Ch. 15 Review

StudyBlue printing of Ch. 15 Review html, body, div, span, applet, object, iframe, h1, h2, h3, h4, h5, h6, p, blockquote, pre, a, abbr, acronym, address, big, cite, code, del, dfn, em, font, img, ins, kbd, q, s, samp, small, strike, strong, sub, sup, tt, var, b, u, i, center, fieldset, form, label, legend, table, caption, tbody, tfoot, thead, tr, th, td { margin: 0; padding: 0; border: 0; outline: 0; font-size: 100%; background: transparent; } body { line-height: 1; } blockquote, q { quotes: none; } blockquote:before, blockquote:after, q:before, q:after { content: ''; content: none; } /* remember to define focus styles! */ :focus { outline: 0; } /* remember to highlight inserts somehow! */ ins { text-decoration: none; } del { text-decoration: line-through; } /* tables still need 'cellspacing="0"' in the markup */ table { border-collapse: collapse; border-spacing: 0; } /* end RESET */ .header { min-width:800px; } .logo { padding:6px 20px 2px 20px; margin:0; font-size:25px; font-weight:bold; color:#808285; position:relative; border-bottom: 1px solid #c5c5c5; } .logo-blue { color:#70adc4; } .logo-desc { font-weight:normal; font-size:19px; color:#cccccc; margin-top:50px; position:absolute; display: none; } .back-button { position:absolute; top:20px; right:20px; font-size:13px; line-height:25px; color:rgb(0,175,225); font-weight:normal; } .back-button a { color:rgb(0,175,225); } .instructions { padding:0; margin:0; width:100%; position:relative; color:rgb(100,100,100); } .step-holder { border-left:1px solid #ededed; margin-left:20px; } .steps { padding:15px 0; float:left; width:24%; border-right:1px solid #ededed; text-align:center; } .steps-01 { } .steps-02 { } .steps-03 { } .steps-04 { } .label { padding:5px 10px; } .print-button { } .print-button a { background-color:rgb(0,175,225); color:white; line-height: 19px; padding:9px 8px 5px 30px; font-size:14px; text-decoration:none; background-image: url(images/printer.png); background-repeat: no-repeat; background-position: 7px 50%; -moz-border-radius: 5px; -webkit-border-radius: 5px; } .print-button a:hover { background-color:black; } .theNote .content { width: 8.0in !important; margin: 5px auto; padding:20px; background-color:white; } .theNote .header { border-bottom: 1px dashed #C8C8C8; font-size: 17px; padding: 0 0 10px; line-height: 19px; color: #00ADE1; min-width:500px; } .theNote .body { font-size: 14px; line-height: 19px; padding: 10px 0; } .theNote{ padding:6px 0; clear:both; background-color: rgb(200,200,200); } .theNote h3{ color: rgb(100,100,100); } .theNote h1, .theNote h3{ background-color:white; padding:2px 20px; width:8.0in !important; margin: 0 auto; font-size: 15px; } .theNote h1{ padding-top: 10px; font-size: 15px; } .theNote h1:first-child{ font-size: 20px; } .theNote h3 { font-size: 14px; font-weight: normal; } #options { border: 3px double #ccc; padding: 5px 12px; margin: 10px 50px 10px 20px; float: left; } #info { border-top: 1px solid #ccc; padding-top: 5px; font-style: italic; } li { margin: 5px 10px 5px 25px; } ul li { list-style: disc; } ol li { list-style: decimal; } img { border: 0; } table { clear: both; width: 100%; border: 1px solid #c5c5c5; border-width: 1px 0; margin: 0; page-break-after: always; } table#page { page-break-after: auto; } td { text-align: center; font-size: 12px; border-bottom: 1px dashed #c5c5c5; height: 1.75in; width: 50%; padding-left: 15px; } .leftside { border-right: 1px solid #cccccc; padding: 0 15px 0 0; } .bottom td { border-bottom: none; } .clearfix { clear:both; line-height:1px; height:1px; } img { max-width:80%; max-height:150px; margin:20px; } @media print {.header { display: none; } .content .header{ display:inherit; } table { border: 1px dashed #bbb; border-width: 1px 0; } .theNote{ background-color:white; } } Ch. 15 - The Context of Development 1. Describe the two dimensions of parenting and the five different parenting styles that can be derived from them. Be sure you can explain where each parenting style falls on each dimension. Emotional Dimension - warm/loving to cold/rejecting (acceptance/responsiveness) Control Dimension - strict to permissive (demandingness/control) Parenting Styles - authoritarian (high on control, low on warmth - obedience is key), authoritative (high on warmth, median on control - rational & democratic), indulgent-permissive (high warmth, low control), indifferent-uninvolved (low warmth & control - rejected their children; devote time to other things), accepting-demanding/overprotective (high warmth & control) 2. What behavioral, psychological and cognitive outcomes might we expect from children raised with these different parenting styles? Indulgent-Permissive - low school achievement, immature, aggressive, impulsive, lack of self-control, spoiled, drug-usage Indifferent-Uninvolved - High delinquency rate, usually those that find another adult mentor Authoritarian - anxiety, low individualism, rebellion, high emotional, conformists, average school skills A-D/OP - difficulty handling stressful situations Authoritative - best outcomes; high self-esteem, high cognitive/social competencies, excellent social skills, high academics, strong/moral prosocial concern 3. Describe the main reasons why warmth seems to be important in parenting. Maintain parental approval, promote reasoning & internalization of values, less anxiety which leads to more internalization, secure emotional attachments, prosocial orientation, high self-esteem 4. Describe some of the differences between first-born and later born children. What might account for these differences? N/A 5. What are some of the factors that influence whether siblings get along well with one another? Age difference, gender difference, temperament difference, treatment from parents 6. Describe the major developmental changes in play and peer relationships that occur during from infancy to adolescence. infants: acknowledge other babies/show interest; smile & gesture & babble at each other toddlers: turn-taking & modeling, 2 YO = sex-segregated play, coordinated social speech "I fall down!" "Me too fall down!" preschoolers: securely-attached kids have better peer relations; verbal interactions used to manipulate behavior, perspective behavior shown, individual differences in kids shown, peer-orientation for approval school-aged children: group activities, rough & tumble play, play games with set rules and teams, complex pretend play (i.e. house) adolescence: cliques & crowds emerge; ID resolution vs. ID confusion (Erikson) 7. Describe the formation and structure of peer groups (including cliques and crowds). Peer groups: interact on a regular basis, provide belonging, form norms of how to act/dress/think, develop hierarchical organization Cliques: sex-segregated, consist of 4-8 boys/girls, common interests/values/activity preferences - heterosexual cliques form as boys & girls interact more frequently (mid-adolescence) Crowds: collection of cliques with similar norms/values (high school) - parties - trips to the football games - jocks, preps, nerds, emo kids, rednecks, etc. 8. Describe how the nature of peer-group contact and the composition of peer groups change from early adolescence through to late adolescence. Refer to #7 9. Using learning theory concepts, describe how peers socialize one another. What kinds of behaviors do children encourage in one another? Reinforcers/Punishers 10. What are the characteristics of popular and unpopular children? Popular: genuinely liked by many other kids; fun to play with, physically attractive, good perspective-taking skills, generally nice, good social skills (outgoing) Unpopular: bad hygiene, socially-awkward/withdrawn, unaware of social norms, bully, disobedient, shy 11. Children who are rejected by their peers can be categorized as having one of two distinct behavioral profiles. List each of these profiles, and describe the types of behavior typically seen with each profile. Aggressive: long-term poor life outcomes w/ retained status; pushy, self-serving, critical, threatening Non-aggressive: hover around the group on the outside 12. How is sociometrics used to study peer acceptance? Nominations: "i like this child best/ i like this child least" pick top 3 for each Ratings: Rate each child on a scale 13. What five types of children have been identified using sociometrics? Describe each type. Popular - high liked best/low liked least Rejected - low liked best/high liked least Controversial - high liked best & least Neglected - low liked best & least Average - average # of liked best & average # of liked least