05_Temperament, Personality, and Identity Flashcards
Temperament:
Overview
Basic disposition
Genetic component
Apparent at birth and predictive of later personality
(when measures at 3yo)
Temperament:
Behavioral inhibition
Strong biological component
Inhibited children experience higher heart rate and changes in blood pressure when faced with unfamiliar situations
Thomas and Chess:
Three categories of temperament
Easy
Slow to warm up
Difficult
Thomas and Chess:
Goodness-of-fit model
Degree of match between parents’ behaviors and child’s temperament contributes to outcomes
Thomas and Chess:
Parent guidance intervention
Help parents interact with child in ways that are consistent with child’s temperament
Levinson’s Season’s of a Man’s Life
Stress associated with major transitions
Early Adult Transition [formation of The Dream]
Age 30 Transition [settling down]
Mid-life Transition [40-45; time-left-to-live]
“Midlife Crisis”= 80% of Men
Children of Authoritarian Parents
Irritable
Aggressive
Mistrusting
Dependent
Limited Sense of Responsibility
Low Self-esteem
Low academic achievement
Children of Authoritative Parents
Assertive
Socially responsible
Achievement oriented
High self-esteem
Self-confident
Academic achievement
Children of Permissive Parents
Immature
Impulsive
Self-centered
Easily frustrated
Low achievement
Low independence
Children of Uninvolved Parents
“rejecting-neglecting parents”
Low self-esteem
Poor self-control
Impulsive
Moody
Aggressive
Parenting characteristics most predictive of juvenile delinquency
Lack of parental warmth
Lack of supervision
Inconsistent or harsh punishment
*Most associated with rejecting/neglecting uninvolved parents
Birth Order:
First-borns
More rapid language acquisition
Higher IQ and grades
Achievement oriented
Conscientious
Birth Order:
Later-Borns
More rebellious
Have better peer relationships
More confident social situations
Family Composition:
Lower academic achievement: 2 factors
Larger family size
Smaller gaps between children (closer in age)
Maternal depression
Increased risk for emotional and behavioral problems
Physiological distress: elevated heart rate by 3 months old
Passive noncompliance
Increased aggressiveness
Insecure attachment
Paternal Depression
Father-child conflict
Internalizing and externalizing symptoms
Symptoms can occur in the absence of maternal depression
Self-awareness:
Three stages
Physical self recognition (by 18 months)
Self-description (between 19 to 30 months)
Emotional responses to wrongdoing
[development of conscience]
Self-descriptions at different ages
2-6: concrete physical characteristics, behaviors
6-10: competencies
10-12: personality traits
Adolescents: inner thoughts and feelings
Age by which most children label themselves and others as either boy or girl
3 yo
Kohlberg’s Cognitive Development Theory of Gender Identity
Gender identity (2-3)
Gender stability
Gender constancy (by 6-7)
Bem’s Gender Schema Theory
Combination of social learning and cognitive development
Children develop schemas of masculinity and femininity
Gender and Self-Esteem
Androgyny, for both males and females, and masculinity for males is associated with higher levels of self-esteem that femininity
Age at which children perceive and understand racial differences
6 months: awareness of racial differences
3-4yo: Label people in terms of racial group
10yo: Understanding social connotations of racial differences
Adolescent Identity Crisis:
Theorist who coined the term
Erik Erikson
**Erikson did NOT coin “midlife crisis”
Marcia:
Four Adolescent Identity Statuses
Identity diffusion
Identity foreclosure
Identity moratorium
Identity achievement
Adolescent Identity diffusion
Have not yet experienced crisis
Have not explored alternatives
Not committed to an identity
Adolescent Identity foreclosure
Adoption of identity without experiencing a crisis
Identity is imposed by same-sex parent or other person
Adolescent Identity moratorium
Identity crisis
Active exploration of alternative identities
Confusion, discontent, rebelliousness
Gilligan’s Relational Crisis
Pressure for adolescent girls to conform to cultural stereotypes about the “perfect good woman”
“Loss of voice”
Gilligan: Adults should help girls maintain “healthy resistance to disconnection”
Children’s Understanding of Death:
Three phases
Non-functionality
Irreversibility
Universality
Children’s Understanding of Death:
2-5 years old
View death as reversible and temporary
Perceive death of separation or abandonment
Children’s Understanding of Death:
5-9 years old
Gradually develop awareness of irreversibility
Tend to personify it (ghosts, skeleton)
Believe they can cheat/escape death
Children’s Understanding of Death:
By age 10
Most children recognize death involves cessation of functioning, and is irreversible and universal
What did Martin and Haverson propose regarding gender schematic processing theory?
They proposed that once children label themselves with a gender, they begin to pay more attention to that gender’s behaviors and stop paying as much attention to the behaviors of the opposite gender.
True or false:
Bandura believed that sexual roles are acquired through social or vicarious learning so that each successive generation provides the model for the following generation.
True
