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125 Cards in this Set
- Front
- Back
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The Unattached Infant
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• Effects of social deprivation: by 6 months, infant no longer responds to environment/social contact
• Over long term, lags behind in development • Reactive attachment disorder is possible. • Temperament plays a role |
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Reactive Attachment Disorder
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-inability to bond, securely or otherwise, to adoptive or foster parents, even when new caregivershave secure working models of attachment relationships.
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Social Deprivation:
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-If comes @ early age can be harmful, infants need a consistent interaction to develop normally.
-Need to believe they have some control over the social environment. -can recover if under highly responsive, affectionate caregivers (esp. if deprived for less than 2 yrs and not been physically abused) |
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Chisholm’s – Adoptive Children (1998)
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-looked @ kids from Romanian orphanages to see if they displayed more insecure patterns of attachment than other children and if displays of indiscriminate (don’t care who the person is) friendly behavior decrease among orphanage children over time.
-3 years after adoption found Romanian orphanage kids didn’t differ from others parent report measure/attachment security -RO kids did show more insecure attachment patterns than others and more atypical attachment patterns than others -RO kids scored higher than children in the two comparison groups -6 ½ years later RO kids have higher cortisol levels, exhibiting higher CLs which the longer they were institutionalized the higher their CLs. -Reduces but doesn’t eliminate concerns that results could be due to prenatal effects or birth fam. Traits |
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Maternal Deprivation Hypothesis
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-notion socially deprived infants develop abnormally b/c they’ve failed to establish attachments
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Social Stimulation Hypothesis
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-notion socially deprived infants develop abnormally b/c they have had little contact w/ companions who respond contingently to their social overtures
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Self
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-combination of physical and psychological attributes that is unique to each individual. (all characteristics of one’s self, ex: self-concept, self-esteem.)
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I
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known as present self & conscious of internal & external perceptions (emerges 1st in kids)
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Me
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: also known as public self. Object of awareness or the attributes the I reflects upon. (comes around 18-24 months [2yrs])
-Material Self: includes clothes and possessions. (“I’m a homeowner.”) -Social Self-awareness of self as one believes that others see self. ( how you think others see you -Spiritual Self- Psychological faculties |
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Theory of Mind (ToM):
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-ppl are cognitive beings w/ mental states (like desires, beliefs, intentions) that aren’t always shared w/ others and may often guide their behavior.
-First step to acquiring theory of mind is realization that oneself/others are animate objects whose behaviors reflect goals & intentions. -18 months (1 ½): realization of false beliefs (books says at five yrs. But not true!!) -2 to 3 yrs: understand perceptions, desires, emotions. -Middle/late childhood: mind seen as active constructor of knowledge. |
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false belief task
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method of assessing one’s understanding that ppl can hold inaccurate beliefs that can influence their conduct, wrong as these beliefs may be.
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Social Cognition:
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the thinking ppl display about the thoughts, feelings, motives, and behaviors of themselves and other ppl.
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Proprioceptive feedback
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sensory info from the muscles, tendons, and joints that help one locate the position of one’s body in space
-Even newborns have the capacity to distinguish the self from surrounding environment -ex: cry at another baby’s cry but not their own. (shows they understand difference between themselves and others. -ex: baby in a crib w/ tied leg to a mobile, |
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Personal Agency
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-recognition that one can be the cause of an event or events (understanding that they are responsible for at least some of the events that so fascinate them.
- at 3 weeks – emit fake cries -at 8 weeks – delight in moving mobile and angry over loss of control -Evidence: powers of discrimination and sense of agency occur in first 1-2 months. |
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Differentiation
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-“I” must be the first to emerge
-child understands they are a person and separate from their caregiver -Cooley and Mead – born w/o sense of self |
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Developmentalists who believe that infants have a sense of self at birth would point to ________ as evidence for their point of view.
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newborns, when sucking their thumbs, anticipate the arrival of their hands at their mouths and newborns cry when hearing recordings of other babies' cries but not when hearing
recordings of their own cries. |
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If a young child points to his image in a photograph and says "me" after simply looking intently at photos of other children, we might take this behavior as evidence that the child:
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has achieved self-recognition.
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The finding that minority preschoolers often display a pro-White bias and associate more positive characteristics with Whites than with their own ethnic group most likely implies that:
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has achieved self-recognition
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The finding that minority preschoolers often display a pro-White bias and associate more positive characteristics with Whites than with their own ethnic group most likely implies that:
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minority children have learned some of the negative social stereotypes about minority groups
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________ provides strong evidence a child's distinction between public and private self.
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Successfully misleading an opponent when providing clues in a hidden object game
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If a person's "Who Am I?" statements consisted primarily of attributes reflecting personal achievements and personal characteristics, we might conclude that this person:
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Grew up in an individualistic culture.
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Harter and others find that when 8-year-olds rate their social, cognitive, and physical competencies and their general self-worth, they tend to:
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rate themselves quite similarly to how others (teachers, peers) perceive them.
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Rambo has graduated from high school and joined the Army to give him some time to decide whether to go to college and what career to pursue. These decisions have been weighing upon him heavily for the past few months. Rambo is in the ________ identity status.
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Moratorium
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Close relationships with domineering parents have been found to promote identity ________ , whereas distant relationships with aloof parents seem to promote identity ________.
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Foreclosure; diffusion
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Among the factors that would help minority youth to forge positive ethnic identities are
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a. parental fostering of ethnic pride and parents' preparing their children for prejudices and value conflicts youth may encounter.
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Children observe a film in which Billy acts mean to three peers. They rate how "bad" Billy's behavior is, indicate the extent to which Billy is "mean", and then make predictions about how Billy is likely to behave toward peers next week. If their behavioral predictions reflect true trait-like inferences, then the best predictor of their inferences about Billy's future behavior will be ________, a type of reasoning they begin to display by ________.
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ratings of how mean they perceived Billy to be; age 9 to 10
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Recent research suggests that ________ may be particularly important at fostering the development of role-taking skills and interpersonal understanding.
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disagreements among close friends
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According to Weiner's attribution theory, the stability of an achievement attribution determines one's ________ in a given achievement domain.
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Expectancy of success or failure
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Ms. Herlocker is a first-grade teacher who sets mastery goals in the classroom and who praises children more for their effort than for the actual quality of the work they complete. Ms. Herlocker's teaching style is likely to promote a(n) ________ in her students.
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incremental view of ability
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Which of the following teacher comments does Dweck's research indicate would be most likely to encourage a child who fails to try harder rather than to give up?
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e. "I bet you just need to give more time to these assignments and you would perform better."
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Parents are likely to foster self-reliance, achievement motivation, and achievement behavior if they:
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-encourage children to do things well.
-set high but attainable standards of achievement for their children to shoot for. -encourage children to do things on their own and set high but attainable standards of achievement for their children to shoot for. -encourage children to do things on their own. |
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Indiscriminate Friendliness
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You are nice to everyone, not just your mom because you love her.
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Cross-cultural studies reveal that:
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many gender-role standards are similar from culture to culture
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The major qualification about findings on sex differences is that:
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the data indicate group differences and tell us nothing about individuals.
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Gender-stereotypes are less likely to undermine the achievement expectancies and academic performances of girls in math when girls
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have parents who are nontraditional in their gender-role attitudes and behaviors.
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The gender-role stereotypes held by 3- to 7-year-olds are:
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rigid and inflexible.
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According to Jacklin and Maccoby, preschool children prefer same-sex playmates because:
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a. boys and girls have incompatible play styles.
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________ comes closest to adopting an essentialist perspective on gender-typing.
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Modern evolutionary theory
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Martin and Halverson's "gender schema" theory proposes that once children have ________, they develop two kinds of gender schemas. The gender schemas that account for their greater in-depth knowledge of gender-appropriate activities and behaviors are ________.
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established a basic gender identity; own-sex schemas
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The theory that best explains gender-typing during the first three years is ________, whereas ________ seems to be a better explanation for the development of gender-typed interests between ages 3 and 6.
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social learning theory; gender schema theory
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Recent research with fourth- through eighth-graders revealed that among this age range, children who show the best patterns of adjustment are:
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gender-typical but who feel free to explore cross-gender options
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Recent research indicates that ________ is a particularly effective method of promoting regular condom use among sexually active teens.
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discussions with parents about condom use before teens become sexually active
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Aggressive acts that serve no purpose other than to harm another individual are classified as:
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hostile aggression.
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According to Berkowitz's revision of the frustration-aggression hypothesis:
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-frustration produces anger or a readiness to aggress and aggressive cues will evoke aggressive responses from a person who is "primed" for aggression.
-aggressive cues will evoke aggressive responses from a person who is "primed" for aggression. -frustration produces anger or a readiness to aggress. -not all aggression can be traced directly to frustration. |
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Bandura's contention that virtually all highly aggressive children are aggressive because they value aggression as an effective instrumental strategy for attaining other objectives does not easily explain the behavior of:
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a. reactive aggressors.
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One day at school, Josh gets up real quick from the table and spills paint all over Frank's art project. Frank thinks to himself, "I'll teach that little creep to be more careful" and he consciously plans an aggressive means of getting back at Josh for his carelessness. From the perspective of Dodge's social information-processing theory of aggression, Frank would be classified as:
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a proactive aggressor.
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Studies of children's aggression during the preschool period reveal that:
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a. the incidence of forceful, oppositional and hence, aggressive behaviors peaks between ages 2 and 3 and very gradually declines thereafter.
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Compared to normal, nonvictimized classmates, most habitual victims of peer aggression:
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rarely invite the hostilities they receive.
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The relationship between testosterone and aggression among males:
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depends upon the type of relationship boys have established with their parents.
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One reason that problem children in coercive home environments become so defiant, often repeating behaviors that have just been punished, is that they:
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desire the attention of a parent who rarely offers them praise or affection.
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According to Gerald Patterson's coercion model of the origins of deviant, antisocial conduct, children from coercive home environments are at risk of becoming delinquents. The model specifies that ________ contributes most directly to their association with deviant peer groups
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peer rejection and academic failure
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Five-year-old Lennie snatches his sister's toy and makes her cry. Lennie's mother responds by saying sternly "Off to your room, young man, and stay there until you can stop bullying your sister and can keep you hands off her playthings." Lennie's mother is relying on the ________ to control his aggressive antics.
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time-out technique
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Cultural influences – identity Formation
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-culture strongly influences who we become.
-instead of exploring options we follow adult roles we are used to. Ex: sons of farmers become farmers. -specific life goals adolescents pursue are constrained by whatever options are available/valued in their society at any point in time. |
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Negative identity
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-Erikson’s term for an identity that is in direct opposition to what parents/adults would advocate.
-failure to establish an identity. - term coined “black sheep” |
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Behavioral comparisons Phase
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-tendency to form impressions of others by comparing/contrasting their overt behaviors.
-ex: Billy runs faster than Jason or She draws the best pictures in our whole class. -increased between 6 & 8 and declined after 9yrs. This is possibly b/c children become increasingly aware of regularities in a companion’s behavior & eventually begin to attribute them to psychological contructs (traits). |
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Sex- role standard
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-a behavior, valu, or motive that members of a society consider more typical or appropriate for members of one sex.
-describes how males/females are expected to behave, and reflect the stereotypes we categorize & respond to members of each sex. |
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Expressive Roles
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a social prescription, usually directed toward females, that one should be cooperative, kind, nurturant, and sensitive to the needs of others.
-these (expressive roles)assumed to prepare girls to play wife/mother roles. |
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Instrumental role:
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a social prescription, usually directed toward males, that one should be toward males, that one should be dominant, independent, assertive, competitive, and goal-oriented.
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Sex typing
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-process by which a child becomes aware of his/her gender and acquires motives, values, and behaviors considered appropriate for members of that sex.
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Actual differences between the Sexes
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-Verbal Ability: girls have greater verbal abilities than boys, acquiring language & developing
Verbal skills at an earlier age than boys. (boys do better on tests of verbal analogies). -Visual/spatial ability: boys outperform girls on tests of visual/spatial abilities (ability to draw Inferences about or to otherwise mentally manipulate pictorial info). -Mathematical Ability(reasoning): Adolescent boys have small advantage in arithmetic reasoning Girls exceed boys in computational skills. -Aggression: boys more physically aggressive; girls more relationally aggressive. -Activity level: boys are more physically active, even before birth -Fear, timidity, and risk taking: girls appear more fearful or timid. -developmental vulnerability:boys more physically vlnerable from conception. -Emotional expressiitysensitivity: girls more emotionally expressive -Compliance: girls more compliant -emotional regulation (self-esteem): males show less self-regulation, can lead to behavioral Problem |
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Self-fulfilling prophecy
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Where ppl cause others to act in accordance with the expectations they have about those others.
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Do myths contribute to differences?
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-yes. Can contribute to differences in cognitive performance and steer males/females in different career paths.
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Gender identity
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-knowledge of one’s gender and its implications.
-By 2 ½-3yrs children firmly label themselves as boys or girls, taking first step in the development of gender identity. -5-7yrs, realize gender is unchanging aspect of self. From here they construct such aspects as how gender typical they are and how content they feel about being a male/female. |
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Gender intensification
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-magnification of sex differences early in adolescence; associated w/ increased pressure to conform to traditional gender roles.
-boys begin to see themselves as more masculine. Girls emphasize their feminine side. -this is sometimes due to parental influence where mothers get more involved w/ socializing their girls and dads w/sons. -although peer influence can be more important. (kids fine they have to conform to traditional roles to succeed in dating scene. |
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Gender segregation
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-children’s tendency to associate w/ same-sex playmates and think of the other sex as outsiders.
-by 6 ½ children are participating in this. Usually have negative attitudes towards opp. Sex -those who display a preference for cross-sex friendships more likely to be rejected by peers. -declines in adolescence when social/physiological events of puberty trigger interest in opp. sex. |
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Role stereotypes & Development of sex-role stererotypes
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-girls cook, play w/ dolls, sewing, talking a lot -boys play w/ cars, help their fathers, build things
-2-3yr olds who know the most of gender stereotypes are those who can correctly label photographs of other children as boys and girls. So an understanding of gender labels seems to accelerate the process of gender stereotyping. -stereotypes are made about same age they are aware of identities as boy or girl |
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Sex-typed behavior
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-that is, the child’s tendencies to select same-sex playmates and to favor same-sex activities over those normally associated w/ the other sex.
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Development of gender concept
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-first step is to discriminate males from females and to place oneself into one of these categories.
-by 6 months, kid knows differences in vocal pitch and by end of year can pick which is which in pictures -By 2 ½-3yrs. Can identify themselves as boy/girl. Takes longer to understand this is permanent (5-7yrs). |
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Development of sex-typed behavior
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-can be seen through what they play with. This develops way before they establish gender identity or correctly label ‘boy/girl things’
-boys begin to prefer trucks, while girls seek dolls and often in 18-24 month olds refuse cross-sex toys |
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Genetic influences of sex differences
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may contribute to sex differences in personality, cognitive abilities, and social behavior.
-Hurt believed boys had sex linked traits (aka x-linked recessive trait) where boys have developmental probs usually from the mother carrier. |
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Timing of puberty
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may effect visual/spatial performances. (late maturers outperform early maturers on visual/spatial tasks, allegedly b/c slow maturation promotes increasing specialization of the brain’s right hemisphere, which serves spatial functions which is false.
-evidence shows the genetics can play some part but is most attributable to environmental influence. |
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Hormonal influences of sex differences
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-influence is much more evident when child is exposed to the “wrong” hormone during prenatal period.
-children with congenital adrenal hyperplasia (CAH) have genetic defect causing their adrenal gland to preoduce abnormal amounts of androgen from the prenatal period onward. (has no effect on men but causes women to become masculinized having an external genital resembling those of a boy). |
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androgenized females:
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females w/ male-like parts due to exposure of male sex hormones. (these girls more likely to be tomboys and involving themselves with boy activities and toys.
-some differences may be hormonally mediated and may reflect the impact of hormones on organization of the brain. -heavy prenatal exposure to male sex hormones can influence the attitudes, interests, and activities of human females. |
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Subcultural variations in gender Typing
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“According to evolutionary theorists, males/females may be psychologically similar in many ways but should differ in any domain in which they have faced different adaptive problems throughout evolutionary history.”
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Social roles hypothesis
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-notion that psychological differences between the sexes and other stereotypes are made by differences in socially assigned roles that men/women play (rather than attributable to biologically evolved dispositions).
-believes it also emerges from agreed-upon socialization practices to promote traits in boys and girls (ex: assertion vs nurturance) to properly enact these roles. -Believe genetics has nothing to do w/ gender typing and happens based on what society has put us into -ex: men may develop spatial skills better than women b/c they have hunting for a long period of time. |
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Biosocial theory (Money & Ehrhardt)
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-believes number of events occure to effect a person’s preference for either masculine/feminine role
-see chart below. -once child is born social factors immediately go to work. Parents/ppl begin to label and react to child based on appearance of genitals. |
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Testicular feminization syndrome
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genetic anomaly where male fetus is insensitive to the effects of male sex hormones and develops female-like external genitalia.
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direct tuition
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-according to Albert Bandura, direct tuition is one of two ways to help children acquire their gender identities and gender-role preferences.
-this basically is where children are encouraged and rewarded for gender-appropriate behaviors and are punished or discourages for behaviors considered more appropriate for the opposite sex. -girls reinforced to dancing, dressing up, ask for help while boys punished if they wanted to ‘play w/ dolls’ -fathers more likely to encourage gender-typed behaiors |
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observational learning
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according to Albert Bandura, observational learning is second of two ways to help children acquire their gender identities and gender-role preferences.
-children adopt the attitudes and behaviors of a variety of same-sex models (kid mimicks dads shaving technique by applying cream to face) -a watch and then imitate way of learning |
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Kohlberg’s cognitive developmental theory
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-proposed cognitive theory of gender typing to explain why boy/girls adopt gender roles.
-says gender role development depends on cognitive development (they have to understand b4 social experiences can effect them) -says children actively socialize themselves (they are not passively waiting for someone to influence them…sometimes they just influence themselves). -believes kids first establish a stable gender identity and then actively seek out same-sex models and other info to learn how to act like a boy or girl. (“hey, im a boy; therefore I’d better do everything I can to find out how to behave like one”) |
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Basic gender identity (1)
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by 3 yrs. Children have labeled themselves boy or girl.
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Gender stability (2)
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somewhat later, gender is perceived as stable over time. Boys become men and girls, women.
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Gender consistency (3)
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-gender concept is complete when child sees one’s sex is stable across situations. 5-7yr olds who
Have reached this stage are no longer fooled by appearances. (ex: they know that one’s gender Cannot be altered by cross-dressing or taking up cross-sex activities). |
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PROBLEMS with Kohlbergs Cognitive Development Theory:
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gender typing is well underway b/4 child acquires a mature gender identity. Also noted gender reassignment can be exceedingly difficult after children reach 3 (his identity stage) and have initially categorized themselves as boys/girls.
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Gender Schema Theory (Halverson)
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believe children are intrinsically motivated to acquire interests, values, and behaviors that are consistent w/ their boy/girl self-images.
-they argue (unlike Kohlberg) this “self-socialization” begins as soon as child acquires a basica gender identity at 2 ½-3yrs and is well underway by 6-7, when child achieves gender consistency. -believe establishment of a basic gender identity motivates child to learn about the sexes and incorporate this info into gender schemas (organized sets of beliefs and expectations about males and females that guide info processing). This is begun by constructing simple In‐group / Out‐group schema that allows them to classify objects, behaviors, and roles as “for boys” and “for girls.” Ex: trucks are for boys while dolls are for girls. |
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Own‐sex schema
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-children construct this which is detailed knowledge or plans of action that enable a person to perform gender-consistent activities and to enact his/her gender role
-Ex: a girl learns that sewing is “for girls” and building is “for boys” so because she is a girl and wants to act consistently w/ his own self-concept, she may gather info about sewing to add to her own-sex schema and ignore info about building. |
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Psychological Androgyny & Benefits
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-androgyny is a gender role orientation in which an individual has incorporated a large number of masculine and feminine attributes into his/her personality.
-a blending of masculine stereotyped traits (being assertive) and desirable feminine stereotypes (affection). |
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Advantages of being Adrogynous
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-alternative viewpoints
-behave more flexibly than traditionally gender-typed individuals. (can be masculine at times and feminine at other times) -more highly adatable, able to adjust their attitudes/behavior to demands of situation. -higher self-esteem in children and more likeable, better adjusted |
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Sexuality
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-self-referring to erotic thoughts, actions, and orientation
-a hurdle adolescents face is how to manage their sexual feelings. -1st sexual attraction at 10yrs. When adrenal glands being producing androgen. |
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Sexual Orientation and Origins of Homosexuality
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-sexual orientation: preference for sexual partners of the same or other sex; often called heterosexual, homosexual or bisexual.
-15% of teens experience attraction to members of same sex. -homosexuals often have lower self-esteem than heterosexual peers, may be anxious/depressed due 2 it -one view is our sexual orientation is in genetics and showed research of gay twins showed environmental influences are as equal as biological factors. |
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Sexually Transmitted Diseases (STD)
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-1 in 5 contract STDs
-risk is highest for teens who fail to use condoms regularly and those w/ multiple partners -programs to reduce the epidemic have spread but has yet to make a heavy impact. -happens b/c they are uninformed, cognitively immature, concerned about negative feedback being “prepared” having a condom already. |
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Teen Pregnancy and Childbearing
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-10% of 15-19yr old get pregnant. Twice as high in U.S.
-most commonly out of wedlock in blacks, latinos, Indians, and 2/3 choose to keep instead of adoption |
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behavioral definition:
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from Arnold Buss saying its any action that delivers noxious stimuli to another organism. ( Buss emphasizes consequences of actions and any act that delivers pain is aggressive).
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-intentional definition
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: an aggressive act with the intent to harm or injure who is motivated to avoid such treatment. (this includes acts where harm is intended even if not done, excludes accidental injuries).
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Hostile Agression
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goal to injure a victim (boy knocks sister down and teases her for crying).
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Instrumental aggression:
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one person harms another as a means to a nonaggressive end. (ex: hitman kills someone for money or a gang member beats someone up to get into group).
-not always as sharp as many of us believe. |
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Aggression as a Social Judgment
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-Bandura: aggression is a social label we apply to various acts, guided by our own judgements about the meaning of those acts to us. (we can interpret it as aggression depending on what we are seeing).
-our interpretation: depends on social, personal, situational factors -if you have a steady flow of aggression you may be desensitized. |
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Condry and Ross (1985) Study
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-investigated the influence of gender labels on adults perceptions of aggression in children
-video of 2 kids playing rough in snow whose genders are concealed. Participants told kids were either 2 boys, 2 girls, a boy target w/ girl recipient, OR a girl target w/ boy recipient. -after video, they asked to rate behavior of target child by a) how aggressive they are and b) extent to which target’s behavior was just active, playful and affectionate. -results showed ppl felt the acts were less aggressive when the kids were both boys. And boys rough playin with girls was taken as aggressive behavior. And also was aggressive when it was a girl targets regardless of whether she was w/ a boy or girl. Basically this study shows boys and girls are judged differently in terms of what constitutes aggression. |
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Instinct Theories of Aggression (according to Freud):
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Thanatos – basic component of human nature responsible for the generation of aggressive energy in all human beings
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Instinct Theories of Aggression (according to Lorenz):
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fighting instinct triggered by certain eliciting cues in the environment
-basic fighting instinct directed against members of the same species - serves a basic evolutionary purpose -develop “instinctual inhibitions” - prevents them from killing members of their own kind. -Humans kill members of own species because have weak instinctual inhibition Problems: Limited explanatory value (cant explain why some societies more aggressive than others). No neurophysiological evidence (body doesn’t appear to generate/accumulate aggressive energy). Kuo (1930) – Killing rats instinctual? -> shows the importance of environmental influences as determinants of aggressive behavior. |
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The Frustration/Aggression Hypothesis
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--frustration triggers aggression and all aggressive acts can be traced to frustrations
-frustration-thwarting of goal-directed behavior -frustration always produces some kind of aggression Aggression is always caused by frustration -PROBLEMS with theory: frustration not necessary for aggression. |
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Berkowitz’s Revision of F/A Hypothesis
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-Frustration - creates a readiness to aggress (anger)
-Variety of causes heighten a readiness to attack -Strength of response is a function of: - aggressive cue value of the stimulus -strength of the association between the eliciting stimulus and the past or present determinants of aggression - Degree of aggressive readiness – Bold claim - aggressive cues must be present before an aggressive act will occur -modified - extremely angry person may behave aggressively even when aggressive cues are not present. |
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Direct experience -
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child reinforced for aggressive behavior will be more likely to resort to aggression in the future
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Social Learning Theory of Aggression
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Treats aggression as a class of social behaviors that are acquired through the same processes as
any other type of social behavior. |
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Observational learning
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cognitive process by which children attend to and retain in memory
the aggressive responses they see others commit. |
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Proactive Aggressors
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: highly aggressive children who find aggressive acts easy to perform who rely heavily on aggression as a means of solving social problems or achieving other personal objectives. (like getting a toy)
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Reactive Aggressors
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children who show high levels of hostile, retaliatory aggression b/c they overattribute hostile intents to others and can’t control their anger long enough to seek nonaggressive solutions to social problems.
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Hostile Attribution Bias
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-tendency to view harm done under ambiguous (unclear) circumstances as having stemmed from a hostile intent on the part of the harm-doer; characterizes reactive aggresors (believing an accidental push was done on purpose).
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Retaliatory Aggression
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-aggressive acts elicited by real or imagined provocations which are intended to harm the proacateur
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Passive Victims
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socially withdrawn and anxious children whom bullies torment, even though they appear to have done nothing to trigger such abuse. (they do not fight back)
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Provacative
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restless, hot-tempered and oppositional children who are victimized b/c they are disliked and ofter irritate their peers. (they fight back, usually unsuccessful).
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Aggression as a Stable Attribute
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-Aggression is reasonably stable
- aggressive toddlers become aggressive 5-year olds (Cummings et al.) - Amount of verbal aggression that a child displays at 6-12 is fairly good predictor of his/her y tendency to insult, etc. later in adolescence (Cairns, Kagan, & Moss; Lerner et al.) - Huesman (1984) tracked for 22 years -aggression for both boys and girls at age 8 - solid predictors of adult aggression and antisocial conduct at age 30. |
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Chronic Persistence Trajectory
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-growth cure of children who are highly aggressive early in life and who display the same high (or escalating) levels of aggression throughout childhood and adolescence.
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High‐level desister trajectory
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growth curve of children who are highly aggressive early in life but who gradually become less aggressive throughout childhood and adulthood
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No‐problem trajectory
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-growth curve of children who are low in aggression throughout childhood and adolescence.
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Late‐onset (adolescent‐limited) trajectory
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-growth curve of individuals who become more aggressive usually for a limited time, during adolescence of young adulthood after having been relatively non aggressive during childhood.
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best known social predictors of future maladjustment
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-Overt Aggression - harms others through physical damage or threat of such damage
-pushing, hitting, kicking, or threatening to beat up a peer -Relational Aggression (social or indirect) - harms others through damage to peer relationships -social exclusion, rumor spreading, threatening to withdraw from a relationship, silent treatment |
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-Overt Aggression
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-kicks or hits others
-verbally threatens to hit or beat up children -ruins other peer’s things when he or she is upset -pushes or shoves other children -hurts other children by pinching them |
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-Relational Aggression
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-tells peer he/she won’t play with the peer or be the peer’s friend
-tell others not to play with or be a peer’s friend -when mad at peer, child keeps that peer from being in group -tells a peer that they won’t be invited to a birthday party -tries to get others to dislike peer -verbally threatens to keep peer out of play group |
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Collective efficacy
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term used to describe neighborhoods in which residents are well connected, neighborly, and tend to monitor events in the neighborhood (including activities of neighborhood youths) to maintain public order.
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Power‐assertive discipline
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-form of discipline where adult relies on his/her superior power (ex: giving spanking or withholding privileges) to modify or control a child’s behavior.
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Coercive Home Environments
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a home in which family members often annoy one another and use aggressive or otherwise antisocial tactics as a method of coping with these aversive experiences.
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Negative Reinforcement
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-any stimulus whose removal or termination as the consequences of an act will increase the probability that the act will recur.
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Catharsis Hypothesis/Technique
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a strategy for reducing aggression by encouraging children to vent their anger or frustration on inanimate objects
Hypothesis: notion that aggressive urges are reduced when ppl witness or commit real/symbolic acts of aggression Technique: strategy for reducing aggression by encouraging children to vent their anger or frustration on inanimate objects. -Does not work may even backfire |
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Social‐Cognitive Interventions
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regulate their behaviors
-become more skilled at empathizing w/ and taking others’ perspectives so they will not be so likely to overattribute hostile intentions to their peers |
