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Child Development#3
exam 3
| Question | Answer |
|---|---|
| 1. What two important human interests must be reconciled during social development? | One's individual interests with ones need to fit into a social group |
| 2. Define personality, socialization, norms and roles. | Personality: an individuals unique pattersn of feeling thinking and behaving Socialization: process by which individuals acquire the social rules, values and knowledge of a culture or society Norms: social rules shared by all members of a group Roles |
| 3. How is the social role associated with a job different from the technical knowledge or skill necessary to perform a job? | Like wearing cowboys clothes and playing the role of a cowboy, but not having any of the knowledge to be a cowbou |
| 4. How is gender different form sex? | Are independent dimensions. gender roles are adopted |
| 5. What does it mean to say that male and female genders are independent dimensions as opposed to mutually exclusive values of a single dimension? | Can be both highly masculine and highly female. or highly masculine with low feminism |
| 6. How do we know that hormonal regulation can influence sexual preferences? | Stimulates the development of the primary sex characteristics |
| 7. Identify organizational and activational hormonal effects associated with masculinizing female rats. | Provide testosterone shots to new born baby rats, when it gorws up, it will attempt to mount other female rats |
| 8. Identify evidence that human sexual orientation may be influenced by biology. | Hormonal activations, activation of the anterior hypothalamus |
| 9. Identify 4 principles of social learning. | -Learner must attend to the model of behavior -Learner must be able to represent or rmember the modeled act -The modeled act must be within the motor skill ability of the learner -The consequence of the modeled act effects the expression of learning |
| 10. Explain why gendered behavior is liable to social learning? | Performed by high status individuals that capture attention. Involve simple acts that can be represented and performed. Models are reinforced for their gendered behavior |
| 11. Explain how operant conditioning might gendered behavior? | Girls are rewarded for playing with dolls and are criticized for playing with males toys. Boys are praised for playing with blocks and trucks, but are criticized for playing with female toys.Thus desired gender behavior is conditioned throughreinforcement |
| 12. Explain how a gender schema might influence the development of gendered behavior. | Proposes that children have either an innate or acquired schema that directs gender specific development |
| 29. Define parental demandingness and responsiveness. | It is a model for violent and aggressive behavior |
| 30. Define four categories of parenting with the two dimensions of demandingness and responsiveness. | Parental Demandingness: Give them structure, rules to be followed, provide rule and consequences Parental Responsiveness: How much you support their ambitions, provide comfort and reassurance, sensitive to the needs of thchild |
| 31. Describe the characteristics of children that Diana Baumrind found to be associated with authoritative, authoritarian and permissive parents. | Look at picture in Dimensions of parenting to redo Lesson 45 |
| 32. What are the characteristics of children associated with neglectful parenting. | -Display conduct disorders (socially disruptive and aggressive) -Display less impulse control -Show a higher risk of deviant behavior in adolescence and beyond (drug use, early sexual exploration, delinquent/ criminal activities etc.) |
| 33. Identify a cultural context in which the characteristics of children associated with authoritative parenting my not be desirable. | The self-directed curiosity and sociability associated with authoritarian parenting may not serve children reared in socially dangerous environments (ex. inner city environments) |
| 34. Identify two changes in family structure that has occurred in the last 30 years to make pre-school increasingly necessary. | Single parent households and dual income families has led to a rise in use of day care and preschool |
| 35. Identify six curricular areas that a high quality preschool should address. | -Physical development -Cognitive development -Creative expression -Language -Emotional Development -Social development |
| 36. Identify the age appropriate way to deliver curricular material to children of preschool age. | Play |
| 37. Identify two positive effects that have been associated with children who have attended high quality preschool. | -Improved intellectual functioning -Improved social functioning |
| 38. Identify 6 positive effects that have been associated with at-risk children who attended high quality compensatory preschool (i.e., Headstart). | -more positive attitudes about school and teachers -improved academic performance through grade 3 -Greater likelihood of completing highschool -greater likelihood of adult employment -lower likelihood of receiving public assistance or-criminal involve |
| 39. Describe how the transition to middle childhood effects changes in physical strength and coordination, cognitive capacity, social functioning and language. | -Physical strength and coordination show marked increases (ride bike, throw ball etc.) -Attention span, memory and logical reasoning show increases -Social relationships with peers emerge -Language skills become fluid and sophisticated |
| 40. In what region of the brain is myelination most concentrated during middle childhood. | Frontal cortical areas of the brain |
| 41. Explain why myelination of the brain might contribute to increased working memory capacity in middle childhood. | It is the seat of higher mental processing like logical thinking and problem solving |
| 42. Describe how the dominant awake and relaxed EEG pattern changes from early to middle childhood. | To about the age of 5, the dominant awake relaxed frequency is the theta pattern (drowsy). Between the 5-7 yrs, dominant frequency shifts between theta and alpha (awake/relaxed). 8 yrs, children have adult alpha frequency |
| 43. How does the coherence of EEG frequencies measured from different cortical regions change from early to middle childhood. | It can be measured across different cortical areas to derive a dominant pattern |
| 44. How are changes in dominant EEG frequency and EEG coherence associated with performance on Piagetian conservation problems. | Children who had the early emergence of the middle childhood EEG patterns could solve problems at a younger age |
| 45. Identify the cognitive characteristics of the concrete operational thinker. | Can mentally represent the world and think logically, but have difficulty thinking logically in abstract or hypothetical |
| 46. Identify a major limitation on the logical reasoning of the concrete operational thinker. | Logical thinking is restricited to the tangible |
| 47. Identify three logical justifications that middle children provide to justify their correct answers on Piagetian conservation problems. | 1) Identity 2)Compensation 3) Reversibility |
| 48. How does categorical reasoning change during middle childhood? | It is changed by the emergence of subordinate and super-ordinate categorical levels |
| 49. How might middle childhood capacities for categorical reasoning affect the capacity of working memory? | Show better working memory for word list and categories that can be categorized |
| 55. How much time do middle children spend in the company of peers in comparison to early children? | 40% of their time compared to 20% in early childhood |
| 56. At what stage of development do true friendships first emerge? | In middle childhood |
| 57. How did Piaget characterize the moral thinking of early children? | Premoral and governed by hedionistic sel-interest |
| 58. How did Piaget characterize the changes in moral thinking that emerge during middle childhood? | Transition from a heternomous state to an autonomous state |
| 59. Define heteronomous and autonomous moral thinking. | Heteronomous: considers moral rules as absolute and that obedience should be practiced to avoid the penalty of violation. one either obeys or does not Autonomous: considers moral rules to be relative and obedience as being in service to broader goals??ad |
| 60. Identify two variables that influence an individuals social status in middle childhood. | |
| 61. Define dominance. | Position of social power that is achieved through aggression and provides access to valued resources |
| 62. How is dominance attained? | Achieve their status through competition or aggression with peers over resources -Control the direction of activities, access to toys and valued resources |
| 63. Identify two variables that influence social acceptance. | Physical attractiveness: more liked than less attractive children Social competence (skill): Diverse range of skills that influence the social acceptance of children (problem solving abilities, leadership, confidence, role taking skills, etc.) |
| 64. Identify two methods that are used to measure social status in middle childhood. | Measures of social acceptance have children rate the desirability of peers (rating method) or nominate peers they would prefer as companions (nomination method) |
| 65. What is a map of the social relationships between a group of individuals called? | Sociogram |
| 66. Identify 5 characteristics associated with social competence. | 1. Helpfulness 2. cooperativeness 3. leadership abilities 4. Confidence 5. Diplomatic/ problem solving abilities |
| 67. Define popular, rejected, neglected, controversial and average status children in terms of dimensions of aggression and social competence. | Popular: well liked disliked by few Rejected: disliked by many liked by few Neglected: Ignored and recieve few ratings Controversial: liked and disliked by many Average:liked and disliked moderate #s |
| 68. Identify the forms of aggression that characterize rejected aggressive and withdrawn children. | Rejected aggressive: actively aggressive (instrumental and hostile) and overestimate how much they are liked by others Rejected withdrawn: more reactively aggressive and are more aware of their lack of social acceptance |
| 69. What form of aggression is more commonly associated with boys than with girls? | ????????????????????????????????????????????????????????? |
| 70. Define relational, instrumental, hostile and reactive forms of aggression. | Relational aggression: spreading rumors and backbiting Instrumental: aggression is used as a tool to achieve something Hostile: actively aggressive Reactive: only react aggressively to certain situations |
| 71. Explain the cascade effect and relate the cascade effect to the concept of developmental primacy. | Proposes that social competence and aggressive tendencies acquired at one stage of development effect opportunities for social development in subsequent developmental stages |
| 72. What are the characteristics of individuals that influence friendship selection? | Having the similar sex (gender), interests, abilities and backgrounds |
| 73. Identify three developmental functions of friendships in middle childhood. | 1)Learning how to initiate relationships and enter social groups. 2)maintaining relationships through resolving conflicts. 3)Developing social confidence and leadership skills |
| 74. Describe evidence that suggests that peer relationships in middle childhood influence the development of social cognitive capacities. | They are able to do perspective taking |
| 75. What is the function of the adolescent stage of development? | Transition between childhood and adulthood |
| 76. How is the duration of the adolescent stage influenced by societal/cultural differences in the knowledge, skills and abilities necessary to function as an independent adult? | It varies by culture |
| 77. Identify 5 characteristics associated with the adolescent transition. | 1)Capacities for abstract logical thought 2)sexual maturity and heterosexual relationships 3)greater peer orientation 4)stress and emotional turmoil (identity crisis) 5)conflict with adults over authority and responsibility |
| 78. To what does the term puberty refer? | biological developments that culminate in sexual maturity |
| 79. What regulates the emergence of puberty? | organization and activational hormonal effects: Growth hormone, estrogen and progesterone are released by the ovaries in females, testosterone is released by testes in males |
| 80. What are secondary sexual characteristics? | (Organizational effects): Enlargement of the genitals, increased muscle mass and deepening of the voice in males, Enlargement of breasts and hips in females, growth of pubic, axially and facial hair. |
| 81. Distinguish organizational and activational hormonal effects associated with the emergence of sexual maturity. | Organizatonal hormonal effects: changing the structure of the body Activational hormonal effects: Release of hormones, the release of estrogen and progesterone to regulate menstrual cycle. Release of testosterone form testes maintains the production sper |
| 82. How is brain development during early adolescence similar to and different from that of infancy? | Early adolescent: increase in experience expectant synaptogenesis early. Different by cortical myelination continues through adolescence and into the early 20s |
| 83. Where is brain development concentrated during adolescence? | The frontal cortical areas |
| 84. What evidence suggests that the brain becomes less plastic and more specialized in regional function during adolescence? | EEG tests on the "hardness" of the brain |
| 85. Identify the cognitive characteristics for formal operational thought. | 1) representational thought 2) Logical thought 3) Abstract Thought |
| 86. How is adolescent idealism and the identity crisis related to an important cognitive capacity that emerges in adolescence? | Adolescent idealism: Idealized conceptions of how the world could or should be Identity crisis: adolescents consider "who they are". these are related to the cognitive capacity of systematic thinking |
| 87. Why is systematic though associated with capacities for reasoning in the abstract or hypothetical? | Systematic thinking: outgrowth of hypothetical anticipation Because we are taking special measure not to miss a step |
| 88. Identify two procedures that Piaget used to identify the emergence of formal operational thinking. | Combination of chemicals Pendulum problems |
| 89. What are two major weaknesses of the Piagetian tests of formal operational thinking? | 1) only 30-40% of educated western teenagers express formal operations 2) Adolescents and adults in non-technological societies rarely display formal operational thought |
| 90. What is the relationship between experience on formal operations problems and performance on formal operational problems? | Experience is needed for formal operations to occur |
| 91. How does experience on formal operational problems influence the performance middle children verses adolescents on formal operational problems? | It's easier when in the adolescents stage because we have more experience to go off of |
| 92. How does experience in applying formal operational thinking to one domain of knowledge generalize to applying formal operational thought to very different knowledge domains? | You are able to apply formal operational thinking to tasks that you have experience in that domain so that it can build on from that |
| 93. Explain the evidence on the emergence of formal operational thinking both supports and conflicts with Paiget’s ideas about the development of formal operations. | Genetic part is that your brain has to develop/ mature. |
| 94. How did Eric Erickson characterize the adolescent identity crisis? | Adolescent cognitive capacities for self-reflection often lead to existential questions and explorations about identity |
| 95. Are changes in identity and social role adoption restricted to adolescence, explain? | no. marriage, parenting, mid-life crisis, and senior status are all new social roles that we take on |
| 96. How does peer orientation change from middle childhood to adolescence? | Peer orientation increases from 20% in middle childhood to 50% or more in adolescence |
| 97. Identify three characteristic that distinguish adolescent peer relationships from those in middle childhood. | 1Opposite sex peer relationships 2Number of peer contact increases 3Friendship display greater intimacy and complexity |
| 98. What are the advantages and disadvantages of the social support that adolescents receive from peers? | Advantage: provide support for irresponsible behavior or idealized but impractical plans Disadvantages: Lack judgement about prudent limitations or the costs of ambitions |
| 99. Contrast the term “peer pressure” with the course theme that development is a process in which the developing individual plays an active role in the own development. | Peer pressure: implies a coercive influence that peer relationsips have on the behavior of adolescents |
| 100. What is the relationship between adolescent involvement with delinquent peers and future development? | the types of peers that adolescents associate with is correlated with future behavior (one of the best predictors of adolescent drug use is the presence of drug using friends) |
| 102. Identify the two expressions of adolescent egocentrism identified by David Elkind? | Imaginary audience: confusing one's own concerns about self with the concerns of others Personal Fables: Considering one's own experience as unique |
| 103. How have levels of US adolescent sexual activity changed since the 1960s? | Increase in adolescent sexual activity |
| 104. How do levels of US adolescent sexual activity compare with levels of adolescent sexual activity in other western industrial nations? | Similar or lower levels |
| 105. How do levels of US adolescent births and abortions compare with other western industrial nations? | U.S. Births and abortions are higher than other nations |
| 106. What might account the relatively high levels of adolescent births and abortions in the US? | 1)Lack of sexual education 2)Lack of contraceptive services 3)Culture that promotes sex |
| 107. Identify an essential conflict that exists in the social status of the adolescent in western industrial societies. | Adolescent's posses many adult like physical and mental capacities, but still hold social status of child |
| 108. How are levels of adolescent peer verses parental orientation associated with deviance? | Parenting styles 1)Authoritarian 2)Permissive 3)Neglectful parenting |
| 109.What parenting style is associated with adolescents who relatively more parentally oriented? | Authoritative Parenting |
| 110.What evidence supports the view that experiences in early childhood might effect social functioning in adolescence and beyond? | adolescent parenting often involves directing the adolescent towards adult independence without initiating a breakdown in communication or initiating rebellion |
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