Chapter 6 IQ's

Question 1

viewpoint held by social-cognitive theorists

Answer 1

social and emotional changes are a result of the enormous growth in cognitive abilities that happen in the preschool years

Question 2

person perception

Answer 2

ability to classify others according to categories like race, gender, age, etc.

Question 3

why are preschooler’s observations and categorizations of people inconsistent?

Answer 3

because they’re based on their most recent interactions with those individuals

Question 4

cross-race effect

Answer 4

• people are more likely to remember faces of people of their own race than people of different races
• established by age 5

Question 5

social conventions vs. moral rules

Answer 5

• social conventions: customs (like saying please and thank you)
• moral rules: deal with morality (like knowing that hitting someone isn’t okay); breaking moral rules viewed as more severe
• children understand the difference at 2-3 years old

Question 6

what influences preschoolers’ judgment of behaviour

Answer 6

the outcome/consequence of the action (rather than focusing on intent like adults do)

Question 7

compare attachment at 12 months vs. 2-3 years

Answer 7

• 12mo: baby established clear attachment to one caregiver

- 2-3 years: attachment is just as strong, but many attachment behaviours are less visible

Question 8

generalization of child’s internal model

Answer 8

• happens at age 4
• model isn’t a specific property of an individual relationship, but a general property of all the child’s social relationships
• therefore, kids who are securely attached to parents are more likely to have good relationships with their preschool teachers

Question 9

2 contexts associated with high compliance vs. low complicance

Answer 9

• high compliance: safety issues; care of objects

- low compliance: self-care; waiting

Question 10

why is it difficult to establish what constitutes effective discipline?

Answer 10

• hard to establish good/bad effects of various forms of discipline
• research is unsure how intense/frequent effective discipline needs to be

Question 11

what do Canadian childcare advocates suggest in terms of most appropriate discipline methods?

Answer 11

• no spanking
• use positive discipline
• more inductive
• less power-assertion

Question 12

inductive discipline

Answer 12

parents explain to child by a punished behaviour is wrong

Question 13

what to Robert Larzelere and Elizabeth Gershoff agree and disagree on?

Answer 13

• agree: physical punishment elicits immediate response

- disagree: whether it’s harmful (L: no; G: yes)

Question 14

What questions do Canada’s spanking laws leave unanswered?

Answer 14

• how to distinguish btwn physical punishment and physical abuse?
• how can professionals advise parents on when/to what degree physical discipline is appropriate?
• is 1 spank or 2 appropriate?
• can you tap bum or back of hand?
• can you spank with open hand if no mark/bruise is left?
• how calm should parents be before they punish?
• can you wash child’s mouth out with soap?
• can you force child to stay still in an awkward stance?

Question 15

Research findings on Asian American parenting

Answer 15

• they use authoritarian parenting style
• this style is linked to child achievement and not linked to negative outcomes for Asian children
• this shows that parenting style is dependent on cultural context

Question 16

Research findings of Aboriginal parenting

Answer 16

• they use permissive parenting style
• this style is not linked to negative outcomes for Aboriginal children
• this shows that parenting style is dependent on cultural context

Question 17

divorce

Answer 17

• usually happens in prime child-rearing period
• kids are affected by multiple divorce factors (not a single variable), and kids whose parents stay in conflict-ridden marriages may experience the same effects
• children living in post-divorce situations have higher anxiety, emotional disorders, hyperactivity, inattention, conduct disorders, and physical addiction
• as adults, these kids have higher risk of mental health problems, fear of intimacy, more likely to divorce, etc.
• effects boys more than girls

Question 18

Compare a successful and unsuccessful child in terms of group entry skills

Answer 18

• Successful: spend time observing others to find out what they’re doing and then try to be a part of it
• Unsuccessful: try to gain acceptance through aggressive behaviour or by interrupting the group

Question 19

How did Doctoroff help 4-5 year-old children develop group entry skills?

Answer 19

• taught them specific verbal phrases to use when trying to gain acceptance by a group of peers
• encouraged the peers to remind the trained children to use those phrases
• this lead to immediate gains in social acceptance

Question 20

aggression

Answer 20

behaviour intended to injure another person or object

Question 21

how does reinforcement contribute to aggression?

Answer 21

when kids can get what they want though aggression, that reinforces aggressive behaviour

Question 22

how does modeling contribute to aggression in children?

Answer 22

children learn aggression from watching other people be aggressive (parents, siblings, etc.)

Question 23

prosocial behaviour

Answer 23

behaviour intended to help another person (aka: altruism)

Question 24

examples of prosocial behaviour perschoolers might display

Answer 24

sharing a toy, comforting a sick or crying child, etc.

Question 25

prosocial behaviours that increase with age vs. decrease with age

Answer 25

• increase: taking turns, donating to less-fortunate kids, and helpfulness
• decrease: comforting another child

Question 26

what can parents do to foster altruistic behaviour in kids?

Answer 26

• create loving, warm environment combined with clear rules
• explain consequences of actions
• praise prosocial behaviour
• look for opportunities for child to do helpful things (ie. take care of pets)
• model thoughtful and generous behaviour

Question 27

preschooler’s categorical self

Answer 27

• focuses on visible characteristics (ie. sex, appearance, where they live, etc.)
• use these characteristics to create social relationships (ie. girls only play with girls)

Question 28

sex-role knowledge in early childhood

Answer 28

• gender stereotypes develop early (kids as young as 2 associate certain activities and possessions with men and women - ie. women wear dresses)
• by 3-4, kids can assign stereotypic occupations, toys, and activities to each gender
• by age 5, kids can assign certain personality traits to each gender

Question 29

viewpoints of 4, 6, and 9-year-olds regarding George playing with dolls

Answer 29

• 4: it’s okay for him to play with dolls
• 6: wrong for him to play with dolls
• 9: it wasn’t “wrong”, but it wasn’t what boys usually do