Term
|
Definition
| Age Mates. (Sex segregation is common) |
|
|
Term
| Developmental changes in peer relationships. |
|
Definition
| Cognitively and socially. Allows them to defend their beliefs and learn what is expected of them. |
|
|
Term
|
Definition
| Interaction based voluntary groups and are based on friendships. (Normally same sex/age/race. 3-9 people. Share similar academics, athletics, and popularity). |
|
|
Term
|
Definition
| Reputation based non-voluntary groups. ( Emerges in adulthood, and are not interaction based). |
|
|
Term
|
Definition
| How your peers rate you by likability. |
|
|
Term
| Two ways to measure Peer Status: |
|
Definition
Peer Ratings: Scale 1-10
Peer nominations: Pick 3 you like, 3 you don't. |
|
|
Term
|
Definition
| Receive a lot of liked nominations and not a lot of disliked. |
|
|
Term
|
Definition
| Receive few of either nominations |
|
|
Term
|
Definition
| Receive Many disliked nominations |
|
|
Term
|
Definition
| Average number of liked and disliked nominations |
|
|
Term
|
Definition
| Receive many of both nominations |
|
|
Term
|
Definition
|
|
Term
|
Definition
| A student may be considered popular by their peers, but not necessarily liked. (Regina George). |
|
|
Term
| Cultural Differences in Peer status: |
|
Definition
| Popular students tend to be more pro-social and having leadership skills. Also, rejected children tend to be more aggressive. Shy Chinese children were considered liked by their peers. Shy children in the U.S are rejected by their peers. |
|
|
Term
|
Definition
| Intimate reciprocated positive relationships between two people. |
|
|
Term
| Developmental changes in Friendships: |
|
Definition
| Friendships allow children to discuss their beliefs without being told what to believe and how to think by an adult of some sort. Friendships provide support and validation, the older the friendship, the more intimacy. |
|
|
Term
|
Definition
| Helps children learn pro social skills, and cognitive skills. Making the right friends could prevent them from doing drugs, drinking alcohol, etc. |
|
|
Term
|
Definition
| A child may pick the wrong group of friends and may be influenced into doing drugs and drinking alcohol. |
|
|
Term
| Gender segregation; Why does it happen? |
|
Definition
| Occurs in cliques because girls and boys tend to socialize differently. Boys tend to be more physically aggressive, while girls tend to be more relational aggressive. |
|
|
Term
| Parents role in their child's peer relationships: |
|
Definition
| Having a good relationship preditcts how well a child will be at making friends. This includes how well a parents gatekeeping role is in their child's social life, their coaching skills, and their modeling of social behavior. Also, parents must not be the stress of the family on the child, (financial, marital, etc). |
|
|
Term
|
Definition
| engaging in actions that we as a society agree to be positive and beneficial to others. |
|
|
Term
| Developmental changes in pro-social reasoning: |
|
Definition
| Shift from hedonistic reasoning to importance of empathy and internalized values. Ex. You encounter a scenario where someone needs your help, what do you do? |
|
|
Term
| Cognitive and emotional factors that predict pro-social behavior: |
|
Definition
| Sympathy, role-taking, pro social reasoning, pro social concept. |
|
|
Term
| Kohlbergs 3 levels of moral development: |
|
Definition
Preconvential: least sophisticated, most common in younger children. They see it as there are rules and we need to follow them. This is the right thing to do because we could benefit as well.
Conventiional: We have rules to promote social approval, harmony, order. Feel like they HAVE to follow the law. Middle level reasoning.
Principal/post-conventional: Thinking about broader principles of justice. Say he should steal the drug based on principle that life is more important than property. Thinks law violates moral justice. Higher level reasoning. |
|
|
Term
| Cultural differences in Moral development: |
|
Definition
| Certain cultures may value freedom, more than order, and vise versa. Which behaviors are considered moral values across cultures. Someone will not behave against their morals. |
|
|
Term
| Critique of Kohlbergs stages of Moral development: |
|
Definition
| It is biased on western culture because they value obedience, elders and religion over freedom and individual rights. Also, he claims this development may be discontinuous, but research shows that higher stages of moral reasoning, may be used for certain situations, may may use lower stages for other situations. Also, his study was male oriented, |
|
|
Term
| Factors that account for individual differences in prosocial behavior: |
|
Definition
| Gender, emotions, cognitive skills, parental socialization, genetics, temperament, assertiveness, confidence. |
|
|
Term
|
Definition
| 2.5 - 3 yrs. Do you understand if you are male or female. Do you understand if others are male or female? |
|
|
Term
|
Definition
| Understanding that gender is unchanging. |
|
|
Term
|
Definition
| 5 -7 yrs. Understanding that appearance does not change gender. |
|
|
Term
| Gender role stereotypes and development: |
|
Definition
| Kohlberg says gender roles develop as cognitive skills develop. Once kids reach gender constancy they self-socialize. (im a boy, i should learn to act like one). Gender schema theory argues that this happens as soon as a child knows that they are a boy or a girl. |
|
|
Term
|
Definition
| activity interests, personality, sexual orientation (lesbians), gender identity tend to be that of males. |
|
|
Term
| socialization approaches to gender development: |
|
Definition
| parents gender steroptyped beliefs. types of play with peers. Boys: Construction, sports, video games. Girls: domestic role-play. |
|
|
Term
|
Definition
| physical aggression is intentionally harming the physical well being of another. |
|
|
Term
|
Definition
| indirectly or directly harming relationships. Your own or others. |
|
|
Term
| Developmental changes in aggression: |
|
Definition
| Physical: decreases in frequency over-time. relational: emerges in late elementary school. |
|
|
Term
| Gender differences in aggression: |
|
Definition
| Females tend to be more rationally aggressive, while boys tend to be more physical. these differences tend to emerge around 2.5 yrs. May be because of their new knowledge of what society expects of them. (Gender identity) |
|
|
Term
| Adjustment issues associated with aggression: |
|
Definition
| Low-intimacy levels, mental health problems, peer relationship problems, academic problems, criminality, drug use and abuse, and later anti-social conduct. |
|
|
Term
| Gender non-normative adjustment: |
|
Definition
| Physically aggressive girls and relationally aggressive boys are more rejected because it goes against social norms. |
|
|
Term
| Friendships of physically aggressive children: |
|
Definition
| Low intimacy, low in physical aggression with friend, tend to gang up on peers. |
|
|
Term
| Friendships of relationally aggressive children: |
|
Definition
| Very intimate, highly exclusive, high in relational aggression towards friend. |
|
|
Term
| Biological factors for aggression: |
|
Definition
| Genetics, heredity and also environmental factors, difficult temperament, hormones, neurological deficits, testosterone levels. |
|
|
Term
| Socialization factors for aggression: |
|
Definition
| Poor parenting, physical punishment, abusive parents, abusive punishment, neglection, inconsistency, parental conflict, socioeconomic status, older peer relationships, gangs. |
|
|
Term
|
Definition
| Bring hostile thoughts to the forefront of ones mind. Learning results from reinforcements. If children see violent actions being reinforced, they are more likely to repeat such actions because they will think that they are also going to be reinforced. |
|
|
Term
| Evidence that tv causes violence: |
|
Definition
| Bobo doll studies, power rangers experiment found that boys who watched it at 8 were more likely to be violent by 19, and more likely yo be criminals by 30. |
|
|
Term
| Portrayals of violence most likely to lead to aggression: |
|
Definition
| Hero participating in violent acts, humor, rewards, reinforcements, presence of weapons, knives, guns, consequences for victims, outcome for perpetrator. |
|
|
Term
| Who is most at risk for being influenced by violent tv: |
|
Definition
| Preschoolers have more difficulty in porttraying what is reality vs. fantasy, identity with violent characters, negative emotional states are more susceptible, social and academic effectiveness (rejections, aggression, failure). |
|
|
Term
| How do educational programs such as sesame street help: |
|
Definition
| children learn how to deal with difficult social situations such as pregnancy, marriage, divorce, death, etc. They learn words, how to count, numbers, colors, body parts, etc. these things stay with the children from 10-12 yrs. |
|
|
