Exam 2 Flashcards
Pavlov’s behaviorsism theory
classical conditioning
classical conditioning
food -> salivation
light -> food -> salivation
light -> salivation
Skinner’s behaviorism theory
operant conditioning
operant conditioning
training behaviors with treats
response -> stimulus -> response
Bandura’s theory of behaviorism
obersvational learning
positive reinforcement
influences that will increase the probability that the response will occur again (reward)
Negative reinforcement
removal of negative stimuli to increase positive behavior
(if you do this thing you won’t have to mow the lawn)
punishments
influences that increase the probability that the preceding response will stop (taking away a phone )
vicarious reinforcement
learning from observing the positive or negative consequences of another person’s behavior
self-reinforcement
the act of rewarding oneself for responses that influence the probability of future responses
sub processes governing observational learning
attention
retention
production
motivation
Social Cognitive theory
Bandura
view people as active agents who can both influence and are influenced by their environment
all ages are shaped the same way, consequently, adolescence is the same as any other age
no storm and stress
conditioning
when reinforcement is linked to a specific behavior
Triadic Reciprocal determinism
Development results from interaction among tree types of causes that commingle with one another and jointly determine what, where, and when learning occurs
- Observed behavior
- Cognitive and other personal factors
- Environment
Self-efficacy
an individual’s belief in their capacity to execute behaviors necessary to produce specific performance attainments
sources of self-efficacy appraisals
Actual performance - have you been able to complete tasks like this in the past?
Vicarious experiences - if the did it, I can do it
Verbal persuasions - Positive and negative self-talk
Physiological cues - Physical feedback
4 components of agency
intentionality -> ability to plan and strategize
forethought -> consider future events and expected consequences
self-reactiveness -> effectively implement, motivate, and execute the planned behavior
self-reflectiveness -> ability to measure the implementation of our plan
Heteronormative perspectives
the practice and belief that heterosexuality is deemed as the societal norm
sex
biological dimension of being male or femaleg
gender
sociocultural + psychological dimensions of being girl/woman or boy/man
gender roles
expectations prescribing how women and men should think, act, and feel
Cognitive Developmental Theory of Gender
Children’s gender - typing occurs after they have developed a concept of gender
Once a child thinks of themselves as a woman or man, they organize their world based on gender
Gender schema theory
Gender - typing emerges as individuals gradually develop gender schemas of what is gender appropriate and gender inappropriate in their culture
gender stereotypes
Broad categories that reflect cultural impressions and beliefs about women and men
sexism
prejudice and discrimination against individuals because of their sex/gender
Persistence of beliefs about gender differences
Even when there is a statistically significant difference between boys/men and girls/women, for most characteristics there is, nevertheless, more similarity than differences between genders
Most human characteristics fall into a normal distribution where a small proportion of people rate much higher; a small proportion rate much lower, but most people fall somewhere in the middle.
rapport talk
language of conversation and a way of establishing connections and negotiating relationships
girls/women tend to prefer private, relationship - oriented conversation
report talk
talk that gives information
boys/men tend to hold center stage through such verbal performances as storytelling, joking, and lecturing with information
Gender intensification hypothesis
Psychological and behavioral differences between boys and girls become greater during early adolescence
This is due to increased socialization pressure to conform to traditional masculine and feminine gender roles
Androgyny
the term used for the combination of masculine and feminine traits in one person
gender role transcendence
When an individual’s competence is at issue, it should be conceptualized not based on masculinity, femineity, or androgyny, but, rather, on a person basis. It should be based on performance ability only.
gender affirmation
The interpersonal, interactive process where a person receives social recognition and support for their gender identity and expression.g
gender expression
Gender expression is how one chooses to convey one’s gender identity through behavior, clothing, and other external characteristics.
gender identity
An individual’s sense of being a man, woman, boy, girl, genderqueer, nonbinary, etc. This identity is not necessarily visible to others.
gender non-conforming
A person whose gender expression is not consistent with the societal or cultural norms expected of that gender
LGBTQIA+
lesbian
gay
bisexual
transgender
queer
intersex
asexual
nonbinary
A nonbinary person identifies outside of a gender binary by seeing themselves as neither a man nor a woman. Nonbinary people are part of the trans community
misgender
To refer to someone, especially a transgender or gender diverse person, using a word or address that does not correctly reflect their gender identity. Purposely
queer
The term queer is more fluid and inclusive than traditional categories for sexual orientation and gender identity. Once considered a pejorative term, queer has been reclaimed by some LGBTQIA+ people to describe themselves; however, it is not a universally accepted term even within the LGBTQIA+ community.
People who identify as queer may think of their sexual orientation and/or gender identity as characterized by nonbinary constructs of sexual orientation, gender and/or sex.
transphobia
fear of or discomfort with gender queer peers
transmisia
hatred, prejudice, and discrimination against an individual because of gender nonconformity
Transgender lifestyles
gender-affirming surgery
hormonal treatment
non-conforming lifestyle
identity
the set of distinctive behavioral or personal characteristics by which a person is recognizable
- as an individual AND as a member of a group
Erikson’s psychosocial theory of development
tasks that must be completed at each stage
saw ego identity as the key ingredient of development
identity vs role confusion
areas of identity formation
love
work
ideological
identifications
children and adolescents identify with people they look up to
psychosocial moratorium
Socially sanctioned period of time where adult responsibilities are delayed so that adolescents can explore alternatives in employment, relationships, and ideology.
institutional moratoria
provided psychosocial moratorium opportunities
foreclosure
Failed to explore alternatives but committee to an identity. These adolescents often accept their parents’ views without questioning.
diffusion
Not concerned about exploring or committing to an identity.
Related to lower self-esteem and self-control, high anxiety, delinquency, and later psychosocial problems
Moratorium
exploration with active intent
identity achievement
The eventual goal. Exploration is complete and long-term love, occupational, and ideological commitments have been made.
ethnic identity development
Especially in the case of minorities, ethnic identity formation is a crucial element of accepting and understanding oneself
acculturation
Ethnic minorities are faced with integrating (or not integrating) their culture of origin with “American” culture.
assimilation
Fully accepting the new culture in favor of the culture of origin. Related to negative feelings of self-worth because you cannot reject your own culture without rejecting part of yourself.
marginality
living within the majority culture but feeling estranged and outcast
spearation
rejecting majority culture while associating only with persons from the culture of origin
biculturalism
developing the capacity to accept and negotiate aspects of both cultures and take on a dual identity
3 parts of autonomy
cognitive
emotional
behavioral
independence
to act on your own
autonomy
to act, think, and feel on your own
Freud’s theory on autonomy
Physical development -> attraction to opposite sex parent (which is forbidden). So the adolescent seeks greater companionship outside the family.
Anna Freud’s theory on autonomy
Detachment. She views autonomy as opposite of attachment.
Erikson’s theory on autonomy
Autonomy is not an adolescent issue per se.
Erikson places autonomy resolution in toddlerhood!
Regardless, most adolescents are wrestling with autonomy issues throughout this period of life.
Adolescents are striving to establish an identity, separate from the parent during adolescence.
Bandura’s theory on autonomy
Media and other influences outside the home (peers) indoctrinate adolescents to view parents negatively -> looking to other sources for information, advice, and counsel.
Piaget’s theory on autonomy
Making one’s own decisions
In adolescence you are beginning to see multiple perspectives
For example: Should I stay home and study for an exam or go to a party with a friend? (Your professor and the person throwing the party should have differing ideas)
what triggers autonomy biological model
Puberty -> an increase in size which in turn -> different view of the role of the child. Parents treat them differently, etc.
what triggers autonomy social cognitive model
Perspective taking changes. Adolescents see that view of parents are just “one way” of looking at things.
emotional autonomy
- Non-dependency:
a. Don’t rush to parents when upset.- Deidealization:
a. No longer see parents as all-knowing or all powerful - Individuation:
a. Emotional energy is wrapped up in relationships outside the family - Parents are people:
a. My parents act differently with their friends than with me
- Deidealization:
behavioral autonomy
Becoming independent and free enough to act on one’s own without excessive dependence on others.
cognitive autonomy
- An ability to think for oneself
- Autonomy doesn’t necessitate absolute freedom from influences from others
○ Turn to others for advice when appropriate
○ Weigh alternative courses of action based on suggestions of others and the individual’s own judgment
Reach an independent conclusion about how to behave.
- Autonomy doesn’t necessitate absolute freedom from influences from others
5 dimensions of cognitive autonomy and self evaluation
- Evaluative Thinking
- Voicing Opinions
- Comparative Validation
- Decision Making
- Self-Assessing
self-esteem
refers to a person’s overall sense of worth and well-being
self-concept
refers to the way a person views and evaluates herself or himself
also self-image or self-perception
baseline self-esteem
stable enduring sense of worth and well-being
barometric self-esteem
fluctuating sense of worth and well-being as one responds to different thoughts, experiences, etc.
actual self
who i am
possible self
who i might become
feared self
who i dread becoming
ideal self
who i would like to be
how is self esteem measured
rosenberg scale
harter’s self-perception profile for adolescents
8 domains of harter’s self-perception profile
Scholastic competence
Social acceptance
Athletic competence
Physical appearance
Job competence
Romantic appeal
Behavioral conduct
Close friendship
Global self-worth
development and self-esteem
Average emotional states decline from grade 5 through 11 and then appear to level off at grade 12
social loneliness
when people feel they lack sufficient social contacts and relationsips
emotional loneliness
when people feel they lack sufficient closeness and intimacy
