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Psychology 235 > Chapter 10 > Flashcards

Chapter 10 Flashcards

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1
Q

The ability to control when and how emotions are expressed due to connections between limbic system and prefrontal cortex

A

Emotional Regulation

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2
Q

Erikson’s third psychosocial crisis, in which children undertake new skills and activities and feel guilty when they do not succeed at them.

A

Initiative versus guilt

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3
Q

: A person’s understanding of who he or she is, incorporating self-esteem, appearance, personality, and various traits (e.g. gender, size).

A

Self-concept

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4
Q

: Preschoolers predict that they can solve impossible puzzles, remember long lists of words, and control their dreams.
Helps them try new things

A

Protective Optimism

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5
Q

Occurs when people do something for the joy of doing it.

A

Intrinsic motivation

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6
Q

Occurs when people do something to gain praise or some other reinforcement.

A

Extrinsic motivation

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7
Q

Goals for emotional regulation that seem to be important in certain cultures:

Overcome fear (United States)

Modify anger (Puerto Rico)

Temper pride (China)

Control aggression (Japan)

Be patient and cooperative (Native American communities)

A

Facts culture of emotional regulation

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8
Q

Lack of emotional regulation may be an early sign of ____________ (disorder of the mind)

A

psychopathology

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9
Q

expressing powerful feelings through uncontrolled physical or verbal outbursts, as by lashing out at other people or breaking things

A

Externalizing problems

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10
Q

is

turning one’s emotional distress inward, as by feeling excessively guilty, ashamed, or worthless

A

Internalizing problems

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11
Q

Neurological and hormonal effects:
Boys tend to be ________ (externalizing)
Girls tend to be ________ (internalizing)

A

aggressive; anxious

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12
Q

Psychopathology is not typical!

Children of both sexes usually learn to regulate their emotions as their brains mature and their parents nurture them

A

Facts

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13
Q

is the most productive and enjoyable activity that children undertake
-is universal and timeless

A

PLAY

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14
Q

Form of play changes with age and culture

-Increasingly complex social play is due to brain maturation coupled with many hours of social play
-Children must learn how to make, and keep, friends
=Young children play best with peers
-Toddlers are not yet good playmates

A

Facts about Play

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15
Q

People of about the same age and social status
Provide practice in emotional regulation, empathy, and social understanding
Children usually prefer to play with each other rather than with their parents

A

Peers

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16
Q

Physical setting of a ______ shapes play
Some communities provide many toys and close supervision

Others leave children to play on their own with whatever they find

A

Culture

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17
Q

Types of Play (Midred Parten, 1932)

What are the 5 types of play?

A
  1. )Solitary play:
  2. )Onlooker play
  3. )Parallel play:
  4. )Associative play
  5. )
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18
Q

A child plays alone, unaware of any other children playing nearby.

A

Solitary play:

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19
Q

A child watches other children play.

A

Onlooker play

20
Q

Children play with similar toys in similar ways, but not together.

A

Parallel play:

21
Q

Children interact, observing each other and sharing material, but their play is not yet mutual and reciprocal.

A

Associative play

22
Q

Children play together, creating and elaborating a joint activity or taking turns.

A

Cooperative play

23
Q

is play that mimics aggression through wrestling, chasing, or hitting, but in which there is no intent to harm.

Facts:

  • Expressions and gestures (e.g. play face) signifying that the child is “just pretending”
  • Particularly common among young males
  • Ample space, distant adults, and presence of friends increase likelihood
  • Advances children’s social understanding but increases likelihood of injury
A

Rough-and-tumble play:

24
Q

__________play: Pretend play in which children act out various roles and themes in stories that they create.

Facts:
__________ play enables children to:
Explore and rehearse social roles
Test their ability to explain and to convince playmates of their ideas
Practice regulating their emotions by pretending to be afraid, angry, brave, and so on
Develop a self-concept in a nonthreatening context

A

Sociodramatic Play

25
Q

High behavioral standards, strict punishment of misconduct, and little communication

A

Authoritarian parenting:

26
Q

High nurturance and communication but little discipline, guidance, or control

A

Permissive parenting:

27
Q

Parents set limits and enforce rules but are flexible and listen to their children

A

Authoritative parenting:

28
Q

Parents are indifferent toward their children and unaware of what is going on in their children’s lives

A

Neglectful/uninvolved parenting:

29
Q
  • Children who watch televised violence become more violent themselves.
  • Racial and gender stereotypes are still evident in children’s programs.
  • Educational television may have positive effects.
  • Experts recommend that parents limit their young children’s television viewing and spend more time talking and playing with them.
  • Internet and electronic games can be harmful if violent
  • No electronic media recommended for those under age 2 by APA, AAP,AMA, etc.
  • Some electronic media is OK but children tend to pick those that are not.
  • Adult selection & supervision are needed
A

Random facts

30
Q

The ability to understand the emotions and concerns of another person, especially when they differ from one’s own.
:.

A

Empathy:

31
Q

Feelings of dislike or even hatred for another person

A

Antipathy

32
Q

Actions that are helpful and kind but that are of no obvious benefit to the person doing them.
Increases from age 3 to 6

:

A

Prosocial behavior

33
Q

Actions that are deliberately hurtful or destructive to another person.
Declines beginning at age 2

A

Antisocial behavior

34
Q

: Hurtful behavior intended to get something that another person has and to keep it.
:

A

Instrumental aggression

35
Q

An impulsive retaliation for another person’s intentional or accidental action, verbal or physical.

A

Reactive aggression

36
Q

Nonphysical acts, such as insults or social rejection, aimed at harming the social connection between the victim and other people.

A

Relational aggression

37
Q

Unprovoked, repeated physical or verbal attack, especially on victims who are unlikely to defend themselves.

A

Bullying aggression

38
Q

involves threatening to withdraw love and support and that relies on a child’s feelings of guilt and gratitude to the parents.

A

Psychological control:

39
Q

involves separating a child from other people and activities for a specified time.

A

Time-out:

40
Q

is differences in the roles and behaviors that are prescribed by a culture for males and females.

  • Initial confusion about gender and sex
  • Age 5: Increased awareness of sex and gender differences
  • Age 8: Belief that their biological sex is a permanent trait
  • Increase of awareness of sex differences, preferences for same-sex playmates and stereotypical gender activities from age 2 to age 8
A

Gender differences

41
Q

: Biological differences between males and females, in organs, hormones, and body shape

A

Sex differences

42
Q

Freud’s third stage of development, when the penis becomes the focus of concern and pleasure.

A

Phallic stage:

43
Q

The unconscious desire of young boys to replace their fathers and win their mothers’ exclusive love.

A

Oedipus complex:

44
Q

The judgmental part of the personality that internalizes the moral standards of the parents.

A

Superego:

45
Q

The unconscious desire of girls to replace their mothers and win their fathers’ exclusive love.

A

Electra complex:

46
Q

An attempt to defend one’s self-concept by taking on the behaviors and attitudes of someone else.

A

Identification:

47
Q
  • A child’s cognitive concept or general belief about sex differences, which is based on his or her observations and experiences.
  • Young children categorize themselves and everyone else as either male or female, and then they think and behave accordingly.
A

Gender schema

Psychology 235 (24 decks)

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