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73 Cards in this Set
- Front
- Back
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Parenting Dimensions
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Warm/responsive vs. hostile/uninvolved
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Warm/responsive Parenting Dimension
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-Showing affection
-Being interested -Spending time -Getting involved -Offering comfort |
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Good Parental Control
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Being in control
-having rules -knowing where the child is -holding the child to high (but developmentally reasonable) expectations |
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Bad Parental Control
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Being controlling
-pushing the child towards specific outcomes -being autocratic -following parent's agenda not child's |
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Parental Styles
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Authoritative
Authoritarian Indulgent-permissive Indifferent-uninvolved |
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Authoritative Parental Style
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-High warmth
-High control -A+ parenting -Give kids sense of autonomy |
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Indulgent-Permissive Parental Style
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-High warmth
-Low control -Low expectations -Few rules |
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Authoritarian Parental Style
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-Low warmth
-High control -"Wooden": lack of affection -Manager-style -Lots of rules -High pushy expectations |
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Indifferent-Uninvolved Parental Style
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-Low warmth
-Low control -Lack of affection -Lack of rules -Low expectations -Limited guidance -Extreme = neglect |
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Parenting Behavior vs. Parenting Style
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*It's not what parents do (behavior) but how they do it (style)
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Outcome of Authoritative Parental Style
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-Higher grades
-Responsible -Self-reliant -Friendly |
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Outcome of Authoritarian Parental Style
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-Lower grades
-Lower self-esteem -Less socially skilled |
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Outcome of Indulgent-Permissive Parental Style
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-Lower grades
-Impulsive -Easily frustrated |
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Outcome of Indifferent-Uninvolved Parental Style
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-Low self-esteem
-Impulsive -Aggressive -Moody |
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Children's Contributions to Parenting Styles
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-Parenting is influenced by kid's behavior
-Dependent on individual characteristics of children (EX: siblings) |
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Moral Behavior Definition
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Roots in self-control
-resisting temptation -not giving in to impulses |
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Moral Behavior Timeline
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1 year: aware of presence of limits on behavior
2 years: have internalized some limits and can exercise a bit of self-control in parent's absence 3 years: devise ways to regulate own behavior |
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Kochanska and Colleagues (2000)
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-2-3 year olds
-Tasks *Don't look while I wrap this present *Don't touch it while I go get a bow |
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Rotenberg and Mayer (1990)
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-Task
-Choice: small reward today or large reward tomorrow *6-8 year olds: 1/3 waited *9-11 year olds: 1/2 waited *12-14 year olds: almost all waited |
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Moral Behavior
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Roots in self-control
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Moral Reasoning
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Why someone makes a certain moral choice (fostered through specific discussion)
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Kohlberg's Method
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Present a moral dilemma and judge the reasoning not the answer
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Kohlberg's Stages
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*Preconventional Morality
1: Obedience to Authority 2: Nice behavior in exchange for future favors *Conventional Morality 3: Live up to others' expectations ("good boy/girl") 4: Follow rules to maintain social order *Post-conventional Morality 5: Adhere to a social contract when it's valid 6: Personal morality based on abstract principles |
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Moral Reasoning Discussion
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*Can reveal flaws in moral reasoning
*When people at various levels of reasoning have moral discussions, those at lower levels tend to improve especially if: -those who are higher try to understand them -reflect or paraphrase -ask clarifying questions |
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Problem with Kohlberg
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Administered dilemmas only to males
*Later studies: females scored a full stage below male counterparts |
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Carol Gilligan
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*Moral reasoning of women and girls
-tends to value solution that preserve connections -often looks like conventional morality *Moral "Voice" |
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Moral "Voice"
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Carol Gilligan
*Allows harmony without imposing sameness *Not competitive, but collaborative *Not about right or wrong, true or false *Multiple voices can co-exist |
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Men's Moral Voices
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*Justice
*Rights *Treating everyone fairly and the same *Applying rules impartially to everyone *Responsibility toward abstract codes of conduct |
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Women's Moral Voices
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*Care
*Responsibility *Caring about everyone's suffering *Preserve emotional connectedness *Responsibility toward real individuals |
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Achievement Gap Examples
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*Males outperform females on math of SAT
*Compared to white students, blacks and Latinos - lower standardized test scores - less likely to go to college - higher drop-out rates |
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Stereotype Threat
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(Steele and Aronson 1995)
Unpleasant apprehension from awareness of a negative ability stereotype in a situation where the stereotype is relevant and thus confirmable |
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Self Theories of Intelligence
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*Entity Theorists
*Incremental Theorists Both desire similar outcome of achieving good scores and doing "well" - have different motivation for pursuing the outcome |
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Entity Theorists
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Intelligence is fixed
-A trait largely determined by nature Performance Goal: seeking to validate ability as good relative to others |
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Incremental Theorists
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Intelligence is malleable
- Quality that can be increased through nurture Learning Goal: Seeking to develop ability |
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Entity Environments
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*Extol the "genius" of prominent figures
*Value quick, effortless solution *De-emphasize the hard work that underlies discovery *Culture of talent |
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Levels of Friendships
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Level 1: Handy playmate - 4-7
Level 2: Mutual trust and assistance - 8-10 Level 3: Intimacy and loyalty - 11-15+ |
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Categories of Peer Acceptance
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-Average
-Popular -Rejected: active negativity -Controversial: garbage can -Neglected: ignored |
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Subcategories of Popular Children
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Popular-prosocial
Popular-antisocial: violates typical prosocial behavior, admiration/fear |
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Subcategories of Rejected
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Rejected-aggressive: defensive cognition, bidirectional aggression (interprets ambiguous as aggressive)
Rejected-withdrawn: withdraw as a response to rejection |
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Unidimensional Sociometric Techniques
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*Give survey to children in class and have them rate other children on one dimension
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Problem with Unidimensional Sociometric Technique
-Findings |
*We function on two scales not just one
*Rejection dimension *Acceptance dimension THEREFORE *Sociability = acceptance but not rejection *Negative social behavior = rejection but not acceptance |
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Two-dimensional Sociometric Techniques
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*Give survey to children in class and have them rate other children on two dimensions
1: Popularity/likeability 2: "Notice" or "social impact' |
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Ultimate Differences Discovered
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1: Sociability - moving toward people
2: Aggression - moving against people 3: Withdrawal - moving away from people |
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Acceptance affect on later
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(Morison and Masten 1991)
Prior Popularity - positively related to academic achievement, social skill, self-worth Prior Rejection: negatively related to academic achievement and self-worth; unrelated to social skill |
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Causal Mode Explanation
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Deviant Behavior - Low Peer Acceptance - Deviant Socialization/Experiences/Opportunities - Maladjusted outcomes
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Incidental Mode
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Underlying disturbance - Deviant Behavior -(Low peer acceptance/Maladjusted Outcomes)
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Key Themes
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1: Nature vs. Nuture
2: Early related to later, but not perfectly 3: Active Child 4: Connections Across Domains |
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Self-esteem
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A person's judgments and feelings about his or her own worth
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Social role
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Set of cultural guidelines for how a person should behave
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Gender stereotypes
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Beliefs about how males and females differ in personality traits, interests, adn behaviors
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Gender roles
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Culturally prescribed roles that are considered appropriate for males and females
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Instrumental Traits
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*Associated with males
*Describe individuals who act on the world and influence it |
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Expressive Traits
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*Associated with females
*Describe emotional functioning and individuals who value interpersonal relationships |
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Gender Identity
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Perception of oneself as either male of female
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Enabling Interactions
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*Typically females
*Actions and remarks that tend to support others and sustain the interaction |
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Constricting Interactions
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*Typically males
*One partner tries to emerge as the victor by threatening or contradicting the other *Competitive |
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Gender Labeling
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*Age 2-3
*Understand that they are either boys or girls and label themselves accordingly |
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Gender Stability
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*Preschool years
*Understand that gender is stable - boys = men; girls = women |
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Gender Consistency
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*Age 4-7
*Understand that maleness and femaleness do not change over situations or according to personal wishes |
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Gender Constancy
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When children understand all 3 theories of gender identity
1: gender stability 2: gender consistency 3; gender constancy |
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Gender-schema Theory
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Children first decide if an object, activity, or behavior is female or male, then use this information to decide whether or not they should learn more about the object, activity, or behavior
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Purpose
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(Erikson)
A balance between individual initiative and a willingness to cooperate with others |
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Direct Instruction
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Telling a child what to do, when , and why
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Counterimitation
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Learning what should not be done as a result of observational learning
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Disinhibition
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An increase in all behaviors like those observed as a result of observational learning
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Observational Learning and Effects
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Watching others as models can result in
*Disinhibition *Counterimitation *Inhibition |
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Inhibition
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Seeing punishment and avoiding behavior as a result
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Reinforcement
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Any action that increases the likelihood of the response that it follows
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Punishment
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Any action that discourages the reoccurrence of the response
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Negative Reinforcement Trap
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Reinforce behaviors that they are supposed to be discouraged
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Punishment works best when:
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- administered directly after the undesired behavior occurs
- undesired behavior always leads to punishment - accopmanied by an explanation of why the child was punished and how punishment can be avoided in the future - the child has a warm, affectionate relationship with the person administering the punishment |
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Time-out
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Child who misbehaves must briefly sit alone in a quiet, unstimulating location
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Role of Grandparents
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*Formal: express strong interest but maintain hands-off attitude
*Fun-seeking: see themselves as primary source for sun; avoid serious interactions *Distant: little contact *Dispensing-family-wisdom: provide information and advice to parents and child *Surrogate-parent: assume many of the normal roles and responsibilities of the parent |
