FRHD 2270 FINAL EXAM
Charles Spearman's theory of intelligence
"G" General Intelligence took items on standardized tests and compared them underlies test items measuring different abilities that are related
Temperament
- how we react and regulate ourselves( biological) -quickness and intensity of out emotion, attention, physical reaction, -regulation is how we display the reaction
Secure Attachment (60-65 %) in middle childhood/ adolescence/ adulthood
- labelled secure attachment -good self image, confident -approach others for conflict and support -can problem solve and comfort themselves
carol gilligans criticisms on Kohlberg
- theory ignores ethics of care -emphasis on justice applies more to men than women -for women moral issues rooted in concern for others
criticisms of Kohlberg
- theory not culturally universal -reflects individual rights and justice that reflective western culture and christianity
EQAO testing in Canada
--data collected to help determine the effectiveness of Ontario's education system -children are tested in grades 3,6,9,10 -tested in areas of reading, writing, math -assesses children's achievement compared to provincial standard -inform educators about how well the students have learned the curriculum in reading, writing, and math
Mildred Parten
-1st to study sociability -willingness to interact with others and seek attention/approval -2-5 year olds -increase to engage in joint interactive play
Divorce
-1st year is very difficult for parents and children -2nd year begin to adjust to new circumstances -adjustment is better if parents are cooperative with each other -children benefit from joint custody when parents get along
telegraphic speech (1.5 years)
-2 word utterances -consists of only words that are relevant to meaning -focus on high content words and omit smaller less important words
Stanford-Binet Intelligence Test
-2 years - adulthood -various cognitive & motor tasks( varying from easy to very difficult) -items that are dependant on the child's age
undifferentiated perspective taking
-3-6 years -recognize that you and another person can have different thoughts and feelings
self reflective perspective taking
-7-12 years old -view their own thoughts, feelings, and behaviours from another persons perspective
stability of self esteem : elementary-high school
-Self esteem stabilizes at the end of elementary school -SE may decline then rise in high school -transitioning to new schools, friends, and teachers may temporarily effect SE -if feel good about friends and athletic capabilities may be a buffer
Theory of Successful Intelligence
-Sternberg 1999 defined intelligence as: skillfully using one's abilities to achieve one's goals (can be long or short term goals) -using one's skills defines successful intelligence >use 3 different types of abilities to achieve one's goals 1)Analytic ability , 2) Creative ability, 3) Practical Ability
Phonological Development
-ability to attend to sound sequences -produce sound -combine them to understand words and phrases -completed by age 5 -some not acquired until middle childhood
self control
-ability to regulate you own behaviour and inhibit impulses responding to temptation
3. logical/mathematical
-ability to understand relations between objects, actions, ideas and mathematical operations
1.Linguistic
-ability to understand the meaning of words -ability to use language to convey ideas to others
Emotional Intelligence
-ability to use one's own emotions and others effectively for solving problems and living happily includes 2 factors: -ability to regulate one's own emotions -perceive ones own and other peoples emotions accurately
2.spacial
-ability to visualize objects before they are even built -perceive object accurately
What does IQ predict?
-academic achievement -test scores, grades, staying in school
make-believe play (2-6 years)
-acting out real or imaginary roles -young preschool children use realistic props -older children use imagination instead of props -rarely mix up pretend play with realistic play
sibling and family dynamic
-adding new siblings can be distressing to older child -may become withdrawn -regress to child like behaviour in response to shared parental affection/attention -distress can be avoided in parents stay in touch with older children needs -father should become more involved with older children
How to support language development in children
-adults can correct mistakes for word learning -use one label consistently for words -do not provide correct feedback for words -correct indirectly through continuing conversation with child
societal perspective taking
-age 14 + -understand that third party perspective can be influenced by broader personal,social and cultural aspects
Wechsler Intelligence Scale for Children
-age 6-16 -includes other aspects of IQ besides verbal practical performance sections - produces 3 scores : verbal, performance, combined score
similarities and benefits of friendship
-age, sex, race, SES, personality, views
inductive reasoning
-allow child to think and reason with themselves about the situation -reminder of behavioural standards -explain disappointment -discuss ways to resist temptation -more likely to lead to moral development
metaphors
-allow communication in vivid and memorable ways -use concrete sensory comparisons
Analytic Ability
-analyzing problems and generating different solutions -thinking about different solutions
hostile parents
-appear focused on own needs not child's -little attention to child's emotional state
over regulization
-applies to words that are exceptions to rules -children may use "s" instead of plural
separate self esteem ( 4 types) ( 6-7 yrs.)
-attach greater importance to certain judgements -do not contribute equally to global -academic -social -physical & athletic competence -physical appearance
true Attachment phase
-attachment it clear -show separation protest or anxiety ( upset when caregiver leaves) -secure base and proximity seeking ( approach, follow, and climb onto caregiver)
Solutions for EQAO
-avoid teaching for the test -test students effective test taking strategies
secure base
-base of exploration, confidence, or imaginary "net" (going back and fourth to mom when playing in unfamiliar setting)
kohlberg's theory of moral development : -level 2 conventional
-based on social norms-what is expected by others consists of 2 stages: -stage 3 interpersonal norms (good-girl, good-boy) (act according to other people expectations, want to affection/approval of friends, promote social harmony and approval of others -stage 4: social system morality (social roles expectations and laws exist to maintain order among society and promote the good of all people, rules are enforced for a reason)
child-onset conduct disorder
-begins before age 10 -bullies, threatens, or harms others -physically cruel to people/animals -engage in fire setting/ destroying of other people property -broken into a home or car , list to obtain goals/favour's -stays out late, runs away from home, absent from school
gender roles
-behaviour considered appropriate for males & females -stereotyped in action
gender stereotypes
-beliefs about how males & females differ in personality traits, interest, & behaviours
factors that influence aggression
-biological(more alike in all level of physical aggression) -temperament(children who are difficult, overly emotional, inattentive) -social cognitive deficits (not skilled at interpreting others intentions) -family(types of discipline used) -emotionality (emotionally uninvested) -parental monitoring (less knowledge abut what and where their child is/ doing) -conflict(constant fighting & arguing) -community/culture( failure at school, frequent exposure to violent video games/ tv, aggressive kids have friends who are also aggressive)
what is the critical period for learning language?
-birth to 12 years for acquiring language/ mastering grammar -can be spoken or signed
Biological factors of Conduct disorders
-born with genetic disposition for deviant and oppositional behaviour -brain structures used to regulate emotions and planning are less developed
linguistic perspective
-born with mechanisms to simplify learning language
Pre-attachment phase
-bring newborns into close contact with their parents -use signals with their parents to bring them closer -not attached yet
Shading (4-9 years)
-changing topic of conversation gradually modifying focus of conversation -adjust message to the listener & context -4 year olds use longer sentences to explain things to adults and shorter sentences to explain things to kids
challenges of single parent households
-child loses role model, source of parental help and emotional support -experience economic hardship -worry about food for money and rent
Gifted Children Prerequisites
-child loves the subject and possess an overwhelming urge to master it -instruction to develop talent begin at an early age with inspiring and talented teachers -parents are committed to the promotion of their child's talent
relational aggression
-child try to hurt others by undermining their social relationships i.e staring an I HATE BETH club
Semantic bootstrapping theory
-children are born knowing that nouns attach to people or objects -verbs are objects -use this knowledge to infer grammatical rules
parents without control
-children do whatever they want without asking parents or worrying about their parents response
Adoption studies
-children from disadvantaged back grounds that are adopted into highly educated families have higher IQ scores than biological parent
SES and cultural differences
-children from economically disadvantages homes score lower -children from economically advantaged homes score higher -European Canadians & Asian Canadians families tend to be economically advantaged -African Canadians & hispanic families tend to be economically disadvantaged
IQ & Adoption studies (Nature)
-children who are adopted IQ's are associated with biological parents not adoptive parents -scores with their biological parents improve with age -correlation is higher with biological parents
what does the consequence argument state about low self esteem?
-children with few friends at the beginning of the school year withdraw emotionally -start with adequate levels of self-worth -by the end of the year their self-worth drops and become more socially withdrawn
IQ and Future employment
-children with high IQ are likely to be more successful but IQ not only factor -other factors include: -personality -family characteristic -practical intelligence
what does the Cause argument state about : low self esteem ?
-children with low self esteem withdraw from social interactions -by the end of the school year they are left out of activities and have few friends
Categorical self (18-30 months)
-classifies themselves and other by: >age >sex >physical characteristic >goodness or badness >self-competencies
factors that effect self concept
-cognitive ( understand traits are linked to desires ex. generous people like to share ) -social (feedback from others change our perception of ourselves ex family, peers, and social groups) -culture (individualistic, talk about personal attributes ex. I am smart or I play hockey) -collectivist (talk about group membership and relationships ex. i'm in 2nd grade)
authoritative parenting
-combine fair degree of control, with warmth and responsive to their children -high parental warmth, high parental control
what do older sibling provide to younger siblings ?
-comfort and care -teach roles of play and simple cooking skills -if older child does well in school so will younger child -stability in relationship quality
how do you support children with Asperger's ?
-communication & social skills training -teach them to speak in a more natural rhythm and how to interpret communication techniques -cognitive behavioural therapy -medication (no assigned medication)
what should parents who are divorcing NOT do ?
-compete with one another for child's attention & love -take out there anger for each other on the kids -criticize their ex-spouse in front of their kids -ask children to mediate
9. Existential
-considers the ultimate issues such as the meaning of life and the natures of death
challenges of blended households
-consists of biological parents, step-parent, and children -more problems for adolescent children -stressful to switch to new parents rules & expectations -will challenge new parents authority -step parents seen as intruders -biological mother and stepfather most common
Word coinage (2 years)
-create new for unknown words
display rules
-culturally specific standards for appropriate expression of emotions in setting or with people
Creative Ability
-dealing adaptively with new situations and problems
parenting and middle childhood
-decline in time spent with parents -child develops independence -spend more time with friends than family -co-regulation -parents guide and monitor from a distance -communicate expectations to child
over extension (1-3 years)
-defining words too broadly, more common when producing words
Under extension
-defining words too narrowly
common social traits : asperger's
-desire for friends -socially naive -unaware of others, thoughts, feelings, or perceptions and inadvertently appear as rude/inconsiderate
development of self control -age 3 and up
-develop strategies to delay gratification -capable of self regulation
Ainsworth and Attachment
-developed the "strange situation" -everyone becomes attached but the quality of attachment varies -one way to assess quality of attachment
self Regulation ( middle childhood)
-difference between feeling and expressing emotions - reflect on their emotions internally
Criteria for learning disability
-difficulty mastering an academic subject -normal intelligence -not suffering from any other condition that would explain poor performance
Consequences of attachment for children who were rated as secure
-display more behaviours behaviour and more sociability to siblings /friends -less clinging and dependance on others -less aggressive and disruptive behaviour -more empathy and emotional maturity in managing social situations
Effect of divorce on boys
-do better when living with father as custodial parent -stronger emotional bond with same-sex parent -show externalizing behaviour in response
effect of divorce on girls
-do better when living with mother as custodial parent -show more internalizing behaviours -benefit from healthy relationship with father
expansion
-elaborate on child's speech and increase its complexity
reciprocal relationship
-end of 2nd year -separation protests decline (understand why they leave and that caregiver will return) -sense of confidence
associative play (1-2 years)
-engage in similar activities -talk, smile, and offer toys to each other
stability of self esteem: elementary school
-esteem declines -increased use of social comparison -helps to adjust SE to more realistic level -matches opinions of others -also balance with personal achievement to balance SE
what can parents do to help their children adjust to divorce?
-explain to their children why it is happening and what they can expect to happen -reassure children of love and always being there -encourage children to discuss feelings whether mad or sad
emotions : cultural differences
-express similar emotions across cultures -differ in which emotional expression is encouraged ex. US children express more anger in conflict than Japanese children -differ in events that trigger emotions (specifically complex emotions)
females have greater verbal ability
-fact
males are less emotionally sensitive
-fact
males have greater visual-spacial ability
-fact
expressive roles
-females -describe emotional functioning and individuals that value interpersonal relationships
gender identity development in middle childhood
-females more androgynous -males more masculine
Textisms
-form of phonetic abbreviation -require phonological awareness -may help individuals who are poor at reading -freedoms from spelling and specific writing systems -no damage to english language ability -positive relationship with english language -i.e "2nite" = for tonight
IQ nature vs. nurture
-fraternal twins share 50% of genetic make-up -identical twins share 100 % of genetic make-up
Gardner Theory of Multiple Intelligence
-from child development studies from brain damaged and exceptional individuals -proposed that we have intelligence in 9 different areas -our abilities in these areas are distinct
gender identity development adolescence
-gender intensification -increase in traditional gender identity -increasing stereotyping of attitudes and beliefs
global self-esteem
-general appraisal about one's self
Concerns for gifted children
-gifted children are more mature than their peers and have fewer emotional problems -social and emotional adjustment is linked to type of giftedness, educational fit and personal characteristics
families with single children
-have closer parent child-relationships -higher self-esteem and motivation to succeed -more pressure for mastery -higher leadership, autonomy, leadership, and maturity -less accepted by peers -but in school interacting with their peers will help them overcome any challenges -
school years childhood onset conduct disorder
-have difficulty empathizing with other feelings' -peer rejection can aggravation the child's problems -group of deviant children become their peer group
solitary play
-healthy form of play in different forms -related to divergent thinking -some forms signify that child is uneasy about interacting with others (wandering aimlessly, hovering over other children while they play)
Causes of Learning Disabilities
-heredity -accidents (head injury) drug and alcohol use during pregnancy -trauma during pregnancy
psychological adjustment
-high IQ associated with being well liked -low IQ associated with aggression/delinquency
permissive parenting
-high parental warmth , low parental control -offers warmth and caring with little parental control
stability of self esteem : preschoolers
-high self esteem -positive views of oneself -problems distinguishing between actual self & desired self
parents with low socio -economic status have:
-high stress and lack of control because of risks of living in neighbourhood and less education -use more control, commands, criticism, physical punishment -similar to authoritarian parenting -control and compliance may be protective for children -less father involvement - use less stimulation,warmth, and praise,
children with good friends have:
-higher self-esteem and act pro-socially -cope better with life stressors -greater self worth as adults
gay/lesbian families
-highly committed parents -similar to heterosexual parents -no mental health problems or gender identity issues -no impact on child development -development the same way as children of heterosexual parents
7. Interpersonal
-identifying different moods, feelings motivations and intentions in others -works effectively with others
development of peer interaction : toddlerhood
-imitation -reciprocal influencing through language -develop mutual understanding -still spend the most time with adults
kohlberg's theory
-interested in reasoning used to justify a decision -used similar approach as piaget's -looked at changes in thinking -thinking about moral development -move through changes as a result of cognitive and understanding of morality
development of self control - age 2 years
-internalize some controls imposed by others and capable of self control in absence of parents
divorce is more harmful on development when:
-it happens during childhood or adolescence -if the child is emotionally insecure or temperamental -in children that identify life events as negative -children who do not actively cope with situation
self esteem
-judgements made about own self-worth, the feelings connected to those judgements -component of self-concept -most important because it effects our future behaviour, emotional experience, and mental health
Practical Ability
-knowing what solution or plan will actually work -problems can be solved in different ways, but in reality only one solution will be practical
stereotype threat
-knowledge of stereotype leads to anxiety and reduced performance consistent to stereotype
resistant attachment (10-15 %) in middle childhood/adolescence/adulthood
-labelled as "preoccupied" attachment -low self-image or confidence -idealize others and use them to boost their low self worth
avoidant attachment (20 %) in middle childhood/adolescence/adulthood
-labelled as fearful or deminshing attachment -low self-image or confidence OR inflated self-image -either dismisses relationships to protect them or afraid of relationships due to fear of rejection
Expressive learning styles
-language that consists of some names,but also many social phrases like single years
Evidence for Inborn mechanisms
-left hemisphere is critical in understanding language -brain regions are known to be involved in language processing
asperger's syndrome
-less aggressive form of autism spectrum disorder -have age appropriate forms of language and cognitive skills -often obtain high scores on IQ tests difficulty obtaining and maintaining social relationships -limited in their capacity to understand others emotions, thoughts, feelings, & motivations -becomes noticeable to their peers around age 3 -begin to show odd behaviours when they first start school -as they progress their difficulty forming friendships like those of other children become quite apparent -become intensely focused on memorizing things that have no meaning to them
self fulfilling prophecy
-less likely to do well even if they know they can do well on test e.g. stereotypes about gender and ethnicity
authoritarian parenting
-low parental warmth, high parental control -combines high parental control with little warmth -lays down rules and expects them to be followed without discussion
uninvolved parenting
-low parental warmth, low parental control -provide neither warmth, nor control -provide basic physical and emotional needs but nothing else
instrumental roles
-males -individuals that act on the world and influence it
kohlberg's theory of moral development -level 3 post conventional
-moral decisions based on personal moral principles consists of 2 stages -stage 5 : social contract orientation (most cultures adhere to social contract, common set of expectations/laws that benefit everyone) stage 6: universal ethics principles (abstract principles like justice, passion, equality, are basics for personnel moral code )
Kohlberg's theory of moral development : -level 1 pre conventional
-morality controlled by obedience to authority and rewards and punishments consists of 2 stages: >stage 1: obedience orientation (adults know what is right or wrong) ( do what adults say is right to avoid punishment) >stage 2:instrumental orientation (Look out for own needs) (right and wrong coming from self-interest and reciprocity as an exchange of favours
Parents with high SES have:
-more education/ information about parenting development -use child friendly approach -more authoritative parenting styles
Broca's area
-necessary for combining words into meaningful sentences -only humans learn grammar readily, neural mechanisms unique for humans -children develop linguistic communication with little or know language input
what are the causes of asperger's syndrome?
-neurological disorder -no single brain anomaly, or disfunction associate with it -yet to find a definitive marker -capable of adult independence -may experience difficulty with social relationships for their whole lives
Cultural variations in attachment
-north american parents (secure style) encourage comfort and closeness -Japanese parents (resistant style) encourage clinginess, closeness in their children) German parents (avoidant style) encourage non-clinginess, independence in children
Remembered self ( 2 years and up)
-occurs from storytelling -understand themselves better through storey telling -view themselves as : >unique >always existing >living in a world with others
reactive aggression
-one Childs behaviour leads to another child's aggression ex. child loses the game and punches the child that won
peer acceptance
-ones likability based on the judgement of peers -not a friendship just a one sided perspective -
cooperative play (2+)
-organizes around distinct themes and take specific roles based on themes
factors that influence self esteem
-parenting(warm parenting leads to high SE, controlling parents lead to low SE -culture( Japanese and Chinese score lower on SE test than US children) -children's actual competence
parent and play
-parents as playmates, coach, social, director, mediator
warmth parenting
-parents who are openly warm and affectionate to the children -involved and spend considerable time with them -respond to emotional needs
males are more aggressive
-partial fact
males have better mathematical ability
-partial fact
gender identity
-perception of oneself as masculine or feminine -androgyny have both masculine & feminine characteristic -androgynous children show great abilities -androgynous girls show higher self-esteem
parallel play (1 year)
-play along but show an interest in what other children are doing
non-social play
-playing along or watching while other play, but not playing themselves
Do these IQ Tests work ?
-predict IQ later in life -IQ increases more if parents deliberately train their children's intellectual and motor skills
treatment of conduct disorder
-problem solving skills training -target both antisocial/ prosocial behaviours -teach to suppress undesirable behaviour -family intervention -parent management training -improve parenting skills
Cause of consequence of low self esteem
-problems with peers -psychological problems -involved in bullying or aggressive behaviour -do poorly in school
Bowlby and Attachment
-promotes attachment( attachment to parent provides food and shelter -security( feeling safe and trusting others, a sense that someone is always there for you) -most visible when stressed or ill
Fast mapping
-rapid connection of words to new meanings
Support word learning
-reading is more successful when parents describe the picture -ask questions so that the child can use target words -effective because it helps children identify meaning of new words and help practice saying them
self- recognition ( 2 years and up )
-recognize themselves as physically unique beings -aware of physical features -refer to physical feature by name
self recognition ( 3 years)
-recognized their own shadow -developed through learning
what are the 3 methods of emotional self-regulation?
-regulate own emotions and rely less on others -rely on mental strategies -match regulating strategy to particular setting
why are families important to society ?
-reproduction -economics -maintain social order -socialization of children ] -provide emotional support
pragmatic development
-rule for effective and appropriate communication
power assertion
-rules are laid out with no explanation -told to do one thing and not another -does not provide opportunity or incentive to internalize control because it uses external control -parents who are very strict and have a direct parenting style have child with low self control
attachment in the making phase
-safe haven( smiling laughing soothed easily by familiar caregiver -develop trust with caregiver -no separation protest
People who have high Emotional Intelligence tend to have :
-satsifying interpersonal relationships -higher self esteem
Stability of Attachment Longitudinal research
-secure attachment more stable that insecure -if secure in childhood, more likely to be secure in adolescence /adulthood -when a child's family environment/life situation is reasonably consistent -security or insecurity of attachment usually remains consistent
Intellectual Disabilities
-significantly affects a persons ability to learn and use information -present in childhood and continues to adulthood -capable in participating effectively in everyday life -sometimes requires more assistance than others -adapt to change in task or routine -able to communicate and engage in social activity
families with adopted children
-similar temperament as biological children -similar in temperament, cognitive development, and mother-infant attachment as biological children -adopted children are prone to having difficulty adjusting in school and to conduct disorders( if adopted at older age) -
Grammatical Morphemes (2-3 years)
-simple 3-word or longer sentences -create sentences with noun, adjectives, verbs, and prepositional phrases -uses adult structure
Phonological strategies
-simplify pronunciation of adult words -replace hissing sound with stop consonants
Crystallized intelligence
-skills that depend on knowledge that we have accumulated or previously experienced -shaped primarily by our environment
control parenting
-some parents are dictators -regulate every factor of child's life
turnabout (3-4 years)
-speaker comments on what was just said -makes request for partner to respond
consequences of attachment for children who are rated as insecure
-specifically avoidant -less positive and supportive friends ships -more likely to become sexually active at an early age and participate in risky sexual behaviour -show kind of deviant behaviour patterns( isolation from peers, passivity, and hyperactivity to aggressiveness)
Speech Registers (3-4 years)
-speech adapts to social expectations
stability of aggression
-stable over time if highly aggressive at a young age: >more likely to be a delinquent at age 17 >more likely to be diagnosed with conduct disorders >more likely to commit offences such as assault or robbery
gender stereotyped development : preschool
-stereotypical beliefs about occupations and activities that are not flexible e.g girls cannot be police men
emotional self-regulation
-strategies we use to adjust the duration and intensity of emotional reactions
Concerns from Educators EQAO
-students may experience feelings of stress because of rigorous schedule and abnormal classroom structure -tests are not a realistic measure of students overall achievement -does not assess full child or curriculum
what are 2 elements that contribute to emotional development ?
-subjective feeling, physiological change, overt behaviour (promotes survival) - self conscious emotions (complex emotions) >feelings of success or failure to meet expectations or standards >appear to end at age 2 (18-24 months) >related to feelings about our selves e.g. shame, embarrassment, guilt, envy, pride
self concept: middle childhood
-talk about ones positive and negative personality traits -comparison to peers -social comparison -judge abilities/ behaviours, and personality in relation to others
Criticism of EQAO
-teachers spend too much time teaching test material or teaching students "how to take the test" -takes away from applied learning and thinking skills when focus on basic skills and declarative knowledge
factors that influence gender
-teachers(nurture) -parents nurture) -peers
Stability of temperament in middle childhood/ adulthood
-temperament in relatively stable ( shy at age 1, shy at age 12 ) -not for certain temperament is predisposition
Nature: Identical Twin studies
-the closer the people are related (share for genes) the higher correlated their IQ is -their scores will increase with age -identical twins IQ's are correlated even if reared separately
Semantic development
-the study of words and their meaning -children understand more words than they use -children say their first word around 12 months -age 6 have vocabulary of 1000 words per day , learn 5 new words per day
Desire theory of mind ( 2-3 year olds)
-think people always act in ways consistent to their desires -don't understand the less obvious more interpretive mental states also affect behaviour -simple understanding of feelings and desires
preschool child-onset conduct disorder
-throws tantrums, defy parents, difficult to handle -if cannot control them behaviours become worse and develops into overt aggression towards other
Empathy( understanding)
-to take another persons emotional perspective -value more sympathy
gender stereotyped development : middle childhood
-understand stereotypes and gender stereotype flexibility -overlap in characteristic of male and female
gender stability (preschool)
-understand that gender is stable e,g boys become men -but believe if you change something your ex have changed e.g girls wear there hair like a boy will become a boy
6. Naturalistic
-understand the natural word, distinguish natural object from artifacts, grouping and labelling nature phenomena
8. Intrapersonal
-understanding one's own emotions and knowing one's strengths and weaknesses
naive theory of mind
-understanding that people are mental beings -ability to detect there own and other perceptions feelings, distresses, and beliefs -constantly revising
basic emotions
-universal to all humans i.e anger, happiness, sadness, fear, surprise
children with only opposite sex friends are:
-unpopular, less competent academically/socially, low self esteem -rejected by same sex friends and forced to turn to opposite sex friends as last resort
hostile aggression
-unprovoked and goal is to intimidate, harass, or humiliate another person ex. saying "your stupid" and kicking them
instrumental aggression
-uses aggression to achieve a certain goal ex. taking a toy from another child
social referencing
-using another persons emotions to understand an uncertain situation
Europeans ( parenting behaviour)
-value happy self -reliant children -might be achieved through authoritative parenting style
china ( parenting behaviours)
-value parental control and less likely to express affection -authoritarian parenting style
children without good friends are:
-victimized children who have few friends and difficulty forming relationships -aggressive children have problems finding non-aggressive friends -befriending a victimized peer has negative effect
enduring self : (4 years and up)
-view themselves as persisting over time -e.e viewing themselves on video just a few minutes after they are filmed
Internal working model
-views about self -how you view yourself in relationships -your beliefs about what you deserve in a relationship
Referential Learning Styles
-vocabulary that consists of words naming objects, people or actions
friendship
-voluntary relationship between 2 people, which involves mutual liking ex. before age 8 common activity
testing for self control 1.5 -3 years old
-waiting for an appropriate time and place to indulge in temptation
children with both opposite and same-sex friends are:
-well-adjusted, popular, & more socially skilled
illocutionary intent (3 years)
-what the speaker meant to say -wording is not perfectly consistent -understand meaning not directly expressed
personal/social role words (8%)
-words that express emotional states and social realationships
Function words (4%)
-words that fill grammatical function
state words (9%)
-words that refer to properties, qualities, or events
Fluid intelligence
-working memory capacity -basic information processing skills -processing speed -ability to detect relationships - more influenced by the brain than environment influences
Views about yourself
-your belief about what other provide you in relationships -what you believe you deserve from others
Rothbart 3 demensions of temperament
1) Sergeancy/extraversion -the degree to which the child is general vocal, active and happy 2)negative effect -the extent to which the child is angry, shy, and fearful 3)effortful control the extent to which the child can focus attention, not easily distracted
third person perspective taking
10-15 years -imagine how you and another person are seen from a third party
social information perspective taking
4-9 years -different perspectives happen because different people have access to different information
how many stages are included in selmans stages of perspective taking?
5 -undifferentiated -social information -self reflective -third person -societal
How many words to toddlers have in their vocabulary
50
Flynn Effect
IQ's have increased steadily from one generation to the next ( increased technology, better nourishment, more education) -more stimulation contributes to increased IQ -children with well-organized homes with play materials have higher test scores -low-income children who did not attend pre-school lack readiness skills for success in kindergarten
Development of Empathy
Imitation ( i.e newborns cry if other newborns cry) Age 2 and up: begin to empathize and try to relive happiness -childhood and beyond: ability to empathize general life conditions e.g people with disadvantaged incomes
4. Musical
ability to understand/produce sounds varying in pitch, rhythm and emotional tone
internalization of self control
adopt societies standard for right actions -how morality moves from society to the individual
Make -believe play
allows context for acting out roles and imaging different thoughts and feelings
language (theory of mind)
allows the mind to reflect on thoughts
Problem centered coping ( age 10)
appraising the situations difficulty and deciding what to do
self-concept
attitudes, beliefs, values -what a person believes makes them a unique individual
sex
biologically based differences between males and females
females are more prone to depression
fact
females are not more active than males
fiction
men are healthier than women
fiction
feedback
indicate whether behaviour is appropriate and should continue or whether behaviour is inappropriate and should stop
asian and latin american countries ( parenting behaviours)
individual needs less important than cooperation
Emotion centered coping (age 10 )
internal/private about controlling distress when cannot control outcome
proximity seeking
maintaining physical closeness
adoptive child syndrome
myth that suggest that adopted children are more prone to behavioural problems, substance abuse and criminal activity
social/ environmental factors of conduct disorder
parenting style -having parents with permissive parenting style -permissive parents do not set rules & let children make their own decisions
separation distress
physically signs of distress when separated
recasting
restructure inaccurate speech into words
physical play
rough and tumble play -playfully chase, punch, kick, shove, fight, and wrestle with peers -mostly happens with boys
grammatical development
rules for sentence structure
gender
socially based differences between males & females
belief theory of mind ( 3-4 year olds )
sophisticated views where both beliefs and desires determine actions -use false belief test to explore belief desire reasoning -they can recognize that inaccurate beliefs can guide peoples behaviour -can understand another persons perspective -
social interactions ( theory of mind)
talking with family/siblings about thoughts, emotions, and beliefs creates more awareness about false beliefs
direct instruction
telling a child what to do, when, and why -can be used to master social and emotional skills explain connection between emotion and behaviour
agression
the intent to harm, injure, or damage without regard to rights of others
gender consistency 4-7 years old
understand sex is biological -remains the same person if participating in cross dressing behaviours -understand labels, stability, and consistency
gender labelling 2-3 years
understand that they are either boys or girls
5. Bodily/kinaesthetic
uses ones body in a highly differentiated way i.e athletes/dancers
modelling
watching parents actions -children's behaviour matches the behaviour they see -counter imitation -learning what should not be done
-object words( 66%)
words children can move (includes familiar people)
-action words (13%)
words that describe, demand or come with an action that describes/demands attention
