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160 Cards in this Set
- Front
- Back
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Genotype
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a persons genetic inheritance
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Phenotype
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what is seen as a result of genetic composition and environment
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Ecological Model
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development occurs within and individual and in coordination with environment:
Microsystem: immediate env. of child (home, school) Meso system: interaction between env. Exosystem: broader environmental aspects that effect child (parent's work, school board, etc.) Macrosystem: cultural influences on env. Chronosystem: env. throughout the lifespan (Bronfenbrenner) |
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Rutter's indicators
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severe marital discord
low SES overcrowding/large family mother psychopathology parental criminality placement outside of the home |
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resiliency factors for "at risk" babies
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-few stressors after birth
-easy temrperament (socially responsive, good comm., consistent eating and sleeping) -stable support from parent or other caregiver |
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critical vs. sensitive period
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critical: specific, pre-determined period of time in which an organism is sensitive to certain stimuli that has impact on dvpt (it will either dvp during this period or not at all)
sensitive period: longer in duration, more flexible and are not as closely tied to chronological age (most experts agree that for humans, it is a sensitive period) |
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Prenatal Development Stages
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Germinal (0-2 weeks post conception): ovum=zygote
Embryonic (3-8 weeks post conception) Fetal (9 weeks - birth) |
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Chromosomes
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23 pairs (22 are autosomes, 1 is sex)
Males: XX Females: XY |
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autosomal disorder
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genetic disorder attached to a chromosome
Dominant gene disorders: Huntington's Disease Resessive gene disorders: PKU, Tay Sachs, cystic fibrosis, sickle cell disease |
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Which of the following persons may be assigned the duty of security manager without being granted a waiver?
1. A line officer, a master chief petty officer , and a civilian employee (GS-9) 2 . A line officer , a master chief petty officer, and a civilian employee (GS-13) 3. A line officer, a medical services corps officer, and a civilian employee (GS-13) 4. A master chief petty officer, a cryptologic officer, and a marine gunnery sergeant |
3. A line officer, a medical services corps officer, and a
civilian employee (GS-13) |
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Down Syndrome
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Autosomal disorder
Extra chromosome 21 Sx: MR, slowed growth and motor dvpt, distinct physical features, increased likelihood of Alz. leukemia and heart disease - increases as mother and father's age increases |
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Klinefelter Syndrome
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- occurs in males with XXY
- Sx: small penis & testes, develop breasts, limited libido, sterile, LD |
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Turner Syndrome
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- females with only X
-Sx: short stature, droopy eyelids, webbed neck, retarded or absent secondary sex characteristics, cog deficits |
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Prader-Willi Syndrome
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Caused by chromosomal deletion
Sx: MR, obese, OCD behaviors |
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Chromosomal translocation
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When a chromosome attaches to another chromosome
cause of some cases of Down Syndrome |
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Chromosome Inversion
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when a chromosome breaks in 2 spots, and re-attaches backwards.
Usually does not effect phenotype |
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Alcohol exposure in utero
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FAS: caused by mother drinking heavily every day during pregnancy or binge drinking during early pregnancy
Sx: facial absnormalities, retarded growth, heart, kidney an dliver problems, visual/hearing probs, MR, LD, Bxl Probs FAE: caused when mother consumes moderate amount of alcohol regularly Sx: facial abnormalities, MR, milder severity of FAS sx Sx are permanant, severity depends on extent of ETOH consumption, stage of pregnancy Regions effected: corpus collosum, hippocampus, hypothalamus, cerebellum, basal ganglia, frontal lobes |
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Cocaine exposure in utero
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-risk of spontaneous abortion and still birth, SID, low birthweight, small head
Sx: tremors, exaggerated startle response, high pitched cry, sleep/feeding difficulties, dvptl delays, irritable cognitive and bxl problems seem to persist into early school years |
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Nicotine exposure in utero
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-placental abnormalities that cause fetal death and still birth
-risk for SID, low birthweight, respiratory disease, emotional and social probs, cognitive deficits |
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Lead exposure in utero
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low birthweight and MR
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Rubella and pregnancy
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if woman is infected (especially first trimester) infant at risk for heart defects, blindness, deafness, MR
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Cytomegalovirus & pregnancy
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herpes virus, passed through placenta
10%: low birthweight, rash, microencephaly, enlarged liver & spleen, retinal inflamation 20-30%: die perinatally 80-90%: develop neurological sx within first years of life |
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HIV/AIDS and pregnancy
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35-60% transmission rate to newborn, reduced with medication taken during pregnancy and delivery
HIV+ babies: small for age, signs of virus in first years of life (susceptible to infection, large liver and spleen, swollen lymph nodes), delays in physical and cog dvpt with medication, about 33% live to 8 years old or older |
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Mother malnutrition and pregnancy
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miscarriage, stillbirth, low weight, supressed immune system, MR
Protein deficiency in 3rd trimester: reduced neurons and myelination in brain Lack of Folic acid: spina bifida or neural tube defects |
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Premature birth
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born before 37 weeks gestation
-linked to low SES, young mothers, malnutrition, drugs 3.3 pounds usually survive with appropriate medical care usually "catch up" to peers by 2-3 years old pre-term birth rates have increased (high among AA and highest increase in rate among whites) |
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small for gestational age
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when born in <10% weight of peers
often more severe than pre-term dvp slowly, risk for asphyxia during birth, respiratory disease, hypoglycemia, physical problems, LD, ADHD highest rate since 60s (8%) |
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results of anoxia during birth
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delayed motor and cog. dvpt, MR, cerebral palsy
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exposure to Herpes during birth
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death, brain damage, blindness
deliver through cesarian section |
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Brain development throughout life
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Birth: 25% of total weight
2 years old: 80% due to increased neuron size and increased connections age 16: full adult weight age 30: brain begins to shrink due to lost neurons age 60+: brain begins to atrophy, senile plaques, enlarged ventricles, slowed blood flow, decrease in some neurotransmitters. Brain does attempt to form new connections to compensate |
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cerebral cortex
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responsible for higher-level cog functioning, language, spatial skills, complex motor activities
-nearly completely undeveloped at birth -first months of life there is substantial dvpt and prefrontal cortex matures t/o childhood and adolescence. |
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Babinski
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early reflex in which the toes fan out when bottom of foot is tickled
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Rooting
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touch a babies cheek and they will turn head in direction of that cheek
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Moro (startle)
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baby will fling arms and legs out when hear loud noise or feel loss of support
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Stepping
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when hold a baby upright, they will make walking mvmt
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measures of infant perception
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habituation: when infants response to stimulus decrease when repeatedly presented
dishabituation: responsivity increases when stimulus changes |
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Vision in newborns
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-least well developed
-6 months about equal to adult -depth perception: kinetic, binocular, pictoral -prefer high contrast pics -2-5 days, prefer faces -2 months, prefer mother's face |
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Hearing in newborns
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-only slightly less sensitive than adults
-auditory localization: present at birth, disappears around 2-4 months, reappears and improves rest of first year -3 months: prefer mother's voice -days after birth: distinguish vowels -2-3 months: distinguish consonant sounds |
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Taste and Smell in newborns
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responsive to tastes and smells
-within hours of birth, they differentiate sweet and non-sweet (prefer sweet) |
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Pain in newborns
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-exposure to early pain impacts later pain reactions
-no anesthesia during circumcision=increased pain response 6 months later -premature infants have a reduced reactivity to pain later, even if no anesthesia |
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Where are steroids produced?
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By the testes, ovaries, placenta, and adrenal cortex
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developmental milestones 4-6 months old
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4 mo: roll to back
5 mo: sit on lap, reach grasp 6 mo: sit alone, stand with help teeth 5-9 mo |
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developmental milestones 7-9 months old
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increasing coordination
8-9 mo: sit alone without help, crawling, 9-10: pull self up to standing |
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developmental milestones 10-12 months old
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10-11 mo: stand alone, walk with help
12 mo: first step alone |
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developmental milestones 13-15 months old
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13-14 mo: walk alone
15 mo: creeps up stairs, scribbles, uses cup |
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developmental milestones 16-24 months old
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18 mo: run clumsily, walk up stairs, use spoon
24 mo: goes up and down stairs, kicks ball, turn page of book, 50% use toilet during day |
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developmental milestones 25-36 months old
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30 mo: jump with both feet, hand/finger corrdiation
36 mo: ride trike, dress/undress, toilet trained 48 mo: stable preference for R or L |
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Gender differences in motor development
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Middle childhood they become apparent
-girls: more physically mature, flexibility, balance, agility boys: strength, gross-motor early adolescence: greater difference - boys excel in motor areas, girls increased adipose tissue |
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physical maturation for girls in adolescence
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Early: more negative consequences - poor self-concept, lower academics, sexually precocious, D&A, eating disorder
LATE: dissatisified |
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physical maturation for boys in adolescence
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EARLY: beneficial for adjustment, popularity, superior athletic ability
LATE: childish, attention seeking bx, less confident |
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Visual changes in adulthood
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40: inability to focus on close objects (Presbyopia)
65: visual changes interfere with daily life, decreased acuity, reduced depth perception, increased sensitivity to light, deficits in visual search, speed of processing |
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Hearing changes in adulthood
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40: some problems with hearing
75-79: 50% have problems that interfere with daily functioning decreased high-frequency sounds - difficult to understand human speech with conflicting sounds |
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Strength, Coordination, Reaction Time in adulthood
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strength and endurance decline
less efficient sensorimotor control increased reaction time |
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Effects of chronic illness in children
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-effected by illness severity
-low functional impairment=better adjustment -protective: high SES, 2 parent family, little disfiguration, healthy parental adjustment, developmentally appropriate information about their illness |
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Adolescent Drug & Alcohol Use rates
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2002-2007 rates are stable
16% drink ETOH 9% smoked cigarettes (decline) 9% illicit drug use 6% marijuana risks: male, low SES, physical/sexual abuse, low parental warmth/involvement tobacco, ETOH, marijuana gateways |
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Sexual activity in late adulthood
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57-85 report similar frequency as 18-59 year olds
physical health and lack of partner are primary for decrease in activity men are more physically and emotionally satisfied with sex in late adulthood 43-61% said sex was equal or more satisfying than when they were in 40s |
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Constructivism
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Piaget
People actively construct higher levels of knowledge from env. and bio elements |
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Adaptation
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Piaget
Assimilation: incorporate new knowledge into existing cog schema (say a cat is a dog because 4 legs) Accomodation: modify existing schema to incorporate new knowledge |
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Sensorimotor Stage of Development
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0-2 years old
learn through sensory information CIRCULAR REACTIONS & OBJECT PERMANANCE 0-1mo: reflexive 1-4 mo: repeat pleasurable events (primary circular) 4-8 mo: reproduce pleasure with other people (secondary circular) 8-12 mo: combines secondary circular rxn into complex sequences (coordinated secondary) 12-18: deliberately varies action to discover consequence (tertiary circular) 18-24 mo: symbolic thought, form internal representations |
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Preoperational Stage of development
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2-7 years
-symbolic function (language skills increase & mental imagery) -MAGICAL THINKING: thinking about it will make it occur - animism: attribute human characteristics to nonhuman -egocentrism: can't separate own perspective from others -irreversibility, centration, unable to conserve |
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Concrete Operational Stage of Development
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7-11 years old
CONSERVATION - depends on decentration and reversibility (#, then liquid, then length, then weight, then volume) - capable of mental operations-logical rules of manipulating information |
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Formal Operational Stage of Development
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11+ years old
-abstract thinking, hypothetico-deductive reasoning teens: -egocentrism -personal fable -imaginary audience |
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Information Processing Development
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improvements in memory are due to:
-increased capacity -enhanced processing speed -greater automticity *focus on development within a specific domain (attn, memory, reasoning) |
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Neo-Piagetian Theory
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combine information processing and Piaget
role of bio maturation and experience and propose that people actively construct their knowledge, but focus on development within specific domain -unevenness across domains is normal |
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Sociocultural Theory
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Vygotsky
*role of SOCIAL learning and CULTURAL factors* -interpersonal: interactions with others -intrapersonal: internalization of what was learned development facilitated by instruction within ZONE OF PROXIMAL DEVELOPMENT (what they can do and what they can do with help) and SCAFFOLDING -talking aloud is helpful for their organization (not egocentric like Piaget would say) Theory underlies reciprocal teaching method in which students help other students read by mimicking the teachers questions |
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Early Recall & Recognition memory
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3 mo: recognition memory up to 24 hours
6-12 mo: able to mim something they learned up to 2 weeks before |
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memory strategies in childhood
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preschool: non-deliberate
early grade school: learn, but don' t generalize to other tasks 9-10 years old: rehearsal, organization, elaboration teens: fine tune strategies and metacognition improves |
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episodic memory
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autobiographical memory
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infantile amnesia
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inability to recall events prior to age 4
-possibly because prefrontal is not developed and is essential for memory -possibly because language is not fully developed to encode for later retrieval |
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reminiscence bump
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greater recall for events 10-30 years old
-large proportion of novel experiences -encoding is most efficient during this period -memories contribute to personal identity and are part of sense of self |
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Synchrony Effect
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older adults: learning is best in the morning
young adults: learning is best in the evening -adults tend to have decrease in multitasking, selective attn, inductive reasoning as they age |
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effects of age on memory
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-recent-long term memory (secondary memory) and working memory are most affected with age
-episodic memory more effected than semantic or procedural -meta-memory declines with age, moderated by the individual -declines in working memory are related to decreased processing speed/efficiency -adults are less likely to use effective encoding strategies and training can help |
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Nativist approach to language
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Chomsky
-Language Acquisition device -innate ability to have language -children all pass through same stages and by 4-6 have basics of language, regardless of complexity |
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Behaviorist approach to language
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language is acquired through imitation and reinforcement
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Interactionist approach to language
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bio + environment
-influence on social interactions |
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expansion (language)
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parent adds to the child's statement but retains their word order "yes, mommy is going bye bye"
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extension (language)
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parent adds information to child's statement "yes, mommy is going to work now"
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Semantic Bootstrapping
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using the meaning of one word to infer the grammtical category
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Syntactic Bootstrapping
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using the grammar of the sentence to derive meaning from unfamiliar word
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Surface structure of language vs. Deep structure
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surface structure: organization of words
deep structure: meaning speaking: take deep to surface Listening: take surface to deep |
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phonemes
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smallest unit of sound that are understood in language
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morphemes
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smallest unit of sound that conveys meaning (-ing, -un, -ed)
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Stages of language development
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crying
cooing babbling echolalia & expressive jargon words holophrastic speech: one word with gestures Telegraphic speech: 2+ words for a phrase |
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Vocabulary development
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6-8 weeks: cooing
4 mo: babbling: repetition of sound 14 mo: babbling is lang. specific 9 mo: echolalia, imitate adults 10mo: first words - nouns 18-24 mo: telegraphic speech 18 mo: rapid increase in vocab 30-36 mo: vocab = 1000 words 2.5-5: increased sentence complexity (+50 words monthly) |
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underextension
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applies a word too narrowly
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overextension
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applies word too broadly
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gender and language use
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boys: establish dominance, gain attn, give orders, talk at longer intervals, interrupt more frequently
girls: support others and show attentiveness, ask questions and give tag questions |
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Bilingual education
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bilingual children do well and may be better than monolingual for mental complexity, flexibility, reasoning, metalinguistic awareness - evens out in adolescence
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Code switching
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"spanglish"
-used to express self, establish rapport, more effective way to express attitude |
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behavioral inhibition
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a biological component to temperament, stable trait
behavioral inhibition in early childhood: less active and less positive social relationships in adulthood |
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Thomas & Chess 9 temperament qualities
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activity level
rhythmicity approach/withdrawal adaptability threshold of responsiveness intensity of reaction quality of mood persistence |
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Goodness of Fit model
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temperament is not as important as the match between parent and child
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Oral Stage
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0-1 year
focus on sensation and stimulation, weaning is primary task fixation: dependence, passivity, gullibility, sarcasm, orally-focused habits |
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Anal Stage
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1-3 years
task is to control bodily waste fixation: retentive (stingy, selfish, OCD), expulsive (cruel, destructive, messy) |
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Phallic Stage
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3-6 years
task is to resolve Oedipal conflict, view same-sex parent as rival fixation: phallic character, sexual exploitation |
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Latent Stage
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6-12
libidinal energy is diffuse, develop social skills (not sexual gratification) |
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Genital Stage
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12+
libido in genitals, success is when sexual desire is combined with affection for mature relationships |
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Erikson's focus of psychosocial devleopment
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each stage has a "crisis"
greater emphasis on ego than id assumes people are rational and behavior due to ego fxn develop throughout lifespan |
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Basic Trust v. Basic Mistrust
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infancy
develop positive relationship with caregiver, trust and optimism |
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Autonomy v. shame and doubt
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toddler
autonomy through positive interactions with parents |
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initiative vs. guilt
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early childhood
favorable relationship with family results in ability to set goals and carry out plans without infringing on others |
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Industry vs. inferiority
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school age
influences are neighborhood and school master certain social and academic skills |
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identity vs. role confusion
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adolescence
peers are dominant influence positive outcome results in personal identity and focus for future |
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Intimacy vs. isolation
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young adult
establish intimate bonds of friendship and love if not established, self-absorption, isolation result |
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generativity vs. stagnation
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middle adult
people you live and work with are most important commitment to the well-being of future generations |
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ego integrity vs. despair
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maturation/old age
development of wisdom, sense of integrity requires coming to terms with limitations and mortality |
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Season's of a Man's life
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Levinson
17-22 Early Adult Transition: initial foundation for life as an adult, independence, for THE DREAM 28-33 Age 30 Transition: realization that life structure in 20s is inadequate, settle down 40-45: Mid-Life Transition: stress and reorganization, deflation of the dream, "time since birth" to "time left to live" -- studies not 100% supportive of this theory-- |
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Authoritarian parenting
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high demandingness
low responsivity results: irritable, aggressive, mistrusting, dependent, little sense of responsibility, low academics |
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Authoritative parenting
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high demandingness, high responsivity
results: assertive, socially responsible, achievement-oriented, high self-esteem (only parenting style with (+) outcome) |
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Permissive parenting
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low in demandingness, high in warmth
results: immature, impulsive, self-centered, low achievement, low independence |
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Rejecting-Neglecting Parenting
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low in responsivity and demandingness
results: low self-esteem, poor self-control, impulsive, moody, aggressive - delinquency parents are usually hostile toward children, limited supervision, inconsistent & harsh punishments |
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moderators to parenting style
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-child's temperament (i.e. authoritative parenting more predictive of social responsibility for anxious toddlers)
-culture/ethnicity (Asian American do well with authoritatiran style, Hispanic and Af. Am do poorly academically even with authoritative parents, possibly because little peer support) |
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Birth Order Effects
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first born: more rapid lang. skills, higher grades, higher IQ scores, more achievement oriented and socially responsible.
later borns: less cautious, better relationships, more confident in social settings large family - the smaller the gap between children the lower the child's achievement level |
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Maternal Depression on Child Dvlpt.
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-increases child's risk for emotional and bxl problems (depends on child's genetics, and nature of mother's sx)
-noticeable sx in children by 3 months -toddlers demonstrate passive noncompliance, higher aggressive bx, poor academics (cog-linguistics), insecure attachment |
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development of self-awareness
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physical self-recognition: 18 months - notice self in pictures and mirrors
self-description: 19-30 months, use evaluative terms and neutral terms (good girl, brown hair) 2-6 years: concrete descriptions of self 6-10 years: self-description refers to competencies 10-12 years: describe self in terms of personality traits adolescents: more abstract descriptions (inner thoughts and feelings) |
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Kohlber's Cognitive Development theory of gender identity
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age 2-3 child knows they are boy or girl (IDENTITY)
STABILITY: child realizes their gender does not change CONSTANCY: age 6-7 child realizes their gender is the same across settings |
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Bem's theory of gender identity
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combination of social learning and cognitive development
child develops schemas of genders based on sociocultural experiences |
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Social Learning theory of gender identity
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children learn gender-specific behaviors as a result of rewards and punishments - model and imitate
-supported by research indicating parents gendered stereotypes that are present immediately after birth |
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gender identity and self-esteem
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gender-role identity had more influence than biological sex on self-esteem
the more masculine, the higher the self-esteem |
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racial awareness development
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-some researchers say as early as 6 months children recognize difference
3-4 years: label people in terms of racial group 3-6: white children increase same-race peer interaction and black children decrease same-race peer interaction - indicating a preference for white (v. black) which is interpreted as a negative self-image for blacks 10 years: understand social connotations of race |
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Adolescent identity crisis
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Erikson
-achieve a coherent identity |
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Adolescent Identity statuses
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Marcia
Identity diffusion: no crisis yet, not committed to identity Identity foreclosure: haven't experienced crisis, but adopt identity others want for them identity moratorium: experience crisis, explore alternatives, highly confusing, discontent, rebellion identity achievement: resolved crisis, committed to identity "identity achieved" |
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Relational Crisis
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Gilligan
-for girls 11-12, they feel increase pressure to fit the "good woman" stereotype and learn that women's opinions are not valued "loss of voice" and they may disconnect from self to please others...help girls maintain healthy resistance to disconnection |
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Personality changes throughout adulthood
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-most change occurs in early 20s
-agreeableness and conscientiousness increase over lifespan -openness to experience, social vitality (extroversion) decrease after 55 |
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Children's understanding of death
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3-4 years: understand that it's irreversible, but dead person still has capacities of living person
5-9 years: know death is universal and irreversible, but personify it 10+: understand that death is biological process and not due to outside force TV has lowered the age of understanding due to increased exposure - most 5 year olds have accurate description of death |
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Stages of Grief
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Kubler-Ross
denial anger bargaining depression acceptance - don't necessarily occur in this order |
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Harlow's Rhesus Monkey Study
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-monkeys attached to the soft/cuddly monkey even if she didn't provide food (support for learning theory of attachment) - CONTACT COMFORT
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ethological theory of attachment
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-humans and animals have a biological tendency to form attachments to maintain life and get food
IMPRINTING: non-human animals attach to the first thing that moves (geese) |
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Bowlby's theory of attachment
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-human are born with innate predisposition to increase likelihood of attaching (crying, smiling, vocalizing and adults are programmed to respond
1: preattachment 2: attachment in the making 3: clear-cut attachment 4: formation of reciprocal relationships INTERNAL WORKING MODEL: child develops mental representation of relationships which influences future relationships |
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Characteristics of secure attachment
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-baby explores room, mild upset, actively seeks her upon return
-mothers are sensitive and responsive -curious and less dependent at 4-5 years -as adults, high self-esteem, strong personal identity |
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characteristics of insecure (anxious)/ambivalent attachment
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-cling and resist mother, very disturbed when alone, ambivalent upon return
-mothers moody and inconsistent |
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characteristics of insecure (anxious)/avoidant attachment
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-minimal interaction, little distress, avoid upon return
-mother impatient, unresponsive or too stimulating |
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characteristics of disorganized/disoriented attachment
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fear caregiver, dazed confused,
-80% have been physically abused -risk for agg. bx in school |
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separation from mother as young child
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0-3 months: minimal effect
9 months+: moderate to extreme reactions, feeding/sleeping probs, increased anxiety, may reject new mother anaclitic depression: dvptl delays, unresponsive, withdrawal late-adoptees: higher rates of emotional probs, bxl probs -able to dvp close bond if adopted by 6 |
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parents attachment and the attachment of their children
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autonomous: coherent description of childhood and relationship - children are secure
dismissing: provide (+) description of childhood, but not true - children are avoidant preoccupied: very angry or confused when discussing childhood - children are resistant/ambivalent |
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Emotions in early childhood
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after birth: primary emotions (interest, sadness, disgust, distress), emotional contagion
3 months: imitate others emotions 6-8 months: anger, joy, surprise, fear 2 years: self-conscious emotions 18-24 months: outward signs of jealousy, empathy, embarrassment 30-36 months: shame, guilt, pride |
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empathy
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two components: cognitive and affective, language and cog dvpt and early experiences
parents should model and provide reason for consequences girls are higher empathy training: ID own feelings and feeling sof others, recognize similarities and respond positively to others -training effective for people with low empathy scores |
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coercive family interaction model
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Patterson
1: children learn aggressive bx from their parents 2: over time agg. parent-child interactions escalate -parents are likely to use coercive discipline -child has difficult temperament -helps to teach parents mgmt skills and therapy to cope with stress better |
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social-cognitive factors of aggression
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agg. children are different from non-agg. children in that
1: they have poor self-efficacy (easy to perform agg, hard to refrain from agg bx) 2: belief outcome of their bx is followed by (+) outcome 3: little remorse for agg bx 4: agg. children tend to misinterpret ambiguous bx for hostile bx |
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gender and aggression
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boys are more aggressive than females
girls show more relational aggression (harm or exert control over peers through withdrawal of friendship or acceptance) |
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reducing aggression
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model and reinforce (+) bx
teach that agg. hurts others and causes unhappiness, agg. doesn't solve problems, successful resolution with other methods teach empathy |
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Piaget's stages of moral development
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Premoral, 0-6 years old: little to no concern about rules
Heteronomous (morality of constraint): 7-10 years: rules are set by authority and are unalterable Autonomous morality (morality of cooperation): rules are arbitrary and alterable |
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Preconventional morality
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Kohlberg
(0-10) punishment/obedience: good/bad depends on consequences instrumental hedonism: bx based on obtaining rewards and avoiding punishment |
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Conventional morality
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Kohlberg
(11-teens) good boy/good girl: bx to be liked by others law and order: bx based on rules and laws est. by authorities |
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Postconventional morality
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Kohlberg
teens+ Morality of contract, ind. rights, democratically accepted laws: act in consistency with democratic laws morality of ind. principles and conscience: right/wrong is determined by self-chosen ethical principles |
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Gilligan's Theory of moral development
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females
-more concern about justice and individual rights 1: orientatin of ind. survival (what's best for self) Transition 1: from selfishness to responsibility 2: goodness as self-sacrifice (sacrifice for others) transition 2: from goodness to truth (coordinate responsibilities for self and others) 3: morality of nonviolence (avoid harm to self and others) --research is divided on moral dvpt differences between males and females |
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Predictors of divorce
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-marry young
-low educational level -no religious affiliation -mixed-ethnic relationship -come from single-parent home -were raped -child prior to marriage -cohabitated prior to marriage emotinoally volatile attack-defend pattern: predictive of early divorce, escalating negativity (criticism, defensiveness, contempt, stonewalling) emotionally inexpressive patterns: predictive of later divorce (suppress all emotions) |
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effects of divorce on parenting
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diminished capacity to parent - socially isolated, uncommunicative, lonely , decline in income, less warm to children, authoritarian parenting
noncustodial fathers: overly permissive, indulgent, visits decline after first few months |
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Effects of divorce on children
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-preschoolers: initially more problems, better off long-term
6-8 year olds: painful memories as adults and fear unsuccessful marriages -boys more adversely affected and recover more slowly, but females have sleeper effect |
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Custody arrangements post divorce
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same-sex parent: do better than if living with opposite-sex parent, but other studies show boys and girls living with father had poorer adjustment
better adjustment if frequent, reliable contact with noncustodial worse if contact is highly conflictual |
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remarriage & stepparents
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stepparent families: children worse-off than bio families, but minimal once SES, hx and preexisting problems accounted for
-stepfathers: more distant, authoritative style is best, best outcome with step-son remarriage around 9 years old was most problematic |
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effects of maternal employment
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benefits outweigh the costs
(+): more egalitarian view, (+) view of femininity, high self-esteem in daughters, independence, increased career goals (-): for boys if combined with less supervision and monitoring less likely to be (-) if both parents are (+) about it |
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Gay/Lesbian Parent
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nature of relationship more important than sexual orientation
-increased parenting awareness -development similar between single gay parent and single hetero parent |
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sibling relationship patterns
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young: prosocial, play-oriented
middle: paradoxical, close/conflict, cooperate/competative teens: less time together, less emotionally intense, more distant if close in childhood, closer in old age, if poor relationship as child, more hostile as adult |
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rejected vs. neglected children
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rejected children: aggressive or withdrawn - outcome is worse, even if moved to different school
neglected children: not disruptive, prefer to be alone, not unhappy |
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socio-emotional selectivity theory
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goals: acquire knowledge and regulate emotion
if time is percieved as unlimited: pursue future-oriented, knowledge-based goals time perceived as limited: present-oriented, emotion-based goals |
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Peer pressure for teens
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generally stronger for prosocial behavior than negative behavior
strongest at 14-15 peers have more influence on everyday issues, but parents have influence on basic beliefs, career and educational goals |
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marital satisfaction
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high satisfaction linked to: similar age, SES, education, religion, marrying after 23, dating for 6 months before marriage, waiting to have children 1 year post marriage
greatest dissatisfaction is during middle years satisfaction either declines steadily over time or initially declines and then stabilizes |
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self-fulfilling prophecy (Rosenthal effect)
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teacher's expectations effect performance based on subtle differences in their behaviors
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gender and teacher feedback
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boys: criticized for decorum, failure to be neat, inattention. Praised for: intelligence, task-related bx
girls: criticized for inability. Praised for cooperation and dependent behaviors |
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television & children
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increases agg. bx, reinforces traditional sex roles
educational shows, increase vocab, cog skills, prosocial bx lots of TV=poor academics, less family interactions 3-4 y/o: tv characters can see into home 7 y/o:tv characters are actors (not real) |
