Developmental psych Flashcards

Question

Intersex hormone component: Androgen sensitivity syndrome (AIS)

Answer 1

Occurs in genetically males but their androgen receptors malfunction leading to certain characteristics associated w women. (more likely to identify as women)

Answer 2

Affects adrenal glands, ppl genetically female may develop male external features (genitalia). CAH girls more likely to choose play fighting, physically active (Berenbaum & Hines, 1992)

Answer 3

Proposed 3 interacting causal factors that determine gender development- cognitive, environmental and behavioural. Gender-typed bvrs develop in 3 ways: Tuition- When children directly taught gendered brvs Enactive experiences- When children learn to guide own bvr by considering reactions from others Observational learning- seeing others behave and watching the consequences through others reactions Gender-typed bvrs is more rigid for boys

Answer 4

Parents Peers Marketing- e.g. labelling toys girls/ boys and blue an pink

Answer 5

Hyde (05)- review of 100s of studies looking at female-male gender diffs across domains like strength, moral reasoning, cheating bvr, moral reasoning, self-esteem, leadership. Findings- 30% reported effects close to 0, 48% report small effects, 78% report small or close to 0 effects Conclude- males and females are alike on most psychological variables. Most alike than different.

Answer 6

Maths skills Aggression Spatial skills

Answer 7

Spatial skills- diffs in some spatial skills favouring males. Gender difference in favour of boys are largest for mental rotation (identifying model in diff orientation), medium for spatial perception (determining the spatial relations of objects with respect to one’s own body), and smallest for spatial visualisation tasks (being able to visualise spatially presented info) (Linn & Petersen, 1985). Although these diffs getting smaller overtime (Halpern, 92) Differences may be due to: * Boys often get more experience interacting in spatially complex environments (Serbin & Connor, 1979). * Correlational studies have shown that participating in spatial activities such as ball playing are positively correlated to children’s spatial skills. * Gender differences in spatial ability are more pronounced in societies with greater gender inequality (Hoffman et al., 2011).

Answer 8

5% of male toddlers were frequently physically aggressive compared to 1% of female toddlers (Baillargeon et al., 2007). Boys go on to present more direct aggression whilst girls show indirect aggression. Why are there differences: * Biological- females generally have lower physical strength which necessitates reliance on indirect means of aggression. * Sociocognitive explanations- Sociocognitive explanations - Girls’ peer groups are often characterised by being smaller but closer than boys’ peer groups suggesting that indirect aggression is particularly hurtful among girls because it targets these relationships. * Tuition- there are differences in the degree to which parents and other adults discourage directly aggressive behaviour in girls which leads them to use more covert forms of aggression.

Answer 9

* Children tend to view boys and girls as being equal in mathematical ability, but view adult men as being better at mathematics than adult women (Steele, 2003). * Cimpian et al. (2016) ● Gender differences in maths tend to only emerge in late adolescence. ● Typically, this difference is present only among higher performing students where boys tend to do better. ● Furthermore, this difference is only found on maths tasks that involve advanced problem solving and not on standard school assessments. This difference generally has a small effect size. Why: * Girls often present higher maths anxiety * Biological factors- May be down to teacher perception, girls use procedural stratergies (taught) wheras boys use novel stratergies

Answer 10

* 0-4 weeks: fleeting smiles are the first signs of positive emotions during REM sleep. * 3-8 weeks: infants begin to smile in reaction to external stimuli, (e.g., touching, high-pitched voices; Sroufe, 1995). * 3 months: infants exhibit social smiles, more likely to smile at people than animated puppets (Ellsworth et al (1993)) * 7 months: infants smile primarily at familiar ppl which prolongs positive social interactions with caregivers and strengthens bonds * Towards the end of the first year of life: infants start to laugh at surprising or unexpected events such as funny noises (Kagan et al, 1978)

Answer 11

Generalised distress is the first sign of negative emotion infants express. Hard to tell whether this is generalised distress or negative emotions (e.g. sadness/ anger) It is hard to test as often infants experience distress when you would not expect distress (Bennett et al., 2002).

Answer 12

* 4 months: children become wary of unfamiliar objects and events but not ppl (Sroufe, 1995) * 6-7 months: signs of fear can be observed, particularly to strangers (Camras et al, 1991)- infants learn unfamiliar ppl do not provide the comfort and pleasure familiar ppl do. At this age babies cannot escape fear by themselves so may use expressions of fear to get help. * 2 years: fear of strangers intensifies but depends on temperament.

Answer 13

* 8 months: distress at being away from caregivers emerges, particularly when primary caregiver walks away * 8-15 months: separation anxiety increases before declining again. Also found cross-culturally (Kagan, 1976)

Answer 14

* 1 year: Ppl begin to express anger towards other ppl, (Radke-Yarrow & Kochanska, 1990)- increases up to 16m * 2 years: infants more control over env, anger occurs if controls taken away. Toddlers quicker to respond with anger at 18m compared to 36m (Cole, 2011). May be due to better language and self-regulation.

Answer 15

* 3months- infants distinguish between happy, surprised and angry faces. * 7 months- can distinguish between fear, sadness and interest

Answer 16

Example - Saarni et al. (2006) As well as recognising emotions, even young children are sensitive to others’ reactions and this in turn affects their own emotions. By identifying and understanding others’ emotions, children may be able to calibrate their own emotions to situations.

Answer 17

* 2 years: infants begin to show a range of emotions (guilt, pride, shame, embarassment) * Some researchers link the emergence of these emotions to children developing a sense of self (Lewis, 1998). * They are also fostered through children’s growing awareness of what others expect of them (Lewis et al., 1992).

Answer 18

Darwin (1872) argued that facial expressions for basic emotions are innate to the species, universal, and found in very young infants. Discrete emotion theory- Each emotion is innately packaged w specific set of psychological, bodily and facial expressions so they can be differentiated very early on in life (Izard, 2011)

Answer 19

* Environment plays key role in expression of emotions, some researchers argue emotions emerge later as a function of experience * Thought to be 3 basic affect systems- joy/ pleasure, anger/ frustration, wariness/ fear. These systems undergo developmental changes in first few years of life Visual cliff experiment- Is fear of heights innate?

Answer 20

Children who performed better on this task have better self-regulation sratergies (Mischel, 81). (e.g. singing, trying to sleep, talking)

Answer 21

Takes time to develop- young children are easily overwhelmed by loud noises, abrupt movement, hungar and pain. Rely on caregiver to settle them down Zimber-Gembeck and Skinner (2012) proposed three developmental stages to emotion regulation: 1. From caregiver to self-regulation 2. Use of cognitive stratergies and problem solving to control negative emotions 3. Selection of appropriate stratergies

Answer 22

* Source of vital knowledge about human development * Practical challenges- ethics, can get grumpy, can't move around, not capable of producing complex bvr, need methods for non-linguistic pops

Developmental psych Flashcards

(46 cards)