Chapter 6 IQ - Chapter 6 IQs Social and Personality...

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Chapter 6 IQs: Social and Personality Development in Early Childhood ____________________________________________________________________________ I. Theories of Social and Personality Development A. Psychoanalytic Perspectives - Optional Reading B. Social-Cognitive Perspectives 1. Define the viewpoint held by Social-Cognitive Theories. - Self-concept- Self i. Person Perception 2. (a) Define person perception. (Others) (b) Why are preschoolers’ observations and categorizations of people inconsistent? - 1) Based on what is observable, what they see [whoever plays with them] - 2) Based on recent events [e.g. dad comes home and plays with them, they will stick to dad] (c) Define the cross-race effect and age when it is established. - Easier to see difference in own race - Usually established around 5 years of age ii. Understanding Rule Categories 3. (a) What is the difference between social conventions and moral rules? - Be kind and don’t hurt people (b) When do children appear to understand this difference? - 2 – 3 years of age iii. Understanding Others’ Intentions 4. Adults typically base their judgments of others’ behavior on their intent (i.e., whether they perceive if the person meant to do something or not). Preschoolers do not base their judgment of others’ behavior solely on intent (outcome of a behavior/ action) . What else influences preschoolers’ judgments of others’ behavior, according to the research findings by Thompson (2009)? See third or final paragraph in this sub-section. (CH.7 1 of 1) II. Family Relationships and Structure A. Attachment 5. (a) Compare attachment at 12 months and at 2-3 years of age. (b) At age 4, the child’s internal model of attachment appears to generalize. What does this mean? (c) A two year old’s rate of compliance is context-dependent. Identify two contexts or situations that are associated with high compliance (Safety & Care of objects) and two contexts or situations that are associated with low compliance
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