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Developmental Psychology > Chapter 8: Psychosocial Development in Early Childhood > Flashcards

Chapter 8: Psychosocial Development in Early Childhood Flashcards

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1
Q

Sense of self; descriptive and evaluative mental picture of one’s abilities and traits.

a. Self-definition
b. Ideal self
c. Self-concept
d. Real self

A

c. Self-concept

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2
Q

Cluster of characteristics used to describe oneself.

a. Self-definition
b. Ideal self
c. Self-concept
d. Real self

A

a. Self-definition

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3
Q

The self one actually is.

a. Self-definition
b. Ideal self
c. Self-concept
d. Real self

A

d. Real self

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4
Q

The self one would like to be.

a. Self-definition
b. Ideal self
c. Self-concept
d. Real self

A

b. Ideal self

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5
Q

Any mental or physical condition making it difficult for a person to do certain activities and interact with the world around them.

a. Disability
b. Self-concept
c. Sickness
d. Health

A

a. Disability

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6
Q

The judgement a person makes about their self-worth.

a. Self-concept
b. Self-image
c. Self-esteem
d. Self-definition

A

c. Self-esteem

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7
Q

Emotions involved in the regulation of social behavior that require self-awareness and the understanding of other’s viewpoint.

a. Understanding emotions
b. Social emotions
c. Emotions
d. Private emotions

A

b. Social emotions

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8
Q

Erikson’s third stage in psychosocial development, in which children balamce the urge to pursue goals with reservations about doing so.

a. Understanding emotions
b. Social emotions
c. Initiative versus guilt
d. Intimacy versus isolation

A

c. Initiative versus guilt

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9
Q

Awareness, developed in early childhood, of one’s gender.

a. Gender identity
b. Gender role
c. Gender-typing
d. Gender stereotype

A

a. Gender identity

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10
Q

Behaviors, interests, attitudes, skills, and traits that a culture considers appropriate for each sex; differ for males and females.

a. Gender identity
b. Gender role
c. Gender-typing
d. Gender stereotype

A

b. Gender role

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11
Q

Socializing process by which children, at an early age, learn appropriate gender roles.

a. Gender identity
b. Gender role
c. Gender-typing
d. Gender stereotype

A

c. Gender-typing

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12
Q

Preconceived generalizations about male or female role behavior.

a. Gender identity
b. Gender role
c. Gender-typing
d. Gender stereotype

A

d. Gender stereotype

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13
Q

Many behavioral differences between the sexes can be traced to biology.

a. Gender-schema theory
b. Biological approach
c. Social learning approach/Social cognitive theory
d. Evolutionary approach
e. Cognitive approach/Cognitive-developmental theory
f. Psychoanalytic approach

A

b. Biological approach

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14
Q

Child observes and imitates gendered behavior and is reinforced for appropriate behvior and punished for inappropriate behavior.

a. Gender-schema theory
b. Biological approach
c. Social learning approach/Social cognitive theory
d. Evolutionary approach
e. Cognitive approach/Cognitive-developmental theory
f. Psychoanalytic approach

A

c. Social learning approach/Social cognitive theory.

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15
Q

Gender identity occurs when the child identifies with the same-sex parent.

a. Gender-schema theory
b. Biological approach
c. Social learning approach/Social cognitive theory
d. Evolutionary approach
e. Cognitive approach/Cognitive-developmental theory
f. Psychoanalytic approach

A

f. Psychoanalytic approach

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16
Q

Once a child learns she is a girl or he is a boy, the child sorts information about behavior by gender and acts accordingly.

a. Gender-schema theory
b. Biological approach
c. Social learning approach/Social cognitive theory
d. Evolutionary approach
e. Cognitive approach/Cognitive-developmental theory
f. Psychoanalytic approach

A

e. Cognitive approach/ Cognitive developmental approach

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17
Q

Child organizes information about what is considered appropriate for a boy or a girl on the basis of what a particular culture dictates.

a. Gender-schema theory
b. Biological approach
c. Social learning approach/Social cognitive theory
d. Evolutionary approach
e. Cognitive approach/Cognitive-developmental theory
f. Psychoanalytic approach

A

a. Gender-schema theory

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18
Q

Child develops gender roles in preparation for adult mating and reproductive behavior.

a. Gender-schema theory
b. Biological approach
c. Social learning approach/Social cognitive theory
d. Evolutionary approach
e. Cognitive approach/Cognitive-developmental theory
f. Psychoanalytic approach

A

d. Evolutionary approach

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19
Q

Self-categorization.

a. Gender-schema theory
b. Biological approach
c. Social learning approch/Social cognitive theory
d. Evolutionary approach
e. Cognitive approach/Cognitive-developmental theory
f. Psychoanalytic approach

A

e. Cognitive approach/Cognitive developmental theory

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20
Q

Resolution of unconscious emotional conflict.

a. Gender-schema theory
b. Biological approach
c. Social learning approch/Social cognitive theory
d. Evolutionary approach
e. Cognitive approach/Cognitive-developmental theory
f. Psychoanalytic approach

A

f. Psychoanalytic approach

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21
Q

Observation of models, reinforcement.

a. Gender-schema theory
b. Biological approach
c. Social learning approch/Social cognitive theory
d. Evolutionary approach
e. Cognitive approach/Cognitive-developmental theory
f. Psychoanalytic approach

A

c. Social learning approach/Social cognitive theory

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22
Q

Genetic, neurological, and hormonal activity.

a. Gender-schema theory
b. Biological approach
c. Social learning approach/Social cognitive theory
d. Evolutionary approch
e. Cognitive approach/Cognitive-developmental theory
f. Psychoanalytic approach

A

b. Biological approach

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23
Q

Self- categorization based on processing of cultural information.

a. Gender-schema theory
b. Biological approach
c. Social learning approach/Social cognitive theory
d. Evolutionary approch
e. Cognitive approach/Cognitive-developmental theory
f. Psychoanalytic approach

A

a. Gender-schema theory

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24
Q

Natural and sexual selection.

a. Gender-schema theory
b. Biological approach
c. Social learning approach/Social cognitive theory
d. Evolutionary approch
e. Cognitive approach/Cognitive-developmental theory
f. Psychoanalytic approach

A

d. Evolutionary approach.

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25
Q

Evolutionary approach is theorized by:

a. Albert Bandura and Walter Mischel
b. Lawrence Kohlberg
c. Sigmund Freud
d. Sandra Bem, Carol Lynn Martin, and Charles F. Halverson
e. Charles Darwin
f. None of the above.

A

e. Charles Darwin

26
Q

Psychoanalytic approach is theorized by:

a. Albert Bandura and Walter Mischel
b. Lawrence Kohlberg
c. Sigmund Freud
d. Sandra Bem, Carol Lynn Martin, and Charles F. Halverson
e. Charles Darwin
f. None of the above.

A

c. Sigmund Freud

27
Q

Biological approach is theorized by:

a. Albert Bandura and Walter Mischel
b. Lawrence Kohlberg
c. Sigmund Freud
d. Sandra Bem, Carol Lynn Martin, and Charles F. Halverson
e. Charles Darwin
f. None of the above.

A

f. None of the above.

28
Q

Cognitive approach/Cognitive developmental theory is theorized by:

a. Albert Bandura and Walter Mischel
b. Lawrence Kohlberg
c. Sigmund Freud
d. Sandra Bem, Carol Lynn Martin, and Charles F. Halverson
e. Charles Darwin
f. None of the above.

A

b. Lawrence Kohlberg

29
Q

Gender-schema theory is theorized by:

a. Albert Bandura and Walter Mischel
b. Lawrence Kohlberg
c. Sigmund Freud
d. Sandra Bem, Carol Lynn Martin, and Charles F. Halverson
e. Charles Darwin
f. None of the above.

A

d. Sandra Bem, Carol Lynn Martin, and Charles F. Halverson

30
Q

Social learning approach/Social cognitive theory is theorized by:

a. Albert Bandura and Walter Mischel
b. Lawrence Kohlberg
c. Sigmund Freud
d. Sandra Bem, Carol Lynn Martin, and Charles F. Halverson
e. Charles Darwin
f. None of the above.

A

a. Albert Bandura and Walter Mischel

31
Q

Individual whose gender identity (a social and psychological construct) is different from their sex (a biological construct).

a. Intersex people
b. Transgender people
c. Gender dysphoria
d. Gender role

A

b. Transgender people

32
Q

Individual born with sexual or reproductive anatomical variations not typical for male or female bodies.

a. Intersex people
b. Transgender people
c. Gender dysphoria
d. Gender role

A

a. Intersex people

33
Q

The feeling of psychological distress experienced by individuals when there is a mismatch between gender identity and biological sex.

a. Intersex people
b. Transgender people
c. Gender dysphoria
d. Gender role

A

c. Gender dysphoria

34
Q

Darwin’s theory that gender roles developed in response to men’s and women’s differing reproductive needs.

a. Gender-schema theory
b. Social cognitive theory
c. Theory of sexual selection
d. Theory of sexual reproduction

A

c. Theory of sexual selection

35
Q

In Freudian theory, the proces by which a young child adopts characteristics, beliefs, attitudes, values, and behaviors of the parent of the same sex.

a. Identification
b. Gender constancy
c. Gender-typing
d. Gender role

A

a. Identification

36
Q

Awareness that one will always be male or female; also called sex-category constancy.

a. Identification
b. Gender constancy
c. Gender-typing
d. Gender role

A

B. Gender constancy

37
Q

The realization that a girl remains a girl even if she has a short haircut and plays with trucks and a boy remains a boy even if he has long hair and earrings, typically occurs between ages 3 and 7.

a. Gender constancy
b. Gender Identity
c. Gender consistency
d. Gender stability

A

c. Gender consistency

38
Q

Awareness of one’s own gender and that of others typically occurs between ages 2 and 3.

a. Gender constancy
b. Gender Identity
c. Gender consistency
d. Gender stability

A

b. Gender identity

39
Q

Awareness that gender does not change.

a. Gender constancy
b. Gender Identity
c. Gender consistency
d. Gender stability

A

d. Gender stability

40
Q

Theory, proposed by Bem, that children socialize themselves in their gender roles by developing a mentally organized network of information about what it means to be male or female in a particular culture.

a. Gender-schema theory
b. Social cognitive theory
c. Theory of sexual selection
d. Theory of sexual reproduction

A

a. Gender-schema theory

41
Q

Albert Bandura’s expansion of social learning theory; holds that children learn gender roles through socialization.

a. Gender-schema theory
b. Social cognitive theory
c. Theory of sexual selection
d. Theory of sexual reproduction

A

b. Social cognitive theory

42
Q

Tndency to select playmates of one’s own gender.

a. Gender role
b. Gender-typing
c. Gender identity
d. Gender segregation

A

d. Gender segregation

43
Q

Play involving imaginary people or situations; also called pretend play, fantasy play, or imaginative play.

a. Functional play
b. Constructive play
c. Dramatic play
d. Formal games with rules

A

c. Dramatic play

44
Q

Organized games with known procedures and penalties.

a. Functional play
b. Constructive play
c. Dramatic play
d. Formal games with rules

A

d. Formal games with rules

45
Q

Play involving use of objects or materials to make something.

a. Functional play
b. Constructive play
c. Dramatic play
d. Formal games with rules

A

b. Constructive play

46
Q

Play involving repetitive large muscular movements.

a. Functional play
b. Constructive play
c. Dramatic play
d. Formal games with rules

A

a. Functional play

47
Q

The child plays independently beside rather than with the other children, playing with similar toys, and does not try to influence the other children’s play.

a. Unoccupied behavior
b. Onlooker behavior
c. Solitary independent play
d. Parallel play
e. Associative play
f. Cooperative or organized supplementary play

A

d. Parallel play

48
Q

The child plays in a group organized for some goal - to make something, play a formal game, or daramatize a situation. By division of labor, children take on different roles.

a. Unoccupied behavior
b. Onlooker behavior
c. Solitary independent play
d. Parallel play
e. Associative play
f. Cooperative or organized supplementary play

A

f. Cooperative or organized supplementary play

49
Q

The child does not seem to be playing but watches anything of momentary interest.

a. Unoccupied behavior
b. Onlooker behavior
c. Solitary independent play
d. Parallel play
e. Associative play
f. Cooperative or organized supplementary play

A

a. Unoccupied behavior

50
Q

The child plays alone with toys that are different from those used by nearby children and makes no effort to get close to the other children.

a. Unoccupied behavior
b. Onlooker behavior
c. Solitary independent play
d. Parallel play
e. Associative play
f. Cooperative or organized supplementary play

A

c. Solitary independent play

51
Q

The child plays with other children. All the children play similarly, but there is no organization around a goal. Each child is interested more in being with the other children than in the activity itself.

a. Unoccupied behavior
b. Onlooker behavior
c. Solitary independent play
d. Parallel play
e. Associative play
f. Cooperative or organized supplementary play

A

e. Associative play

52
Q

The child spends most of the time watching other children play. The onlooker may talk to them but does not enter into the play.

a. Unoccupied behavior
b. Onlooker behavior
c. Solitary independent play
d. Parallel play
e. Associative play
f. Cooperative or organized supplementary play

A

b. Onlooker behavior

53
Q

Methods of molding children’s character and of teaching them to exercise self-control and engage in acceptable behavior.

a. Reinforcement
b. Discipline
c. Parenting
d. Culture

A

b. Discipline

54
Q

Use of physical force with the intention of causing pain, but not injury, so as to correct or control behavior.

a. Parenting
b. Punishment
c. Reinforcement
d. Corporal punishment

A

d. Corporal punishment

55
Q

Disciplinary technique designed to induce desirable behavior by appealing to a child’s sense of reason and fairness.

a. Corporal punishment
b. Power assertion
c. Inductive techniques
d. Withdrawal of love.

A

c. Inductive techniques.

56
Q

Disciplinary strategy designed to discourage undesirable behavior through physical or verbal enforcement of parental control.

a. Corporal punishment
b. Power assertion
c. Inductive techniques
d. Withdrawal of love.

A

b. Power assertion

57
Q

Disciplinary strategy that involves ignoring, isolating, or showing dislike for a child.

a. Corporal punishment
b. Power assertion
c. Inductive techniques
d. Withdrawal of love.

A

d. Withdrawal of love

58
Q

In Baumrind’s terminology, parenting style emphasizing self-expression and self-regulation.

a. Authoritative parenting
b. Parenting style
c. Permissive parenting
d. Authoritarian parenting

A

c. Permissive parenting

59
Q

In Baumrind’s terminology, parenting style blending respect for child’s individuality with an effort to instill social values.

a. Authoritative parenting
b. Parenting style
c. Permissive parenting
d. Authoritarian parenting

A

a. Authoritative parenting

60
Q

In Baumrind’s terminology, parenting style emphasizing control and obedience.

a. Authoritative parenting
b. Parenting style
c. Permissive parenting
d. Authoritarian parenting

A

d. Authoritarian parenting

Developmental Psychology (12 decks)

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