5396870
Description
Quiz by Toni Nursey, updated more than 1 year ago
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Created by Toni Nursey
over 8 years ago
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Question 1
Question
Modelling is...
Answer
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...worth a lot of money to the right person
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...a person who provides and example both good and bad
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...a way to learn behaviour
Question 2
Question
Vicarious reinforcement is learning from seeing another person (the model) punished or rewarded.
Answer
- True
- False
Question 3
Question
Perry and Bussey wanted to show that children imitate behaviour carried out by same sex role models. What were the methods? 3 are correct.
Answer
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Children were shown films of people taking part in an activity
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Children were shown photos of people carrying out an activity
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In one condition all the males did one thing and all the females another
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In one condition there were only males
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In one condition there were males and females doing mixture of tasks
Question 4
Question
Perry and Bussey found that...
Answer
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...children imitated the same sex role model in the first condition and in the 2nd condition there was no difference in the activities chosen
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...the children chose their favourite activity regardless of gender or condition
Question 5
Question
[blank_start]Social learning[blank_end] theorist believe [blank_start]gender[blank_end] is learnt from modelling, [blank_start]imitation[blank_end] and vicarious [blank_start]reinforcement[blank_end]. Those who are models are most likely to be a same sex [blank_start]parent[blank_end] or friend (similar to them), [blank_start]teachers[blank_end], older siblings (more powerful than them) and parents and teachers (those who [blank_start]care[blank_end] for them).
Answer
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Social learning
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Behavioural
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Cognitive
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gender
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sexuality
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behaviour
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imitation
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ignoring
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impulsiveness
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reinforcement
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punishment
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parent
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carer
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disciplinarian
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teachers
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policemen
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care
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teach
Question 6
Question
Praise and punishment are vital in social learning theory.
Answer
- True
- False
Question 7
Question
Media and gender development was studied in 1975 and the followed up 2 years later....Wiliams. What did they find?
Answer
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That those who watched TV were more gender stereotyped that those who did not.
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That watching TV didn't make the children more likely to imitate same sex behaviour.
Question 8
Question
From the list below choose 3 correct evaluations of the Williams TV study.
Answer
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Lots of studies have supported this theory.
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Children in one parent families struggle to establish gender identity
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It does not explain why 2 children of the same sex in the same home with the same role models are not the same in terms of gender development
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Gender is biological not learnt and this is ignored by this approach
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Gender is cognitive and so copying is irrelevant
Question 9
Question
Gender schema is a mental 'map' of knowledge of each gender.
Answer
- True
- False
Question 10
Question
Gender schemas [blank_start]change[blank_end] as we grow and gain more [blank_start]knowledge[blank_end]. They are made up of what we [blank_start]know[blank_end] about each gender such as [blank_start]behaviour[blank_end], clothing, activities, personality traits and roles. Gender [blank_start]stereotypes[blank_end] may form part of this schema e.g. all builders are women.
Answer
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change
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remain the same
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knowledge
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experience
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education
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know
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see
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hear
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behaviour
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attitude
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thoughts
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stereotypes
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ideas
Question 11
Question
Martin and Halveson believed gender schemas develop with age. This age is believed to be 3years.
Answer
- True
- False
Question 12
Question
A gender stereotype is...
Answer
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...believing all males are strong, don't cry and do manual jobs while women are soft and feminine.
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...believing all males are similar and all women are similar
Question 13
Question
Which of the statements below are correct?
Answer
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Gender schema begins at 2 when children know the difference between boys and girls
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When children know there are 2 sexes they are able to learn from what they see around them
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They have fixed a rigid ideas to begin with
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Gender schemas in older children are more flexible
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Gender schemas dictate how men and women have to be.
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