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23 Cards in this Set
- Front
- Back
Gender Identity |
Step 1: learning to categorize oneself as male or female (2.5-3 y/o)
Step 2: Understanding gender stability-over time gender category remains the same (3-4 y/o) Step 3: Gender constancy- understanding gender category is permanent (about 6 y/o) |
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Sex differences
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- Are "real," but can change historically
- can change by situation and culture - Universal - increases in elementary school - decreases after puberty |
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Sex segregation
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-girls and boys begin to spend time doing different activities
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Boys' groups
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-bigger and more structured hierarchically
-leadership based on toughness -compete with one another -choose companions based on shared interests |
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girls' groups
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-tend to be smaller (2-3)
-leadership based on social skills -more cooperative, more turn taking -choose companions based on personality -broader interests |
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Collaborative or affiliative speech
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-used more in girls' groups, but done by both
-tend to be keyed to what someone has said, expressing agreement -makes suggestions in the form of a question -"conflict mitigating" |
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Domineering or power-assertive speech
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-more typical in boys' groups, but done by both
-commands and restrictions common -more "egoistic":threatening, demanding, interrupting, or ignoring of others |
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Role of biology in sex differences
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-Male rats that were delayed in exposure to prenatal adrogens were demasculinized and showed feminized play behavior
-Puberty: hormonal differences can cause increase in depressive symtpoms for girls and increase in aggressive behavior for girls |
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Gender differences in parenting
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-mothers talk more about emotions with daughters
-more pressure on preschool boys not to cry -fathers more likely to be more confrontational and negative with sons, and more disapproving of cross-sex behavior |
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Societal differences
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western society: boys experience more pressure to conform to gender stereotypic behavior
-boys and girls are socialized to handle conflict differently boys tend to externalize and girls tend to internalize |
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social competence
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a criterion for peer group acceptance
-includes empathy, perspective taking, making mature moral judgments, and social skills like eye contact and appropriate social language |
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Peer groups
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-dyads
-cliques: middle childhood, 3-9 members, informal structure, high member turnover, voluntary participation -Crowds: larger, reputation based, comprise numerous cliques, become more important in mid adolescence |
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Why do Cliques form?
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1. need to establish identity
2. need for belonging and approval -own identity becomes distinct when contrasted with anothers |
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Peer groups are important because
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development of skills like
-communication -conflict resolution -joint goal setting -empathy -shared decision making -a sense of belonging |
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Participation in competitive activities
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helps with defining personal strengths and weaknesses
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Participation of non-competitive activities
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enhances sense of acceptance and belonging in relationship to others
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Sociometric categories (developed by Moreno in 1934)
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-Popular:many positive nominations and few negative one's; well liked
-Average: receive an average number of negative and positive nominations -Neglected: receive few nominations of any kind -Rejected: receive many negative and few positive nominations; typically disliked with high visibility -Controversial: small group with many positive and many negative nominations; seen as leaders by some an disruptive by others |
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Popular
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-use perspective taking
-assertive -greater cognitive and social problem solving -communicate clearly -prosocial and cooperative -often physically attractive and scholastically competent |
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Rejected
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-Least socially skilled
-lower levels of perspective taking -smaller social groups with less interaction -can be "aggressive" 50%; tend to be disruptive, are at greater risk; socially anxious, at risk for victimization, tend to internalize -can be "withdrawn" 10-20% |
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Neglected
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-Lower levels of peer interaction
-less visible -perceived as relatively likeable -not associated with developmental problems -choose not to actively participate in peer groups |
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Influence of Peer Groups
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-beneficial and harmful
-more influential as children mature -influence of peers is primarily indirect not coercive -can be beneficially motivating or risky -peer group determines adherence to group norms |
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Clinical application: why is a child rejected?
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-aggressive or disruptive behavior
-inattentiveness and immaturity -low levels of prosocial behavior -socially anxious/avoidant |
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Intervention for rejected children/adolescent
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-social skills training
-peers can be encouraged to cooperate more with child and communicate more clearly -identify gender specific at risk behavior: externalizing vs internalizing behavior |