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Devel Psych Final
| Question | Answer |
|---|---|
| Rene Spitz | Compared Orphanage kids and Prison kids - is physical or emotional maltreatment worse? |
| Harry Harlow | Does lack of emotional contact cause abnormal devel? Exp #1: raise some monkeys w mom, and some in isolation; Exp #2: riase some monkeys w wire mom, and some w wire mom and cloth mom - emotional contact necessary for devel! |
| John Bowlby | 4 Stages of Attachment: Pre-attachment (0-6 wks): infant cries, mom responds Attachment in the making (6 wks-8 mos): baby responds positively to family Clear cut (8 mo-2 yrs): kid seeks out familiar ppl Reciprocal Relationships (2 yrs+): mutual |
| Mary Ainsworth | Strange Situation Test: Mom and baby play in room, stranger enters, mom leaves, mom returns, baby's reaction tells us which attachment he is |
| Mary Ainsworth's attachment styles | Secure: Insecure/Resistant: clings to mom, doesn't explore, resistant to comfort when mom returns Insecure/Avoidant: mom and kid avoid each other Disorganized: inconsistent, caught btwn approaching and avoiding mom. seen with abused kids. |
| Dutch Training Study | At 6 mos, provided moms and irritable babies at risk of insecure attachment with training. After 3 mos, infants are more sociable! |
| Freudian Theories of Social Development - general themes | Role of unconscious drives, influence of childhood experiences on personality, importance of perception (vs. abject reality) |
| Freud's Drive-Reduction Model | All humans have 3 biologically determined drives (food, shelter, sex), and all behavior is a result of attempts to reduce the pressure: Id (0-1): unconscious drives, selfish; Ego (1) mediates btwn Id and outside world; Superego (3-6) right/wrong |
| Freud's Psychosexual Model | Stage 1: Oral Stage (0-1) Stage 2: Anal Stage (1-3) Stage 3: Phallic Stage (3-6) Stage 4: Latency Stage (6-12) Stage 5: Genital Stage (12+) |
| Stage 1: Oral (Freud's Psychosexual Model) | (0-1) - Baby derives pleasure from oral activity. Mother is key figure b/c she helps reduce this drive through breast feeding. Kid develops fear of losing mother |
| Stage 2: Anal (Freud's Psychosexual Model) | (1-3) - Child is able to control biological drives (in the bathroom). Tension emerges with social demands. Learn to master delayed gratification. |
| Stage 3: Phallic (Freud's Psychosexual Model) | (3-6) - Drive to fulfill Id's sexual drive, but must adhere to social norms. Interest in own genitalia, girls develop penis envy |
| Stage 4: Latency (Freud's Psychosexual Model) | (6-12) - Period of relative calm. Kids channel drives into hobbies and friends. |
| Stage 5: Genital (Freud's Psychosexual Model) | (12+) - Sexual energy from Phallic period reemerges. Used to find a partner. |
| Erikson's Psychosocial Theory | 5 stages: 1) Trust/Mistrust (0-1) 2) Autonomy/shame (1-3.5) 3) Initiative/guilt (4-6) - desire to achieve vs. fear of failure 4) Industry/ inferiority (6-12) - drive to please peers 5) Identity/role confusion (12+) - child identity merges w adult ide |
| Freud vs. Erikson (similarities) | Both emphasize importance of early devel, and dispel idyllic childhood myth; Both too vague to be empirically tested; Too universal (stage-like devel). Diff: Freud based in biological drives, Erikson based in social drives |
| Peter Pan Syndrome | Failure to succeed in Eirkson's Identity vs. Role Confusion Stage (12+) leads to no commitment to any path/identity |
| Watson and Skinner | Applied animal learning theory to human kids. All of kid's behavior is a result of punishment and reward (classical/operant conditioning) |
| Albert Bandura, Bobo Doll Study | Kids watch an adult interact with a bobo doll. the Adult is either rewarded or punished for violent behavior. The kid then plays with bobo doll, and his behavior is influenced by observed reinforcement. |
| Urie Bronfenbrenner | A child's social world is complex! Russian nesting doll analogy: Microsystem - immediate family, daycare (daily exposure) Exosystem - extended family, parents' workplaces Macrosystem - city, climate, cultural values |
| Parental Investment Theory | (Evolutionary model of social development) Parents willing to invest huge time/energy in kids b/c they will promote the survival of the parent's gene. According to this theory, biologically-related parents will invest more heavily |
| "Just-So" Stories | evolutionary model offers broad explanations for social behavior that may not be true. Example: Why do men like big breasts? Because they indicate fertility and more milk. BUT in the 1930s, men preferred small breasts |
| temperament | Innate individual differences in emotional, motor, and attentional reactivity, and self-regulation |
| Thomas and Chess's Study: Infants can be categorized by temperament | Temperament is stable and indicates future behavior! Easy: adjust easily, generally cheerful, calm, establish routine Difficult: slow to adjust, often react negatively, no routine Slow to Warm Up: Somewhat difficult at first, but become easier with tim |
| When do kids understand what causes emotions? | By 2: can identify happy situations From 3-4: can identify sad situations By 7: can identify complex emotions (embarrassment/jealousy) |
| When do kids produce emotional expressions? | Primary expressions (happiness, distress): very early Secondary expressions (fear, anger): from 4-8 mos Self-conscious expressions (embarrassment, guilt) after age 11 |
| Emotional self-regulation | the ability to initiate or inhibit emotional responses in the service of accomplishing one's goal. Infants start with little/no self-regulation |
| Walter Mischel's marshmallow study | Delayed gratification - if you wait 5 minutes, you can have double the amount of marshmallows! Many children take years to hone this ability. It is indicative of future success. |
| Baumrind's Model of Parenting Styles | Authoritative: high demands, warm and responsive to child's needs, set and enforce limits on behavior Authoritarian: highly demanding, inattentive to needs, discipline through power/guilt Permissive: responsive to needs, no limits Neglecting: disengage |
| Birth order effects on personality | Oldest: responsible, rigid, leader Middle: zany, attention-seeking Youngest: rebellious, a dreamer Only child: hard to predict b/c usually attributed to niche-finding |
| Rouge Test | Without alerting the child, a red mark is put on his/her forehead. Babies younger than 18 mos don't recognize themselves in the mirror, but older babies touch their forehead instead of the mirror. Only humans do this! |
| Jolly Jumper Study | Babies learn from trial and error how to jump effectively, but once they've mastered it, their jumping behavior tapers off - Babies like to exert will on the world! |
| How does view of self change over time? | Preschoolers (3-4): define self with concrete traits (ie: eyes color), unrealistically positive about abilities Elementary School (5-11): view self as social comparison, drive to feel positively about self Adolescents: think abstractly, construct fables |
| Erikson's view: Teenage Identity Crisis | Teens must narrow down range of possible selves. Possible outcomes: Identity diffusion - no firm commitments Foreclosure - no experimentation, form identity based on others Moratorium - no commitments YET Identity-achievement - highest maturity, succe |
| Self-Esteem | Overall evaluation of one's worth |
| Ambady et al | Boys considered better at math than girls, and Asians considered better at math than whites. young asian girls either color in girly things or asian things, then take a math test. Girls who colors asian things scored better. We internalize stereotypes! |
| Carol Dweck: 2 kinds of motivation | Helpless: feel bad about failures, blame self, don't try again. Mastery Oriented: don't evaluate themselves negatively, look to external factors, increase effort in the future. These differences stick with us, and affect our performance. |
| Growth Mindset vs. Fixed Mindset | Growth: belief that skill can be improved Fixed: belief that skills are innate and unchangeable |
| Differences btwn girls and boys: Verbal Ability | Girls develop verbal skills first. The discrepancy is gone by middle school. |
| Differences btwn girls and boys: Visual/Spatial Ability | Boys outperform girls. Differences emerge in preschool but persist throughout life. Possibly because of experience (boys play more video games) |
| Differences btwn girls and boys: Arithmetic Reasoning | Beginning in late grade school, boys outperform girls, but only in timed tests. Less of a difference in Western cultures |
| Differences btwn girls and boys: Aggression | Starting at age 2, boys are more aggressive. But girls have more relational aggression. |
| Differences btwn girls and boys: Activity Level | Male fetuses are more active. Boys are more likely to engage in physical play, and girls are more likely to engage in fine motor play |
| Differences btwn girls and boys: Timidity/Risk Taking | Boys take twice as many risks as girls. Due to social expectations? |
| Differences btwn girls and boys: Physical Vulnerability | Stereotype is that men are sturdier, but it's a misconception. Boys are more susceptible to genetic disorders and learning disabilities. |
| Sex Typing | a process by which kids become aware of their own gender and acquire beliefs, values, and behaviors they consider appropriate. 6 mos: discriminate male and female voices. 2.5 yrs: can label boy vs. girl. 2-3 yrs: label themselves as girl/boy |
| Sandra Bem | Sent her son to school wearing barrettes... Exp: showed kids pics of naked children holding a gender specific object, and kid said it was a boy/girl based on the object |
| Oedipus/Electra Complex | Boy sexually desires mom, and wants to eliminate rival (dad). Results in fear of father, which creates conflict. Eventually is resolved by identification with dad (vice versa for Electra Complex) |
| "Notel" in Canada | Remote town with no TV, and the kids were much less sex typed than the national average. But after TV, there was a huge increase in sex typing. |
| David Reimer | Demonstrates that gender differences are not all socially learned! His penis was burned off in botched circumcision, so they raised him as a girl. He was psychologically tortured and tried to commit suicide 3 times. |
| Money and Ehrhardt's 5 critical steps of gender development | 1) At conception, zygote inherits X or Y chrom 2) newly formed testes secrete 2 hormones that stim devel of internal male reprod system, or not if girl 3) testosterone causes penis, or not 4) a girl or boy is born 5) puberty-secondary sex charac. |
| Sex Typing Asymmetry | it is less socially acceptable for boys to engage in girls' activities than the other way around |
| Testicular Feminization Syndrome (TFS) | In the absence of testosterone, female genitalia forms. Sometimes, internal reproductive system exists and external genitalia is female. |
| Biosocial Theory | Males and females are biologically different, and these differences ultimately produce psychological differences. Social and bio influences interact to effect traits and behaviors |
| Hostile Aggression | Major goal is to harm another (verbal, relational, physical) |
| Instrumental Aggression | A means to a non-aggressive end (mugging) |
| Freud's Theory of Aggression | 2 instinctive drives: Eros (life) and Thanatos (death). Sex relieves eros, and aggression relieves thanatos. |
| Lisa Steinberg | 6 year old girl who was killed in a wealthy NYC household. Her case demonstrates that abuse can occur in any context. |
| Types of Abuse | Physical: beaten, bruised, shaken, suffocated... Sexual: rap, molestation, photography... Psychological: ridicule, rejection, terror... Neglect: deprivation of basic needs Most common: neglect, psychological, physical, sexual |
| Shaken Baby Syndrome | Injury sustained by young infants who have been severely shaken. Result of extreme parental frustration. Peaks ~ 3 mos |
| Tripartite Model to reduce abuse | Primary prevention: create awareness, encourage reporting Secondary prevention: identify high-risk situations, provide resources Tertiary prevention: intervene |
| Positive effects of daycare occur when... | 1) teachers are trained in childhood education 2) center encourages weekly contact w parents 3) kids participate in planned social activities 4) low child to teacher ration 5) Mom is happy about the situation |
| What contributes to school effectiveness? | Academic emphasis (lots of homework checked by teachers), classroom management (expectations clear, class begins/ends on time), Authoritative teaching style |
| Lepper's Extrinsic vs. Intrinsic Motivation Study | 3-5 yr olds draw pictures. Expected reward group: told they would receive award. Unexpected award group: told nothing but got award. Later, Lepper comes back, and the unexpected reward group wanted to draw but the expected reward group didn't. |
Created by:
graceemily1211
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