTITIES, BUT HAS NOT MADE A COMMITMENT

PERSON IS ACTIVELY INVOLVED IN EXPLORING DIFFERENT IDENTITIES, BUT HAS NOT MADE A COMMITMENT
IDENTITY MORATORIUM

IDENTITY FORECLOSURE

HAS MADE AN IDENTITY COMMITMENT WITHOUT ATTEMPTING IDENTITY EXPLORATION

HAS MADE AN IDENTITY COMMITMENT WITHOUT ATTEMPTING IDENTITY EXPLORATION
IDENTITY FORECLOSURE

IDENTITY DIFFUSION

HAS EXPERIENCED NEITHER IDENTITY CRISIS NOR IDENTITY COMMITMENT

HAS EXPERIENCED NEITHER IDENTITY CRISIS NOR IDENTITY COMMITMENT
IDENTITY DIFFUSION

WHAT ARE THE 4 IDENTITY OUTCOMES?

  • FORECLOSURE
  • MORATORIUM
  • ACHIEVEMENT
  • DIFFUSION

F.M.A.D.

IN THIS IDENTITY OUTCOME A PERSON REMAINS COMMITTED TO CHILDHOOD BELIEFS AND VALUES AND DO NOT USE ADOLESCENCE AS A PERIOD TO EXPLORE OTHER POTENTIAL IDENTITIES

FORECLOSED IDENTITY

OUTCOMES ASSOCIATED WITH IDENTITY ACHIEVEMENT

  • HIGH SELF-ESTEEM
  • COGNITIVE FLEXIBILITY
  • MATURE MORAL REASONING
  • CLEAR GOAL SETTING
  • BETTER GOAL ACHIEVEMENT

ACCORDING TO ERIKSON, A FAILURE TO ACHIEVE A STABLE IDENTITY LEADS TO

IDENTITY CONFUSION

THE LARGEST SHIFTS TOWARDS A STABLE IDENTITY TAKE PLACE DURING

COLLEGE YEARS

IDENTITY CHANGE IS MOST PREVALENT DURING

YOUNG ADULTHOOD

IDENTITY STAGE THAT NEITHER ENGAGE IN EXPLORATION, NOR ARE CONCERNED ABOUT COMMITTING TO AN IDENTITY.



DIFFUSED IDENTITY TYPE

CHARACTERISTICS OF DIFFUSED IDENTITY TYPES

  • TAKE LIFE AS IT HAPPENS
  • LEAST MATURE
  • SOME ARE DELINQUENTS
  • SOME ARE DRUG ABUSERS
  • LONELY AND DEPRESSED
  • ANXIOUS AND INTENSE
  • LACK OF CARING ATTITUDE
  • SENSE OF HOPELESSNESS

THIS IDENTITY GROUP HAVE REACHED A PLATEAU AND ARE STILL IN THE PROCESS OF IDENTITY FORMATION.

IDENTITY MORATORIUM

CHARACTERISTICS OF IDENTITY MORATORIUM GROUP

  • ANXIOUS
  • INTENSE
  • HAVE STRAINED RELATIONSHIPS WITH AUTHORITY FIGURES

THIS IDENTITY OUTCOME GROUP EXPRESSES LESS DOUBT ABOUT THEIR RELIGIOUS IDENTITY AND BELIEFS. THEY ARE MORE AUTHORITARIAN AND INFLEXIBLE AND MORE SUSCEPTIBLE TO EXTREME IDEOLOGIES.

FORECLOSED IDENTITY GROUP

_______________ CHILDREN REACH ETHNIC AWARENESS AND PREFERENCE EARLIER THAN CHILDREN FROM THE MAJORITY GROUP

MINORITY

AT WHAT AGE DOES ETHNIC IDENTITY EMERGE?

GRADUALLY OVER CHILDHOOD AND ADOLESCENCE

ETHINIC PREFERENCES

FEEL POSITIVE ABOUT BELONGING TO THEIR ETHNIC GROUP AND PREFER THEIR ETHNIC GROUP'S BEHAVIOR PATTERNS

FEEL POSITIVE ABOUT BELONGING TO THEIR ETHNIC GROUP AND PREFER THEIR ETHNIC GROUP'S BEHAVIOR PATTERNS
ETHINIC PREFERENCES

ETHNIC BEHAVIORS

ENACT AND ENDORSE BEHAVIOR PATTERNS THAT DISTINGUISH THEIR ETHNIC GROUP

ENACT AND ENDORSE BEHAVIOR PATTERNS THAT DISTINGUISH THEIR ETHNIC GROUP
ETHNIC BEHAVIORS

ETHNIC CONSTANCY

UNDERSTANDING THAT THE DISTINCTIVE FEATURES OF THEIR ETHNIC GROUP ARE STABLE ACROSS TIME AND SITUATION AND THAT MEMBERSHIP IN THE GROUP DOES *NOT* CHANGE

UNDERSTANDING THAT THE DISTINCTIVE FEATURES OF THEIR ETHNIC GROUP ARE STABLE ACROSS TIME AND SITUATION AND THAT MEMBERSHIP IN THE GROUP DOES *NOT* CHANGE
ETHNIC CONSTANCY

ETHNIC SELF-IDENTIFICATION

CATEGORIZING ONE'S SELF AS A MEMBER OF A PARTICULAR ETHNIC GROUP

CATEGORIZING ONE'S SELF AS A MEMBER OF A PARTICULAR ETHNIC GROUP
ETHNIC SELF-IDENTIFICATION

ETHNIC KNOWLEDGE

KNOWING THEIR ETHNIC GROUP HAS DISTINGUISHING CHARACTERISTICS LIKE:


  • BEHAVIORS
  • TRAITS
  • CUSTOMS
  • LANGUAGES
  • STYLES

COMPONENTS OF ETHNIC IDENTITY


  • ETHNIC KNOWLEDGE
  • ETHNIC SELF-IDENTIFICATION
  • ETHNIC CONSTANCY
  • ETHNIC BEHAVIORS
  • ETHNIC PREFERENCES

ARE TEENS WITH NO ETHNIC IDENTITY BETTER ADJUSTED THAN THOSE WHO FORM AN IDENTITY AS EITHER BLACK OR WHITE

FALSE -- IT IS BETTER TO FORM AN ETHNIC IDENTITY THAN TO NOT FORM ONE

MINORITY STUDENTS BENEFIT FROM EMBRACING THEIR ETHNICITY AND ________________

FORMING A POSITIVE IDENTITY WITHOUT DISPARAGING THE MAJORITY CULTURE

TEENS AGE 11 - 16 WHO IDENTIFIED WITH THE MAJORITY CULTURES EXHIBITED __________

LOWER ACHIEVEMENT AND LESS SELF-ESTEEM THAN THE ONES WITH A CLEAR AFRICAN AMERICAN IDENTITY

THE MOST ACTIVE PERIOD OF ETHNIC IDENTITY DEVELOPMENT IS _____

ADOLESCENCE, WHEN THE GENERAL PROCESS OF SELF-DEFINITION BEGINS.

ELEMENTARY SCHOOL AGE CHILDREN OF IMMIGRANTS, WHEN ASKED WHAT IT MEANT O BE A PARTICULAR ETHNICITY, WERE MORE LIKELY TO REFER TO ___ BUT EUROPEAN AMERICAN AND AFRICAN AMERICANS WERE MORE LIKELY TO REFER TO ______

  1. LANGUAGE
  2. PHYSICAL APPEARANCE OR SOCIAL POSITION

CHANGES IN RELIGIOUS IDENTITY ARE MORE LIKELY DURING

PROMINIENT POINTS OF TRANSITION LIKE, WHEN TEENS MOVE AWAY, ARE ATTENDING COLLEGE, DEVELOP LONG TERM ROMANCES, OR ENCOUNTER NEW WORK ENVIRONMENTS

RELIGIOUS IDENTITY

RECOGNITION THAT RELIGION IS AN IMPORTANT ASPECT OF ONE'S SELF DEFINITION.

RECOGNITION THAT RELIGION IS AN IMPORTANT ASPECT OF ONE'S SELF DEFINITION.
RELIGIOUS IDENTITY

MINORITY IDENTITY

IDENTIFICATION SOLELY WITH THE MINORITY ETHNIC GROUP

IDENTIFICATION SOLELY WITH THE MINORITY ETHNIC GROUP
MINORITY IDENTITY

MAJORITY IDENTITY

IDENTIFICATION SOLELY WITH THE MAJORITY ETHNIC GROUP

IDENTIFICATION SOLELY WITH THE MAJORITY ETHNIC GROUP
MAJORITY IDENTITY

MARGINAL IDENTITY

NOT STRONGLY IDENTIFIED WITH EITHER THE MAJORITY CULTURE *OR* THE MINORITY CULTURE. THEY HAVE REJECTED ANCESTRAL CULTURE AND ARE ALIENATED FROM MAJORITY CULTURE. (DECULTURED)

NOT STRONGLY IDENTIFIED WITH EITHER THE MAJORITY CULTURE *OR* THE MINORITY CULTURE. THEY HAVE REJECTED ANCESTRAL CULTURE AND ARE ALIENATED FROM MAJORITY CULTURE. (DECULTURED)
MARGINAL IDENTITY

TEENS WITH A ______ IDENTITY ARE LIKELY TO HAVE THE BEST PHYSICAL AND PSYCHOLOGICAL HEALTH.

BICULTURAL

BICULTURAL IDENTITY

IDENTIFIES AS BELONGING TO THE MAJORITY CULTURE *AND* ETHNIC MINORITY CULTURE

IDENTIFIES AS BELONGING TO THE MAJORITY CULTURE *AND* ETHNIC MINORITY CULTURE
BICULTURAL IDENTITY

4 BICULTURAL OUTCOMES

  • BICULTURAL ORIENTATION
  • MAJORITY ORIENTATION
  • MINORITY ORIENTATION
  • MARGINAL ORIENTATION

NURTURE

EMPHASIS ON ENVIRONMENT WITH GENETIC FACTORS PUTTING NO RESTRICTIONS ON THE WAYS ENVIRONMENTAL EVENTS SHAPE THE COURSE OF DEVELOPMENT

EMPHASIS ON ENVIRONMENT WITH GENETIC FACTORS PUTTING NO RESTRICTIONS ON THE WAYS ENVIRONMENTAL EVENTS SHAPE THE COURSE OF DEVELOPMENT
NURTURE

WHAT ARE THE DRIVES FOR FREUD'S PSYCHODYNAMIC THEORY

  • HUNGER
  • AGGRESSION
  • SEX

FREUD H.A.S. DRIVES.

WHAT ARE THE TWO FUNCTIONS OF THEORIES?

1) ORGANIZE AND INTEGRATE EXISTING INFORMATION INTO COHERENT AND INTERESTING ACCOUNTS OF CHILDREN'S DEVELOPMENT.




2) LEAD TO TESTABLE HYPOTHESIS AND PREDICTIONS ABOUT BEHAVIOR

PSYCHODYNAMIC THEORY DEFINED

THEORY THAT DEVELOPMENT IS DETERMINED BY INNATE BIOLOGICAL BASED DRIVES SHAPED BY ENCOUNTERS WITH THE ENVIRONMENT IN EARLY CHILDHOOD.

THEORY THAT DEVELOPMENT IS DETERMINED BY INNATE BIOLOGICAL BASED DRIVES SHAPED BY ENCOUNTERS WITH THE ENVIRONMENT IN EARLY CHILDHOOD.

PSYCHODYNAMIC THEORY

WHO WERE PSYCHODYNAMIC THEORISTS

FREUD AND ERIKSON

LIFE HISTORY THEORY

THE SCHEDULE OF KEY EVENTS OVER THE LIFE COURSE IS INFLUENCED BY NATURAL SELECTION TO PRODUCE THE MAXIMUM NUMBER OF SURVIVING OFFSPRING AND THUS MAXIMIZE THE PASSING ON OF THE ORGANISM'S GENES.

THE SCHEDULE OF KEY EVENTS OVER THE LIFE COURSE IS INFLUENCED BY NATURAL SELECTION TO PRODUCE THE MAXIMUM NUMBER OF SURVIVING OFFSPRING AND THUS MAXIMIZE THE PASSING ON OF THE ORGANISM'S GENES.
LIFE HISTORY THEORY

AGE AT WHICH CHILDREN GENERALLY UNDERSTAND THAT A PERSON'S ACTIONS ARE INTENTIONAL AND GOAL DIRECTED.

1 YR

AGE AT WHICH TODDLERS BEGIN TO RECOGNIZE SIMPLE SOCIAL NORMS

18 MO

WHAT DO SOME THEORISTS BELIEVE IS THE CAUSE FOR WHY LATIN AMERICAN AND ASIAN AMERICAN TEENS REPORTED STRONGER RELIGIOUS IDENTITIES THAN EUROPEAN AMERICAN TEENS?

ETHNIC MINORITIES WHO FEEL DISCRIMINATED AGAINST BY THE MAJORITY MAY PLACE MORE IMPORTANCE ON SOCIAL IDENTITIES AS A SOURCE OF STRENGTH IN THE FACE OF SOCIAL THREAT

IS THERE A DIFFERENCE IN STRENGTH OF RELIGIOUS IDENTITY BY GENDER?

EUROPEAN AMERICAN AND LATIN AMERICAN GIRLS HAD STRONGER RELIGIOUS IDENTITIES THAN BOYS. ALSO, GIRLS OF ALL ETHNICITIES PARTICIPATE IN RELIGIOUS ACTIVITIES MORE THAN BOYS

SNAREY'S SOCIAL GENERATIVITY

  • CARE FOR YOUNGER ADULTS
  • MENTOR
  • PROVIDE LEADERSHIP
  • CONTRIBUTE TO GENERATIONAL CONTINUITY

SNAREY'S PARENTAL GENERATIVITY

BECOMING INVOLVED IN REARING ONE'S CHILDREN

BECOMING INVOLVED IN REARING ONE'S CHILDREN
SNAREY'S PARENTAL GENERATIVITY

ERIKSON'S GOLDEN RULE

DO UNTO OTHERS WHAT WILL ADVANCE THE GROWTH OF OTHERS EVEN AS IT ADVANCES YOUR OWN

DO UNTO OTHERS WHAT WILL ADVANCE THE GROWTH OF OTHERS EVEN AS IT ADVANCES YOUR OWN
ERIKSON'S GOLDEN RULE

3 TYPES OF LEARNING THEORY

  1. DRIVE-REDUCTION THEORY
  2. OPERANT CONDITIONING
  3. CLASSICAL CONDITIONING

D.O.C KNOWS LEARNING THEORY

CLASSICAL CONDITIONING

A NEW STIMULUS IS REPEATEDLY PAIRED WITH A FAMILIAR ONE UNTIL THE SUBJECT LEARNS TO RESPOND TO BOTH STIMULI THE SAME WAY.

A NEW STIMULUS IS REPEATEDLY PAIRED WITH A FAMILIAR ONE UNTIL THE SUBJECT LEARNS TO RESPOND TO BOTH STIMULI THE SAME WAY.
CLASSICAL CONDITIONING

WHAT KIND OF CONDITIONING WAS USED BY WATSON?

CLASSICAL

PAVLOV'S DOGS IS AN EXAMPLE OF WHAT TYPE OF CONDITIONING?

CLASSICAL

OPERANT CONDITIONING

LEARNING THAAT DEPENDS ON THE CONSEQUENCES OF BEHAVIOR; REWARDS INCREASE A GIVEN BEHAVIOR AND PUNISHMENTS DECREASE A GIVEN BEHAVIOR

LEARNING THAAT DEPENDS ON THE CONSEQUENCES OF BEHAVIOR; REWARDS INCREASE A GIVEN BEHAVIOR AND PUNISHMENTS DECREASE A GIVEN BEHAVIOR
OPERANT CONDITIONING

WHICH THEORIST DEALT WITH OPERANT CONDITIONING

SKINNER

WHICH THEORIST DEALT WITH DRIVE REDUCTION?

CLARK HULL

DRIVE REDUCTION THEORY

LEARNING THEORY THAT SUGGESTED THE ASSOCIATION OF STIMULI AND RESPONSE IN CLASSICAL AND OPERANT CONDITIONING RESULTS IN LEARNING *ONLY* IF IT IS ACCOMPANIED BY REDUCTION OF BASIC PRIMARY DRIVES LIKE HUNGER AND THIRST.

LEARNING THEORY THAT SUGGESTED THE ASSOCIATION OF STIMULI AND RESPONSE IN CLASSICAL AND OPERANT CONDITIONING RESULTS IN LEARNING *ONLY* IF IT IS ACCOMPANIED BY REDUCTION OF BASIC PRIMARY DRIVES LIKE HUNGER AND THIRST.
DRIVE REDUCTION THEORY

GENERATIVITY

A CONCERN FOR PEOPLE BESIDES ONESELF, ESPECIALLY A DESIRE TO NURTURE AND GUIDE YOUNGER PEOPLE AND CONTRIBUTE TO THE NEXT GENERATION

A CONCERN FOR PEOPLE BESIDES ONESELF, ESPECIALLY A DESIRE TO NURTURE AND GUIDE YOUNGER PEOPLE AND CONTRIBUTE TO THE NEXT GENERATION
GENERATIVITY

EXOSYSTEM

IN BROFENBRENNER'S ECOLOGICAL THEORY, THE COLLECTION OF SETTINGS THAT IMPINGE ON A CHILD'S DEVELOPMENT, BUT IN WHICH THE CHILD'S DEVELOPMENT, BUT IN WHICH THE CHILD DOES *NOT* PLAY A DIRECT ROLE.




example - parental work place

IN BROFENBRENNER'S ECOLOGICAL THEORY, THE COLLECTION OF SETTINGS THAT IMPINGE ON A CHILD'S DEVELOPMENT, BUT IN WHICH THE CHILD'S DEVELOPMENT, BUT IN WHICH THE CHILD DOES *NOT* PLAY A DIRECT ROLE.
EXOSYSTEM

ETHOLOGICAL THEORY

A THEORY THAT BEHAVIOR MUST BE VIEWED IN A PARTICULAR CONTEXT AND AS HAVING ADAPTIVE OR SURVIVAL VALUE.

A THEORY THAT BEHAVIOR MUST BE VIEWED IN A PARTICULAR CONTEXT AND AS HAVING ADAPTIVE OR SURVIVAL VALUE.
ETHOLOGICAL THEORY

ELECTRA COMPLEX

ACCORDING TO FREUD, GIRLS BLAME THEIR MOTHER FOR A LACK OF A PENIS AND FOCUS THEIR SEXUAL FEELINGS ON THEIR FATHER

ACCORDING TO FREUD, GIRLS BLAME THEIR MOTHER FOR A LACK OF A PENIS AND FOCUS THEIR SEXUAL FEELINGS ON THEIR FATHER
ELECTRA COMPLEX

AGE AT WHICH CHILDREN CAN DESCRIBE NORMS OR SCRIPTS FOR SOCIAL ROUTINES

BY THE END OF THE SECOND YEAR

MACROSYSTEM

IN BROFENBRENNER'S ECOLOGICAL THEORY, THE SYSTEM THAT SURROUNDS THE MICRO-, MESO-, AND EXO-SYSTEMS. THE VALUES, IDEOLOGIES, AND LAWS OF THE SOCIETY OR CULTURE

IN BROFENBRENNER'S ECOLOGICAL THEORY, THE SYSTEM THAT SURROUNDS THE MICRO-, MESO-, AND EXO-SYSTEMS. THE VALUES, IDEOLOGIES, AND LAWS OF THE SOCIETY OR CULTURE
MACROSYSTEM

MATURATION

A BIOLGICALLY DETERMINED PROCESS OF GROWTH THAT UNFOLDS OVER A PERIOD OF TIME

A BIOLGICALLY DETERMINED PROCESS OF GROWTH THAT UNFOLDS OVER A PERIOD OF TIME
MATURATION

MICROSYSTEM

IN BROFENBRENNER'S ECOLOGICAL THEORY, THE CONTEXT IN WHICH CHILDREN LIVE AND INTERACT WITH THE PEOPLE AND INSTITUTIONS CLOSEST TO THEM, SUCH AS PARENTS, PEERS, AND SCHOOL

IN BROFENBRENNER'S ECOLOGICAL THEORY, THE CONTEXT IN WHICH CHILDREN LIVE AND INTERACT WITH THE PEOPLE AND INSTITUTIONS CLOSEST TO THEM, SUCH AS PARENTS, PEERS, AND SCHOOL
MICROSYSTEM

MESOSYSTEM

IN BROFENBRENNER'S ECOLOGICAL THEORY, THE INTERRELATIONS AMONG THE COMPONENTS OF THE MICROSYSTEM

IN BROFENBRENNER'S ECOLOGICAL THEORY, THE INTERRELATIONS AMONG THE COMPONENTS OF THE MICROSYSTEM
MESOSYSTEM

OBJECT PERMANENCE

THE REALIZATION IN INFANCY THAT OBJECTS AND PEOPLE DO NOT CEASE TO EXIST WHEN THEY ARE NO LONGER VISIBLE.

THE REALIZATION IN INFANCY THAT OBJECTS AND PEOPLE DO NOT CEASE TO EXIST WHEN THEY ARE NO LONGER VISIBLE.
OBJECT PERMANENCE

COGNITIVE SOCIAL LEARNING THEORY

A THEORY THAT STRESSES THE IMPORTANCE OF OBSERVATION AND IMITATION IN THE ACQUISITION OF NEW BEHAVIORS WITH LEARNING BEING MEDIATED BY COGNITIVE PROCESSES.

A THEORY THAT STRESSES THE IMPORTANCE OF OBSERVATION AND IMITATION IN THE ACQUISITION OF NEW BEHAVIORS WITH LEARNING BEING MEDIATED BY COGNITIVE PROCESSES.
COGNITIVE SOCIAL LEARNING THEORY

CRITICAL PERIOD

A SPECIFIC TIME IN DEVELOPMENT WHEN EXTERNAL FACTORS HAVE A UNIQUE AND IRREVERSABLE IMPACT

A SPECIFIC TIME IN DEVELOPMENT WHEN EXTERNAL FACTORS HAVE A UNIQUE AND IRREVERSABLE IMPACT
CRITICAL PERIOD

DOMAIN SPECIFICITY

PROCESSES OF DEVELOPMENT FOR DIFFERENT TYPES OF BEHAVIOR.




example - moral judgements, manners, and peer relationships

PROCESSES OF DEVELOPMENT FOR DIFFERENT TYPES OF BEHAVIOR.



example - moral judgements, manners, and peer relationships

DOMAIN SPECIFICITY

TRANSACTIONAL

ONGOING EXCHANGES BETWEEN SOCIAL PARTNERS (EXAMPLE - PARENT AND CHILD) ACROSS TIME THAT RESULT IN MODIFICATIONS OF THE SOCIAL BEHAVIOR OF EACH

ONGOING EXCHANGES BETWEEN SOCIAL PARTNERS (EXAMPLE - PARENT AND CHILD) ACROSS TIME THAT RESULT IN MODIFICATIONS OF THE SOCIAL BEHAVIOR OF EACH
TRANSACTIONAL

GRAND THEORIES ARE ALSO KNOWN AS

THEORETICAL PERSPECTIVES

THEORETICAL PERSPECTIVES ARE ALSO KNOWN AS

GRAND THEORIES

CURRENT THEORIES/HYPOTHESES

THEORIES FOCUSED ON A SINGLE ASPECT OR DOMAIN OF DEVELOPMENT THAT DO *NOT* ASSUME A COMMON SET OF PROCESSES APPLY ACROSS DOMAINS

THEORIES FOCUSED ON A SINGLE ASPECT OR DOMAIN OF DEVELOPMENT THAT DO *NOT* ASSUME A COMMON SET OF PROCESSES APPLY ACROSS DOMAINS
CURRENT THEORIES/HYPOTHESES

SYSTEMS

DEVELOPMENTAL CONTEXTS MADE UP OF INTERACTING PARTS OR COMPONENTS -- EXAMPLE -- A FAMILY

DEVELOPMENTAL CONTEXTS MADE UP OF INTERACTING PARTS OR COMPONENTS -- EXAMPLE -- A FAMILY
SYSTEMS

ASSIMILATION

APPLYING AN EXISTING SCHEMA TO A NEW EXPERIENCE

APPLYING AN EXISTING SCHEMA TO A NEW EXPERIENCE
ASSIMILATION

CHRONOSYSTEM

BROFENBRENNER'S SYSTEM -- THE TIME BASED DIMENSION THAT CAN ALTER ALL OTHER SYSTEM OPERATIONS FROM MICROSYSTEM TO MACROSYSTEM

A


X


E


I


I



CHRONO SURROUNDS ALL

BROFENBRENNER'S SYSTEM -- THE TIME BASED DIMENSION THAT CAN ALTER ALL OTHER SYSTEM OPERATIONS FROM MICROSYSTEM TO MACROSYSTEM
CHRONOSYSTEM

EGO

IN FREUD'S THEORY, THE RATIONAL COMPONENT OF PERSONALITY, WHICH TRIES TO SATISFY NEEDS THROUGH APPROPRIATE, SOCIALLY ACCEPTABLE BEHAVIORS

IN FREUD'S THEORY, THE RATIONAL COMPONENT OF PERSONALITY, WHICH TRIES TO SATISFY NEEDS THROUGH APPROPRIATE, SOCIALLY ACCEPTABLE BEHAVIORS
EGO

AGE COHORTS

PEOPLE WHO WERE BORN IN THE SAME TIME PERIOD AND SHARE HISTORICAL EXPERIENCES


PEOPLE WHO WERE BORN IN THE SAME TIME PERIOD AND SHARE HISTORICAL EXPERIENCES
AGE COHORTS

SOCIAL TRIAD

MOTHER-FATHER-CHILD OR TRIO OF FRIENDS ETC

MOTHER-FATHER-CHILD OR TRIO OF FRIENDS ETC
SOCIAL TRIAD

SUPEREGO

IN FREUD'S THEORY, THE PERSONALITY COMPONENT THAT IS THE REPOSITORY OF THE CHILD'S INTERNALIZATION OF PARENTAL OR SOCIETAL VALUES, MORALS, AND ROLES

IN FREUD'S THEORY, THE PERSONALITY COMPONENT THAT IS THE REPOSITORY OF THE CHILD'S INTERNALIZATION OF PARENTAL OR SOCIETAL VALUES, MORALS, AND ROLES
SUPEREGO

EGOCENTRIC

TENDING TO VIEW THE WORLD FROM ONE'S OWN PERSPECTIVE AND HAVING DIFFICULTY SEEING THINGS FROM ANOTHER'S VIEWPOINT

TENDING TO VIEW THE WORLD FROM ONE'S OWN PERSPECTIVE AND HAVING DIFFICULTY SEEING THINGS FROM ANOTHER'S VIEWPOINT
EGOCENTRIC

_________ BELIEVERS THOUGHT THAT BY PROPERLY ORGANIZING THE ENVIRONMENT THEY COULD TRAIN ANY INFANT TO ANY POSITION

NURTURE

WHY DID THE UNIT OF ANALYSIS FOR SOCIAL DEVELOPMENT SHIFT FROM THE INDIVIDUAL CHILD TO THE SOCIAL DYAD?

BECAUSE PSYCHOLOGISTS REALIZED CHILDREN HAVE RECIPROCAL RELATIONSHIPS

SOCIAL DYAD

A PAIR OF SOCIAL PARTNERS, SUCH AS FRIENDS, PARENT/CHILD, OR HUSBAND/WIFE

A PAIR OF SOCIAL PARTNERS, SUCH AS FRIENDS, PARENT/CHILD, OR HUSBAND/WIFE
SOCIAL DYAD

ECOLOGICAL THEORY

A THEORY STRESSING THE INFLUENCES OF ENVIRONMENTAL SYSTEMS AND RELATIONS BETWEEN SYSTEMS ON DEVELOPMENT

A THEORY STRESSING THE INFLUENCES OF ENVIRONMENTAL SYSTEMS AND RELATIONS BETWEEN SYSTEMS ON DEVELOPMENT
ECOLOGICAL THEORY

ZONE OF PROXIMAL DEVELOPMENT

THE DIFFERENCE BETWEEN CHILDREN'S LEVEL OF PERFORMANCE WHILE WORKING ALONE AND WHILELE WORKING WITH MORE EXPERIENCED PARTNERS

THE DIFFERENCE BETWEEN CHILDREN'S LEVEL OF PERFORMANCE WHILE WORKING ALONE AND WHILELE WORKING WITH MORE EXPERIENCED PARTNERS
ZONE OF PROXIMAL DEVELOPMENT

SOCIOCULTURAL THEORY

VYGOTSKY'S THEORY THAT DEVELOPMENT EMERGES FROM INTERACTIONS WITH MORE SKILLED PEOPLE AND THE INSTITUTIONS AND TOOLS PROVIDED BY THE CULTURE.

VYGOTSKY'S THEORY THAT DEVELOPMENT EMERGES FROM INTERACTIONS WITH MORE SKILLED PEOPLE AND THE INSTITUTIONS AND TOOLS PROVIDED BY THE CULTURE.
SOCIOCULTURAL THEORY

SOCIAL INFORMATION PROCESSING THEORY

AN EXPLANATION OF A PERSON'S SOCIAL BEHAVIOR IN TERMS OF HIS/HER ASSESSMENTT AND EVALUATION OF THE SOCIAL SITUATION AS A GUIDE IN DECIDING ON A COURSE OF SOCIAL ACTION

AN EXPLANATION OF A PERSON'S SOCIAL BEHAVIOR IN TERMS OF HIS/HER ASSESSMENTT AND EVALUATION OF THE SOCIAL SITUATION AS A GUIDE IN DECIDING ON A COURSE OF SOCIAL ACTION
SOCIAL INFORMATION PROCESSING THEORY

THE QUALITY OF THE _______ AFFECTS SELF-ESTEEM.

PARENT-CHILD RELATIONSHIP

PARENTS WITH ______ PARENTING STYLE HAVE TEENS WITH HIGHER SELF-ESTEEM

AUTHORITATIVE

CHILDREN'S DESCRIPTIONS OF OTHERS' ATTRIBUTES AND TRAITS UNDERGO DEVELOPMENTAL SHIFTS FROM ______, _____, AND _______ TO _______, _______, AND ______.

CHILDREN'S DESCRIPTIONS OF OTHERS' ATTRIBUTES AND TRAITS UNDERGO DEVELOPMENTAL SHIFTS FROM CONCRETE, PHYSICAL, AND SIMPLE, TO ABSTRACT, PSYCHOLOGICAL, AND DIFFERENTIATED.

AGE AT WHICH CHILDREN CAN SEPARATED STEREOTYPES FROM PERSONAL VIEWS.

8 - 9 YR

AGE AT WHICH CHILDREN COME TO UNDERSTAND THAT NOT ALL INDIVIDUALS IN A GROUP ARE THE SAME.

7 - 9 YR

AT WHAT AGE DOES PREJUDICE BECOME IMPLICIT?

LATE CHILDHOOD AND ADOLESCENCE

THE MANY CAUSES OF PREJUDICE INCLUDE:

PREJUDICED MESSAGES FROM PARENTS, PEERS, SCHOOLS, AND MEDIA

APPROACHES TO REDUCING PREJUDICE INCLUDE

  • INCREASING CONTACT BETWEEN GROUPS
  • HAVING ADULTS POINT OUT THE INDIVIDUAL CHARACTERISTICS OF MEMBERS OF OTHER GROUPS
  • MINIMIZING STEREOTYPES OF RACIAL AND ETHNIC GROUPS IN BOOKS, TELEVISION, AND MOVIES.

LANGUAGE HELPS CHILDREN TO

  • INTERACT
  • COMMUNICATE INFORMATION
  • EXPRESS FEELINGS, WISHES, AND VIEWS
  • TO CONTROL ACTIONS
  • MODIFY EMOTIONS

THE SOCIAL COMMUNICATIVE CONTEXT IN WHICH WORDS OCCUR AIDS

CHILDREN'S ACQUISITION OF LANGUAGE

THESE RULES DETERMINE WHETHER SPEECH IS APPROPRIATE FOR THE AUDIENCE AND SITUATION

PRAGMATICS

PRAGMATICS DETERMINES

WHETHER SPEECH IS APPROPRIATE FOR THE AUDIENCE AND SITUATION

FAMILIES

SOCIAL UNITS IN WHICH ADULT SPOUSES OR PARTNERS AND THEIR CHILDREN SHARE ECONOMIC, SOCIAL, AND EMOTIONAL RIGHTS AND RESPONSIBILITIES AS WELL AS A SENSE OF COMMITMENT AND IDENTIFICATION WITH EACH OTHER. FAMILIES ARE ALSO SYSTEMS FOR SOCIALIZATION, WHICH MEANS THAT FAMILY MEMBERS ALSO CHANNEL CHILDREN'S IMPULSES INTO SOCIALLY ACCEPTED OUTLETS AND TEACH CHILDREN THE SKILLS AND RULES THEY NEED TO FUNCTION IN SOCIETY.

A COMPLEX SYSTEM INVOLVING INTERDEPENDENT MEMBERS AND SUBSYSTEMS WHOSE FUNCTIONING MAY BE ALTERED BY CHANGES IN THE BEHAVIOR OR RELATIONSHIPS WITH OTHER MEMBERS.

FAMILY

THE FUNCTIONING OF THE _____, ______, AND _______ ARE INTERRELATED AND INFLUENCE CHILDREN'S SOCIAL WELL-BEING.

COUPLE SYSTEM, PARENT-CHILD SYSTEM, AND SIBLING SYSTEM ARE INTERRELATED AND INFLUENCE CHILDREN'S SOCIAL WELL-BEING.

THE _____ SUBSYSTEM IS OFTEN REGARDED AS THE BASIS OF GOOD FAMILY FUNCTIONING.

THE COUPLE SUBSYSTEM IS OFTEN REGARDED AS THE BASIS OF GOOD FAMILY FUNCTIONING. INCREASED PARENT-CHILD INVOLVEMENT AND POSITIVE PARENT-CHILD RELATIONSHIPS HAVE BEEN FOUND WHEN SPOUSES ARE MUTUALLY SUPPORTIVE.

CONFLICT BETWEEN PARENTS CAN AFFECT CHILDREN DIRECTLY OR INDIRECTLY AND IS ASSOCIATED WITH

NEGATIVE FEELINGS AND BEHAVIORS DIRECTED TOWARD THE CHILDREN AND WITH PROBLEMS IN CHILDREN'S SOCIAL DEVELOPMENT. PARTICULARLY WHEN CONFLICTS ARE INRESOLVED, CHILDREN ARE LIKELY TO REACT WITH NEGATIVE EMOTIONS.

THE EFFECTS OF PARENTAL CONFLICT ARE ________

RECIPROCAL, CHILDREN AND PARENTS INFLUENCE EACH OVER TIME.

CHILDREN HAVE AN IMPACT ON THE COUPLE RELATIONSHIP. THE BIRTH OF THE FIRST CHILD IS ASSOCIATED WITH ____

A SHIFT TOWARD MORE MASCULINE AND FEMININE ROLES.

WHILE BOTH MOTHERS AND FATHERS REPORT DECLINES IN MARITAL SATISFACTION FOLLOWING THE BIRTH OF A CHILD, ______ ARE SLOWER TO EXPRESS THE DECLINE.

FATHERS ARE SLOWER TO EXPRESS THE DECLINE

SOCIALIZATION BEGINS ____

WHEN AN INFANT IS BORN, BUT BECOMES MORE DELIBERATE AS CHILDREN DEVELOP. PARENTS TEACH SOCIAL RULES DIRECTLY AND SERVE AS MODELS FOR THE CHILD TO IMITATE.

PARENTS' RELATIONSHIPS WITH THEIR CHILDREN CAN BE CATEGORIZED ALONG THE DIMENSIONS OF ___________

PARENTS' RELATIONSHIPS WITH THEIR CHILDREN CAN BE CATEGORIZED ALONG THE DIMENSIONS OF EMOTION AND CONTROL.

PARENTING INVOLVING WARMTH, CONSISTENCY, AND FIRM CONTROL

AUTHORITATIVE PARENTING

PARENTING STYLE THAT LEADS TO THE MOST POSITIVE SOCIAL AND EMOTIONAL DEVELOPMENT IN CHILDREN

AUTHORITATIVE PARENTING

PARENTING STYLE THAT LEADS TO CONFLICTED AND IRRITABLE CHILDREN (LOW WARMTH, HIGH CONTROL)

AUTHORITARIAN PARENTING

LOW WARMTH, HIGH CONTROL STYLE OF PARENTING

AUTHORITARIAN PARENTING

FACTORS THAT INFLUENCE THE PARENTING STYLE ARE;

  • COUPLE'S RELATIONSHIP
  • PARENTS' MENTAL HEALTH
  • CHILDREN'S TEMPERAMENT
  • CHILDREN'S BEHAVIOR

DURING SOCIALIZATION, CHILDREN AND PARENTS INFLUENCE ON ANOTHER IN MUTUALLY INTERLOCKING INTERACTIONS THAT ARE BEST DESCRIBED AS ____

TRANSACTIONAL

FATHERS AND MOTHERS MAKE UNIQUE CONTRIBUTIONS TO THEIR CHILDREN'S DEVELOPMENT BY THEIR DISTINCTIVE INTERACTIVE STYLES: MOTHERS ARE MORE _____ AND FATHERS ARE MORE _______

MOTHERS ARE MORE VERBAL AND FATHERS ARE MORE PHYSICAL

COPARENTING STYLE THAT CONTRIBUTES TO POSITIVE SOCIAL OUTCOMES

COOPERATIVE COPARENTING

COPARENTING STYLES THAT CONTRIBUTE TO POOR SOCIAL OUTCOMES.

COMPETITIVE OR IMBALANCED COPARENTING

HOW DOES THE NUMBER, GENDER, AND AGE SPACING OF CHILDREN AFFECT A FAMILY'S FUNCTIONING?

AS FAMILY SIZE INCREASES, PARENTING AND CHILDREN HAVE LESS OPPORTUNITY FOR EXTENSIVE CONTACT, BUT SIBLINGS EXPERIENCE MORE CONTACT WITH EACH OTHER.

FIRSTBORN CHILDREN OFTEN SHOW EMOTIONAL AND BEHAVIORAL PROBLEMS AFTER THE BIRTH OF A SIBLING, BUT _____

THE MOTHER'S REACTION, EFFORTS TO INCLUDE THE FIRSTBORN, AND THE FATHER'S INVOLVEMENT MODERATE THIS.

FIRSTBORNS ARE MORE ________

FIRST-BORN CHILDREN ARE MORE ADULT ORIENTED, HELPFUL, SELF-CONTROLLED, CONFORMING, AND ANXIOUS THAN LATER BORN SIBLINGS.

FAMILIES SHARE STORIES, ROUTINES, AND RITUALS THAT TRANSMIT _____

VALUES, TEACH FAMILY ROLES, AND REINFORCE THE FAMILY'S UNIQUENESS

IN BROFENBRENNER'S ECOLOGICAL SYSTEM EACH FAMILY IS EMBEDDED IN A LARGER SOCIAL SYSTEM TERMED ______

THE MACROSYSTEM

PARENTS WITH LOWER SES TEND TO BE MORE

AUTHORITARIAN

PARENTS WITH HIGHER SES TEND TO

REASON WITH THEIR CHILDREN AND PRESENT MORE CHOICES

PARENTS' SOCIALIZATION PRACTICES ARE INFLUENCED BY ____________

THEIR CULTURE, THEIR WORKPLACE EXPERIENCE, AND THEIR NEIGHBORHOOD.

THE EFFECTS OF MATERNAL EMPLOYMENT DEPEND ON _____

THE MOTHER'S REASON FOR WORKING, HER SATISFACTION WITH HER ROLE, THE ATTITUDES OF AND DEMANDS PLACED ON OTHER FAMILY MEMBERS, AND THE QUALITY OF SUBSTITUTE CARE PROVIDED FOR THE CHILDREN

WORK RELATED STRESS FOR WORKING PARENTS CAN

NEGATIVELY AFFECT COUPLES AND CHILDREN

PEOPLE ARE BECOMING PARENTS _______ THAN IN THE PAST

LATER

POSITIVE ASPECTS OF LATER PARENTHOOD

PARENTS MAY BE BETTER ESTABLISHED IN CAREERS AND MORE FLEXIBLE ABOUT FAMILY ROLES.

IS THE RISK OF BIRTH DEFECTS HIGHER OR LOWER WITH NEW REPRODUCTIVE TECHNOLOGIES?

HIGHER --ALTHOUGH THE RISK OF BIRTH DEFECTS IS HIGHER, THE CHILDREN DO NOT HAVE ABNORMAL LEVELS OF PSYCHOLOGICAL PROBLEMS.

ADOPTED CHILDREN ARE AT RISK FOR PSYCHOLOGICAL PROBLEMS, BUT _______________ DETERMINES THE LEVEL OF RISK

AGE, GENDER, AND PRIOR LIVING CONDITION DETERMINES THE LEVEL OF RISK.

EVIDENCE SUGGESTS THAT CHILDREN WITH GAY AND LESBIAN PARENTS _____

DEVELOP NORMALLY

SINGLE PARENTING CHILDREN DO MORE POORLY IF

THEIR SINGLE MOTHER IS YOUNGER, POORER, AND NEVER MARRIED.

IN THE FIRST YEAR FOLLOWING DIVORCE CHILDREN TEND TO BE ____

DISTURBED, BUT IN THE LONG RUN MOST ARE ABLE TO ADAPT.

FAMILY INTERACTIONS IMMEDIATELY FOLLOWING DIVORCE ARE CHARACTERIZED BY

INEPT PARENTING AND DISTRESSED, DEMANDING, AND NON-COMPLIANT CHILDREN

AFFECTS OF DICORCE ARE MORE NEGATIVE FOR

PREADOLESCENT CHILDREN

CHILDREN WITH AN _________ TEND TO ADAPT TO DIVORCE MORE EASILY THAN CHILDREN WHO HAVE PSYCHOLOGICAL PROBLEMS BEFORE THE DIVORCE.

EASY TEMPERAMENT AND OTHER PSYCHOLOGICAL RESOURCES

JOINT CUSTODY WORKS BEST WHEN

CONFLICT BETWEEN PARENTS IS MINIMAL AND CHILDREN DON'T FEEL CAUGHT IN THE MIDDLE

CHILDREN'S RESPONSES TO REMARRIAGE VARY DEPENDING ON

THEIR PREVIOUS FAMILY EXPERIENCE AND THEIR AGE WHEN REMARRIAGE OCCURS. IT IS PARTICULARLY DIFFICULT FOR ADOLESCENTS.

CHILDREN'S INTERACTIONS WITH PEERS ARE _________ THAN INTERACTIONS WITH ADULTS

CHILDREN'S INTERACTIONS WITH PEERS ARE BRIEFER, FREER, AND MORE EQUAL THAN INTERACTIONS WITH ADULTS.

INTERACTION BETWEEN CHILDREN AND THEIR PEERS FACILITATE

INTERPERSONAL EXPLORATION AND GROWTH IN SOCIAL COMPETENCE.

INFANTS INTERACT WITH PEERS BY

VOCALIZING AND TOUCHING

TODDLERS EXCHANGE TURNS AND ROLES DURING INTERACTIONS WITH PEERS; MAJOR ACHIEVEMENTS INCLUDE

SHARING MEANING WITH A PEER AND ENGAGING IN MUTUAL PRETEND PLAY

CHILDREN INCREASE THEIR PREFERENCE FOR INTERACTING WITH _____ RATHER THAN ______ AS THEY GROW

CHILDREN INCREASE THEIR PREFERENCE FOR INTERACTING WITH PEERS RATHER THAN ADULTS AS THEY GROW

COMPANIONSHIP WITH PEERS OF THE _________ INCREASES DURING THE SCHOOL YEARS

COMPANIONSHIP WITH PEERS OF THE SAME AGE INCREASES OVER THE SCHOOL YEARS.

CHILDREN ARE LIKELY TO CHOOSE ______ GENDER PLAY PARTNERS

CHILDREN ARE LIKELY TO CHOOSE SAME GENDER PLAY PARTNERS

IN ADOLESCENCE, GENDER SEGREGATION LESSENS AS _______

IN ADOLESCENCE GENDER SEGREGATION LESSENS AS DATING BEGINS

PEER RELATIONSHIPS ARE USED TO

PEER RELATIONSHIPS ARE USED TO EXPLORE AND ENHANCE IDENTITIES

THE ROLE OF PEERS AS SOCIALIZERS

PEERS ACT AS MODELS OF SOCIAL BEHAVIOR, REINFORCE AND PUNISH ONE ANOTHER, SERVE AS STANDARDS AGAINST WHICH CHILDREN EVALUATE THEMSELVES, AND PROVIDE OPPORTUNITIES FOR DEVELOPING A SENSE OF BELONGING

_______ HAVE A STRONGER INFLUENCE THAN PARENTS ON TEENS' LIFESTYLE CHOICES

PEERS

PATTERNS OF PEER INTERACTION AND INFLUENCE ARE DIFFERENT ____

IN DIFFERENT CULTURES

HOW IS PEER STATUS ASSESSED?

PEER STATUS IS ASSESSED WITH SOCIOMETRIC TECHNIQUES BY HAVING CHILDREN IDENTIFY PEERS THEY LIKE AND DON'T LIKE; PEER ACCEPTANCE IS ASSESSED WITH RATINGS OF HOW MUCH CHILDREN LIKE OR DISLIKE EACH CLASSMATE.

SOCIOMETRIC TECHNIQUES CLASSIFY CHILDREN AS

  • POPular
  • COntroversial
  • Rejected
  • Neglected

POP.CO.R.N. is a sociometric technique

PEER STATUS DEPENDS ON CHILDREN'S ABILITIES TO


  • INITIATE INTERACTION
  • COMMUNICATE EFFECTIVELY
  • RESPOND TO OTHERS INTERESTS AND BEHAVIORS
  • AND COOPERATE IN ACTIVITIES

POPULAR CHILDREN ENGAGE IN

PROSOCIAL BEHAVIOR AND HELP SET THE NORMS FOR THE GROUP

POP.CO.R.N. is a sociometric technique

NONAGGRESSIVE-REJECTED CHILDREN TEND TO BE

WITHDRAWN AND LACK SOCIAL SKILLS

POP.CO.R.N. is a sociometric technique

AGGRESSIVE REJECTED CHILDREN HAVE

LOW SELF CONTROL AND EXHIBIT PROBLEM BEHAVIORS

POP.CO.R.N. is a sociometric technique

NEGLECTED CHILDREN ARE

LESS TALKATIVE AND MORE SHY AND ANXIOUS

POP.CO.R.N. is a sociometric technique

CONTROVERSIAL CHILDREN ARE

LIKED BY MANY PEERS AND DISLIKED BY MANY OTHERS.

POP.CO.R.N. is a sociometric technique

CHILDREN WITH THIS SOCIOMETRIC STATUS ENGAGE IN PROSOCIAL BEHAVIOR AND SET THE NORMS FOR THE GROUP

POPULAR

POP.CO.R.N. is a sociometric technique

CHILDREN WITH THIS SOCIOMETRIC STATUS TEND TO BE WITHDRAWN AND LACK SOCIAL SKILLS

NONAGGRESSIVE REJECTED CHILDREN

POP.CO.R.N. is a sociometric technique

CHILDREN WITH THIS SOCIOMETRIC STATUS HAVE LOW SELF-CONTROL AND EXHIBIT PROBLEM BEHAVIORS

AGGRESSIVE REJECTED

POP.CO.R.N. is a sociometric technique

CHILDREN WITH THIS SOCIOMETRIC STATUS ARE LESS TALKATIVE AND MORE SHY AND ANXIOUS

NEGLECTED CHILDREN

POP.CO.R.N. is a sociometric technique

CHILDREN WITH THIS SOCIOMETRIC STATUS ARE LIKED BY MANY PEERS AND DISLIKED BY MANY OTHERS.

CONTROVERSIAL CHILDREN

POP.CO.R.N. is a sociometric technique

ACCORDING TO SOCIAL-COGNITIVE INFORMATION PROCESSING THEORY CHILDREN ______

ATTEND TO THE CUES IN A SOCIAL SITUATION, INTERPRET OTHER CHILDREN'S BEHAVIOR, DECIDE WHAT THEIR OWN GOALS ARE AND HOW TO ACHIEVE THEM, DECIDE TO TAKE CERTAIN ACTIONS, AND THEN ACT ON THEM.

CHILDREN MAY NOT ALWAYS RESPOND TO SOCIAL SITUATIONS IN A REFLECTIVE AND THOUGHTFUL WAY

SOMETIMES THEIR BEHAVIOR IS IMPULSIVE OR AUTOMATIC

IN COMPARISON TO UNPOPULAR AND SOCIALLY UNSUCCESSFUL CHILDREN, THOSE WHO ARE POPULAR AND SOCIALLY SUCCESSFUL HAVE

  • MORE POSITIVE GOALS AND STRATEGIES
  • MORE SELF-CONFIDENCE AND PERSISTENCE
  • CAN TRY A NEW APPROACH WHEN ONE HAS BEEN UNSUCCESSFUL
  • ARE MORE ATTRACTIVE
  • BLEND IN WITH OTHER CHILDREN

BEING UNPOPULAR CAN LEAD TO

SHORT TERM PROBLEMS SUCH AS LONELINESS AND LOW SELF-ESTEEM AND LONG TERM PROBLEMS SUCH AS DEPRESSION

HOW MANY FRIENDS DOES IT TAKE TO REDUCE LONELINESS?

ONE

SOCIAL STATUS TENDS TO

REMAIN STABLE ACROSS TIME AND SITUATION, ESPECIALLY FOR REJECTED CHILDREN

POP.CO.R.N. is a sociometric technique

SOCIAL STATUS IS ESPECIALLY STABLE ACROSS TIME AND SITUATION FOR THIS SOCIOMETRIC GROUP

REJECTED CHILDREN

POP.CO.R.N. is a sociometric technique

PARENTS SERVE AS PARTNERS FROM WHOM CHILDREN ACQUIRE

SOCIAL SKILLS, ACT AS SOCIAL COACHES, AND PROVIDE OPPORTUNITIES FOR CHILDREN TO HAVE PEER INTERACTIONS

RESEARCHERS CAN HELP CHILDREN IMPROVE THEIR SOCIAL SKILLS BY

COACHING

PEERS CAN HELP REJECTED CHILDREN

IMPROVE THEIR SOCIAL SKILLS AND EXPERIENCE MORE PEER ACCEPTANCE

CHILDREN DEVELOP CLOSE FRIENDSHIPS WITH

ONLY A FEW PEERS

THE GOALS AND EXPECTATIONS OF FRIENDSHIP

CHANGE WITH AGE

BOYS' SAME-GENDER FRIENDSHIPS ARE LESS FRAGILE THAN THOSE OF GIRLS BECAUSE

THEY ARE OFTEN EMBEDDED IN A LARGER GROUP OF RELATIONSHIPS

FRIENDS PROVIDE

SUPPORT, INTIMACY, AND GUIDANCE. HOWEVER, SOME FRIENDSHIPS ALSO ENCOURAGE DEVIANT BEHAVIOR, SUCH AS CHEATING, FIGHTING, AND USING DRUGS

WITHDRAWN AND AGGRESSIVE CHILDREN HAVE FRIENDS WITH

CHARACTERISTICS SIMILAR TO THEIR OWN

ROMANTIC RELATIONSHIPS IN ADOLESCENCE ARE

AN IMPORTANT AND DISTINCTIVE FORM OF SOCIAL RELATIONSHIP

CHILDREN FORM ____ GROUPS

HIERARCHICALLY ORGANIZED GROUPS WITH COMMON GOALS AND RULES OF CONDUCT

IN MIDDLE CHILDHOOD, CHILDREN FORM _______

CLIQUES, WHICH ENHANCE THEIR WELL-BEING AND ABILITY TO COPE WITH STRESS

IN HIGH SCHOOL, CHILDREN MAY BE THOUGHT OF BY THEIR PEERS AS BELONGING TO A

SPECIFIC CROWD

A GANG MAY BE

A LOOSE-KNIT GROUP OR A FORMAL ORGANIZATION; ORGANIZED GANGS ARE OFTEN INVOLVED IN CRIMINAL ACTIVITY.

SCHOOLS HAVE AN INFORMAL AGENDA OF

SOCIALIZING CHILDREN BY TEACHING THEM THE RULES, NORMS AND VALUES THEY NEED TO MAKE THEIR WAY IN SOCIETY AND HELPING THEM DEVELOP SKILLS TO INTERACT SUCCESSFULLY WITH THEIR PEERS

SCHOOLS ARE COMMUNITIES OF

TEACHERS, STUDENTS, AND STAFF

CHILDREN WHO DEVELOP _____ DO BETTER SOCIALLY AND HAVE LOWER RATES OF VIOLENCE AND DRUG USE; THEY ARE ALSO LESS LIKELY TO DROP OUT OF SCHOOL

CHILDREN WHO DEVELOP A SENSE OF COMMUNITY IN SCHOOL

IN ____ SCHOOLS, CHILDREN ARE MORE LIKELY TO PARTICIPATE IN EXTRACURRICULAR ACTIVITIES AND LESS LIKELY TO DROP OUT

IN SMALL SCHOOLS

MAKING THE TRANSITION FROM ELEMENTARY SCHOOL TO MIDDLE SCHOOL OR FROM MIDDLE SCHOOL TO HIGH SCHOOL CAN

AFFECT SELF-ESTEEM NEGATIVELY

CHILDREN IN SINGLE-SEX SCHOOL

DO BETTER ACADEMICALLY AND PERHAPS SOCIALLY THAN CHILDREN IN COEDUCATIONAL SCHOOLS, PERHAPS BECAUSE OF DIFFERENCES IN THE CHARACTERISTICS OF THE SCHOOLS AND THE PARENTS WHO SELECT THEM.

IN SMALL CLASSES, TEACHER-CHILD CONTACTS ARE

MORE FREQUENT AND PERSONALIZED AND CHILDREN ARE BETTER BEHAVED, INTERACT MORE WITH THEIR PEERS, AND ARE LESS LIKELY TO BE VICTIMIZED


ELEMENTARY SCHOOL CHILDREN IN OPEN CLASSROOMS HAVE


  • MORE VARIED SOCIAL CONTACTS
  • DEVELOP MORE POSITIVE ATTITUDES TOWARD SCHOOL
  • SHOW MORE SELF-RELIANCE AND COOPERATION IN LEARNING SITUATIONS

HIGH SCHOOL CHILDREN IN OPEN CLASSROOMS

PARTICIPATE MORE IN SCHOOL ACTIVITIES, HAVE MORE VARIED SOCIAL RELATIONSHIPS, AND FEWER DISCIPLINARY PROBLEMS

COOPERATIVE LEARNING INVOLVES

SMALL GROUPS OF STUDENTS WORKING TOGETHER

COOPERATIVE LEARNING HAS A

POSITIVE EFFECT ON SELF-ESTEEM, CONCERNED FEELINGS ABOUT PEERS, WILLINGNESS TO HELP, AND ENJOYMENT OF SCHOOL.

DOES PEER TUTORING HELP THE STUDENT OR TUTOR MORE?

GENERALLY PEER TUTORING HELPS THE TUTOR MORE THAN THE STUDENT -- SELF-ESTEEM, STATUS, AND SATISFACTION FROM HELPING OTHERS.

CHILDREN WHOSE RELATIONSHIP WITH THE TEACHER IS CLOSE AND WARM HAVE HIGH LEVELS OF

SCHOOL ADJUSTMENT AND ARE LIKELY TO BE ACCEPTED BY THEIR PEERS

WHICH GROUP OF CHILDREN ARE MOST LIKELY TO BENEFIT FROM CLOSE TEACHER-CHILD TIES?

MINORITY CHILDREN

TEACHER'S EXPECTATIONS FOR POOR AND MINORITY CHILDREN ARE

LESS POSITIVE THAN FOR OTHER CHILDREN

WHEN PARENTS ARE INVOLVED IN THEIR CHILD'S SCHOOL THE CHILDREN TEND TO TO BETTER, ESPECIALLY IF

THE PARENT'S INVOLVEMENT INCLUDED COMMUNICATING EXPECTATIONS TO THE TEACHERS AND COMMUNICATING THE VALUE OF EDUCATION TO THE CHILDREN.

CHILDREN IN HIGH QUALITY AFTER SCHOOL PROGRAMS HAVE BETTER

EMOTIONAL ADJUSTMENT, BETTER PEER RELATIONSHIPS, BETTER CONFLICT-RESOLUTION SKILLS, AND LESS DELINQUENCY THAN LATCHKEY KIDS.

CHILDREN FROM INTEGRATED SCHOOLS

FEEL SAFER AND MORE SATISFIED AND DEVELOP MORE POSITIVE INTERRACIAL ATTITUDES THAN CHILDREN FROM SEGREGATED SCHOOLS

CHILDREN WITH FREQUENT, GOOD-QUALITY CONTACT WITH A NATURAL MENTOR HAVE

FEWER BEHAVIOR PROBLEMS


HIGHER SELF-ESTEEM


MORE POSITIVE ATTITUDES TOWARDS SCHOOL


HIGHER EDUCATIONAL ATTAINMENT

MENTORING PROGRAMS LEAD TO MODEST GAINS IN SOCIAL, EMOTIONAL, BEHAVIORAL, AND ACADEMIC DEVELOPMENT FROM EARLY CHILDHOOD TO ADOLESCENCE ESPECIALLY WHEN

THE YOUTH HAVE PREEXISTING DIFFICULTIES OR ARE FROM DISADVANTAGED BACKGROUNDS AND MENTORS AND MENTEES CLICK

TELEVISION VIEWING IS A MAJOR INFLUENCE ON

CHILDREN'S SOCIAL BEHAVIOR

TELEVISION VIEWING PATTERNS FOR CHILDHOOD

BEGINS EARLY IN LIFE AND INCREASES UNTIL ADOLESCENCE

BOYS WATCH MORE ___ TV

ACTION-ADVENTURE AND SPORTS PROGRAMS

GIRLS WATCH MORE ____ TV

SOCIAL DRAMAS AND SOAP OPERAS

WHAT KIND OF TELEVISION HAS A POSITIVE IMPACT ON CHILDREN'S PROSOCIAL BEHAVIOR

PROGRAMS THAT TEACH CHILDREN ABOUT SOCIAL RULES AND EXPECTATIONS -- SESAME STREET AND MR ROGERS

NEGATIVE BIASING OF CHILDREN'S PERCEPTIONS THROUGH TELEVISION

CHILDREN WHO ARE EXTENSIVE TV WATCHERS TEND TO OVERESTIMATE THE DEGREE OF DANGER AND CRIME IN THE WORLD AND UNDERESTIMATE TRUSTWORTHINESS AND HELPFULLNESS OF OTHER PEOPLE.

THE IMPACT OF TV AND VIDEOGAMES ON EXTRACURRICULAR ACTIVITIES

TELEVISION AND PERHAPS VIDEO GAMES CURTAIL SOCIAL INTERACTIONS AND ACTIVITIES LIKE SPORTS AND CLUBS

TV PORTRAYALS OF MINORITY GROUPS OFTEN SUPPORT


ETHNIC STEREOTYPES


EXPOSURE TO VIOLENT TV AND VIDEO GAMES LEADS TO

DESENSITIZATION AND INCREASED AGGRESSION

EXPOSURE TO SEXUALLY SUGGESTIVE MEDIA LEADS TO

MORE ACCEPTANCE OF SEXUALITY, EARLIER SEXUAL ACTIVITY, AND HIGHER RATES OF PREGNANCY

HOW DOES TV INFLUENCE CHILDREN'S CONSUMER CHOICES

IT INFLUENCES CONSUMER CHOICES, ESPECIALLY PREFERENCES FOR FOOD AND TOYS THAT MAY BE UNHEALTHY OR DANGEROUS

PARENTS CAN MODIFY THE EFFECTS OF MEDIA VIEWING BY

SERVING AS INTERPRETERS OF MEDIA MESSAGES AND AS MANAGERS OF ACCESS TO PROGRAMS AND GAMES

PERCENTAGE OF US TEENS WHO USE SOCIAL MEDIA

ALMOST ALL

HOW MUCH OF THE POPULATION OF US TEENS HAVE A PROFILE ON SOCIAL NETWORKING SITES?

3/4

HOW MUCH OF THE US POPULATION OF TEENS VISIT THEIR SOCIAL NETWORKING SITE DAILY?

1/2

WHAT PERCENTAGE OF US TEENS VISIT THEIR SOCIAL NETWORKING SITE SEVERAL TIMES A DAY?

1/3

THE INTERNET IS A VENUE FOR

MAINTAINING SOCIAL TIES, AND FORMING NEW, ALBEIT WEAKER, TIES AS WELL AS FOR EXPLORING IDENTITY

CHILDREN ARE EXPOSED TO PORN AND OTHER ADULT SEXUAL MATERIAL -- OFTEN INADVERTENTLY -- WHICH CAN

CAUSE ANXIETY AND UPSET

INTERNET CHAT ROOMS OFFER TEENS THE OPPORTUNITY TO

EXPLORE SEXUAL ISSUES AND FEELINGS

HOW CAN THE INTERNET AFFECT CHILDREN AND TEENS' MENTAL HEALTH?

ONLINE HARASSMENT. IT CAN ALSO FOSTER EXCHANGE OF INFORMATION BETWEEN INDIVIDUALS WITH PROBLEMS, SUCH AS SELF-HARMING BEHAVIOR

AT WHAT AGE DO CHILDREN FAIL A FALSE BELIEF TASK?

3 YEARS OLD AND YOUNGER

SOCIAL UNDERSTANDING IS EMBEDDED IN

CHILDREN'S SOCIAL TENDENCIES AND INTELLECTUAL ABILITIES.

CHILDREN WHO HAVE HIGHER LEVELS OF SOCIAL UNDERSTANDING ALSO DO BETTER ON

STANDARD INTELLIGENCE TESTS AND EXHIBIT MORE PROSOCIAL BEHAVIOR

CHILDREN WHOSE FAMILIES __________ ARE MORE LIKELY TO SUCCEED ON THEORY OF MIND (TOM) TESTS.

FREQUENTLY TALK ABOUT MENTAL STATES -- IT IS PARTICULARLY HELPFUL WHEN THE CONVERSATION WITH THEIR CHILDREN INCLUDE EXPLANATIONS OF THE CAUSES AND EFFECTS OF MENTAL STATES, USING WORDS LIKE, 'BECAUSE', 'HOW', AND 'WHY'

WHAT ARE THE TWO TYPES OF INTERACTIONS WITH SIBLINGS AND FRIENDS THAT PROVIDE OPPORTUNITIES FOR CHILDREN TO LEARN ABOUT OTHER PEOPLE'S THOUGHTS AND TRAITS (TOM)

PRETEND PLAY AND DISPUTE RESOLUTION

WHY ARE INTERACTIONS WITH SIBLINGS AND FRIENDS IMPORTANT TO DEVELOPMENT OF TOM?

BECAUSE THEY INVOLVE DISCUSSIONS ABOUT SHARED CONCERNS, INTERESTS, AND GOALS. --CHILDREN DO NOT OFTEN HAVE THESE DISCUSSIONS WITH ADULTS BECAUSE WITH ADULTS CHILDREN TEND TO FOCUS ON THEIR OWN (THE CHILD'S CONCERNS) NOT ON SHARED CONCERNS.

DOES PARENTAL MEDIATION OF SIBLING AND PEER DISPUTES HELP?

YES IF THEY GUIDE THE CHILDREN IN RESOLVING THEIR OWN DISPUTES.

HOW A PERSON LABELS OR CATEGORIZES PEOPLE IN OTHER GROUPS

STEREOTYPING

WHETHER OR NOT A PERSON EXPRESSES NEGATIVE ATTITUDE TOWARDS MEMBERS OF A GROUP.

PREJUDICE

IN ONE STUDY CHILDREN AGED 5, 7, AND 9 YO WERE SHOWN A PICTURE STORY ABOUT 2 CHILDREN, A BLACK CHILD AND A WHITE CHILD, AND ASKED TO REMEMBER WHAT EACH CHILD IN THE STORY DID. WHAT WERE THE FINDINGS?

CHILDREN OF ALL AGES HAD BETTER RECALL FOR STEREOTYPED ACTIVITIES THAT THE BLACK CHILD PERFORMED THAN THE NONSTEREOTYPED ACTIVITIES THAT THE CHILD PERFORMED.

DOES IMPLICIT PREJUDICE DECREASE AS CHILDREN GROW OLDER?

NO, UNLIKE EXPLICIT PREJUDICE, IMPLICIT PREJUDICE DOES NOT DECREASE WITH AGE.

RESEARCHERS IN ONE STUDY FOUND THAT MOST PARENTS BEGAN RACIAL SOCIALIZATION BEGAN BY THE TIME THEIR CHIDREN WERE

18 MO

RACIAL SOCIALIZATION AT 18 MO PREDICTED A CHILD'S RACIAL ATTITUDES AT

3 - 4 YO

the ways in which prejudice is expressed changes as children get older. in early childhood prejudice is expressed by

avoidance and social exclusion,but in adolescence it is expressed through conflict and hostility

stereotyping increases when

there are labels, when the groups were of unequal sizes (majority and minority), and when activities are segregated, and when there is competitiveness.

the most extreme form of prejudice is

genocide

preverbal communication

infants' earliest communications are a dialogue of sounds, movements, and facial expressions (especially smiles)

preverbal communication is actually pseudoconversations because

parents are responsible for maintaining their flow

willingness to be socialized

does the child/teen *want* to listen to their parent?

parenting practices

things you do as a parent, spanking, discipline, rewards, punishments, etc.

things you do as a parent, spanking, discipline, rewards, punishments, etc.
parenting practices

does the child/teen *want* to listen to their parent?
willingness to be socialized

learns to use language to communicate but does not understand symbols (semiotic functioning) (VYGOTSKY)

naive psychology

naive psychology
learns to use language to communicate but does not understand symbols (semiotic functioning) (VYGOTSKY)

realism

the inability to distinguish between mental and physical entities.

the inability to distinguish between mental and physical entities.
realism

how does theory of mind develop?

there are two ideas as to how theory of mind develops. (Domain-Specific and Domain-General) where there are specialized brain mechanisms for TOM OR through experience (Theory-Theory and Simulation Theory)

Theory-Theory

the idea that TOM develops through experience

the idea that TOM develops through experience
Theory-Theory

Simulation Theory

the idea that TOM develops through perspective taking

the idea that TOM develops through perspective taking

Simulation Theory

Is 4 the magic age for TOM?

There is an argument that the testing demands are too difficult for younger children. If you use a simplified TOM task (I HATE goldfish crackers, but LOVE broccoli) they can pass a TOM test. Also, false-belief understanding can be taught

family structure

composed of the family unit

composed of the family unit
family structure

family processes

combination of factors that effect the environment (economic, social, psychological)

combination of factors that effect the environment (economic, social, psychological)
family processes

family systems approach

to understand and child development, look at how members of the system interact

to understand and child development, look at how members of the system interact
family systems approach

six-domain model

  1. Beyond the Nuclear Family
  2. Individual Characteristics
  3. Couple Relationship
  4. Ecology
  5. Parent-Child Relationship
  6. Sibling Relationships

B.I.C.E.P.S. has six domains and six letters

Parenting is

a goal oriented complex behavior

6 primary tasks of parenting

  1. Safety + Sustenance
  2. Provide Structure
  3. Instruction + Stimulation
  4. Connectedness
  5. SocioEmotional Support
  6. Surveillance + monitoring

S.P.I.C.E.S are the six tasks of parenting

What are the two dimensions of the parenting typologies

Demandingness/Control and Responsiveness/Warmth

Parenting styles are not directly related to

child outcomes, but it changes how parenting practices impact outcomes.

parenting styles are not directly related to child outcomes, but

it changes how parenting practices impact outcomes.

Why are sibling relationships a neglected area of study?

Because it's very complex and hard to predict.

how are sibling relationships different from friendships?

  1. ascribed, not earned
  2. distinct emotional intensity
  3. lack of inhibition
  4. persistence and committment

how are sibling relationships different from other relationships?

  1. highly egalitarian
  2. flexible role in social network
  3. longevity. (sibling relationships last a long time)

Self-perceptions and siblinghood. At what point did children feel they were a sibling?

1 mo. before the birth of the sibling

self-perceptions and siblinghood - what happens to a child's self-perception after the birth of a sibling?

a child's self-perception drops after the birth of a sibling, but parents evaluation of a child's competence and acceptance either stayed the same or went up.

self-perceptions and siblinghood - maternal acceptance.

the child's perspective of maternal acceptance drops significantly after the birth of a sibling.

who teaches siblings better, older siblings or peers?

older siblings

functions of the sibling relationship

  • attachment figures
  • playmates
  • instruction

family structure variables

age gaps between children, sex differences between siblings, etc.

age gaps between children, sex differences between siblings, etc.
family structure variables

family process variables

do temperaments match/clash, what are the parental attachments (secure?), what is the level of parental conflict?,

do temperaments match/clash, what are the parental attachments (secure?), what is the level of parental conflict?,
family process variables

What are the positive developmental outcomes for only children?

  • achievement oriented
  • generally friendly and sociable
  • may be less accepted in their peer group
  • similar patterns to firstborn children in sibling literature

are only children doomed?

no, they may be less accepted in their peer group, but their patterns are similar to firstborn children in sibling literature.

theorist who believed parents have minimal impact on child development?

Judith Harris - The Nurture Assumption

What was Judith Harris' Nurture Assumption?

Harris believed parents have minimal impact on child development except as gate keepers of peers. Claimed that parental influence is indirect and that because kids talk, act, and dress like their peers, that's who we need to study

peers influence child development through

  1. reinforcement
  2. modeling
  3. frame of reference

age at which there is a clear social hierarcy and role taking amongst peers

by pre-school age

What are the categories of peer status?

  • Controversial
  • Rejected (2 subtypes)
  • Average
  • Popular
  • Neglected

Peer Status Categories are C.R.A.P.N.

how often do siblings fight

every 15 minutes

are sibling relationships fairly stable over time?

Yes, there is stability in both positive and negative behaviors from preschool to adolescence

what predicts the nature of the sibling relationship?

  • age gap
  • gender
  • temperament match
  • secure parental attachments
  • differential treatment by parents
  • parental conflict

at what ages is there sex segregation during play?

3 yo - middle childhood

is sex segregation in play cross-cultural?

yes

preferred play group size for girls

smaller groups

preferred play group size for boys

larger groups

Selman's Stages of Friendship Development

0. Momentary Playmateship


1. One-Way Assistance


2. 2-Way Fair-Weather Cooper.


3. Intimate Mutually Shared Rltn.


4. Autonomous Interdependence

Selman says friends M.O.W. IN.AUTO.

Selman's Stage 0 of Friendship Development

Momentary Playmateship (3-7 yo)

Selman says friends M.O.W. IN.AUTO.

Age for Selman's Stage 0 of Friendship Development

3 - 7 yo

Selman says friends M.O.W. IN.AUTO.

Age for Selman's Momentary Playmateship Stage of Friendship Development

3 - 7

Selman says friends M.O.W. IN.AUTO.

Which stage of Selman's friendship development is Momentary Playmateship?

Stage 0 (3 - 7 yo)

Selman says friends M.O.W. IN.AUTO.
Selman's Stage 1 of Friendship Development

One Way Assistance (4 - 9 yo)

Selman says friends M.O.W. IN.AUTO.

Age for Selman's Stage 1 of Friendship Development

4 - 9 yo

Selman says friends M.O.W. IN.AUTO.

Age for Selman's 1-Way Assistance Stage of Friendship Development

4 - 9 yo

Selman says friends M.O.W. IN.AUTO.

Age for Selman's 2-Way Fair Weather Cooperation Stage of Friendship Development

6 - 12 yo

Selman says friends M.O.W. IN.AUTO.

Selman's Stage 2 of Friendship Development

2-Way Fair Weather Cooperation (6 - 12 yo)

Selman says friends M.O.W. IN.AUTO.

2-Way Fair Weather Cooperation

Selman's Stage 2 of friendship development (6 - 12 yo)

Selman's Stage 3 of Friendship Development

Intimate Mutually Shared Relationship (9 - 15 yo)

Age for Selman's Stage 3 (Mutually Shared Relationships)

9 - 15 yo

Stage 4 of Selman's Friendship Development

Autonomous Interdependence (Begins @ 12 yo)

how are teen relationships with peers different from their interactions with adults?

Teens interactions with peers are freer, briefer, and more equal than their interactions with adults

Peer

another child of roughly the same age (short interaction and minimal committment)

another child of roughly the same age (short interaction and minimal committment)
Peer

Friend

a peer with whom the child has a special relationship (mutual liking and respect)

a peer with whom the child has a special relationship (mutual liking and respect)
Friend

do teens spend more time with peers or adults?

teens spend 2x as much time with peers than with adults. This trend is particularly marked in Western culture

with peers teens are usually engaged in

conversation and recreation (with minimal adult supervision)

peer interactions offer

perspectives of equality and ideas of how to act

when are peers especially influential to teens?

if a teen lacks parental support

which style of parenting means the child will be less susceptible to peer pressure

authoritative

if authoritative parenting means that a teen will be less susceptible to peer pressure, is that mediation or moderation

moderation

what are the pros of friendship

  • provide support
  • closeness
  • guidance
  • decrease in loneliness/depression

what are the cons of friendship


  • some friendships pose risks rather than protection
  • may reinforce maladaptive behaviors in one another (especially in rejected children)

extensively discussing and revisiting problems, speculating about problems, and focusing on negative feelings with peers.

co-rumination

co-rumination
extensively discussing and revisiting problems, speculating about problems, and focusing on negative feelings with peers.

Why are teen girls' closest same sex friendships more fragile than boys'?

  • co-rumination
  • boys have more shared activities
  • boys are more often mediators

True or False - Teen romantic relationships are rare and brief

False - length depended on development

teens of which group are least likely to report a current romantic partner?

asian american

are teen relationships unimportant?

No, teens in relationships report more mood swings, but less social anxiety and higher self-worth

do teen romantic relationships simply mirror other social relationships?

No, there are some parallels, but they serve different needs

peer group network

the cluster of peer acquaintences who are familiar with and interact with one another at different times for common play or task-oriented purposes

how does individualism and collectivism of one's culture of origin impact the school environment

because the social attitudes of the culture of origin may differ from the prevailing attitudes at the school and minority parents may feel less comfortable getting involved in their child's school

Robert Pianta's 3 dimensions of quality teachers and schools

  • Emotional support
  • Organization and Classroom Mgmt
  • Instructional Support

What is the displacement theory of TV watching?

the idea that television/screen time is too much if it replaces meaningful interactions

what is the threshold hypothesis of tv watching

1 - 2 hours of quality tv per day and no tv for kids under the age of 2 yr

what are the positive effects of television

some quality programming like Mr. Rogers and Sesame Street can help

what are the negative effects of too much television

  • stereotypes
  • harmful sex attitudes
  • food ads/consumption
  • less physical activity
  • less social interaction
  • violence/aggression
  • desensitization
  • sleep/attention problems

student teacher relationships and minority students

teachers used more positive speech and less negative speech with European American kids and there were more positive interpretations of misbehavior in European American children

this group plays a large role in partner choice in the early teens

peer group

kids and teens express more emotions in their interactions with

their friends than non-friends

kids and teens share more with

friends than non-friends, unless they are competitive with one another

kids and teens disagree more with

friends more than non-friends

kids and teens are more self-disclosing with

friends than non-friends or acquaintences

friends are more likely to resolve conflict in an

equitable way and preserve the friendship

peer relations reflect teens

social skills and contribute to their social and emotional well-being

relationships with peers contribute to socialization through

peer status, friendships, dating, and group interactions

parental goals, values, and beliefs

are you trying to raise a kind person, a hard working person, etc? What are the values most important to the parents that they try to instill in their children?

parenting practices use parenting styles as

context

low warmth and high control

authoritarian

high warmth and high control

authoritative

low control and low warmth

permissive, indifferent, or uninvolved

low control and high warmth

permissive-indulgent or permissive

Darling & Steinberg

what does attachment theory and developmental contextual theory say about relationship development and the quality of relationships?

securely attached children will grow into adults who have secure attachments in their romantic relationships because of their internal working models of how relationships work -- concept of being good, enough, smart, enough, and people like me

What are Baumrind's dimensional axes for parenting typologies

Baumrind did not use dimensional axes for parenting typologies, researchers who followed behind added those in later.

2 dimensions of parenting style can be

graphed into one typology

1 parenting typology can be broken down into

two dimensions of parenting style




Demandingness/control


responsiveness/warmth

what are cons to using parenting typologies in research?

  1. fewer factors to see interactions on
  2. more errors in categorization
  3. loss of variability

what are the properties of the family systems approach?

  1. Holistic, but there are subsystems
  2. circular causality/multidirectional or bidirectional influence (transactional)
  3. hierarchical
  4. adaptive self organization

what are some individual differences that increase/decrease TOM

  1. family size
  2. birth order
  3. parent child interactions (do parents talk about feeling states?)
  4. encouragement of pretend play (requires perspective taking)
  5. SES (because of higher quality child care)
  6. some cultural differences
  7. autism decreases TOM

theory of mind module (domain specific)

there is a specialized area of the brain that develops around 4 that deals with theory of mind (NATURE)

domain general information processing and theory of mind

we acquire information processing skills like memory, attenion, executive function, language, complex representational ability, and this helps us gain a theory of mind

do 3 yo have a theory of mind

not usually

do 5 yo have a theory of mind

yes

when does TOM appear

around age 4

3 dimensions of SES

  1. education
  2. income
  3. occupational status

E.I.O.

which SES has more authoritarian styles?

low SES

which SES is more likely to have strict discipline and harsher punishments

low ses

when do coparenting styles emerge?

at infancy

hostile-competitive coparenting style is correlated with

more aggressive behavior, anxiety, and poor social skills

links between parental conflict and child adjustment are

reciprocal and transactional, not just a one-way influence from parents to children

how does social learning theory account for the effects of parental conflict on a child's social development?

modeling

how does cognitive theory account for the effects of parental conflict on a child's social development?

how does the child understand the reasons the parents are in conflict -- do they blame themselves?

short-term outcomes of divorce

differences exist, but they are not large. 20 - 25% of kids display severe behavior problems compared to 10% in non-divorced households.

a child's adjustment to divorce is related to

  • parent behaviors
  • child characteristics (age, temperament, IQ, attachment style, gender)

divorce and parental conflict is the hardest on children of which age group

preschool

how long does it take to see children improve from divorce

by 2 years after divorce. Some effects may last into adulthood, but it depends on parent and child characteristics

when did mothers in the workforce increase

there has been a dramatic increase since the 1950s

negative effectss of maternal employment in child development

little evidence of negative effects

positive effects of maternal employment in child development

  • higher child academic competence
  • higher social competence in girls
  • girls reject rigid gender roles

things that change the positive effects of maternal employment on child development

  • assumes children have adequate monitoring
  • maternal attitudes toward employment
  • child-care arrangements

at 3 - 4 years old how do children describe themselves?


  • physical characteristics
  • preferences
  • possessions
  • social characteristics
  • skills (may not be accurate)

at 5 - 7 years how to children describe themselves?

  • competencies
  • beginning to coordinate compartmentalized concepts, but not concepts that are opposites (good/bad)
  • still overestimate abilities

at age 8 - 10 how do children describe themselves

  • more complex terms
  • more aware of private self
  • more aware of unique feelings
  • use labels that focus on abilities
  • interpersonal attributes
  • integrate success in different areas
  • self-constructs become increasingly aligned with the values, roles, and preferences of their cultural community

how do children in early adolescence describe themselves (beginning at age 11)

  • social relationships
  • personality traits
  • general, stable psych characteristics
  • focus on interpersonal attributes, social skills, competencies, and emotions.
  • recognize different selves in different social contexts
  • begin to describe self in abstract terms, but the abstractions are still compartmentalized

how do middle adolescents describe themselves


  • introspective
  • preoccupied with what others think
  • new roles = multiple me's
  • more integrated view of the self and can combine qualities
  • have trouble integrating self-representations to resolve contradictions

how do kids describe themselves in late adolescence

  • personal beliefs, values and moral standards
  • think about future and possible selves
  • integrate contradictory attributes
  • coherent theory of self

what is self-concept?

how a person answers the question 'who are you?'



how a person answers the question 'who are you' is their

self-concept

social determinants of self-esteem

  1. family influences
  2. peer and mentor influence
  3. praise

what does it mean to understand a psychological trait label

being able to infer how a person will react to a situation based on the label (ie - a shy person will not be happy in a crowd)

Mental representation is defined as
a structure in our mind, such as an idea or image. That stands for something else. Such that an external object, or things that was sensed in the past or future. But whatever it is, it's not something in the present.

a structure in our mind, such as an idea or image. That stands for something else. Such that an external object, or things that was sensed in the past or future.
Mental representation

direct effects of parent/child behavior

a one-step process -- how a parent treats a child, how a child behaves when asked to do something

indirect effects of parent/child behavior

a two-step process -- a child alters the behavior of a parent and it impacts the couple (parent-parent) relationship

a one-step process -- how a parent treats a child, how a child behaves when asked to do something
direct effects of parent/child behavior

a two-step process -- a child alters the behavior of a parent and it impacts the couple (parent-parent) relationship
indirect effects of parent/child behavior

what do young children fight about most?

property rights

subjective sense of self

I-self - knowing the self is separate from others

objective sense of self

me-self

how do we know when a child is self-aware?

  • Rouge Test
  • Uses words like 'I' and 'me'
  • Will show embarrassment if singled out

What is the primary purpose of a school

to instruct children in academic subjects

what are the secondary purposes of school

contexts for socialization -- teaching the rules, norms, and values children need in order to get along in society.

what is the mechanism through which positive effects of a sense of community are achieved?

collective efficacy

when a sense of community exists, teachers, students, and administrators are

more likely to share goals and believe they can achieve these goals through collective and cooperative action.

_______ was a significant positive predictor of students' academic performance in high school

collective efficacy

research shows that students suffer if a school has more than ____ students

600


much of a school's benefit comes through

extracurricular activities such as clubs and sports, car washes, and bake sales

how much do large and small schools differ in the range of extracurrircular activities offered?

they do not differ much, but research shows that student participation may be higher in smaller schools than larger

Positive Outcomes Linked With Extracurricular Activities

  • better school attendance
  • higher self-esteem
  • higher achievement motivation
  • less likely to be delinquent
  • less likely to get pregnant
  • less depression
  • less suicide
  • positive peer group
  • sense of belonging
  • promotes friendships

age groupings in school -- outcomes for students who go to middle school and then enter a new school for 7th grade

  • self-esteem drop
  • more social problems
  • more academic problems
  • less active in clubs
  • feel less integrated into school and peer group

what effects how well minority youth manage the transition from middle school to high school?

the ethnic balance of the high school. LA and AA are more negatively affected when the high school has fewer students from their ethnic group than when the school offers the same ethinic balance as their middle school

advantages of small class sizes

  • more teacher-child interaction
  • kids behave better
  • more peer interaction
  • less likely to be victimized
  • students contribute more
  • students fool around less
  • less antisocial behavior
  • more prosocial behavior
  • more positive emotional climate

why do teachers use open classrooms

when they believe children learn best by being involved (active learning) instead of passive learning

the Pygmalion Effect is an example of a

self-fulfilling prophecy

teachers hold the highest expectations for which ethnic group?

asian americans

teachers hold the lowest expectation for which ethnic group

latino americans

children whose relationship with the teacher is full of conflict are

unhappy with school and not very cooperative in the classroom



children who have an overly dependent relationship with the teacher

are less engaged in school activities and more aggressive or socially withdrawn with their peers

children whose relationship with the teacher is close and warm

have higher levels of school adjustment, higher self esteem, more likely to be accepted by their peers

school as a buffer for children

when children are exposed to deficiencies at home, the school environment can buffer them against failure. Buffering occurs even in preschool when children with an insecure attachment to their mother are better adjusted if they develop a secure attachment to a preschool caregiver




a supportive classroom can buffer against an unsupportive home





pros of self-care latchkey children

places demands on children for responsibility and maturity

cons of latchkey children

higher risk for antisocial behavior, poor grades, higher stress, more substance abuse

distal monitoring

checking in by phone and by establishing clear rules and expectations about permitted activities, friends, and places to go

checking in by phone and by establishing clear rules and expectations about permitted activities, friends, and places to go
distal monitoring

positive outcomes for afterschool programs

  • learn new skills
  • better emotional adjustment
  • better peer relationships
  • better conflict resolution
  • better grades
  • less drug use
  • less delinquent behavior

risks of children using internet

  • exposure to invasion of privacy
  • explicit pornography
  • online harassment
  • cyber bullying
  • although communication from pedophiles and predators is a concern, the incidence of this threat is relatively low

who uses the internet more, boys or girls

about the same, but boys play more videogames, so this likely contributes to the idea that boys use the internet more often

who looks up more sexually explicit images on the internet, boys or girls

boys

who chats online more, boys or girls?

girls

physical risks of internet use


  • increased obesity
  • seizures
  • hand and wrist injuries

authoritative parents have ____ children

energetic-friendly children

authoritarian parents have ____ children

conflicted irritable

permissive parents have ____ children

impulsive-aggressive children

uninvolved parents have ______

impulsive-aggressive-noncompliant-moody children

3 types of coparenting

  1. cooperative, cohesive, child-centered
  2. hostile
  3. imbalanced

cooperative, cohesive, and child-centered coparenting outcomes

high degree of familiy harmony

hostile coparenting

parents actively compete against one another for children's attention and loyalty

imbalanced coparenting

spouses invest different amounts of time in child rearing

parents actively compete against one another for children's attention and loyalty
hostile coparenting

imbalanced copareting often stems from

parental gatekeeping

spouses invest different amounts of time in child rearing
imbalanced coparenting

gatekeeping

when one parent limits or controls the other parent's level of participation

children exposed to hostile-competitive copareting in their first year

are likely to exhibit high levels of aggressive behavior in early childhood

children exposed to imbalanced coparenting are

likely to develop anxiety

coparenting has been found to MEDIATE between the marital and parenting subsystems which suggests

that parents can learn strategies of cooperation or conflict in the context of shared parenting

is the link between socioeconomic status and parenting style cross cultural

yes

a mother's caregiving in developing countries was related to the ____________ of that country

GDP

parental responsiveness in traditional cultures

parents in traditional cultures are less responsive and affectionate than parents in modern, technologically advanced cultures

outcomes for children who are physically disciplined in countries where it is common and culturally accepted

are not as anxious or aggressive as children who are physically disciplined in countries where it is rare

more harsh and frequent use of physical punishment is related to these worldwide issues

  • more warfare
  • interpersonal violence
  • inculcation of aggression in children

benefits of parenting after 30

  • other mothers feel more responsible about parenting
  • older mothers enjoy parenting more
  • older mothers express more positive affect with their infants than younger mothers do
  • older mothers spend more social time with their infants

the increase in parenting competence as women age only extends to age

30


older fathers have more

flexibility and freedom to balance the demands of work and family than younger fathers

older fathers are 3 times more likely to to have

regular responsibility for some part of their children's daily care

negative outcomes for children in single parent households

  • do worse on developmental measures
  • more social and psychological problems
  • less securely attached
  • more negative behaviors

children whose mothers had never married showed

less sociability and fewer positive behaviors with their mothers than children whose mothers were single due to separation or divorce

boys whose mothers were unmarried until age 14 were 8 times more likely

to be violent offenders than boys who grew up in two parent households

Simple Breakdown of Children's Self-Descriptions

  1. Concrete terms (physical, likes)
  2. Psychological Traits
  3. Integrated self and possibility of contradictory traits

on-looker play

children watch or converse with other children engaged in play activities. (About half of 2 year olds engage in this type of play)

Parallel Play

children play in similar activities, often side by side, but do not engage one another. (Common in 2 yo, but diminishes by 3 - 4)

children watch or converse with other children engaged in play activities. (About half of 2 year olds engage in this type of play)
on-looker play

children play in similar activities, often side by side, but do not engage one another. (Common in 2 yo, but diminishes by 3 - 4)
Parallel Play

age for on-looker play

about half of 2 year olds engage in this type of play

age for parallel play

common at 2 yo, but diminishes by 3 - 4

associative play

play with other children but do not necessarily share the same goals. They share toyus and materials and might even react or comment on another child's ongoing activity. However, they are still not fully engaged with another in a joint project (common in 3 - 4 yo, less common in 2 yo)

play with other children but do not necessarily share the same goals. They share toyus and materials and might even react or comment on another child's ongoing activity. However, they are still not fully engaged with another in a joint project (common in 3 - 4 yo, less common in 2 yo)
associative play

age for associative play

common in 3 - 4 yo, less common in 2 yo

cooperative play

engage in play in which they cooperate, reciprocate, and share common goals. Some examples of cooperative play building a sandcastle, drawing a picture together, playing pretend with interacting characters.

(age 3 - 4)

engage in play in which they cooperate, reciprocate, and share common goals.
cooperative play

age for cooperative play

3 -4 yo

does parenting style directly relate to outcome?

no, it changes the relationship between practices and outcome (moderates)

who were more likely to have mutual antipathies with same sex peers; boys or girls?

boys

children with same sex antipathies are more likely to


  • be antisocial
  • fight
  • bully
  • be victimized
  • be rejected children
  • be controversial children

boys who had same gender mutual antipathies at age 10 were more likely to have _______ at adolescence

problems with addiction and delinquency

girls who had same gender mutual antipathies tended to have _____ at adolescence

lower achievement

age at which children's primary friendship concern is to maximize excitement, entertainment, and enjoyment through play

3- 7 yo

main concen of friendship at 3 - 7 yo

age at which children's primary friendship concern is to maximize excitement, entertainment, and enjoyment through play

main concern of friendship during middle childhood (8 - 12 yo)

to be included by peers, avoid rejection, and present oneself to others in a positive way.

age at which the primary concern of friendship is to be included by peers, avoid rejection, and present oneself to others in a positive way.

middle childhood (8 - 12 yo)

age at which the main concern of friendship is to explore, know, and define oneself

adolescence (13 - 17)

main concern of friendship during middle childhood (13 - 17 yo)
to explore, know, and define oneself

when dating, younger teens focus on

superficial features, status, clothes, appearance

when dating, older teens focus on

characteristics that underlie compatibility and intimacy like, personality, values, and interestes