Term
| What are the three basic functions of a family? |
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Definition
1. Survival of offspring
2. Economic function
3. Cultural training |
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Term
| How do parents contribute to children's socialization? |
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Definition
1. They are direct instructors
2. They are indirect modelers
3. They are social managers. |
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Term
| Baumrind's Parenting Styles |
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Definition
Authoritative- high in demandingness and responsiveness, ideal
Authoritarian-high in demandngness, low in responsiveness
Permissive- low in demandingness, high in responsiveness
Rejecting/Neglecting- low in responsiveness and demandingness |
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Term
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Definition
Lower SES families are more strict, controlling, and authoritarian.
Higher SES families are more authoritative, open and interested in their children's opinions. |
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Term
| Bi-directionality of Parent-Child Interactions |
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Definition
| Parents and children are mutually affected by each other's behaviors and characteristics. |
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Term
| Fathers vs. Mothers Interactions with Children |
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Definition
| Fathers engage more in physically play. Mothers engage in more calm play. Parents spend more time with children of the same sex. |
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Term
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Definition
Siblings are playmates for each other.
They are affected by favoritism, especially in blended families.
They model their relationships after other's relationships. |
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Term
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Definition
| physically hitting children as a consequence for undesired behavior |
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Term
| Percentage of Parents that participate in corporal punishment |
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Definition
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Term
| Sweden's Corporal Punishment Laws |
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Definition
| Sweden passed a law in 1979 forbidding parents to physically punish children (by spanking or slapping, for example). Since the law was enacted youth rates of delinquency, alcohol abuse, rape, and suicide have dropped. |
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Term
| Characteristics of Parents that use corporal punishment |
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Definition
| Parents that are aggressive and in the midst of marital conflict are more likely to use corporal punishment |
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Term
| Baum and Kupfer's definition of punishment |
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Definition
| Punishment is a reduction of the future probability of an action as a result of delivery of an event contingent on that action. |
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Term
| 3 Types of Corporal Punishment. |
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Definition
1. True corporal punishment
2. Conventional corporal discipline
3. Impulsive aggression |
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Term
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Definition
Is often disguised as punishment and is really what most individuals mean when they report using corporal punishment.
Aggression is impulsive when it is an immediate, emotional reaction that is maintained by immediate reinforcement. |
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Term
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Definition
is a combination of two choice alternatives, each with some contingent consequence.
One way of behaving (i.e., impulsively) produces a minor but immediate reinforcer whereas the other way of behaving (i.e., self-control) leads to a major but deferred reinforcer. |
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Term
| How is the contingency trap used to maintain corporal punishment? |
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Definition
| Parents use CP because they are immediately reinforced for doing so (i.e., negative reinforcement). If parents are actually using CP for socialization purposes, those parents will stop using CP when they are presented with data to indicate that CP does NOT result in the long-term best interest of the child. That would leave the use of impulsive aggression, which should never be tolerated as a parenting strategy. |
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Term
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Definition
| involves changes in thoughts, feelings, and behaviors regarding standards of right and wrong |
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Term
| Three Basic Questions to understand Moral Development |
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Definition
How do individuals reason or think about moral decisions?
How do individuals actually behave in moral circumstances?
How do individuals feel about moral matters? |
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Term
| Kohlberg's Levels and Stages of Moral Reasoning |
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Definition
Preconventional Level- Stage 1 and Stage 2
Conventional Level- Stage 3 and 4
Post-Conventional Level- Stage 5 and 6 |
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Term
| Stage 1 of Moral Reasoning |
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Definition
Punishment and Obedience Orientation
Right is obedience to authority. Wrong is anything that will bring punishment. The interests of others are not considered or seen as different. |
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Term
| Stage 2 of Moral Reasoning |
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Definition
Instrumental Exchange Orientation
Right is what is in one's own best interest or what involves equal exchange. (Tit for tat) |
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Term
| Stage 3 of Moral Reasoning |
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Definition
Mutual Interpersonal Expectations, Relationships and Conformity
Right is doing what is expected by people who are close to you or expect of you in your role. You must have good motives, show concern for others, and maintain good relationships. |
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Term
| Stage 4 of Moral Reasoning |
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Definition
Social System and Conscience
Right is fulfilling one's duties, upholding laws, and contributing to society or one's group. Wrong is causing the system to break down. |
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Term
| Stage 5 of Moral Reasoning |
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Definition
Social Contract
Right involves upholding rules that are in the best interest of the group. Some values are universally right and must be upheld, regardless of majority opinion (life and liberty). |
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Term
| Stage 6 of Moral Reasoning |
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Definition
| Right behavior is commitment to self chosen ethical principles that reflect universal principles of justice. Individuals should act when these principles are violated, regardless of the law. |
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Term
| Research by Colby on Moral Reasoning |
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Definition
Stages 1 and 2- decrease with age.
Stage 3- the most constant.
Stage 4 - does not appear at all in 10 year olds, reflected in 62% of the 36 year olds
Stage 5 - doesn't ever appear until age 20 and never characterized in more than 10%.
Stage 6- removed from the Kohlberg moral judgment scoring manual because no one ever reaches it.
The moral stages appeared later than Kohlberg initially envisioned and reasoning at the higher stages is rare. |
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Term
| Stage 5 of Moral Reasoning |
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Definition
Social Contract
Right involves upholding rules that are in the best interest of the group. Some values are universally right and must be upheld, regardless of majority opinion (life and liberty). |
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Term
| Stage 6 of Moral Reasoning |
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Definition
| Right behavior is commitment to self chosen ethical principles that reflect universal principles of justice. Individuals should act when these principles are violated, regardless of the law. |
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Term
| Research by Colby on Moral Reasoning |
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Definition
Stages 1 and 2- decrease with age.
Stage 3- the most constant.
Stage 4 - does not appear at all in 10 year olds, reflected in 62% of the 36 year olds
Stage 5 - doesn't ever appear until age 20 and never characterized in more than 10%.
Stage 6- removed from the Kohlberg moral judgment scoring manual because no one ever reaches it.
The moral stages appeared later than Kohlberg initially envisioned and reasoning at the higher stages is rare. |
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Term
| Colby's Research on Moral Development |
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Definition
Stages 1 and 2- decrease with age.
Stage 3- the most constant.
Stage 4 - does not appear at all in 10 year olds, reflected in 62% of the 36 year olds
Stage 5 - doesn't ever appear until age 20 and never characterized in more than 10%.
Stage 6- removed from the Kohlberg moral judgment scoring manual because no one ever reaches it.
The moral stages appeared later than Kohlberg initially envisioned and reasoning at the higher stages is rare. |
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Term
| Criticisms of Kohlberg's Theory |
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Definition
1. Too much emphasis on moral thought and not enough on moral behavior
2. His examples are not realistic
3. His theory is based on Western culture
4. His theory is based on male moral development |
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Term
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Definition
| Voluntary behavior intended to benefit another (i.e. helping, sharing, comforting). |
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Term
| Eisenberg's Levels of Prosocial Behavior |
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Definition
1. Hedonistic, Self Focused Orientation
2. Needs-based Orientation
3. Approval and Stereotyped Orientation
4a. Self Reflective-Empathetic Orientation
4b. Transitional Level
5. Strongly Internalized Stage |
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Term
| Level 1 of Prosocial Behavior |
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Definition
Hedonistic
His or her own interests rather than moral considerations. Only assist when it involves personal gain or future reciprocation. |
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Term
| Level 2 of Prosocial Behavior |
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Definition
Needs Based Orientation
Expresses concern for physical, material and psychological needs of others even when it conflicts with their own. Verbal expressions of sympathy and reference to self conscious emotions. |
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Term
| Level 3 of Prosocial Behavior |
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Definition
Approval and Stereotyped Orientation
Justifies engaging (or not engaging) in prosocial behavior on the basis of others' approval or acceptance. |
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Term
| Level 4a of Prosocial Behavior |
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Definition
Self Reflective Empathic Orientation
Evidence of self-reflective sympathetic responding or role taking, concern with the other's humanness, and/or guilt or positive emotion related to the consequences of one's actions. |
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Term
| Level 4b of Prosocial Behavior |
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Definition
Transitional Level
Justifications involve internalized values, norms, duties, or responsibilities. Reflect concern for the condition of the larger society, or the necessity of protecting other's basic rights. |
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Term
| Level 5 of Prosocial Behavior |
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Definition
Strongly Internalized Stage
Justifications are based on internalized norms, values or responsibilites, the desire to maintain individual or societal contractual obligations or improve the condition of society and the belief in rights of all individuals. Characterized by positive or negative emotion's related to whether or not one succeeds in living up to one's own values and accepted norms. |
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Term
| Curriculum Application for Promoting Prosocial Behavior |
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Definition
| Teaching collaboration for shared goals, important social competencies (perspective taking), providing meaningful help to others, discussing social responsibility and making rules for the classroom . |
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Term
| Oppositional Defiant Disorder |
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Definition
| A clinical disorder characterized by angry, defiant behavior that is age inappropriate and persistent |
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Term
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Definition
| A disorder that involves severe antisocial and aggression behaviors that inflict pain on others or involve destruction of property or denial of the rights of others |
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Term
| Percentage of Children with Behavioral Disorders |
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Definition
| Estimates of the prevalence of ODD and CD range widely, but it is likely that about 3% of U.S. youth have ODD and that 6-16% of males and 2-9% of females have CD. |
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Term
| Age of Onset of Behavioral Disorders |
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Definition
| Age 6 for ODD and age 9 for CD. |
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Term
| Characteristics of Antisocial Children and Adolescents |
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Definition
1. Difficult Temperament
2. The combination of impulsivity, problems with attentions, and callousness in childhood
3. Run-ins with the police in adolesence
4. Social cognition-they are inclined to evaluate aggressive responses more favorably and prosocial responses less favorably than nonaggressive children. |
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Term
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Definition
| Emotionally driven, antagonistic aggression |
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Term
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Definition
| Unemotional aggression aimed at fulfilling a need or desire. |
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Term
| Origins and Sources of Aggression |
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Definition
1. Biological factors almost certainly contribute to individual differences in aggression, but they are neither necessary nor sufficient to cause aggressive behavior.
2. Poor parenting
3. Abusive punishment
4. Frequent exposure to verbal and physical violence between parents
5. Low socioeconomic status
6. Susceptibility to peer pressure
7. Membership in a gang |
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Term
| Fast Track Intervention Program |
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Definition
| Children learned how to understand and communicate emotions, self control, social problem solving, recognizing emotional cues, how to inhibit aggressive behavior. More at-risk children were found to be free of serious conduct problems. |
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Term
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Definition
1. Recommit to raising children children safely and effectively.
2. Make prevention a reality
3. Give more support to schools which are struggling to educate a population that includes many at-risk children
4. Forge effective partnerships among families, schools, social service systems, and other organizations |
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Term
| Basic Dimensions of Parenting Styles |
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Definition
1. Degree of parental warmth, support and acceptance
2. Degree of parental control and demandingness |
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Term
| Ethnic and Cultural Influences/Authoritarian Parenting |
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Definition
Euro-American Children-not high. High use of physical discipline, and high levels of problem behaviors.
African American Children- positive developmental outcomes. High academic competence. Low levels of deviant behavior. Measured physical punishment.
Chinese Children-Mothers more likely to believe that children owe unquestioning obedience to parents. Use scolding, shame and guilt to control children. |
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Term
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Definition
Gives children opportunities to develop independence but still provides standards, limits and guidance
Engages children in verbal give-and-take so they can express their views
Makes the child receptive to parental influences. |
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Term
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Definition
| the mutual influence that parents and children exert on each other |
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Term
| Marital Satisfaction in Parenting |
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Definition
| Marital satisfaction leads to good parenting. They are more affectionate with their children when there is successful communication and intimacy in marriage. |
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Term
| Mother's Beliefs in Parenting |
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Definition
| When mothers value social skills, they had children who were more assertive, prosocial, and competent problem solvers |
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Term
| Parental Expression of Positive Emotions |
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Definition
| Children were higher in social competence |
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Term
| Parental Comfort of Children |
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Definition
| Linked to children's ability to more effectively control their anger. |
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Term
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Definition
| the psychological and sociocultural dimensions of being female or male |
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Term
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Definition
| the sense of being male or female |
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Term
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Definition
| a set of expectations that prescribes how males and females should think, act, and feel |
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Term
| Evolutionary Perspective on Gender Development |
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Definition
Sex differences in behavior emerged because they offer reproductive advantages.
Males with good spatial reasoning might be selected because they can easily track animals and insure better survival.
Females built alliances with other females for childcare. |
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Term
| Sex Hormone Perspective of Gender Development |
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Definition
Early hormonal production plays a critical role in gender development.
Gender differences in behavior reflect ratios of hormones. |
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Term
| The Brain Structure Perspective of Gender Development |
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Definition
Evidence of small, but consistent differences in the physical structure of male and female brains.
There may be a higher proportion of cortical gray matter (information processing, language) in the female brain, whereas the male brain has a higher proportion of white matter (information transmission, spatial processing) |
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Term
| Gender Development- Infancy |
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Definition
| Children are able to distinguish between a male and female. They can attribute voices to different sexes. |
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Term
| Gender Development-Toddler-hood |
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Definition
| Children are able to distinguish between male and female activities. They can classify toys as male or female. |
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Term
| Gender Development- Pre-school |
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Definition
Children are able to distinguish what constitute a male characteristic from a female one.
Gender constancy is not developed.
They play mostly with their own gender. |
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Term
| Gender Development- Middle Childhood |
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Definition
Children have developed gender constancy.
Allow children to realize that gender is socially based. |
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Term
| Gender Development- Adolescents |
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Definition
Children know that gender is about social norms.
They may develop gender flexibility, or gender-role intensification. |
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Term
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Definition
| (30 months)- awareness of one's gender |
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Term
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Definition
| (3-4 years old)- awareness that gender is stable over time |
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Term
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Definition
| (5-7) realization that gender is invariant despite superficial changes in a person's appearance or behavior |
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Term
| Are males and females more different from each other or more similar? |
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Definition
| Males and females are more similar than they are different. |
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Term
| Genders in Physical Growth |
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Definition
No huge differences until puberty, then dramatic differences.
Boys get much stronger and faster.
Females are able to menstruate and are fertile.
Males are able to ejaculate and impregnate females. |
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Term
| Gender in Cognitive Abilities |
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Definition
IQ is the same.
Females are better in school than boys. They develop language earlier as well.
Boys are better at spatial tests. They used to be better at math, but girls are now at the same level. |
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Term
| Which gender is allowed more flexibility? |
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Definition
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Term
| Gender and Self-Regulation and Risky Behaviors |
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Definition
Females are better at self-regulating their behaviors and can resist temptation and follow orders.
Females are more cautious in risky situations.
Boys are not as good at self-regulating. They also are more likely to explore the risk. |
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Term
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Definition
| Boys are more directly aggressive (over physical or verbal acts openly intended to cause harm). Girls are more indirectly aggressive in adolescence (attempts to damage a person's social standing). |
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