Final exam study guide - Notes for ualbany class PDF

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APSY 203

Final Study Guide

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CHAPTER 12 Effects of harsh punishment  Frequent punishment promotes only immediate compliance, not lasting changes in behavior  Children that are hit or yelled at a lot are more likely to act out again once the adult is gone  The harsher the punishment, the more likely they are do develop serious, lasting mental health problems o Weak internalization of moral rules, depression, aggression, antisocial behavior, and poor academic behavior from childhood to adolescence  Parents often spank their child in response to the child acting aggressively, but this is not effective because it models aggression  Harshly treated children react with anger, resentment, and a chronic sense of being personally threatened, which prompts a focus on the self’s distress rather than a sympathetic orientation to others’ needs  Children who are frequently punished develop a more conflict-ridden and less supportive parent-child relationship and also learn to avoid the punitive parent Research on spanking  Research done founded that spanking, slapping, hitting with a hard object, or shaking in the past year was about 1,000 instances.  Physical punishment increases sharply during early childhood, and then declines, but it is high at all ages Piaget’s theory of moral development  Heteronomous morality (5-8 years old): Piaget’s first stage of moral development, in which children view rules as handed down by authorities, as having a permanent existence, as unchangeable, and as requiring strict obedience o Judge wrongness by outcomes, not intentions o Believes rules are concrete o View what adults say as law (very strict)  Morality of cooperation (9/10 years to adulthood): Piaget’s second stage of moral development, in which children view the rules as flexible, socially agreed-on principles that can be revised to suit the will of the majority o Rules as socially agreed on, flexible principles o Standard of ideal reciprocity: a standard of fairness based on mutuality of expectations, as expressed in the golden rule: “do unto others as you would have them do unto you” o People have the power to change rules as necessary o Judge on outcomes and intentions (what they were trying to achieve)

APSY 203

Final Study Guide

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CHAPTER 13 Gender stereotyping behaviors by age group (child through adult) and flexibility  Gender stereotyping : widely held beliefs about characteristics deemed appropriate for males and females  During early childhood, gender-stereotyped beliefs strengthen- so much that many children apply them as blanket rules rather than flexible guidelines o Stereotypes begin around 18 months o Strengthen and become rigid through early childhood o Demonstrate cognitive limitations o Don’t want to be friends with gender stereotype violators  By age 5, gender stereotyping of activities and occupations is well-established  During middle childhood and adolescence, knowledge of stereotypes increases in the less obvious areas of personality traits and achievement o Extend stereotypes to include personalities  Flexibility increases in adolescence; they have realized that gender type behavior is not inborn or fixed, it is socially influenced o Likely to view cross-gender acts as morally wrong but it doesn’t mean children approve of crossing gender lines; can be quite intolerant especially toward boys who are gender benders o Results in severe peer disapproval; boys hold more gender stereotyped views than girls Instrumental and expressive traits  Instrumental traits: personality traits reflecting competence, rationality, and assertiveness, widely regarded as masculine  Expressive traits: personality traits emphasizing warmth, caring, and sensitivity, that are widely regarded to as feminine Swedish gender equality (equal roles model)  Swedish “equal roles family model” maintains that husband and wife should have the same opportunity to pursue a career and should be equally responsible for housework and child care  Fathers have a longer paid paternity leave than any other nations do

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CHAPTER 14 Extended relationships between men and women (evolutionary perspective)  From an evolutionary perspective, the human family enhanced survival buy ensuring a relatively even balance of male hunters an female gatherers within a social group, thereby providing protection against starvation at times when the game was scarce  Extended relationships between parents would promote the parents to take care of their child best and to prevent starvation Effective co-parenting  Co-parenting: mutually supporting each other’s parenting behaviors related to secure attachment and influences  Parents that engage in effective co-parenting greatly improve their child’s chances of growing up competent, stable, and happy  Effective co-parenting fosters a positive marital relationship Direct and indirect influences  Direct influences: the behavior of one family member helps sustain a form of interaction in another that either promotes or undermines children’s well being  Indirect influences: third parties can have an impact on parent’s interaction that affect the child’s development and well being Effects of parental conflict on their children’s development  Parental conflict is related to behavioral problems in children o Internalizing in girls (girls get depressed, blame themselves for the conflict) o Externalizing in boys (they lash out, feelings of anger and aggression)  Children that are exposed to constant angry, unresolved parental conflict have myriad problems related to disrupted emotional security and emotional self regulation Different kinds of parenting  Authoritative child-rearing style: is warm, responsive, attentive, patient, and sensitive to child’s needs o Engages in adaptive behavior control: makes reasonable demands for mature behavior and consistently enforces and explains them o Permits the child to make decisions in accord with readiness o Encourages the child to express thoughts, feelings, and desires o When parent and child disagree, engages in joint decision making when possible  Authoritarian child-rearing style: is cold and rejecting o Engages in coercive behavioral control: makes excessive demands for mature behavior, using force and punishment o Often uses psychological control, manipulating and intruding on the child’s individuality and parental attachments o Makes decisions for the child o Rarely listens to the child’s point of view

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Uninvolved child-rearing style: is emotionally detached and withdrawn o Is lax in behavioral control: makes few or no demands for mature behavior o Is indifferent to the child’s decision making and point of view Permissive child-rearing style: is warm but overindulgent or inattentive o Is lax in behavioral control: makes few or no demands for mature behavior o Permits the child to make many decisions before the child is ready

Types of social support  Social supports can make all the difference in the world, regardless of SES  Social systems perspective: a view of the family as a complex set of interacting relationships influenced by the larger social context Baumrind’s theory  Child rearing styles: combinations of parenting behaviors that occur over a wide range of situations, creating an enduring child-rearing climate  Baumrind gathered information on child rearing by watching parents interact with their preschoolers  Her findings reveal 3 features that consistently differentiate an effective style from less effective ones o Acceptance of the child and involvement in the child’s life, whch establishes am emotional connection with the child o Behavioral control of the child through expectations, rules, and supervision, which promotes more mature behavior o Autonomy granting, which encourages self-reliance Adapting childrearing to children’s development  Coregulation: a form of supervision in which parents exercise general oversight while permitting children to take charge of moment-by-moment decision making  Autonomy : in adolescence, a sense of oneself as a separate, self-governing individual. Involves relying more on oneself and less on parents for support and guidance and engaging in careful, well reasoned decision making

CHAPTER 15

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Parten’s types of play  Noticed a dramatic increase with age in joint, interactive play  Nonsocial activity: unoccupied, onlooker behavior and solitary play  Parallel play: a form of limited social participation in which a child plays near other children with similar materials but does not try to influence their behavior  Associative play: a form of social interaction in which children engage in separate activities but interact by exchanging toys and commenting on one another’s behavior  Cooperative play: a form of social interaction in which children orient toward a common goal, such as acting out a make-believe theme Rough and tumble play  A form of peer interaction involving friendly chasing and play-fighting that, in our evolutionary past, may have been important for the development of fighting skill  Boys play consists of mostly rough and tumble play where as girls engage in running and chasing  Rough and tumble play resembles the social behavior of many other young mammals, originates in parents’ physical play with babies, especially fathers’ play with sons Cultural values and play  Cultural beliefs about the importance of play also affect early peer associations  India: children act out a script and touch each others hands as part of the acting  Chinese: willing to include quiet, reserved children in play  In all societies, peer contact rises in adolescence, a trend that is strongest in industrialized nations, where young people spend much of each weekday with agemates in school  Chinese accept quiet kids whereas Americans shun them Children’s changing ideas about friendship page 613  Friendship: a close relationship involving companionship in which each partner wants to be with the other  Friendship as a handy playmate (4-7 years old) o Preschoolers understand something about the uniqueness of friendship, they consider a friend someone that likes you o Children at this stage say that a friendship can dissolve when one partner refuses to share, hits or is not able to play  Friendship as mutual trust and assistance (8-10 years) o In middle childhood, friendship becomes more complex and psychologically based o The kids trust each other and rely on each other for support

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Friendship as intimacy, mutual understanding, and loyalty (11-15+ years) o When asked about the meaning of friendship, teenagers stress three characteristics:  Intimacy: psychological closeness

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Mutual understanding of each other’s beliefs, and feelings Loyalty: to stick up for them and not to leave them for somebody else

Chronic victims of bullying (know characteristics of bullies and about the victims 621  Peer victimization: a destructive form of peer interaction in which certain children become frequent targets of verbal and physical attacks or other forms of abuse  Bullies o Most are boys o Physically, relationally aggressive o High social status, powerful o Popular o Eventually become disliked  Victims o Passive when should be active o Give into demands o Lack defenders o Inhibited temperament o Physically frail o Overprotected, controlled by parents Differentiate between cliques and crowds  Clique: a group of about five to eight members who are friends and, therefore, tend to resemble one another in family background, attitudes, values, and interests  Crowd: a large, loosely organized social group consisting of several cliques, with membership based on reputation and stereotype...