midterm 2-3

Created by

Beth

Cards (18)

Sources of intergroup cognition
Experience, peers/fam, media, bio, culture (interaction)
Development of intergroup cognition
ingroup liking emerges before dislike of outgroup (explicitly)
Age 3-4yo for ingroup liking, outgroup dislike after 7yo
children spontaneously form categories and prefer ingroup members by 6yo
Self-esteem x group affiliation relationship
Explicit measurement limits
Access (introspection ability)
Social desirability (like demand fx)
Development of Implicit social group preferences
Learned gradually: parents, peers, media, personal experience
Over time - either consistent or more sensitive to change at some time points
Early and automatic (identifying self x person similarity = ingroup = preference)
Ingroup preference
Mere familiarity
12 months: Implicit pref for familiar groups
Essentialism - sm aspect of identity is fixed (over time and immutable), not empirically proven
Symbols: arbitrary pairings of sound x thing
Generativity: inf new meanings
Recursion: meaning retained w diff phrasing
Phonological development
Before birth → adolescence
Learning to hear phonemes
10 months: perceptual - Knowing when words stop/start (not cont’ noise stream)
Semantic development
Birth → lifespan
10 months → early school age: Highest acquisition
Meanings
Syntactic development
Telegraphic speech
Grammatically correct order
Abbreviated, short for sm else
24-36 months: pronouns, increased sentence length
5-6 yrs: development slows, (syntax is understood)
Quinean reference problem - labelling is ambiguous → learning meaning?
Solutions
Whole-object bias
Basic level bias
Mutual exclusivity
grammatical/syntactic cues
Pragmatic cues
Language development hypotheses
Behaviourist
Bf skinner
Caregivers reinforce/punish
Weak: inconsistent parents, multilingual households
Nativist
Chomsky
Modularity
Nicaraguan sign language
Connectionist
Computer simulations / learning
Not specialised unlike nativism
Parallel processing
Weak: insufficient input
Statistical learning
Probabilities of patterns
Sentence structures, phonemes
Fast mapping: not a lot of input needed to learn
Syntactic bootstrapping: context/syntax influences work learning
Private speech: talking/babbling to self, external processing/ org thoughts
Collective monologues: early childhood conversing, turn taking but not convo that has sharing and advancing meaning
Preschool period: gender differentiation in play, avoid non-gender typical behaviour ppl, self segregation
Middle childhood: establish gender-role norms for behav
Boys - assertion, sharing activities/interests
Girls - affiliation, sharing emotion
Communication and interaction styles^
9-10 years: understanding gender = social category, + discrimination exists and bad
Adolescence: gender role intensification and flexibility (concern w roles and transcending it)
flexibility - girls>boys
4 key processes for social learning theories:
Attention (to gender info)
Memory (for that info)
Motivation (to repeat gender typed behaviour)
Production (of gender behaviour)
Observational learning
Gender (self) segregation → they witness same gender activities
Children see and experience the roles of men and women in society → resulting in gender-typed activities
Attend more to & remember better info re: same gender activities/toys
Social cognitive theory
Learning abt gender via
Tuition
Enactive experience
reactions one’s behaviour evokes in others
Modeling
Social role theory
diff expectations for each gender stem from the men vs women division of labour in a society
Parents frequently assign diff chores
Kohlberg’s theory of gender role development
Informed by piaget
Children’s understanding of gender: 3 processes
Gender identity by 30mos (not fixed)
Gender stability by 3-4 yrs (quasi-fixed; appearance still matters)
Gender constancy by 6 yrs (fixed, unchanging)
Begin self-socializing