Chapter 7 IQ's

Question 1

society of childhood

Answer 1

kids make up their own social rules that differ from those of adult society (ex. trading lunches at school)

Question 2

Challenge of middle childhood (according to Freud)

Answer 2

forming emotional bonds with peers and moving beyond those that were developed with parents in earlier years

Question 3

Why must child develop sense of inferiority rather than industry (according to Erikson)?

Answer 3

if they haven’t achieved the goals their culture has set for kids their age (ie. if a kid hasn’t learned to read/write, they’ll enter adolescence with feelings of inferiority)

Question 4

what do trait theorists believe?

Answer 4

that traits tell us about the origins of individual differences in emotional responses to experiences

Question 5

Big 5 personality traits

Answer 5

• Conscientiousness
• Agreeableness
• Neuroticism (emotional instability)
• Openness/Intellect
• Extraversion

Question 6

extraversion

Answer 6

• active, assertive, enthusiastic, outgoing

- high activity level, sociability, positive emotionality, and talkativeness

Question 7

agreeableness

Answer 7

• Affectionate, forgiving, generous, kind, sympathetic, trusting
• Perhaps high approach/positive emotionality, effortful control

Question 8

conscientiousness

Answer 8

• Efficient, organized, prudent, reliable, responsible

- Effortful control/task persistence

Question 9

neuroticism

Answer 9

• Anxious, self-pitying, tense, touchy, unstable, worrying

- Negative emotionality, irritability

Question 10

openness/intellect

Answer 10

• Artistic, curious, imaginative, insightful, original, having wide interests
• Approach new situations and people, low inhibition

Question 11

How might an extraverted child handle peer rejection differently than an introverted child?

Answer 11

Extraverted child becomes more determined to be accepted by the group; introverted child becomes emotionally distraught and would actively avoid social situations in the future

Question 12

What new aspects of self-concept are understood by the end of middle childhood?

Answer 12

Psychological self and valued self

Question 13

psychological self

Answer 13

Person’s understanding of his or her enduring psychological characteristics

Question 14

factors that influence self-efficacy

Answer 14

• Peer models
• Social comparison
• Encouragement from knowledgeable people children value and respect

Question 15

self-esteem

Answer 15

A global evaluation of one’s self-worth

Question 16

2 things that influence self-esteem

Answer 16

1) mental comparisons of the child’s ideal self and their actual experience
2) Overall support child feels they are receiving from important people around her (ie. Parents and peers)

Question 17

How do the criteria by which children learn to evaluate themselves differ in individualistic and collectivist cultures?

Answer 17

• Individualistic: kids base self-esteem on own interests and abilities
• Collectivist: kids base self-esteem based on cultural ideas of what a good person is

Question 18

Why is self-esteem at least moderately consistent over time?

Answer 18

• Because the child tends to choose experiences that support it
• Because the social environment (including parents’ evaluations of the child) tend to be at least moderately consistent

Question 19

2 stages in Piaget’s two-stage theory of moral development

Answer 19

1. moral realism stage

2. moral relativism stage

Question 20

moral realism stage

Answer 20

• beginning of middle childhood
• Believe rules are inflexible because they come from authorities (ie. parents, teachers, etc.)
• Believe all rule violations eventually result in punishment

Question 21

moral relativism stage

Answer 21

• after age 8
• Children understand that rules can be changed with social agreement
• Know you don’t get punished for violating rules unless you get caught, and understand the relationship between punishment and intent

Question 22

How does the parent-child agenda change when the child reaches elementary school?

Answer 22

Parents recognize kid’s capacity for self-regulation (ability to conform to behaviour standards without direct supervision)

Question 23

Identify the sex differences in parents’ expectations for self-regulatory behaviour

Answer 23

Boys are given more autonomy than girls, yet daughters are held to a higher standard of accountability for failure than boys

Question 24

How are maternal methods of control related to (a) social withdrawal in children, and (b) aggression in children?

Answer 24

• Overcontrolling mothers had children who were socially withdrawn
• Undercontrolling mothers had children who were aggressive

Question 25

Research findings by Amanda Rose and Steven Asher

Answer 25

Children who thought kids should not help others who were getting teased in order to prevent themselves from then getting teased had fewer friends than kids who would sacrifice their own social status to help

Question 26

How does a child’s behaviour changes when they are with friends (in comparison to their behavior with non-friends)?

Answer 26

• Kids are more open, supportive, smile more, look at, laugh with, and touch each other more when they’re with friends rather than non-friends
• Kids are better at problem-solving with friends than non-friends
• Kids are more polite to non-friends than friends
• Kids are more willing to resolve conflict with friends than non-friends

Question 27

How are male friendships similar and different from female friendships?

Answer 27

• Boys’ friendship groups are larger and more accepting of newcomers than girls
• Boys play outside and roam over larger areas; girls play inside or near home or school
• boys’ friendships more focused on competition/dominance (boys are more competitive with friends; girls are more competitive with strangers) and use more “controlling speech”
• Girls’ friendships include more agreement, compliance, and more self-disclosure
• Both use collaborative and cooperative exchanges to communicate; both believe friendships are important

Question 28

retaliatory aggression

Answer 28

• getting back at someone that has hurt you
• increases in middle childhood because at this age, kids can understand the role that intent plays – they know the difference between accidents and intentional actions

Question 29

Identify 3 forms of indirect aggression that increase with age in both boys and girls

Answer 29

• Sexual harrassment
• Dating aggression
• Nonphysical bullying (ie. Racial or religious harassment

Question 30

Identify the roles children take in bullying interactions

Answer 30

• Perpetrator
• Victim
• Assistant (emotionally unstable children)
• Non-participant onlooker (shy children)
• Defender of victim

Question 31

How have bullying interventions recently changed?

Answer 31

They now focus on changing the behaviour of children in roles other than the perpetrator/bully

Question 32

Describe characteristics of victims

Answer 32

• Anxiety, passivity, sensitivity
• low self-esteem or self-confidence
• lack of humour and of high-quality friendships,
• physically smaller/weaker than peers (in the case of boys)
• seldom assert themselves, submit to decisions of others

Question 33

Describe characteristics of bullies

Answer 33

• Aggressive
• non-empathetic
• feel little guilt/shame
• impulsive
• low levels of insecurity/anxiety

Question 34

“self-care” children

Answer 34

Children who are at home by themselves after school for an hour or more each day

Question 35

Developmentalists agree that children under the age of ___ should not care for themselves

Answer 35

10

Question 36

TV and aggression

Answer 36

• Kids who watched a lot of violent TV were more violent as young adults
• Violent tendencies continue into adulthood
• Viewing violent TV in early childhood is associated with range of negative socioeconomic and academic outcomes by grade 2 (ie. Antisocial behaviour, emotional distress, etc.)