TB9 D&L Lecture 3; Middle Childhood
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- Created on: 02-08-16 09:27
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- Lecture 3; Middle Childhood
- Emotions
- Key terms
- Script; A generalised framework for commonly experienced events with a stored represent-ation of expectations
- Emotional ambiguity; a persons feelings may not be clear or match your own
- Under-standing emotions
- Denham (1986); 2 & 3 years. Can they predict emo responses non-egocentrically? Puppet task
- Able to predict puppet responses above chance
- Children as young as 18 months can appreciate people liking diferent things
- Brocolli v.s cracker task, infant gives experimentor one she likes > the one the infant likes
- Emotion in the family
- Dunn et al (1991)
- Discussion of feelings & causes of related to childs emo development inc. emotional conflicts
- Children with mothers who described them re; mental characteristics performed better on false belief
- Emotional understanding correlated with naturalistic play behaviour
- Dunn et al (1991)
- Understanding the causes of feelings
- 83% of 4-11 years cited themselves as causes of parent anger
- 65% happiness, 49% sadness
- More common in younger children
- 83% of 4-11 years cited themselves as causes of parent anger
- Denham (1986); 2 & 3 years. Can they predict emo responses non-egocentrically? Puppet task
- Different reactions to the same event
- Gnepp et al (1987); 5-8 year olds. On puppet task
- Older children better at recognising people may react differently
- Gnepp et al (1987); 5-8 year olds. On puppet task
- Cognition and emotion
- False belief tasks
- Harris et al (1989); 4-6 year olds on false belief
- 4 year olds perform poorly at predicting INITIAL emotional response
- At 6 years, perfom well and can justify animals emotional response with its belief state
- Harris et al (1989); 4-6 year olds on false belief
- Emotional conflicts
- Harris (1983); 6-10 year olds, can they feel more than one emotion simultaneous-ly?
- Controlled for 1) memory differences 2) age related differences such as ignorance of emo response
- 79% of 6 year olds said 2 emotions was logically and behaviourally impossible, 33% if 10 year olds
- Minority of 10 year olds still denied, age cannot explain fully the difference
- Harris (1983); 6-10 year olds, can they feel more than one emotion simultaneous-ly?
- Hiding true feelings
- 3 years; can suppress expression of negi emotions
- 6 years; can discriminate between real and apparent emotions
- Age related increase in this ability
- Encouraged by socialisation
- False belief tasks
- Key terms
- Self
- Key terms
- Self-esteem; A persons overall evaluation of their own worth
- Self-perception profile; Measures 5 domains of self esteem...
- Athletic competence
- Behavioural conduct
- Physical appearence
- Scholastic competence
- Social acceptance and overall self-worth
- Pictoral format for younger children, verbal format for older
- Self-efficacy; persons evaluation of their ability to achieve a goal or outcome in a particular task
- Key terms
- Peers and friends
- Key terms
- Sociogram; Visual representation of personal group relationships
- Circles = girls, triangles = boys
- Number of lines between two children = % of observations seen playing together
- Nomination data = reciprocal relationships
- Sociometry; A picture of the social structure of a group from observational evidence
- Sociometric status
- A two-dimensional > one-dimensional model is preferred
- Stability over time
- Dodge et al (1983) 5 year olds
- Popular status played through group-oriented statements
- Neglected children stayed waiting and watching
- Liked by teachers
- Rejected children used disruptive actions
- Spent less time in co-operative play, more time arguing and fighting
- Did poorly in schoolwork
- Majority of rejected children were 'aggressive-rejected' > 'rejected-submissive'
- Majority of rejected children were 'aggressive-rejected' > 'rejected-submissive'
- Sociogram; Visual representation of personal group relationships
- Friendship
- Definition; close associations between people
- Three stages in expectations of friendships
- 1) 6-8 years; friendship = common activities, living close, similar expectations
- 2) 9-10 years; Shared values, rules, sanctions
- 3) 11-12 years, under-standing and self disclosure, shared interests
- A shift from physical to psychological
- Newcomb & Bagwell (1995); friend interactions have 4 main features
- More intense social activity
- More reciprocity and intimacy
- More conflict resolution
- More effective joint task performance
- Hartup (1996) three important factors in friendship
- Having friends
- Having high status friends
- Good quality friendships
- The importance of friendship?
- Parker and Asher (1987); review of studies with three outcomes; dropping out of school early, juvenile and adult crime, adult psychopathology
- Consistent link between few friends and dropping out
- Consistent link between aggressive-ness and juvenile/adult crime
- Parker and Asher (1987); review of studies with three outcomes; dropping out of school early, juvenile and adult crime, adult psychopathology
- Friendship and later well-being
- Bagwell et al (1998)
- Follow up study of 10 year olds --> 23 year olds
- Friendship and peer rejection linked to adult life adjustment?
- Peer rejection in school predicted poorer life status
- Friendship predicted self-esteem
- Lack of friendship and peer rejection predictor of psycho-pathological symptoms
- Bagwell et al (1998)
- Key terms
- Emotions
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