Human Development Psychology Ch 10

Front 1

The energetic pursuit of meaningful achievement in his/her culture

Back 1

Industriousness

Front 2

Erickson's psychological conflict of middle childhood that is resolved positively when children develop a sense of competence at useful skills and tasks.

Back 2

Industry vs inferiority

Front 3

Reflected in the pessimism of children who have little confidence in their ability to do things well.
Family, environment, teachers, and peers can contribute to negative feelings

Back 3

Inferiority

Front 4

Developing a sense of competence at useful skills.
School provides many opportunities

Back 4

Industry

Front 5

Inferring others' attitudes toward the child

Back 5

Perspective taking

Front 6

Judgements of one's own appearance, abilities, and behavior in relation to those of others

Back 6

Social comparison

Front 7

As children internalize others' expectations and make social comparisons, they form this.
They use it to evaluate their real self

Back 7

Ideal self

Front 8

Asian parents stress harmonious interdependence and Western cultures stress what?

Back 8

Independence and self-assertion

Front 9

At what ages do children emphasize competencies instead of specific behaviors?

Back 9

8-11

Front 10

What are the 4 broad self-evaluations for self-esteem?

Back 10

Academic competence, social competence, physical/athletic competence, and physical appearance

Front 11

Children whose parents use what kind of child rearing style, feel especially good about themselves?

Back 11

Authoritative

Front 12

What is the best way to foster a positive, secure self-image to children?

Back 12

To encourage children to strive for worthwhile goals

Front 13

Our common everyday explanations for the causes of behavior

Back 13

Attributions

Front 14

Children high in academic self-esteem and motivation make these attributions.
Crediting their success to ability- a characteristic they can improve through trying hard and can count on when facing new challenges. And they attribute failure to factors that can be changed or controlled, such as insufficient effort or a very difficult task.

Back 14

Mastery-oriented attributions

Front 15

Mastery-oriented attribution children take on what kinds of approach to learning? Industrious or Inferiority?

Back 15

Industrious

Front 16

Children who develop this kind of attribution, attribute their failures, not their successes, to ability. When they succeed, they conclude that external factors, such as luck, are responsible. Unlike their mastery oriented counterparts, they believe that ability is fixed and cannot be improved by trying hard

Back 16

Learned helplessness

Front 17

Learned helplessness children show a sense of what? Industrious or inferiority?

Back 17

Inferiority

Front 18

Do girls or boys tend to receive messages from teachers and parents that their ability is at fault when they do not do well, and negative stereotypes reduce their interest and effort?

Back 18

Girls

Front 19

Do Asians or Americans attend more to success with children? And do Asians or Americans focus more on success because it enhances self esteem?

Back 19

Asians; Americans

Front 20

Intervention that encourages learned helpless children to believe that they can overcome failure by exerting more effort.

Back 20

Attribution retraining

Front 21

What should parents encourage to boost self esteem?

Back 21

Goal setting

Front 22

American cultural values focus on what? Which can lead to overindulgence.

Back 22

Self

Front 23

In middle childhood, self conscious emotions of _______ and ____ become clearly governed by personal responsibility

Back 23

Pride and guilt

Front 24

What do pride and guilt do for children?

Back 24

Pride motivates children to take on further challenges whereas guilt prompts them to make amends and to strive for self- improvements

Front 25

Gains in this are supported by cognitive development and social experiences, especially adults' sensitivity to children's feelings and willingness to discuss emotions

Back 25

Emotional understanding

Front 26

At what age do children tend to explain emotions by referring to internal states and become aware that they can experience more than one emotion at a time?

Back 26

Age 8

Front 27

What are the 2 general strategies at age 10 where children manage emotion?

Back 27

Problem-centered coping and emotion-centered coping

Front 28

Coping strategy where children appraise the situation as changeable, identify the difficulty, and decide what to do about it.
Situation changeable

Back 28

Problem-centered coping

Front 29

Coping strategy where children are internal, private, and aimed at controlling distress when little can be done about an outcome. When problem solving does not work

Back 29

Emotion-centered coping

Front 30

A feeling of being in control of their emotional experience.
Having a positive outlook on life

Back 30

Emotional Self-efficacy.

Front 31

The capacity to imagine what other people may be thinking and feeling.
Support self concept and self esteem

Back 31

Perspective taking

Front 32

5 stage sequence that describes changes in perspective taking skill, based on children's and adolescent's responses to social dilemmas in which characters have differing info and opinions about an event

Back 32

Selman's stages of perspective taking

Front 33

Good _______ -__________ are more likely to display empathy and sympathy and the handle difficult situations effectively- among the reasons they are better liked by peers

Back 33

Good perspective takers

Front 34

What level is this on Selman's stages of perspective taking?
Children recognize that self and other can have different thought and feelings, but they frequently confuse the 2.
What age?

Back 34

Level 0 Undifferentiated ; age 3-6

Front 35

What level is this on Selman's stages of perspective taking?
Children understand that different perspectives may result b/c ppl have access to different info.
What age?

Back 35

Level 1 Social informational; Age 4-9

Front 36

What level is this on Selman's stages of perspective taking?
Children can "step into another person's shoes" and view their own thoughts, feelings, and behavior from the other person's perspective. They also recognize that others can do the same.
What age?

Back 36

Level 2: Self reflective; Age 7-12

Front 37

What level is this on Selman's stages of perspective taking?
Children can step outside a two person situation and imagine how the self and other are viewed from the point of view of a third party.
What age?

Back 37

Level 3: Third party perspective; Age 10-15

Front 38

What level is this on Selman's stages of perspective taking?
Individuals understand that 3rd party perspective taking can be influenced by one or more systems of larger societal values
What age?

Back 38

Level 4: Societal; Age 14-adult

Front 39

Collectives that generate unique values and standards for behavior and a social structure of leaders and followers.

Back 39

Peer groups

Front 40

These organize on the basis on proximity ( being in the same classroom) similarity in sex, ethnicity, popularity, and aggression.

Back 40

Peer groups

Front 41

Damages peer relationships via exclusions, gossip, and friend manipulations.
Example=mean girls

Back 41

Relational Aggression

Front 42

Peer groups provide children with insight into larger social structures, but these contribute to the development of trust and sensitivity

Back 42

Friendships

Front 43

What becomes friendships defining feature, once it forms?

Back 43

Trust

Front 44

A mutually agrees on relationship in which children like each other's personal qualities and respond to one another's needs and desires

Back 44

Friendship

Front 45

At what age do friendships become more selective? Children can only name a handful of good friends, and their friendships last longer?

Back 45

Age 8-9

Front 46

What are aggressive girl friendships like? Boys?

Back 46

Girls- full of jealousy, conflict, and betrayal.
Boys- frequent expression of anger, coercive statements, physical attacks, and enticements to rule breaking behavior

Front 47

Children who bring kindness and compassion to the friendship will do what to it?
Children who bring aggression and hostility will do what?

Back 47

Kindness=strengthens relationship
Aggression= antisocial acts

Front 48

Refers to likeability- the extent to which a child is viewed by a group of age mates, such as classmates, as a worthy social partner.

Back 48

Peer Acceptance

Front 49

How do researchers assess peer acceptance? 2 ways

Back 49

1. Social preference
2.Social Prominence

Front 50

A way to access peer acceptance. Researcher asks child to identify classmates whom they "they very much" or "like very little"

Back 50

Social Preference

Front 51

A way to assess peer acceptance.
Children's judgements of whom most of their classmates admire

Back 51

Social prominence

Front 52

What are the 4 general categories of peer acceptance?

Back 52

1. Popular children
2. Rejected children
3. Controversial children
4. Neglected children

Front 53

Children who get many positive votes (well liked)

Back 53

Popular children

Front 54

Children who get many negative votes ( are disliked)

Back 54

Rejected children

Front 55

Children who get a large number of positive and negative votes ( both liked and disliked)

Back 55

Controversial children

Front 56

Children who are seldom mentioned, either positively or negatively

Back 56

Neglected children

Front 57

What are the 2 categories of popular children?

Back 57

Popular prosocial and popular antisocial

Front 58

Popular children that combine academic and social competence.
they perform well in school and communicate with peers in sensitive, friendly, cooperative ways

Back 58

Popular prosocial children

Front 59

Popular children taht are admired for the socially adept yet belligerent behavior.
Include "tough" boys- athletically skilled but poor students who cause trouble and defy adult authority- and relationally aggressive boys and girls who enhance their own status by ignoring, excluding, and spreading rumors

Back 59

Popular antisocial children

Front 60

What are the 2 types of rejected children?

Back 60

Rejected aggressive children and rejected withdrawn children

Front 61

Rejected children who show high rates of conflict, physical and relational aggression, and hyperactive, inattentive, and impulsive behavior.
Most of rejected children are this kind

Back 61

Rejected aggressive children

Front 62

Rejected children who are passive and socially awkward. Timid

Back 62

Rejected withdrawn children

Front 63

By the end of middle childhood, children regard gender stereotyping as socially rather than what influenced?

Back 63

Biologically

Front 64

Children become adult like for stereotyping at what age?

Back 64

11

Front 65

From 3-6th grade, boys (strengthen/decline) their identification with "masculine" personality traits, and girls identification with "feminine" traits (strengthens/declines)?

Back 65

Strengthen; declines

Front 66

The degree to which the child feels he/she "fits in" with others of the same gender

Back 66

Gender typicality

Front 67

The degree to which the child feels satisfied with his/her gender assignment

Back 67

Gender conentedness

Front 68

The degree to which the child feels parents and peers disapprove of his/her gender related traits

Back 68

Felt pressure to conform to gender roles

Front 69

Why do black Americans and latino Americans feel more pressure to feel more pressure to be associated with gender groups? they are collectivists

Back 69

B/c they are the minority

Front 70

A form of supervision in which parents exercise general oversight while letting children take charge of moment-moment decision making

Back 70

Coregulation

Front 71

The child who gets less parental affection, more disapproval, or fewer material resources is likely to be what?

Back 71

Resentful

Front 72

What increases siblings' awareness of each other's perspectives and reduces animosity?

Back 72

Providing parents with training in mediation- how to get siblings to lay down ground rules, clarify their points of disagreement and common ground, and discuss possible solutions

Front 73

What type of children have higher self esteem and achievement motivation, do better in school, and attain higher grade levels of education? (children with siblings or only children)

Back 73

Only children

Front 74

How many US children live in a single parent household? Mostly with mothers, but with fathers has increased to 12%

Back 74

1/4

Front 75

2/3 of divorced parents marry again and how many children experience another major change-a second divorce?

Back 75

Half their children

Front 76

Where is being the only child favorable at?

Back 76

China

Front 77

Why is peer acceptance for an only child a problem?

Back 77

B/c they have a lack of practice in conflict resolution

Front 78

In US the majority of single mothers with young children live in _________

Back 78

Poverty

Front 79

What percent of children in divorced families display severe ?

Back 79

20-25%

Front 80

What are some immediate consequences to parental divorce?

Back 80

Instability, drop in income, conflict, parental stress, and disorganization

Front 81

In mother custody families, are boys or girls at a greater risk for serious adjustment problems?

Back 81

Boys

Front 82

How long does it take for children to show improved adjustment after a divorce?

Back 82

2 years

Front 83

Who displays higher rates of early sexual activity and adolescent parenthood?

Back 83

Young people who experience parental divorce

Front 84

When divorced, a fathers involvement with help both boys and girls ___

Back 84

Adjust

Front 85

A series of meeting between divorcing adults and trained professional aimed at reducing family conflict

Back 85

Divorce mediation

Front 86

Gratins parents equal say in important decisions about the child's upbringing.
Becoming increasingly common

Back 86

Joint custody

Front 87

Ge, Natsuaki, and Conger did a study about parental divorce and children.They concluded that parental divorce predicts depressive symptoms in who (boys/girls)? And outcomes were worse when divorsce occurred before what age?

Back 87

Both; 15

Front 88

What percent of divorced parents remarry within a few years?

Back 88

60%

Front 89

Sharing a sexual relationship and a residence with a partner outside of marriage

Back 89

Cohabit

Front 90

Parent, stepparent, and children form a new family structure called this.
Expanded family network

Back 90

Blended family

Front 91

How do boys and girls react when their mother married their stepfather?

Back 91

Boys- adjust quickly, welcoming stepfather
girls- react with sulky, resistant behavior

Front 92

In blended families, when the mother marries again, older children and adolescents of both sexes display (more/less) problems.

Back 92

More

Front 93

Father- stepmother blended families leads to what?

Back 93

Reduced father-child contact, children react negatively.
Girls slow to warm up, but eventually gets better

Front 94

Children who are without adult supervision for some period of time after school. Estimated 7 million 5-13 year old

Back 94

Self care children

Front 95

In Western nations, children mention exposure to what as the most common source of their fears?

Back 95

Information in the media

Front 96

5% of school aged children develop this intense, unmanageable fear

Back 96

Phobia

Front 97

Children feel severe apprehension about attending school, often accompanied by physical complaints (dizziness, nausea)

Back 97

School phobia

Front 98

What are some support options for working parents?

Back 98

Flexible schedules, sick leave, equal pay and opportunities and quality child care.

Front 99

At what age does school phobia affected by separation of home? Particular aspects of home?

Back 99

5-7 and 11-13