Human Development Test #4 (Final Exam) - Dr. Nelson Byu

Front 1

Perspective Taking

Back 1

The capacity to imagine what other people may be thinking and feeling.
-Enables us to imagine what another's thoughts and feelings might be.
-Cognitive development contribute to advances in perspective taking

Front 2

Characteristics of a preschool friendship:

Back 2

Friendship as a handy playmate:
someone who “likes you” with whom you play and share toys. Friendship to them does not have an enduring quality. Someone is your friend if you like and play with the same things.

Front 3

Characteristics of middle childhood friendship:

Back 3

Friendship as mutual trust/assistance:
it becomes more complex and psychologically based. You get friends by being nice. It is a mutually agreed upon relationship in which they respond to each other’s needs and desires. TRUST is a defining character and these friendships take longer to build. You lose your friend when you break that trust and it is not easily patched up

Front 4

Characteristics of adolescent friendship:

Back 4

Defined by intimacy, mutual understanding, loyalty):
Friends relieve stress, loneliness, sadness, and fear. They forgive each other.

Front 5

Instrumental vs Hostile Aggression

Back 5

Instrumental aggression is aggression aimed at getting something.
There is no intent to harm another person.

Hostile aggression is intended to harm another person. There are two different types; physical/ overt aggression and relational aggression.

Front 6

Physical/Overt vs Relational Aggression:

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Physical/overt is a form of aggression that harms others through physical injury or the threat of such injury (hitting, kicking, of threatening to beat up a peer) Boys are more physically aggressive compared to girls. this type of aggression often leads to rejection from the peer group.

Relational aggression is a form of aggression that damages another's peer relationships, as in social exclusion or rumor spreading girls are more mentally aggressive to be able to weld a relationship u have to have a relationship so they tend not to be so physically aggressive so that they are not rejected from the peer group. they tend to be the "queen bees" of the peer group.

Front 7

General characteristics of aggressive children:

Back 7

Difficult avoidant = bully
Difficult secure = has a strong relationship with mother, so will do well in the real world despite violent tendencies - will take a lot of slack before giving it back
Aggressive children see hostile intent even when it does not exist
Blame victims
Have overly high self esteem despite academic and social failures

Front 8

Childhood and adolescence outcomes of authoritative parents

Back 8

Childhood: Upbeat mood; high self-esteem, self-control, task persistence, and cooperativeness

Adolescence: High self-esteem, social and moral maturity, and academic achievement

Front 9

Childhood and adolescence outcomes of authoritarian parents

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Childhood: Anxious, withdrawn, and unhappy mood; hostile when frustrated; poor school performance

Adolescence: Less well-adjusted than agemates reared with authoritative style, but somewhat better school performance and less antisocial behavior than agemates reared with permissive or uninvolved styles

Front 10

Childhood and adolescence outcomes of permissive parents

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Childhood: Impulsive, disobedient, and rebellious; demanding and dependent on adults; poor persistence at tasks and school performance

Adolescence: Poor self-control and school performance; defiance and antisocial behavior

Front 11

Childhood and adolescence outcomes of uninvolved parents

Back 11

Childhood: Deficits in attachment, cognition, play, and emotional and social skills

Adolescence: Poor emotional self-regulation; low academic self-esteem and school performance; antisocial behavior

Front 12

Oversolicitous child rearing outcomes:

Back 12

- Anxiety
- Social fearfulness
- Social withdrawal
- Negative self-regard
- Peer rejections

Front 13

Coregulation

Back 13

When parents engage in a form of supervision that allows them to exercise general oversight while letting their children take charge of moment-by-moment decision making.
Coregulation grows out of a warm, cooperative parent-child relationship based on mutual respect.

Front 14

Sibling interaction in early childhood, middle childhood, and adolescence

Back 14

Sibling relationships in early childhood can lead to jealousy and conflict. With maternal warmth towards both children, this rivalry is reduced.
Sibling rivalry increases during middle childhood. When children participate in more activities, parents tend to compare them to each other.
Sibling rivalries drop during adolescence and attachment begins. Siblings realize they still have their own separate life, friends, and activities.
Children who get along in early childhood will continue to have affection for one another through the teenage years.

Front 15

Family size in 1950's and size now:

Back 15

1950's - 3.8 children
Now - 1.8 children
Reasons: more effective birth control, fewer children = easier for mom to work, martial instability

Front 16

Never married parents...

Back 16

10% of children
85-90% of the children are cared for by mothers
Largest group = African-American women
1/3 of them marry within 9 years of birth (not necessarily to birth father)

Front 17

Outcomes of only mother households who lack father involvement...

Back 17

Achieve less well in school
Engage in more antisocial behavior

Front 18

Blended and Reconstituted Families

Back 18

Families that consist of two families. i.e. families with a Step father or step mother.

Front 19

Problems with blended families

Back 19

• Parents tend to favorite own children
• Kids don’t necessarily listen to step parents
• Kids will fight over who is a better parent
• Parents have problems with how they discipline the children
• Kids will often have problems with authority from the other parent.

Front 20

How many US children are victims of abuse?

Back 20

905,000

Front 21

Consequences of child abuse:

Back 21

impair the development of emotional self-regulation, empathy and sympathy, social skills, and academic motivation.
Learning and adjustment difficulties
Use aggression to solve problems
Central nervous system damage

Front 22

nonsocial activity-

Back 22

unoccupied, onlooker behavior and solitary play.

Front 23

parallel play-

Back 23

a limited form of social paricipation in which a child plays near other children with similar materials but does not try to infleuence their behavior.

Front 24

associative play-

Back 24

children engage in separate activities but exchange toys and comment on one another's behavior.

Front 25

cooperative play-

Back 25

a more advanced type of interaction: children orient towrd a common goal, such as acting out a make-believe theme.

Front 26

How parents can encourage make-believe play:

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1. Providing sufficient space and play materials. This allows for many play options and reduces conflict.
2. Supervise and encourage children's play without controlling it.
3. Offer a wide variety of both realistic materials and materials without clear functions.
4. Ensure that children have many rich, real-world experiences to inspire positive fantasy play.
5. Help children solve social conflicts constructively.

Front 27

Influences on peer sociability

Back 27

Direct parental influence - when they arrange informal peer play activity
Indirect parental influence - discipline and parenting styles create a foundation for level of social competence. Secure attachment and parent-child play = GOOD
Age mix - it's better if they're with kids their age
Cultural values - ex: collectivist society in India vs. reserved children in China

Front 28

Sociometric techniques

Back 28

Self-reports that measure social preferences.
When children voted for kids in the class
Positive votes meant popular
Negative votes meant unpopular
Both = controversial
No/few votes = neglected

Front 29

Popular-prosocial children:

Back 29

The majority of popular children who combine academic and social competence. Good students, are easy to get along with, often leaders, looked up to, and liked by all.

Front 30

Popular-antisocial children:

Back 30

Smaller subtype which emerges in late childhood and early adosescence,--aggressive. Some are “tough” boys- atheletically skilled but poor students who cause trouble and defy adult authority. Others are relationally aggressive boys and girls who enhance their own status by ignoring, exclusive, and spreading rumors about other children.

Front 31

Rejected-aggressive children:

Back 31

The largest subgroup, show sever conduct problems—high rates of conflict, physical and relational aggression, and hyperactive, inattentive, and impulsive behavior. low social understanding and emotional regulation, blame others often, are hostile, extremely antagonistic, think everyone hates them

Front 32

Rejected-withdrawn children:

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A smaller subgroup, passive and socially awkward. Timid, overwhelmed by social anxiety, fear of social settings

Front 33

Controversial children:

Back 33

Hostile and disruptive, but have high rates of positive, prosocial acts. Are usually happy with peer relationships, friends with variety of children…their social status often shifts with age.

Front 34

Neglected children:

Back 34

Usually very well adjusted, low rates of interaction and are considered shy, but not less socially skilled. They are not lonely of unhappy and when they want, are able to break out and interact with others. Usually a temporary state also, but just children who would rather read a book, or play by themselves for a time.

Front 35

Clique

Back 35

A small group of about five to seven members who are good friends.

Front 36

Crowd

Back 36

A large, loosely organized peer group in which membership is based on reputation and stereotype.

Front 37

Positives of cliques

Back 37

They're more functional than groups for development
The ability to achieve personal goals in social interaction while simultaneously maintaining positive relationships with others over time and across situations
Serve as a foundation for future intimate relationship
Offer support in dealing with stress
Help attitudes toward school

Front 38

Dominance Hierarchy:

Back 38

a stable ordering of group members that predicts who will win when conflict arises. Acquired through rough-and-tumble play. Children seem to use these encounters to evaluate their own and other's strength in a safe venue before challenging a peer's dominance and over time, choose rough-and-tumble play partners who resemble themselves in dominance status.

Front 39

Nonsocial behavior

Back 39

Unoccupied, onlooker behavior and solitary play

Front 40

Solitary-passive nonsocial behavior:

Back 40

Behavior is characterized by solitary-functional play (repeated sensorimoter actions with or without objects) and/or by solitary dramatic pretend play. Rejected by peers, plays alone. Usually the bully targets them and they become aggressive overtime.

Front 41

Reticence (nonsocial behavior):

Back 41

Consists of on looking (prolonged looking at peers without accompanying play and/or being unoccupied (doing nothing).

Front 42

Solitary Active:

Back 42

Behavior comprises the quiescent exploration of objects and/or constructive activity while playing alone. Don't care to play with anyone else just plays alone. By age 7 if the child is withdrawn then they become rejected, this results in damage to peer group and low friend connections.

Front 43

Poor effects of too much media exposure on children

Back 43

Lower ability in reading and creative thinking
Have higher levels in gender-stereotyped beliefs
Increase in verbal and physical aggression
Less productive time with the family Are exposed to sexual content

Front 44

Average TV time for American children

Back 44

24 hours per week or about 3.5 hours per day

Front 45

Benefits of small classrooms:

Back 45

Small classrooms are beneficial because with fewer students, teachers spend less time disciplining and more time teaching and giving individual attention. Children who work in smaller groups show:
better concentration,
higher quality class participation,
more favorable attitudes towards school.

Front 46

Benefits of small schools

Back 46

More socially caring and supportive
More active in extracurricular activities
Greater sense of responsibility, competence and challenge from their extracurricular activities
Reduced anti-social behavior, higher self esteem and peer acceptance, and concern for others.
As adults, kids that came from small schools will be more likely to engage in community service and be involved

Front 47

Educational self-fulfilling prophecies

Back 47

Children may adopt teachers’ positive or negative views and start to live up to them.

Front 48

How does the US do in terms of cross-national achievement and why?

Back 48

The US typically performs at an international average
The international average is 498, the US scores at 474
This is a direct result of instruction in the US being less challenging and focused than in other countries. Students tend to memorize and quickly forget information instead of relating it and remembering it like students in other countries do.

Front 49

Risks involved with working more than 15 hours in high school:

Back 49

Low Grades
Drop out rates increase
less extra-curricular activities
distance from parents
lower future career aspirations
pessimistic about marriage
less participation in church.

Front 50

Outcomes for HS graduates who do not go to college:

Back 50

Approximately one-third of North American young people graduate from high school without plans to go to college.
About 20% of U.S. recent high school graduates who do not continue their education are unemployed.
When they do find work, most hold low-paid, unskilled jobs.

Front 51

Planner Couple:

Back 51

Couple that makes the conscious effort to get pregnant and have a child

Front 52

Ambivalent Couple:

Back 52

Couple that does not know how they are supposed to feel about having a child. Their feelings about the situation fluctuate and their outlook on the situation changes regularly from positive to negative, and back again. The women normally look at the situation in a positive way, and the man in a negative way.
These couples have less marital satisfaction before and after childbirth than the other two types of couples.

Front 53

Acceptance of Fate Couple:

Back 53

These couples generally have a strong relationship. When they find out they are expecting, they accept what the doctor says and while most of these couples did not plan to have children at that time, they normally have a positive outlook after finding out.
These couples have more marital satisfaction before having children than "Planner" couples, both kinds of couples end up at about the same level of marital satisfaction 18 months after having the baby.

Front 54

Yes/No Couple:

Back 54

One person wants to have a child and the other does not. This conflict often ends in separation.
Although they have nearly the same amount of martial satisfaction as "Planner" couples before having a baby, they experience a dramatic decrease in marital satisfaction 18 months after childbirth. "Yes/No" couples have a lowest marital satisfaction of all of the couples 18 months after having a child.

Front 55

Marriage stressors after the birth of a child:

Back 55

Division of household labors
Time together
Sexual relationship
Management of family money
Need for time alone
Child-rearing ideas
Relationship with in-laws

Front 56

Benefits of involved and playful fathers:

Back 56

Kids who have fathers who play with them tend to:
-Be better emotional regulators and readers
-manage frustration better
-Willing to explore new things and activities
-Persist longer in problem solving

Front 57

Duties of the father in "The Family: A Proclamation to the World"

Back 57

Preside in love and righteousness, provide the necessities of life, and protect

Front 58

Duties of the mother in "The Family: A Proclamation to the World"

Back 58

Primarily responsible for the nurturing of their children

Front 59

Combined duties of both parents in "The Family: A Proclamation to the World"

Back 59

1) Save sacred procreation powers for marriage
2) Love and care for each other and for their children
3) Rear them in love and righteousness,
4) Provide for their physical and spiritual needs
5) Teach them to love and serve one another, to observe the commandments of God, and be law-abiding citizens
6) Help one another as equal partners in each others' sacred responsibilities.