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Developmental Psychology > Chapter 11 > Flashcards

Chapter 11 Flashcards

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1
Q

Personality

A

Organized combination of attributes, motives, values, and behaviors unique to each individual.

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2
Q

Dispositional Traits

A

Relatively enduring qualities along which people differ. (Ex: Introversion vs. Extraversion)

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3
Q

Characteristic Adaptations

A

Situation-specific and changeable ways in which people adapt to their roles and environments.

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4
Q

Narrative Identities

A

Unique and integrative life stories that we construct about our pasts and futures to give ourselves an identity and our lives meaning.

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5
Q

Self-Concept

A

Your perceptions (positive or negative) of your unique attributes and traits as a person.

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6
Q

Self-Esteem

A

Your overall evaluation of your self-worth as a person, high or low, based on the perceptions that make up your self-concept.

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7
Q

Identity

A

Overall sense of who you are, where you’re heading, and where you fit into society.

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8
Q

Psychoanalytic Theory

A

Believe and agree that personality develops in stages!

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9
Q

Trait Theory

A

Believe personality is a set of dispositional trait dimensions along which people can differ. They assume personality traits are consistent across situations and relatively enduring. (Believe in BIG 5 Personality Traits)

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10
Q

Big Five Personality Traits

A
  • Openness to experience
  • Conscientiousness
  • Extraversion
  • Agreeableness
  • Neuroticism
    (We know that they seem to be universal!)
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11
Q

Social Cognitive Theory

A

Emphasize that people’s behavior is influenced by the situations they are in and changes if their environments change and different behaviors are reinforced. They think personality boils down to a set of behavioral tendencies shaped by interactions with other people in specific social situations.

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12
Q

What age do infants recognize themselves visually as distinct individuals?

A

18 Months

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13
Q

How can we test for infant self-recognition?

A

Mother dabs a spot of lipstick on an infant’s nose and then places the infant in front of a mirror. If the infant recognizes the mirror image as himself, he should notice the red spot and reach for/wipe his own nose rather than touch the mirror image.

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14
Q

______ and _______ contribute to the development of self-awareness in infancy.

A

Cognitive Development and Social Interaction

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15
Q

Temperament

A

Early, genetically based, and environmentally influenced tendencies to respond in predictable ways to events that serve as the building blocks to later personality.

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16
Q

Thomas and Chess’s System for Temperament

A

Based on patterning of temperamental qualities, most infants could be placed in 1 of 3 categories. (Easy Temperament, Difficult Temperament, and Slow-to-warm-up Temperament)

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17
Q

Behavior Inhibition

A

Tendency to be extremely shy, restrained, and distressed in response to unfamiliar people and situations. (Kagan used this to test children/adolescent response to novelty.)

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18
Q

Rothbart’s Approach to Temperament

A
  • Surgency/Extraversion (confidently approach new experiences)
  • Negative Effectivity (tendency to be sad/fearful/irritable)
  • Effortful Control (Ability to focus and shift attention when desired)
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19
Q

Goodness of Fit

A

Extent to which a child’s temperament is compatible with the demands and expectations of the social world to which he/she must adapt.

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20
Q

How can parents provide goodness of fit with their child?

A

By getting to know the baby as an individual and allowing for their personality quirks.

21
Q

How do Preschoolers Describe Themselves?

A

With physical characteristics, possessions, physical activities, accomplishments, and preferences.

22
Q

By 3rd grade the 5 aspects of self-worth are?

A
  • Scholastic Competence (feeling smart or doing well in school)
  • Social Acceptance (being popular and feeling liked)
  • Behavioral Conduct (staying out of trouble)
  • Athletic Competence (Being good at sports)
  • Physical Appearance (feeling good-looking)
23
Q

By 3rd grade how accurate are children’s self-evaluations?

A

Pretty accurate!

24
Q

How does the relationship between real self and ideal self-evaluations change in childhood?

A

The gap between real self and ideal self increases as children get older.

25
Q

How do parents and teachers potentially contribute to a decrease in self-esteem across childhood?

A

By “raising the bar” and giving older children more critical feedback than younger children.

26
Q

What parental behaviors are associated with higher child self-esteem?

A

Being warm, democratic, loving, and frequently communicating acceptance and approval.

27
Q

Damon (1994) thinks?

A

Thinks that American parents/educators go overboard trying to make children feel good about themselves. Self-esteem means little unless it grows out of a child’s REAL achievements.

28
Q

What did Caspi et al. (2003) find about the stability of temperament?

A

Temperament is stable and continuous from infancy to adulthood.

29
Q

How do self-conceptions change from childhood to adolescence?

A
  • Less physical and more psychological
  • Less concrete and more abstract
  • More differentiated
  • More integrated and coherent
  • A greater reflection of self-awareness
30
Q

How does self-esteem change from childhood to early adolescence and why?

A

From childhood to adolescence, self-esteem tends to decrease.

31
Q

Who is most likely to experience a decrease in self-esteem?

A

White females.

32
Q

Why might adolescents experience a serious “identity crisis”?

A
  • Their bodies are changing and they must revise their body images
  • Cognitive growth lets them think about hypothetical possibilities (the future)
  • Social demands are placed on them to “grow up”
33
Q

Moratorium Period

A

Time during high school/college when youth are relatively free of responsibilities and can experiment with different roles to find themselves.

34
Q

Of Marcia’s 4 Identity Statuses describe the Diffusion Status

A

Individual has not yet thought about or resolved identity issues and has failed to chart directions in life.

35
Q

Of Marcia’s 4 Identity Statuses describe the Foreclosure Status

A

Individual seems to know who he or she is but has latched onto an identity with little thought.

36
Q

Of Marcia’s 4 Identity Statuses describe the Moratorium Status

A

Individual is experiencing an identity crisis, actively raising questions, and seeking answers.

37
Q

Of Marcia’s 4 Identity Statuses describe the Identity Achievement Status

A

Individual has resolved their identity crisis and made commitments to particular goals/beliefs/values.

38
Q

What occupational identity status did Meilman (1979) find most 12-15 year old boys to be in?

A

Either the diffusion status or foreclosure status.

39
Q

What is the main developmental trend evident in vocational choice?

A

INCREASING REALISM WITH AGE!

40
Q

5 Influences on Identity Formation

A
  • Cognitive Development
  • Personality
  • Quality of relationship with parents
  • Opportunities for exploration
  • Cultural context
41
Q

What did Robins et al. (2002) find?

A

Self-esteem drops after the 60’s once adults reach late old age.

42
Q

What did Ryff (1991) find was related to maintaining a positive self-image until late adulthood?

A

Older adults scaling down their visions of what they could ideally be, lessening the gap between the ideal and present self, which helps maintain self-esteem.

43
Q

How early can cultural differences in self-descriptions of individuals living in collectivistic vs. individualistic societies be detected?

A

By age 3 or 4

44
Q

Is Levinson’s theory of a midlife crisis well supported?

A

Nope!

45
Q

What is selective optimization with compensation?

A

How older people deal with aging in the workplace.

46
Q

What makes for a favorable adjustment to retirement?

A
  • Retire voluntarily
  • Enjoy physical and mental health
  • Have positive personality traits
  • Have financial resources to live comfortably
  • Are married or have strong social support
47
Q

Describe the conflict or “crisis” at each of the 8 Eriksonian stages

A
  • Trust vs. Mistrust (birth-1 year
  • )Autonomy vs. Shame and Doubt (1-3 years)
  • Initiative vs. Guilt (3-6 years)
  • Industry vs. Inferiority (6-12 years)
  • Identity vs. Role Confusion (12-20 years)
  • Intimacy vs. Isolation (20-40 years)
  • Generativity vs. Stagnation (40-65 years)
  • Integrity vs. Despair (65 years and up)
48
Q

Activity Theory

A

Aging adults will find their lives satisfying if they can maintain their previous lifestyle/activity level either by continuing old activities or finding substitutes.

49
Q

Disengagement Theory

A

Successful aging involves a withdrawal of the aging individual from society.

Developmental Psychology (6 decks)

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