Devpsych 10

Front 1

Learning when and how to express emotions is a major developmental milestone btwn ___ and ____ yrs. Why is it important?

Back 1

2 and 6

For self control, socializing properly

Front 2

____ development is the foundation that enables all other forms of development

Back 2

Emotional

Front 3

Emotional regulation

Back 3

ability to control when and how emotions are expressed

Front 4

Intiative vs guilt (erikson's theory)

Back 4

Characterized by a new sense of purposefulness as the child takes on new tasks

A little guilt ok, too much comes from excessive criticism/punishment

Front 5

Typical 3-5 yr old has a ____ ____ ______ and ____ ____ _____

Back 5

positive self concept

high self esteem

"I can do it!"

Front 6

Intrinsic motivation (vs extrinsic)

Back 6

comes from within the individual, joy of personal accomplishment, comes from within

Front 7

Adults can encourage intrinsic motivation by...

Back 7

not promising rewards for a task that is already enjoyable, praise a job well done

Front 8

Lepper et al 1973 study

Back 8

Preschool children given markers and paper; three groups (no aware, expected aware, unexpected award)

Found that extrinsic motivation (condition 2) undercut/backfires intrinsic motivation

Front 9

What two things improve during the play years (2-6)

Back 9

Emotional understanding and self regulation.

Between 2 and 6 children experience more self conscious emotions and empathy

Front 10

Emotional regulation develops as a result of...?

When have most children able to cope with/channel emotions?

Back 10

brain maturation and experience

3/4 years

Front 11

Emotional regulation influenced by...

Back 11

1) Gene
2) Early experiences (esp. stressors)
3) Culture
4) Ongoing care
5) Brain maturation
6) Gender (girls better at controlling emotions)
7) Attachment

Front 12

Marshmallow test shows...

Back 12

kids who wait 15 minutes for 2nd marshmallow tend to be happier, more successful later on in life

Front 13

Children ____ through play and play best with ____

3 characteristics of play

Back 13

LEARN , peers

1) Universal
2) Changes btwn 2-6 yrs, becomes more complex and social
3) Provides practice in self control, empathy, social understanding

Front 14

Types of play (parten)

Back 14

Solitary - unaware of others
Onlooker - watches others play
Parallel - play w/similar toys, but not together (2yrs)
Associative - interact and share, but not mutual/reciprocal
Cooperative - play together with common goals/turn taking

Front 15

Rough and tumble play

Back 15

mimics aggression with no intent to harm (wrestling, chasing)
requires social experience among participants, physical space to play
peaks at 8-10, typical for boys

Front 16

Sociodramatic play

Back 16

Pretend/fantasy play in which children act out self-created roles and themes (house, doctor, superheroes, school) - common for both genders, but girls less violent

Front 17

Sociodramatic play helps children...

Back 17

1) Explore and rehearse social roles
2) Learn to negotiate and cooperate with others
3) Regulate emotions through imagination (brave superhero)
4) Develop a self concept in a nonthreatening context

Front 18

Play varies by...

Back 18

culture, gender, age

Chinese children fly kites, Alaskan natives tell dreams/stories, Lapp children pretend to be reindeer

Front 19

Diana baumrind found parents different on what four dimensions?

Back 19

1) Expressions of warmth
2) Strategies for discipline
3) Communication
4) Expectations for maturity

Front 20

What are the 4 child rearing styles

Back 20

1) Authoritative
2) Authoritarian
3) Permissive
4) Uninvolved

Front 21

Authoritative style

Back 21

High warmth + acceptance

High communication

Modern/at their level expectations for maturity

Discipline strategies involve lots of discussion (firm but fair)

Front 22

Authoritarian style

Back 22

Little warmth/acceptance

One way communication (parent --> child)

Very high expectations for maturity

High in coercive control (strict, often physical discipline)

Front 23

Permissive style

Back 23

High levels of warmth/acceptance

High levels of communication

Few/no expectations for maturity

Little/no discipline

Front 24

Uninvolved style

Back 24

Low on acceptance/involvement

Little/no control

General indifference regarding autonomy granting

Front 25

Criticisms of baumrind's work

Back 25

small sample, 100 preschoolers, white community, SES status same, focused on attitudes rather than actual interactions (what they say, not what they do), there are exceptions to rule (warm+authoritarian, etc)

Front 26

Followup studies of baumrind's work suggest...

Back 26

1) Authoritarian parents raise obedient and queit, but not esp. happy children
2) Permissive parents raise children who lack self control and are least happy
3) Authoritative parents raise children who are successful, articulate, intelligent, happy

BUT temperament and culture matter

Front 27

Why are authoritative parenting styles effective

Back 27

Model care and concern along w/confident, self-controlled behavior

Make appropriate demands & engage in autonomy granting.

Are fair & reasonable, not arbitrary

Are accepting & involved, & use rational control.

Front 28

Compared to middle class European americans, some ethnic groups use more...

Back 28

firm control, physical punishment, may seem less warm (Chinese/African)

Culture variations must be viewed in larger context

Front 29

Lansfor et all 2004 study

Back 29

European and AA families over 12 years

Findings:
Over time, physical punishment predicted more antisocial behavior in white teens, but less in black because white parents viewed physical punishment as wrong, black parents see MILD punishment as ok

cultural context/perceptions are key

Front 30

Discipline is less important than...

Back 30

parental warmth and support

Front 31

Gender typing

Back 31

process of developing gender roles or gender linked preferences and behaviors valued by society

Front 32

Gender identity

Back 32

an image of ONESELF as relatively masculine or femanine

Front 33

Androgyny

Back 33

high on both masculine and feminine personality traits, more common in females, has benefits

Front 34

3 theories of gender identity

Back 34

Social learning - behavior (modeling, reinforcement) leads to gender identity

Cognitive-developmental: Self perceptions (gender consistency - understanding sex is biological and permanent) guide behavior

Gender schema: Combines social learning and cog-dev theories

Front 35

Gender schemas and behavior (chart)

Back 35

behavior depends if child is schematic (aware of gender at time) or aschematic (unaware)
and interest

But gender put before interest

Front 36

Ages and gender stereotyped beliefs/behaviors

Back 36

2: children label themselves and others in terms of sex
3-4: Beliefs become very rigid
3: Preference for same-sex playmates
6: Gender segregation in play patterns very pronounced
7-9: More flexible re: gender segregation

Front 37

Research suggests boys are more ___ that girls in gender typing

Back 37

rigid

ex: Verbally expressed preferences, stereotyping/flexibility, cross-sex behavior less tolerated

Front 38

2 major influences on gender typing

Back 38

Genetic:
Evolutionary adaptiveness
Hormones-androgens

Environmental:
Family
Teachers
Peers
Broader social environment

Front 39

Parents roles in gender typing

Back 39

Differntial reinforcement/treatment: direct verbal comments about expectations, differentially reinforce activities (dolls, trucks), treat/supervise children differently

Modeling

Channeling

Front 40

Channeling

Back 40

Differential encouragement of toys, activities, skills, chores