Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
psych final part 1
Child Psych Final
| Question | Answer |
|---|---|
| Selman's role taking stage theory | -ability to adopt another's perspective -preschooler's cant take the perspective of others and have limited social cognition |
| Selman's 1st stage: 6-8 yrs | Children come to appreciate that another person can have a different perspective from their own, but they attribute this to the other person’s not having the same information they do |
| Selman's 2nd stage: 8-10 yrs | Children become able to think about the other person’s point of view |
| Selman's 3rd stage:10-12 yrs | Children can systematically compare their own and the other’s points of view |
| Selman's 4th stage: 12+ yrs | Adolescents can compare another person’s perspective to that of a generalized other |
| Information- processing Theory of Social Problem Solving (Ken Dodge) | -emphasizes the crucial role of cognitive processes in social behavior -use of aggression as a problem solving strategy -highly aggressive children seem to process social info differently |
| highly aggressive children have a hostile attributional bias | -expect that others are hostile or have hostile motives towards them -become a self-fullfilling prophecy -choose aggressive responses -may be linked to peer rejection and/or parental abuse |
| structural dynamics of events that will or will not provoke aggressive behavior | 1. encoding of cues 2. interpret the cues 3. goal clarification 4. response search 5. response evaluation 6. enactment |
| encoding of cues | search for (attend to) and register environmental cues of the event |
| interpret the cues | infer other's motives |
| goal clarification | formulate a goal in the situation -to retaliate or not |
| response search | generate possible response -what to do? |
| response evaluation | likely response consequences -which is best approach? (cost-benefit analysis) |
| enactment | act on the chosen response -behave aggressively or not |
| Carol Dweck's Theory of Self- Attributions and Achievement Motivation | -emphasizes self attributions in academic achievement -2 key socio-emotional orientations >children with entity/helpless orientation >children with incremental/mastery orientation |
| Entity/helpless orientation | Attribute success and failure to enduring aspects of the self and tend to give up in the face of failure -tend to base their sense of self-worth on the degree of approval they receive from others -avoid situations where they may fail |
| Incremental/mastery orientation | attribute success and failure to the amount of effort expended -persist in the face of failure |
Created by:
1115730065
Popular Psychology sets