447A Exam 1

Front 1

What role to proximal processes play in the individual's development?
Examples

Back 1

Interactions in the child's immediate environment aid development, if they are regular and consistent over a period of time. they predict dev'tl outcomes, and reduce or buffer against env't.
ex. learning language, group or solitary play, studying, athletic activities, performing complex tasks.

Front 2

How does Bronfrenbrenner conceptualize the ecological environment?

Back 2

a set of nested structures each inside the other - like a set of Russian dolls.

Front 3

How do characteristics of the person influence the interactions between the individual and the environment?

Back 3

demand resources- gender, age, emotional state, intelligence, social network.
force characteristics - persistence, initiative, temperament
proximal processes.

Front 4

microsystem

Back 4

most basic level, immediate surroundings. relationships, social roles and their expectations, activities. (daughter, students, reading, cooperate at school)
Proximal

Front 5

mesosystem

Back 5

linkages between 2 or more microsystems
family and school
proximal

Front 6

exosystem

Back 6

Indirect influences
parents workplace

Front 7

macrosystem

Back 7

patter of other systems, culture, belief system, life-style

Front 8

chronosystem

Back 8

change or consistency over time.
ex. great depression

Front 9

proximal processes

Back 9

the primary mechanisms producing human development. Reciprocal person-environment interactions with people, objects, and symbols.

Front 10

force characteristics

Back 10

behavioral dispositions that invite or disrupt proximal processes.
ex. curiosity, responsiveness, explosiveness, distractability, unresponsiveness

Front 11

resource characteristics

Back 11

biopsychological liabilities/assets that influence the ability to engage in proximal processes.
ex. intellectual abilities, knowledge, skills, genetic defects, physical handicaps, illness

Front 12

demand characteristics

Back 12

traits that invite or discourage reactions from the social environment
ex. age, gender, physical appearance.

Front 13

normative age-graded influences

Back 13

biological and environmental determinates correlated with age.
typical to most people, contribute to similarities
ex. maturational events, socialization events

Front 14

normative history-graded influences

Back 14

biological and environmental determinents correlated with time
large scale socio-historical conditions and changes experienced over a lifetime.
shared by members of a birth cohort
contributes to differences of people in different cohorts
- historical events, technological changes, societal changes.
ex. wars, epidemics, societal roles, education system

Front 15

non-normative life-events influences

Back 15

events that differ in cluster, timing, and durations.
less predicatable, less commonly occurring
ex. illness, divorce, promotion, death of a spouse

Front 16

Elder
What are the four principles of life-course theory?

Back 16

4 principles:
1. Interplay of human lives and development with changing times and places
2. Timing of lives
3. Interdependence of human lives, including the relation between social and developmental trajectories
4. Human agency in choice-making decisions.

3 Dimensions
life/ontogenetic time
family time
historical time

Front 17

Three types of time-related influences on development from the Life-Span and Life course theories

Back 17

Individual (ontogenetic) time (age -graded) similarities
Historical time (history-graded) similarities to birth cohort only
Life events and transitions (non-normative) differences

Front 18

timing of lives

Back 18

can be normative or non-normative
ex. early or late puberty
normative will contribute to similarities

Front 19

According to Rogroff, why is it problematic to take a categorical approach to culture. 3 specific problems

Back 19

1. variability- variations within nations, generations, among themselves, sensitive to own variations, but hold stereotypical views of "the other"
2. overlap- members may participate in more than one community
3. subgroups - very numerous can be individualized.

Front 20

How does a focus on individuals participation in cultural communities help to alleviate problems with the categorical approach?

Back 20

members can participate in a community without being a member, and vise versa. people can participate in multiple, overlapping communities.
Gives a more fluid picture of someone's culture.

Front 21

Key assumptions of Vygotsky's sociocultural-historical theory

Back 21

Individual development must be undestood in context
ZPD
cultural tools are inherited and transformed. processes are mutually constituting each other

Front 22

Criteria to determine culture

Back 22

shared characteristics:
-physical/material: food, clothing, art, literature
- symbolic: language, institutions
-behavioral: norms, roles, costumes, practices
-subjective - beliefs, values attitudes
Transmission across generations

Front 23

What are some limitations of Bronfrenbrenners macrosystem veiw of culture and development?

Back 23

Individual and culture are separate
- culture is at a distance from the individual, and doesn't directly influence

Front 24

How does Rogoff's "transformation of participation" view differ from Bronfrenbrenner's macrosystem view

Back 24

Development is a process of changing participation in sociocultural activities of a community

Front 25

How can we integrate Bronfrenbrenner's concepts with Rogoffs participation view

Back 25

- culture structures and organizes our ecological context
-cultural processes occur in immediate environments, proximal processes are cultural.
-Individual development and cultural processes are “mutually constituting.”

Front 26

categorical approach to culture

Back 26

single category based on race, ethnicity, or nationality

Front 27

the "box" problem

Back 27

using one single box or category to define your culture
- assumes similarity among members
- assumes differences between members of different categories
-assumes that category reveal information about shared cultural characteristics

Front 28

What arguments have been raised by social scientists regarding the value of insider/outsider perspectives?
What is Rogoff's position on the matter?

Back 28

Is insider or outside more trustworthy? Which has exclusive access?
Rogoff: Insiders do not have the real meaning, opinions vary. Insiders don't notice their own practices, and may participate in several communities. There are blurred boundaries. Differences in perspective are necessary for understanding.

Front 29

What are the challenges faced by "outside" researchers?
Challenges to insiders?

Back 29

outsiders- encounter people's reactions to their presence, unfamiliarity, limited understanding, anxiety, restricted access.
insiders: people always function in a sociocultural context - social identity, gender, martial status. Unlikely to have reflected on phenomena that would interest an outsider

Front 30

emic approach

Back 30

represent cultural insider's perspective. Observation and participation of activities
cultural relative (culture specific)
long-term, qualitative, avoid imposing researcher bias,
observation of daily life

Front 31

imposed etic

Back 31

outsider persepecitve. general statements about human functioning and imposes an understanding. Adapt theories to community.
cross-cultural comparisons, standard measures, multiple settings, cultural universalism

Front 32

derived etic

Back 32

adapt measures to fit perspective of participants, assumes that culture contributes to both similarities and differneces in development (etic and emic)
1. Imposed etic - apply and test current theory and methods to other cultures, based on what you know from own culture.
2. Emic- explore and discover new aspects of phenomena in other cultures
3. Derived etic - integrate what is learned, modify theories and interpretation
Japanese preschool - guess about boy's behavior, observe, get intepretations, modify understanding

Front 33

ethnography

Back 33

observation or interviews about daily life

Front 34

vygotsky's framework for understanding the innterrelationship of the individual, cultural, and species development

Back 34

levels are inseparable. Biological development works with cultural institutions and practices that characterize humanity

Front 35

cultural inventions shape biological characteritics and vice versa

Back 35

Cesarean birth
Infant breathing and co-sleeping

Front 36

Biological preparation of gender differences

Back 36

differences in reproductive roles. Women more investment to produce children. Competition in males - unevenness of skills among males

Front 37

gender role training

Back 37

model of gender roles in everyday life.
gender related activities
discouragement from gender inappropriate activities

Front 38

biological preparation and gender role training are the same processes viewed in different time frames - explain

Back 38

biological preparedness - phylogenetic development
GR- microgenetic and ontogenetic time frame
Explains how evolutionary and social learning theory are different: time frames

Front 39

prepared learning

Back 39

genes and inborn processes that prepare them for joining human life
- balancing on 2 feet
- using objects as tools
- attract care of addults
long infancy

Front 40

distal explanantions

Back 40

causes linked to evoultionary past

Front 41

proximal explanations

Back 41

causes linked to immediate environment

Front 42

Matsumoto and Juang. How does culture contribute to differences in self-concept and behavior?

Back 42

culture shapes self-concept and organizes psychological traits.

Front 43

independent construal of self

Back 43

self as a separate entity, assertion, unique, promote personal goals. Focuses on attributes, intelligence, personality, goals.

Front 44

interdependent construal of self

Back 44

fundamental connectedness of human beings, adujst to group, read others minds, be sympathetics, occupy/play assisned roles. SE depends on the fit of the relationships. Internal attributes less salient

Front 45

Consequences of self-construals
perception

Back 45

a. self-perceptions - Independent - more salient, abstract, personality
interdependent; contextual, based on relationships and social roles, group memberships

Front 46

Consequences of self-construals
social explanation

Back 46

ind - internal attributes for behavior FAE
int - situational forces

Front 47

Consequences of self-construals
achievement motivation

Back 47

ind- individual sucess
int- broader social goals, achieve for the sake of others

Front 48

Consequences of self-construals
self-enhancement

Back 48

ind- self-serving bias - take credit for good deeds, see self as better than average
int- see self as average. success is due to luck, fail is due to insufficient ability

Front 49

How has the dimension of I-C been used to explain cultural variation in groups and individuals?

Back 49

it represents cultural differences
group level - social norms, values, conventions and rules
individual level - self-other realtions, degree of separteness and connectednesses

Front 50

Individualism

Back 50

loose ties with others
personal goals take precedence
strong initiative, responsiblitiy, self-sufficiency, freedom of choice, right to privacy

Front 51

collectivism

Back 51

cohesive in-groups
protection in exchange for loyalty
emphasizes group solidarity, duties and obligations.
hierarchical roles based on ascribed traits

Front 52

Criticisms of I-C
alternative views

Back 52

viewed as a single dichotomous either/or dimension
I and C exist in all cultures,
variation withing culture, situational variation
alternative - 2 dimensions, multiple forms