Infant and Child Development Final Exam

Stereotype content model

people judge others based on warmth and competence.

paternalized

high warmth, low competence.

dehumanized

low warmth and low competence

admired

high warmth and high competence

envied

low warmth, high competence.

moral judgment

evaluating what is right vs wrong.

prescriptive morality

asks what people should think and do.

descriptive morality

studies what and how people actually think, feel, and do in moral situations.

care

concern for others’ suffering.

fairness

justice, equality, and reciprocity.

loyalty

commitment to groups.

authority

respect for rules, roles, and leadership.

purity

avoidance of contamination or immoral behaviour.

emotional dog

fast, automatic moral intuitions.

rational tail

slower reasoning that comes after.

liberals

emphasize care and fairness.

conservations

draw on all 5 foundations.

western culturessome

focus on care and fairness.

some non-western cultures

also emphasize tradition, authority, and group harmony.

moral rules

universal and unchangeable - about harm and fairness.

social conventions

manners, dress codes - flexible.

morality in the brain

uses emotion, social cognition, and reasoning systems.

impersonal dilemmas

weaker emotional response.

personal dilemmas

more emotion-related brain activity.

cooperative gene

kin selection, reciprocity, reputation, and group selection.

kin selection success

individuals interact with others who share their genes meaning their own genes spread.

reciprocity success

helping increases chance of being helped later.

reputation success

helping builds a good reputation and brings future benefits.

group selection success

groups with more cooperators perform better and outcompete others.

interdependence hypothesis

cooperative breeding → the social brain.

empathy

sharing or mirroring another person’s emotions - early building block of morality.

compassion

concern and desire to help.

emotional contagion

newborns cry when hearing other babies cry.

aggression

behaviour intended to harm someone.

proactive aggression

planned, goal-oriented.

reactive aggression

impulsive response to provocation.

callous-unemotional traits

low fear/sensitivity, low empathy, shallow affect.

conduct problems

patterns of persistent rule-breaking and antisocial behaviour.

psychopathy (youth)

CU traits + impulsivity + persistent antisocial behaviour.

reducing aggression

social-cognitive skills, supportive environments, change reinforcement patterns.

two dimensions of parenting

responsiveness and demandingness.

permissive

low demandingness, high responsiveness - impulsive, poor self-control, low achievement.

uninvolved

low demandingness and responsiveness - aggressive, antisocial, poor achievement.

authoritative

high responsiveness and demandingness - confident, responsible, high achievement.

authoritarian

low responsiveness, high demandingness - anxious, low self-esteem, less social.

emotional security theory

children need to feel their family is safe and predictable - ongoing conflict undermines emotional security.

peers

social equals with similar levels of behaviour and power.

pretend play

make-believe play where children act out imaginary roles or situations.

indirect monitoring

let children solve minor conflicts - promotes social competence and independence.

intrusive monitoring

telling children what to do - disrupts play and limits development of peer skills.

popular

friendly, cooperative, supportive.

controversial

both prosocial and aggressive.

neglected

quiet, withdrawn.

rejected

aggressive or socially awkward.

rejected-aggressive

dominant, disruptive, coercive - overestimate their popularity - risk for externalizing problems.

rejected-withdrawn

socially awkward, passive - sensitive to criticism - lonely, low self-esteem - risk for internalizing problems.

percevied popularity

seen as cool or high status but may include aggressive or dominant children.

factors that shape learning environments

instructional support, socioemotional support, classroom organization and management.