Developmental Final

Front 1

define gender stereotyping and discuss whether they are always based in myth or fiction

Back 1

widely held beliefs about characteristics associated with being female or male; some based on fact, such as height, strength, etc. Heights have effect size of about 1.00 (1 std deviation).

Front 2

explain what aspects of gender stereotyping children have already learned by age 3 and what they learn between age 3-10

Back 2

at 3 years old, they think that boys and girls must have different haircuts , but at age 10, they know that usually doesn’t mean always (they understand flexibility).

Front 3

describe whether psychological gender differences are more or less pronounced than physical gender differences

Back 3

psychological gender differences are usually less pronounced than physical; e.g., throw velocity, aggression, physical strength (d > .5) vs. leadership, trustingness, self-esteem (d< .5).

Front 4

explain Gilligan’s claim that moral psychologists (e.g., Freud, Kohlberg) under-estimated women’s morality… and whether Gilligan was right

Back 4

Gilligan was story telling rather than story testing…just hypothesizing. According to Hyde’s research, men and women are equal on moral reasoning (d < .5), no trend. Both men and women are at moral stage 3.

Front 5

Freud’s view on women

Back 5

too influenced by feelings of affection or hostility, less sense of justice, less ready “submit to the great necessities of life”.

Front 6

Kohlberg’s view on moral gender differences

Back 6

boys are taught to think about what’s fair and just not what’s nice which leads them to arrive at stage 4, 5 and 6 (called Ethic of Justice),women are taught to think in Ethic of Care which gets them to stage 3.

Front 7

describe the negative consequences of believing that men and women are different

Back 7

the self-fulfilling prophecy; if you think something is not for your gender, you will not pursue it. There is a lot of weight on stereotypes and beliefs -> we can move past this if we try.

Front 8

Martin’s study on gender stereotyping

Back 8

91 5 year olds, random assignment; toys no label, label favoured to gender (girl), label favoured to other gender (boy); high interest when no label (3.5), higher interest when girl label (3.7), lower interest when boy label (3).

Front 9

describe three theories about the effects that violent tv/video games have on children and which one is supported by the majority of available evidence

Back 9

imitation/desensitized (more aggression), just for fun (no change), catharsis (less aggression); more aggression is supported by evidence (correlation; childhood to adulthood), lab experiment (power rangers, boys more aggressive after), field experiment (notel + multitel, 2.6 times more aggressive); put together = supportive evidence.

Front 10

summarize how much media exposure children are getting these days and the trends over the past 10 years

Back 10

7.7 (2009) vs. 6.3 (1999). Nowadays, kids have as much media as sleep, and not much other.

Front 11

discuss whether certain TV (like Mr. Rogers) is good for children

Back 11

MRN + materials = 7% prosocial behaviour; on its own or regular programming only 5%. It is good only if materials go along with it.

Front 12

explain why, in spite of the overwhelming evidence that violent media causes violent behavior, the Canadian government has not banned violent media

Back 12

freedom of speech; if we ban these things, we may have to ban other good things too.

Front 13

define internalization and describe Freud’s view of how it happens

Back 13

adopting societal standards for right and wrong as one’s own; young child desires other-sex parent -> same-sex parent becomes jealous and disapproves -> to avoid punishment, child abandons desire and identifies with same-sex parent -> forms superego (morality) by taking on same-sex parent’s ideals and self-punishment (guilt).

Front 14

outline Grusec’s modern account of how internalization happens

Back 14

transference; child accurately perceives/understands parent’s message -> child accepts the message (seems appropriate and feels self-generated).

Front 15

list three parenting techniques that are meant to enhance internalization

Back 15

punishment, modeling, induction.

Front 16

describe modeling and induction

Back 16

teaching by example vs. leading with questions/cues.

Front 17

explain the opinions of the left (counterculture) and right (establishment) in the 1960’s cultural war

Back 17

human rights, equality, justice (why b/c it places importance on freedom) vs. the law, social order, obey authority (why b/c it’s better for social order, etc).

Front 18

describe Kohlberg’s stage model of moral development

Back 18

6 stages of moral reasoning; how people construct reasoning; preconventional (obedience/exchange; self/self+partner), conventional (conformity/social order; self+family/self+community), postconventional (social contract/universal ethical principles; self+society/self+humanity).

Front 19

describe Kohlberg’s claims about the changes in stage of moral reasoning that do and do not happen

Back 19

stagnante or progress, no regression.

Front 20

review a longitudinal study that presents evidence that (mostly) supports Kohlberg’s claims

Back 20

5 year study showed that 32% remain stable, 25% progress, 7% regress, 0% skip.

Front 21

explain the effects of adults modeling different stage reasoning on the moral reasoning of children

Back 21

intervention study; 2 adults arguing, showing regression, control, ZPD, and skipping; ZPD and skipping only showed 1 stage further progression, no regression.

Front 22

describe the phenomenon of “moral dumbfounding” and explain how it challenges the claim that reasoning causes moral judgments

Back 22

no reasoning to moral judgment, just wrong; intuition and emotion (bro and sis).

Front 23

review a study that shows that intuition/emotion influences moral judgments

Back 23

hypnotized to be disgusted by certain word; stronger moral reasoning when disgusted (emotion).

Front 24

explain the three core principles of Haidt’s “New Synthesis” of Moral Psychology

Back 24

intuitive primacy (judgments come from intuition not dictatorship), morality is more than care and fairness, the conservative advantage.

Front 25

describe two studies by Hamlin and colleagues that show that babies are moral and explain how these findings pose a serious problem for Kohlberg’s model of moral reasoning

Back 25

Kohlberg thought that babies come premoral (wrong); study -> babies watch skit of helpful vs. hindering shapes, 80% prefer helpful ones…remove eyes, babies have no preference (50/50); study 2 -> nasty elephant, nice moose, revenge moose -> 8 month olds prefer revenge moose, 5 month olds prefer nice moose.

Front 26

describe the moral psychology of liberals and conservatives

Back 26

liberals have 2 moral intutions(care and fairness), conservatives have 5 (+ loyalty, authority, purity).

Front 27

explain why conservatives may have a moral advantage over liberals

Back 27

conservatives have 5 moral switches, see both sides, band together to form groups.

Front 28

Gender roles

Back 28

reflection of stereotypes in everyday behaviour.

Front 29

Gender identity

Back 29

perception of the self as relatively masculine or feminine in characteristics.

Front 30

Gender typing

Back 30

any association of objects, activities, roles, or traits with biological sex in ways that conform to cultural stereotypes about gender.

Front 31

Instrumental traits

Back 31

masculine personality traits, such as competence, rationality, assertiveness.

Front 32

Expressive traits

Back 32

feminine personality traits, such as warmth, caring, sensitivity.

Front 33

Moral identity

Back 33

endorsement of moral values as central to self-concept.

Front 34

Heteronomous morality

Back 34

age 5-8; view rules handed down by authority as unchangeable, permanent, requiring obedience.

Front 35

Morality of cooperation

Back 35

age 9+; rules are flexible, socially agreed upon principles that can be revised to suit the will of the majority.