HDEV 180 Final Study Guide

• Biological-Maturation
• Environment-Learning
• Constructivist
• Cultural-Context

• Most simplistic
• Development is due to genes
• Genetic makeup ("It's hereditary")
• Relative contributions of nature (genes) and nurture (environment)
• You are not active, you are passive

• All about nurture (environment: family, school, friends, video games)
• Passive: not choosing your envronment, undirectional
• Modeling
• Observation
• Shaping
• Reward
• Punishment

• Considering both biology and environment
• Adding
• Multiplicative - 2 small things into large issue
• Active

• Genes in biology, environment, and constructivism
• Context and content that is larger in cultural and historical
• Most complicated

• Authoritative
• Authoritarian
• Indulgent/Permissive
• Neglectful

High on both responsiveness and demandingness

• Psychologically well-adjusted
• Self confidence, not depressed
• More responsible
• More successful in school
• Better peer relationships
• Self-control

• Parents are warm but firm
• Set standards that are consistent with the child's developmental level
• Deal with children with rational issue-oriented manner
• Parents respect child's independent decisions (autonomy)
• Consistent with rules
• Parents who do not "baby" their children

Low on responsiveness and high on demandingness

• More dependent
• More passive
• Less socially skilled
• Less confidence

• Not warm and accepting but lots of rules
• Expectations are developmentally inappropriate
• Favor punitive disciplinary measures (spanking)
• Not nurturing (firm control, little support)

High on responsiveness and low on demandingness

• Less mature
• Irresponsible
• More conforming to peers (give into peer pressure)

• Passive parents (accept children but passive in ways of discipline)
• Give children freedom to do as they wish
• Find excuses for bad behavior

Low on both responsiveness and demandingness

• Impulsive (act without thinking)
• More likely to be involved with delinwuent behavior (drugs, drinking)

• Parents minimize time and energy with child
• Show very little interest maybe even ignore

• Methods
• Spanish speaking Latino failies with a child between 4 and 9 years old
• At least one parent was a first generation immigrant

• Results
• Majority of parents (61%) classified as PROTECTIVE
• 31% of parents classified as AUTHORITATIVE
• No differences in parenting styles between mothers and fathers
• No statistically significant differences between parenting styles used with sons vs. daughter, yet some evidence suggest that parents were lower on autonomy granting for daughters and high on demandingness on sons

• Incest Avoidance
• Sacred Couple
• Autonomy
• Female Chastity
• Respect for hierarchy
• Protection of the vulnerable

co-habiting adults, emotional intimacy, interpersonal commitment, and sexual privacy require that they sleep together and alone

Highly valued members of the family such as children are fragile and should be encouraged to be alone at night so they can learn to be self-reliant and independent and to care for tehmselves

Highly valued members of the family such as children are needy and fragile and should not be left alone at night

Among sexually mature males, social superiority is expressed through deference and distance.

Unmarried sexualized women to be chaste, young unmarried girls are constantly chaperoned

Sexualized unmarried males and females must not have sex with each other

• Pro-Corporal Punishment: "Spare the rod and spoil the child"
• Have been spanked before
• Agree that spanking is the best punishment

• Anti-Corporal Punishment (Environment-Learning): "Violence begets violence"
• "Spanking is just hitting, taching children that violence is okay"
• Teaches agression, hitting is better than conflict resolution
• Modeling, observation, punishment, reward

• Conditional Corporal Punishment (Cultual Context): "Negative effects of spanking are not direct or universal - they are cultural specific"
• Depends on culture; depends on context

• White Families: The more you spank, the more problems your kids will have later on
• African-American Families: No relationship between spanking and child's behavior problems

• More normative in African-American families (typical - less negative effect)
• African American families deliver spanking in a much more loving context
• White families frequently inconsistent (Negative effects when spanked out of frustration)

The match between parenting practices and the demands of the surrounding environment

• Most simplistic to define neighborhood
• Geographical location
• Says nothing about what the environment or people are like
• Limiting
• Neglects multiplicity of neighborhoods

• Collect data without talking to people
• Collecct data from people who actually live there
• Getting people to tell you how they feel about their neighborhood
• Evaluate their own personal value of risk or quality of resources

• Interpersonal linkages in a neighborhood
• Nowadays, people are more likely to keep to themselves
• Who in your neighborhood would you trust?

• Census data
• Crime data
• First-hand assessments (actually going to the neighborhood with survey, catalogue what you saw)

• More commercial activity was related to greater behavior problems
• Temptation to shoplift
• More violent crime was related to less social competence (make friends)
• Trust level is not there
• Parents won't let you out

• There are 1 million gang members and 20,000 active gangs in the US
• Reflect 30% increase in gang membership over the last 10 years

• Agents of Socialization
• Protector
• Entertainment provider
• Economic provider

• 1. One's Place in Larger Society
• Gangs help you realize what your position is (how your neighborhood is percieved)
• Recognizing where you fit in heirarchy

• 2. Gender Stratification
• Men are providers, leaders, protectors, strong
• Women serve the men sexually

• 3. Social Stratification
• Knowing where you are between groups
• Understanding where gang is allowed to go
• How you are identified in neighborhood

• 4. Ethnic Stratification
• Not fating outside of ethnic group

• 5. Violence and Pain
• Defining things as nonagressive
• Never show vulnerability

• Study:
• Explore whther or not students' attitudes about gangs and exposure ti gang members predicts academic achievement (and failure) over the transition from middle to high school

• Results:
• Adolescents with more positive attitudes towards gangs in the 8th grade earned lower grades in the 9th grade (r=-.49)
• Attitudes towards gangs are a better predictor of grades than mere exposure to gangs

• Argues that there should be specific age groups for each level of schooling
• Which is better for kids? Are smaller schools better than larger schools?
• Students of larger schools have a harder time making sports teams because there are the same select spots on a sports team in a large school as well as a small school
• More spectators than athletes

• Classrooms are getting larger
• Classes used to be 20 or so, and are now 30+ students per classroom

• Rigor: Science and math
• Relevance: History, government, social studies

• 40% of young adults in 2010 had earned at last an associate's degree
• 7,200 students drop out every day

The idea that Asian American and Pacific Islander students achieve academically because they have successfully assimilated into society and that racism is no longer an obstacle to their social mobility

• AAIP students did better in math but worse in reading as compared to White students
• In Reading: Japanese, Chinese, and Korean students scored higher than white students. Samoan and Laotian students did much wose than White students
• In Math: Chinese, Korean, Japanese, Vietnamese, and Asian Indian students scored higher than White students. Samoan and Laotian students did much worse than White students

• Friends tend to be similar in terms of:
• sex
• ethnicity
• age
• income
• religious views
• academic performance
• political views
• interests
• personality

• Niche picking: looking for people who are similar to you
• Socialization: become more similar over time

• Popular Children (12%)
• Rejected Children (12%)
• Controversial Children (6%)
• Neglected Children (6%)
• Average Children (60%)

Receive many positive nominations and few negative nominations (12%)

• Skilled at making friends (initiating interactions)
• Recognize own emotions and feelings of other people
• Cooperative and friendly kids

Receive few positive nominations and many negative nominations (12%)

• Hard to take someone else's perspective
• Tendency to perceive ambiguous situation as negative
• Aggressive and troublemakers
• Do more poorly in school
• Being rejected early on predict: truancy, dropping out of school

Receive many positive and negative nominations (6%)

• Agressive and disruptive
• Helpful and cooperative

Receive few positive or negative nominations (6%)

• Temporary
• Chronically neglected: depressed and lack social skills

Receive some positive nominations and some negative nominations (60%)

• Moderately social
• Don't stand out in a group

Media affects how women portray themselves

Commercialization attracts children to convince parents to purchase more consumer products

Are female friends in self-perceived of attractiveness and are these perceptions related to mating rivalry?

• 44 pairs of female friends
• Heterosexual
• 19 years of age
• Caucasian
• 70% single (not in a committed relationship)

• It is harder to meet guys when she is around
• She flirts with guys I am interested in
• I feel undesirable when she is around
• I feel in competition with her for attention from members of the opposite sex
• I feel unattractive in comparison to her

• Female friends are similar in terms of physical attractiveness
• Self and researcher ratings of attractiveness related - if you saw yourself as more attractive than your friends, the judges were likely to see you as more
• Women who perceive themselves as less attractive than their female friend perceive more

*Mating rivalry is not related to friendship closeness or the likelihood of the friendship lasting