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PSYC 207 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Ben knows that he is a baseball player, a member of his church, an older brother, and a fan of jazz music. This describes Ben’s ____.

A

self-understanding

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2
Q

The “social mirror” for adolescents is _____.

A

friends

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3
Q

What is the most likely impact of inflated self-esteem as a result of empty praise during childhood?

A

giving up when faced with a difficult situation

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4
Q

The most powerful contributor to global self-esteem in adolescence is ______.

A

physical appearance

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5
Q

James Marcia uses the terms _____ and _____ to classify individuals according to four identity statuses.

A

crisis; commitment

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6
Q

During which stage do emotional highs and lows occur most frequently?

A

early adolescence

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7
Q

Milena is a social person. She enjoys hanging out with friends and always being on the go. She is fun loving and affectionate. According to the Big Five theory of personality, she most likely would be rated high on the trait of ______.

A

extraversion

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8
Q

An individual’s behavioral style and characteristic way of responding is known as the person’s _____.

A

temperament

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9
Q

Fiona, a 17 year-old student, is interested in getting to know her classmate Angel better. Fiona decides to ask some of her other classmates about Angel to find out what he is like. Fiona is engaging in _____.

A

social cognitive monitoring

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10
Q

A core ingredient in Erik Erikson’s theory of identity development is _____.

A

role experimentation

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11
Q

Alice Eagly believes that the most important causes of gender differences in power, assertiveness, and nurture are social hierarchy and ______.

A

division of labor

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12
Q

Richard is struggling in his language arts class. According to research on the ways boys and girls are treated in schools, Richard is more likely than a female classmate to _____.

A

be ignored by school personnel

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13
Q

Television shows portray teenage girls as being primarily interested in ______.

A

appearance, dating, and shopping

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14
Q

Gender schema theory is a ______ theory.

A

cognitive

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15
Q

Research regarding males and females in math and science careers has indicated

A

despite gender similarities in math ability, males still predominate upper-level math courses.

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16
Q

Ashley spread a rumor that Donna, the new girl in class, had head lice. As a result, Donna has made no friends, and people move their desks to get away from her. Ashley is engaged in

A

relational aggression

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17
Q

What was Deborah Tannen’s main conclusion about differences between boys and girls?

A

Boys and girls grow up in different worlds of talk

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18
Q

A person who is high on instrumental traits and low on expressive traits would be classified as ______ on the Bem Sex-Role Inventory

A

masculine

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19
Q

William Pollack, author of Real Boys, argues that the “boy code” tells boys that they should

A

show little, if any emotion, as they are growing up

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20
Q

Transgender youth have higher rates of _____ than their cisgender peers.

A

depression, suicide attempts, eating disorders

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21
Q

Chip obeys adults because they tell him to obey them. According to Kohlberg, Chip is in which level of moral development?

A

preconventional reasoning

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22
Q

Which of the following factors has been found to influence movement through Kohlberg’s stages of moral development?

A

cognitive conflict, peer relationships, and modeling

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23
Q

Which of the following has been used to explain how adolescents learn moral behavior and why behavior differs from one person to another?

A

reinforcement, modeling, punishment

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24
Q

Which theory of moral development emphasizes a distinction between adolescent moral competence and moral performance?

A

social cognitive theory

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25
Q

Which parenting style is associated with prosocial behavior?

A

authoritative

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26
Q

According to Freud, when the moral standards of the _____ are violated, the individual feels ______.

A

conscience; guilt

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27
Q

Mikayla’s parents refuse to talk to her if she displeases them in any way. They tell her younger brother that she is a big disappointment to them if she gets any grade below a B. Mikayla’s parents are using which disciplinary technique?

A

love withdrawal

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28
Q

Austin volunteers to help senior citizens learn basic computer skills. If Austin is like many students who participate in service learning, Austin will

A

have high grades in school

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29
Q

Bobbi adds six unearned hours to her monthly record of service learning, Brooklyn falsifies a lab report, and Ariel buys a friend’s research paper. These students are

A

cheating

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30
Q

Alyssa, 17, was raised Baptist, but she’s been going to a Buddhist temple. She tells her parents that she’s “done with the Baptists.” According to research, Alyssa probably

A

has conflict with her parents

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31
Q

self

A

all the characteristics of a person

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32
Q

self-understanding

A

the individual’s cognitive representation of the self–the substance and content of self-conceptions; a 12 yr old boy understands that he is a student, a football player, a family member, and a video game lover

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33
Q

possible self

A

what individuals might become, what they would like to become, and what they are afraid of becoming

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34
Q

How does self-understanding change in emerging adulthood?

A

more integrative, as they try to mend inconsistencies from their former self-descriptions; more self-awareness; ongoing reflections of possible selves

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35
Q

self-understanding and social contexts

A

relationship and social roles vary; connected to ethnicity, culture, and experiences; ethnically diverse have multiple selves

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36
Q

perspective taking

A

the ability to assume another’s perspective and understand his or her thoughts and feelings

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37
Q

social cognitive monitoring

A

adolescents monitor their social world more extensively; “I would like to get to know this guy better, but he is not very open. Maybe I can talk to someone about what he is like.”

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37
Q

self-esteem

A

the global evaluative dimension of the self; also referred to as self-worth or self-image

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38
Q

self-concept

A

domain-specific evaluations of the self; scholastic, athletic, social, physical, behavioral, friendships, romantic appeal, and job competence (developed by Harter)

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38
Q

narcissism

A

a self-centered and self-concerned approach toward others

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39
Q

grandiose narcissism

A

exaggerated sense of superiority, extraversion, and domineering behavior

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40
Q

vulnerable narcissism

A

excessive self-absorption; introversion, insecurity

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41
Q

Does self-esteem change?

A

dips during transition from elementary to middle school; possible gender gaps favoring males shrink in high school; fluctuates across lifespan

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42
Q

Is self-esteem linked to academic success or initiative?

A

moderate correlation; positive correlation between initiative and self-esteem

43
Q

What (Harter) domain is most closely linked to self-esteem?

A

physical appearance

44
Q

How do social contexts affect self-esteem?

A

family, peers, and schools; home quality link in early adulthood - parenting, cognitive stimulation, and environment

45
Q

Consequences of Low Self-Esteem

A

obesity, depression, anxiety, suicide, delinquency

46
Q

self-regulation

A

the ability to control one’s behavior without having to rely on others’ help; includes self-generation and cognitive monitoring of thoughts, feelings, and behaviors in order to reach a goal; requires effortful control (impulse control, avoiding certain behaviors, filtering distractions, and initiating and completing tasks)

47
Q

Self-regulators are

A

higher achievers, healthier, and more satisfied

48
Q

effortful control

A

involves inhibiting impulses and not engaging in destructive behavior, focusing on maintaining attention despite distractions, and initiating and completing tasks that have long-term value, even if they’re unpleasant

49
Q

Identity

A

who a person believes he or she is, representing a synthesis and integration of self-understanding; most comprehensive theory is from Erikson

50
Q

identity versus identity confusion

A

5th developmental stage in Erikson’s theory; adolescence; adolescents are in the process of discovering who they are

51
Q

psychosocial moratorium

A

Erikson’s term for the gap between childhood security and adult autonomy; if identity crisis isn’t resolved, then risk of identity confusion arises.

52
Q

What is key to resolving Erikson’s fifth stage identity crisis?

A

role experimentation

53
Q

Contemporary ideas on identity

A

long, gradual process; not really a crisis (like Erikson suggested); starts before adolescence and continues after

54
Q

Four Stages of Identity (Marcia)

A

identity diffusion, foreclosure, moratorium, and achievement

55
Q

crisis

A

a period of identity development during which the adolescent is choosing among meaningful alternatives

56
Q

commitment

A

the part of identity development in which adolescents show a personal investment in what they are going to do

57
Q

identity diffusion

A

Marcia’s term for the state adolescents are in when they have not yet experienced an identity crisis or made any commitments; stage 1, no crisis, no commitment

58
Q

identity foreclosure

A

Marcia’s term for the state adolescents are in when they have made a commitment but have not experienced an identity crisis; stage 2, no crisis, commitment

59
Q

identity moratorium

A

Marcia’s term for the state of adolescents who are in the midst of an identity crisis but who have not made a clear commitment to identity; stage 3, crisis, no commitment

60
Q

identity achievement

A

Marcia’s term for an adolescent who has undergone an identity crisis and made a commitment; stage 4, crisis and commitment

61
Q

Marcia’s four statuses of identity are criticized for

A

oversimplifying and distorting Erikson’s crisis and commitment

62
Q

Marcia - three critical features of identity development for young adolescents

A

confidence from parents, solid sense of industry, self-reflective about future; key changes of identity happen in emerging adulthood

63
Q

“MAMA” Cycles

A

identity isn’t stable - individuals with positive identities undergo these cycles of moratorium to achievement to moratorium to achievement

64
Q

individuality

A

consists of two dimensions: self-assertion, which is the ability to have and communicate a point of view; and separateness, which is the use of communication patterns to express how one is different from others

65
Q

connectedness

A

consists of two dimensions: mutuality, which involves sensitivity to and respect for others’ views; and permeability, which involves openness to others’ views

66
Q

How does the family influence identity?

A

fosters individuality; maintains connectedness

67
Q

What are the two dimensions of individuality?

A

self-assertion and separateness

68
Q

What are the two dimensions of connectedness?

A

mutuality and permeability (openness to others’ views)

69
Q

How are romantic/peer relationships linked to identity exploration?

A

friends provide a safe context for exploration; romantic relationships provide a safe context for another while still constructing their own identity

70
Q

ethnic identity

A

persistent sense of self connected to an ethnic group–attitudes and behaviors

71
Q

bicultural identity

A

identity reflecting a combo of cultures

72
Q

racial identity

A

collective identity based on identification as a racial group

73
Q

What does Erikson’s theory based on traditional labor divisions suggest about gender and identity?

A

males are career and ideologically-oriented; women are marriage and family-oriented; gender differences are disappearing due to changing gender roles

74
Q

intimacy versus isolation

A

Erikson’s sixth developmental stage, which individuals experience during early adulthood; at this time, individuals face the developmental task of forming intimate relationships with others

75
Q

emotion

A

feeling, or affect, that occurs when a person is in a state or an interaction that is important to the individual, especially to his or her well-being; extreme emotions happen more often in adolescence; moodiness is typical of adolescence

76
Q

What are the positive effects of emotional regulation?

A

better use of cognitive strategies; able to adjust emotional arousal; manage situations to minimize negative emotions; pick effective coping strategies

77
Q

emotional competence

A

more self-aware about emotional cycles; linked to effective coping; includes awareness of emotions, managing emotions, understanding inner emotions don’t have to match outward expressions; not getting overwhelmed by emotions; reading others’ emotions

78
Q

personality

A

enduring personal characteristics (OCEAN)

79
Q

OCEAN (The Big Five Factors of Personality)

A

openness, conscientiousness, extroversion, agreeableness, neuroticism (emotional stability); the five core traits of personality

80
Q

optimism

A

having a positive outlook on the future and a tendency to minimize problems

81
Q

temperament

A

an individual’s behavioral style and characteristic way of responding; close link between personality and temperament

82
Q

easy child

A

generally in a positive mood, quickly establishes regular routines, and adapts readily to new experiences

83
Q

difficult child

A

reacts negatively to many situations and is slow to accept new experiences

84
Q

slow-to-warm-up child

A

low activity level, is somewhat negative, and displays a low intensity of mood

85
Q

interactionist view of personality

A

argues that both traits and situations contribute to personality

86
Q

What are the modern classifications of temperament?

A

positive affect and approach, negative affectivity, and effortful control (self-regulation)

87
Q

positive affect and approach

A

similar to extroversion/introversion

88
Q

negative affectivity

A

similar to introversion/neuroticism; easily upset, fuss and cry frequently

89
Q

goodness of fit

A

the match between an individual’s temperament style and the environmental demands faced by the individual

90
Q

What temperament is linked to better adjustment in adolescence and adulthood?

A

easy temperament

91
Q

gender

A

characteristics related to femininity and masculinity based on social and cultural norms

92
Q

gender identity

A

involves a sense of one’s own gender, including knowledge, understanding, and acceptance of being a boy/man, a girl/woman, or another gender

93
Q

gender roles

A

expectations that prescribe how girls/women and boys/men should think, act, and feel

94
Q

roles of puberty in gender

A

intensifies sexual aspects of gender attitudes and behavior; hormonal changes responsible for sexual behaviors

95
Q

What is Freud/Erikson’s view on biological influences on gender and gender roles

A

anatomy = destiny; unlearned/instinctual (modified beliefs later)

96
Q

evolutionary psychology and gender

A

differences in reproduction = different pressures in evolutionary history; evolutionary differences in attitudes and sexual behaviors; previously adaptive behaviors are; not enough attention to environmental influences

97
Q

social role theory

A

(Eagly) different roles = gender differences; lower status, lower power (access to fewer resources);

98
Q

social cognitive theory of gender

A

observations and imitations of others’ gender behavior; rewards gender appropriate behavior, punishes inappropriate

99
Q

How are peers social influences?

A

spend much time together; model gender behavior, react to gender behavior

100
Q

How is the school environment biased?

A

rules, neatness valued in girls, boys more likely to have ADHD or learning disability (face teacher criticism, dropout)

101
Q

mass media as a social influence

A

highly gender stereotyped; power toward men, body image toward women

102
Q

gender schema theory

A

gender schemas evolve over time

102
Q

Social Cognitive Theory (SCT)

A

criticized for focus on passive learning and not enough attention to mind and understanding

103
Q

physical differences between genders

A

females 2x body fat; males taller and stronger; no brain differences

104
Q

cognitive gender differences

A

men are more visuospatial, females are better at reading and writing (not super significant)

105
Q

gender differences in aggression

A

males are more aggressive; girls are more relationally aggressive

106
Q

What does Hyde say about gender differences?

A

they are exaggerated by media

PSYC 207 (7 decks)

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