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PSYC 225
Chapter 8
| Question | Answer |
|---|---|
| industry versus inferiority | the fourth of Erikson's eight psychosocial crises, during which children attempt to master many skills, developing a sense of themselves as either industrious or inferior, competent or incompetent |
| latency | Freud's term for middle childhood, during which children's emotional drives and psychosexual needs are quiet. Freud thought that sexual conflict from earlier stages are only temporarily submerged, bursting forth again at puberty |
| social comparison | the tendency to assess one's abilities, achievements, social status, and other attributes by measuring them against those of other people, especially one's peers |
| resilience | the capacity to adapt well to significant adversity and to overcome serious stress |
| family structure | the legal and genetic relationships among relatives living in the same home; includes nuclear family, extended family, stepfamily and so on. |
| family function | the way a family works to meet the needs of its members. Children need families to provide basic material necessities, to encourage learning, to help them develop self-respect, to nurture friendships, and to foster harmony and stability |
| nuclear family | a family that consists of a father, a mother, and their biological children under age 8 |
| extended family | a family of three or more generations living in one household |
| polygamous family | a family consisting of one man, several wives, and their children |
| child culture | the particular habits, styles, and values that reflect the set of rules and rituals that characterize children as distinct from adult society |
| aggressive-rejected | rejected by peers because of antagonistic, confrontational behavior |
| withrawn-rejected | rejected by peers because of timid, withdrawn, and anxious behavior |
| bullying | repeated, systematic efforts to inflict harm through physical, verbal, or social attack on a weaker person |
| bully-victim | someone who attacks others and who is attacked as well (aka provocative victims) |
| preconventional moral reasoning | Kohlberg's first level of moral reasoning, emphasizing rewards and punishments |
| conventional moral reasoning | Kohlberg's second level of moral reasoning, emphasizing social rules |
| postconventional moral reasoning | Kohlberg's third level of moral reasoning, emphasizing moral principles |
| Erikson's theory | industry and inferiority |
| industry | developing a sense of competence at useful skills (schools provide many opportunities) |
| inferiority | pessimism and lack of confidence in own ability to do things well (family environment, teachers, and peers can contribute to negative feelings) |
| initiative | willing to try knew things, but differs from industry as it has the inferiority complex |
| self-concept in middle childhood | more refined self image |
| refined me-self in middle childhood | make social comparisons and emphasize competencies (both positive and negative) |
| cognitive development affects structure of self-concept in middle childhood | perspective talking |
| social and cultural development affect content of self-concept in middle childhood | real self vs. ideal self |
| real self | how child sees themselves as who he or she is |
| ideal self | how child perceives self as idea that other have of him or her (mom is a good cook, I am a girl and will grow up to be like mom, so I should be a good cook) |
| influences on self-esteem | culture, child-rearing practices, messages from adults, attributions (mastery-oriented, learned helplessness) |
| emotional development in middle childhood | develop self-conscious emotions, emotional understanding, and emotional self-regulation |
| self-conscious emotions | pride and guilt |
| emotional understanding | explain feelings using internal states and understand mixed emotions |
| emotional self-regulation | motivated by self-esteem and peer approval, emotional self-efficacy |
| middle childhood usually focuses on fairness causing | prejudice to decline |
| understanding diversity and inequality | by early school years, children associate power and privilege with white people and inferior status with people of color (in absence of info, children may fill in the gaps with info they encounter in the media) |
| in-group and out-group biases | in-group favoritism, out-group prejudice, and out-group favoritism |
| time someone might favor the out-group | individual who has been rejected by the in-group or individual who belongs to a minority group |
| peer groups | formed from proximity, similarity, and adopt similar dress and behavior, and have a culture of relational aggression and exclusion |
| peer acceptance categories | popular (popular-prosocial, popular-antisocial), rejected (rejected-aggressive, rejected-withdrawn), controversial, neglected |
| popular category | male punks, female goody too-shoes, etc. |
| rejected | bullies, people that just don't hang out with people |
| controversial | put at the top or bottom of the list (people love them or hate them) |
| neglected | no one or one person puts them on list (excluded) |
| bullies and their victims | about 10% to 20% of children are bullies, and about 15 to 30% are repeatedly victimized |
| victimization | leads to adjustment problems, including depression, loneliness, low self-esteem, and poor school performance |
| how to reduce bullying | change youth environments, promote prosocial behaviors, and enlist young people's cooperation |
| gender stereotypes in middle childhood | extend stereotypes to include personalities and school subjects, but are more flexible about behavior |
| gender identity in middle childhood | boys are more masculine and girls are less feminine |
| sex-segregation | strengthens during middle childhood |
| gender interaction in middle childhood | varies with culture |
| ethnically integrated classrooms... | might reduce gender-typed peer communication as some children's interaction style influences others |
| friendship in middle childhood | personal qualities, trust become important, more selective in choosing friends, friendships can last several years, influence each other's behavior |
| family relationships with parents and siblings | are influenced by location of the family (more rural, more likely to be with family) |
| sibling interaction varies | girl-girl are nice in middle childhood and mean during adolescence, while boy-boy are rivals in middle childhood and nice during adolescence |
| parents in middle childhood | start to back off a bit and let children make their own decisions (coregulation) |
| types of families | traditional, employed parents, one-child, gay & lesbian parents, single parents, divorced parents, blended (Brady Bunch), extended families |
| divorce more likely to occur | as children become older |
| extended families | are decreasing in society, except in Mexican-America |
| immediate consequences of parental divorce | instability, conflict, drop in income, parental stress, disorganization |
| consequences of divorce affected by... | age, temperament and sex |
| long-term consequences of parental divorce | improved adjustment after 2 years, boys, children with difficult temperaments more likely to have problems, Father's involvement affect adjustment (mother usually takes custody and there is a drop in income, less money with two households) |
| mother-stepfather blended families | most frequent, boys usually adjust quickly, girls adapt less favorably, older children and adolescents of both sexes display more problems |
| father-stepmother blended families | often leads to reduced father-child contact, children in father's custody often react negatively, girls and stepmothers slow to get along at first, more positive interaction later |
| maternal employment and child development benefits | higher self-esteem for woman, positive family and peer relations, fewer gender stereotypes among children, better grades among children, more father involvement |
| drawbacks of maternal employment and child development | less time for children, risk of ineffective parenting |
| support for working parents | flexible schedules, job sharing, sick leave, involvement of other parent, equal pay and opportunities, quality childcare |
Created by:
Nicolekr
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