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84 Cards in this Set
- Front
- Back
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Pre-operational stage
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2-7 years
marked by rapid growth in representational/symolic, mental activity operations- mental representation of actions obeying logical rules -children's thinking is rigid, limited to the way things appear at the moment |
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perceptual egocentrism
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inability to distinguish the symbolic viewpoints of others from their own
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animistic thinking
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inatimate objects have lifelike qualities
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conservation
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focus on 1 aspect and neglect other
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perception bound
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easily distraced by concrete appearence.
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social cognition
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processing of info related to social relationships and social situations
learn how others think and feel learn that other perspectives may be different than own allows child to respond more appropriatly in interactions with others. |
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cognitive egocentrism
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asume that others have the same knowledge, beliefs, and desires than you.
sharp reduction at age 6 |
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Theory of Mind
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understanding that other's actions are motivated by internal mental states. Realize that others beliefs and desires are different than own.
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if you lack TOM
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believe that thoughts in head are public knowledge
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false beleif
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believe that something that is not true.
age 2- desires determining outcome 3-4- children figure out that beliefs and desires determine bx dominated by belief |
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effect of language on developing TOM
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understanding the mind requires the ability to reflect on thoughts, made possible by language
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effect of cognative abilities on TOM
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improvements in thinking, and planning enhance children's capacity to reflect on experiences and mental states.
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make-believe play
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reasoning about imaginary situations may trigger awareness that belief influences bx
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social interactions
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interactions w. others that highlight influences of belief on bx
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hallmarks of development
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increase in self reliance, self control, regulation of emotions
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parental influences on gender typing
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"gender appropriate toys"
"boys and girls should be raised differently" boys rewarded for active and assertive bx girls recieve more direction encouraging dependancy parens who hold non-stereotypical values have less gender typed children for aduld roles parents less tolerant of cross gender bx in boys |
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teacher influence on gender typing
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-encourage children to conform to gender roles
-boys given more time to answer Qs -boys answers more challenged that girls -girls get encouragement to participate in adult structured activities in preK |
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Peer influence on gender typing
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age 3- same sex peers positively reinforce 1 another for gender typed play
children develop different styles of cosial influence on sex-segregated groups. |
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TV influences on gender typing
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gender roles especially steroetypical
influences boys and girls differently children who watch a lot of stereotyped TV more likely to be stereotyped |
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cognative influence on gender typing
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gender constancy-understanding that sex remains the same w/ different clothes, hair
-end of preK years -Gender schema-cognative structure that organizes and represents gender information experiences are organizes into masculine and feminine categories influence attention, memory, interpretation of info |
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gender schemas
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more strict adherence for child-related roles that adule roles
when children see other behaving in gender inconsistant ways, they often can't remember the bx -distort the memory to make it consistent |
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instrumental aggression
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object oriented
no intent to harm |
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hostile aggression
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person oriented
intent to harm either initiate or defending yourself |
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development of aggression
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18-24 mos- instrumental aggression more common
boys more aggressive 36 mos- hostile aggression physical aggression down veral aggression up |
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authoritative parenting
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reasonable demands
consistatly enforced sensitivity to child needs fliexible High warmth low hostility |
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authoritarian parenting
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many rules and demands
few explinations and little sensitivity to childs needs high hostility low warmth |
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permissive parenting
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few rules and demands
children allowed much freedon by indulgent parents high warmth low control |
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uninvolved
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few rules
parents uninvolved insensitive to childs needs low control, high hostility |
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child outcome of authoritative parents
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high self-esteem, self relient, get along well with peers
do will in school |
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child outcome of authoritarian
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low self esteem, easily frustrated
difficulty w/ peers. do well in school |
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child outcome of permissive parens
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low self esteem, immatures
impulse control probelms peer probelms, poorly in school |
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child outcome of uninvolved parents
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low self esteem, aggressive
delinquent easily frustrated, develop emotional children problems w/ peers and school |
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decentration
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abilitiy to focus on several aspects of a problem at once and relate to them
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reversibility
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mentally go through a series of steps in a problem and reverse the direction returning to starting point
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hierarchical clissification
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can group objects into hierarchy of classes & subclasses
collections become common in middle childhood |
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seriation
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ability to order items along a quantitative dimension such as length or wieght
6-7 yrs |
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transitive inference
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ability to perform seriation mentally
9-10 yrs |
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spatial reasoning
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increase understanding of orientation of objects in space
7-8 |
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limitations of thought in middle childhood
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lack general broad based knowldge of adults
trouble using skills in problems trouble thinking about abstract ideas lack propositional though show horizontal decalage (gradual development of a skill) |
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prepositional thought
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evaluate the logic of verbal statement w/out making reference to a real world circumstance
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metalinguistic awareness
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ability to think about language as a system
predicts reading and spelling success begins at end of early childhood, develops rapidly in middle childhood |
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increased MA associated w/ change in joke preference
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early childhoos-slapstick humor
middle childhood- slapstick humor, jokes and riddes based on language abilities (phonological ambiguity) |
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Weschler's definition of intelligence
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capacity to understand the world and the resoursfulness to cope w/ it's challenges
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Raymond Catell's theory of intelligence
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2 types of intelligence:
fluid- basic cognative processes (rules and relationships) crystalized- aquired knowledge and skills (ex what steam is made of) |
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Sternberg's theory of intelligence
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3 types:
eomponention-basic information and processing skills experimental- skillful use of info in novel situations (insightful and creative) contextual-adapting to environments (street smarts) |
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Gardner's intelligence theory
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8 types of intelligence:
linguistic- language logical- mathmatics spatial- understanding how patterns are laid out in space musical- creating and understanding music interpersonal- feelings and bxs of others intrapersonal- own feelings and motives bodily kenisthetic- complex body movements naturalistic- making distinctions in natural world |
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qualities of a "good test"
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reliability-person produces similar scores when taking the test more than once
validity- degree to which a test measures what it is supossed to standardized- conditions surrounding the test are as similar as possible for everybody who takes it. normed0 established stadards of performance for a test developmentally appropriate |
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charactersitics of IQ gainers
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parents
-interested in intellectual achievement -apply appropriate pressure to succeed -use rational discipline - children -independent -competitive about doing well in school |
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characteristics of IQ decliners
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parents make little effore to stimulate children intellectually
under-stimulating environment in general sever or lax discipline |
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cumulative deficit hypothesis
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effects of under preiveledged rearing conditions worsen the longer the child is in them
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perspective taking
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capacity to imagine what other people may be thinking and feeling
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refining
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organizing observation of bxs and internal states into general dispositions
children describe themselves in term of physiological traits emphasizing competencies rather than specific bxs |
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contexts of evaluations
(self esteem) |
6-7 3 self esteems- academic, social, physical
7-8 yrs- 4 self esteems- academic, social, physical/athletic, physical appearence |
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changes in self-esteem
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self esteem drops during the first few years of elem school
-due to social comparisons 4-6th grade, self esteem rises for most children |
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children w/ high self esteem are (socially):
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consistently better liked by peers
creates a positive cycle |
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high academic self-esteem:
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predicts school achievement
children who are told they are bright become arrogant children who are tole how hard they work continue to work hard. |
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Parental influences on self-esteem
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authoritative-children feel good about themselves
highly coersive (controlling)- communicates a sense of inadequecy to children. Feel like they can't manage themselves indulgent- fromotes "feel good" attitude, false sense of self-esteem |
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consequenses of low self-esteem
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poblems w/ peers
more likely to have phsycological disorders involved in antisocial bx do poorly in school |
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self conscious emotions
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pride and guilt become clearly integrated w/ personal responsibility
6-9 yrs, feel good when sucees, guilty when bad. Absence in adult monitering |
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peer group
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composed of peers who form a social unit
generate shared values shared standards of bx social structure of leaders and followers. based on similarity and proximity |
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popular kid
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liked by many
disliked by few |
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neglected kid
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liked by few
disliked by few |
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controversial kid
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liked by many
disliked by many |
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rejected kid
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liked by few
disliked by many |
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determinants of peer acceptance
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parenting style-children w raised by autoritative parents more likely to be liked
attractiveness- rated by kids they don't know as nice social skills-correlated w/ better social acceptance |
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sibling effect
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younger siblings tend to be more popular that older
learn social skills learn how to please older sibling to keep engaging in play |
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popular prosocial children
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combine academic and social competence
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popular-antisocial children
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exploit others
usually boys who are good athletes, but do poorly in school peers tend to view them as cool, b/c of athletics, and sophisticated social skills |
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rejected-aggressive
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engage in high rates of conflict, hostility and hyperactivity
deficient in social understanding |
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rejected-withdrawn children
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passive and socially awkward
becuase of their submissive interaction style, they are at risk for abuse by bullies |
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controversial chilren characteristics
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hostile and disruptive bx, but also engage in high rates of positive, prosocial acts.
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characteristics of neglected children
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usually well adjusted
considered shy by classmoates alren't less socially skilled than others |
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importance on peer acceptance
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powerful predictor of current as well as later phychological adjustment
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rejected kdis are likely to be:
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unhappy
alienated poorly achieving low self esteem poor school performance risk of antisocial bx, dropping out, and delinquancy |
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helping rejected kids
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social coaching, reinforcement of + social skills
intesive academic training perspective taking, social problem sovling increase child's expectations for social success |
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aggression
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bx that intentionally inflicts harm on another person
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relational aggression
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attempt to hurt another's social status
increases in middle childhood spreading rumors, name calling females more than males |
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Bandura's theory of aggression
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aquisition of aggression-observational learning and direct expereince
maitenence of aggression -reinforcememnt terminating noxious bx socially sanctioned by aggressinve peers intrinsically rewarding sourve of pride |
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role of internal arousal
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not nessicary for aggression
increases probability that a person will act aggressively hot aggression-provoked cold-no provoking |
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Dodge's teory of aggression
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social info processing
hostile aggressive bias separates aggressive form nonaggressive bx. tendancy to view harm done under ambiguous circumstances as having stemmed from hostile intent on part of wrongdoer retaliation |
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biological factors of aggression
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genese
hormones (low cortisol high agression) brain development- emotion centers more than logic |
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Parental influence on aggression
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parental disciplinary practices (spanking)
love withdrawl- physically reject hild lak of prenatal monitoring- correlated w/ uninvolvement |
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Violent Media efect on agression
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sometimes there is an increase in rough and tumble play, and it is seen as aggression, when it really isn't
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risk factor model of aggression
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affression is a result of the accumulation of risk factors
(bio, peers, parents, media) the more risk factors you have, more likely you are to be aggressive |
