Exam 2

Question 1

What are the 3 types of self?

Answer 1

• Individual self
• Relationship self
• collective self

Question 2

individual self

Answer 2

(Individual)Aspects of self that make a person unique & separate from others

Ex: “I am a student”

Question 3

Relationship self?

Answer 3

(Relational)aspects of the self that involve connections to other people & develop out of interactions w/ others

Ex: “Im a friend”

Question 4

Collective self:

Answer 4

(Group identities): A persons concept of self within a group such as a group based on race or gender

Ex:” I am a female” or “ I am black”

Question 5

Changes within self:

Answer 5

Harters stages of self concept: Different stages of self-concept development tied to ages. Key components evolve with age.

Question 6

Self recognition (around age 2)

Answer 6

Rouge- test
> visual self-recognition

Question 7

rouge- test

Answer 7

• mark placed on face
• “red lipstick” on childs nose
  —> place kid in front of mirror
  &raquo_space; If they notice the dot on themselves(they have self- recognition)

Question 8

Frontal Lobe

Answer 8

18- 24 months, frontal lobe asymmetry

Question 9

Right fusiform face area

Answer 9

• helps process faces

Question 10

Stress reactivity(18 months)

Answer 10

• Cortisol response: recognizes greater cortisol response to stressors than children who don’t recognize

Question 11

Theory of mind (around age 4)

Answer 11

Ability to explain and predict other people’s behavior by attributing them to independent mental states

Question 12

Harters stages

Answer 12

Early childhood(3-7 years): concrete traits (e.g, physical appearance)

Middle childhood(7-12 years): comparative self (comparing to others)

Adolescence(12+ years): abstract an nuanced self(identity and values)

Question 13

False Belief Tasks

Answer 13

First- order: child knows someone else has a false belief

Second order: understanding that someone else knows another person’s belief.

Question 14

Cortisol responses

Answer 14

Children who recognize themselves tend to have lower cortisol levels, indicating less stress

Question 15

Frontal Lobe Maturation:

Answer 15

occurs around early adulthood, essential for emotional regulation and higher cognitive functions.

Question 16

biological factors

Answer 16

cortisol levels higher in children who do not recognize themselves

• prefrontal cortex matures around age 25

Question 17

Right Fusiform Face Area(FFA)

Answer 17

Brain area specialized for face recognition

Question 18

Self-esteem

Answer 18

Global V.S domain- specific: Global stays stable in childhood, while domain-specific changes.

Global self- esteem may INCREASE in adolescence but can also decrease do to societal pressure

Question 19

Identity status theory

Answer 19

expands on Erik Erikson’s stages of psychosocial development, specifically focusing on adolescence and early adulthood identity formation.

Moratorium
diffusion
foreclosure
achievment

Question 20

Moratorium

Answer 20

Exploration: High
Commitment: Low
Description: Individuals in the moratorium stage are actively exploring different identities, values, and roles but have not yet made definitive commitments. This status reflects a period of uncertainty and openness to possibilities.
Example: A college student taking classes in various subjects and considering different career options without yet deciding on a major.
S/P Outcomes:
Strengths: Open-minded, willing to explore new ideas and roles.
Potential Problems: Anxiety or uncertainty due to lack of commitment; may feel “lost” without a clear direction.

Question 21

diffusion

Answer 21

Exploration: Low
Commitment: Low
Description: Individuals in the diffusion stage have not yet explored their options or made any firm commitments. They may appear apathetic or aimless and often avoid making decisions regarding their identity.
Example: A young adult who avoids thinking about their future career or education and drifts from one job to another without a long-term plan.
S/P Outcomes:
Strengths: Flexibility in decision-making since no commitments are in place.
Potential Problems: Lack of direction, difficulty forming a coherent identity, possible low self-esteem.

Question 22

foreclosure

Answer 22

Exploration: Low
Commitment: High
Description: Individuals in the foreclosure status have made commitments without exploring alternatives, often accepting the expectations and beliefs of others (such as parents or authority figures) without questioning them.
Example: A teenager who chooses a career in law because their parents are lawyers, without considering other career paths.
S/P Outcomes:
Strengths: Clear sense of direction and commitment, which can reduce anxiety.
Potential Problems: Rigid thinking, limited personal growth, difficulty adapting if their chosen path doesn’t work out.

Question 23

achievement

Answer 23

Exploration: High
Commitment: High
Description: Individuals in the achievement stage have gone through a period of exploration and have made firm commitments to an identity or set of beliefs based on their personal experiences and reflections.
Example: An adult who has explored different career paths, gained experience, and now confidently works as a teacher after careful consideration and reflection.
S/P Outcomes:
Strengths: Strong sense of self, confidence in personal values and choices, ability to set goals and pursue them.
Potential Problems: Can experience stress if challenges arise that require re-evaluation of their commitments, but generally well-adjusted.

Question 24

Differences and Ranking of Identity Statuses:

Answer 24

Achievement and Moratorium are considered more adaptive because they involve a high level of exploration, leading to a more developed and individualized sense of self.
Foreclosure may seem adaptive due to the commitment but lacks exploration, which can limit personal growth.
Diffusion is typically seen as the least adaptive because of the absence of both exploration and commitment, leading to potential identity confusion.

Question 25

Primary emotions

Answer 25

Primary (universal): Happiness, sadness,fear,anger,surprise,disgust --> considered universal because they are recognized and experienced similarly by people regardless of their cultural background.

Question 26

Secondary emotions

Answer 26

(develop later in childhood: Require social context, like embarrassment, guilt,shame,jealousy, pride, envy ---> more complex and depend on cognitive development, learning, and the social environment.

Question 27

Mixed emotions

Answer 27

Mixed emotions refer to experiencing two or more emotions simultaneously or in close succession, often with contrasting emotional states. Ex: Bittersweet: Feeling happiness and sadness at the same time, such as during a graduation ceremony when you’re excited for the future but sad to leave friends behind. Nostalgia: A mix of happiness from remembering good times and sadness because those times are in the past. Relief and Disappointment: After narrowly avoiding a negative outcome (e.g., passing a difficult test but with a lower grade than expected), one might feel both relieved and disappointed.

Question 28

State vs. Trait Emotions:

Answer 28

State: Response to events. Trait: Stable over time and situations.

Question 29

Emotion Regulation

Answer 29

Self-Soothing: Infants redirect attention to calming stimuli. Situation Selection: Choosing to avoid emotional triggers (adults use this). Cognitive Reappraisal: Reinterpreting events to change emotional response (beneficial). Suppression: Controlling expression of emotions, linked to frontal lobe.

Question 30

Mindfulness Meditation:

Answer 30

Found to improve emotional regulation in both adults and children.

Question 31

Emotion Regulation Task:

Answer 31

Delay of Gratification: Waiting for a reward (e.g., marshmallow test). Psychological Distancing: Mentally stepping back to reduce emotional impact.

Question 32

Morality

Answer 32

Emotional (feelings), Cognitive (thoughts), Behavioral (actions).

Question 33

Piagets stages:

Answer 33

Premoral: No understanding of rules. Moral Realism: Rules are fixed (ages 5-7). Moral Relativism: Rules can be changed (after age 10).

Question 34

Kohlberg's levels

Answer 34

Preconventional: Focus on rewards and punishments. Conventional: Upholding laws and social rules. Postconventional: Following personal principles.

Question 35

Cultural Variations

Answer 35

Different cultures prioritize conventional or postconventional reasoning.

Question 36

Gilligan’s Adaptation:

Answer 36

Justice Perspective: Focus on fairness. Care Perspective: Focus on relationships and responsibility to others.

Question 37

Do and Don’t” Task:

Answer 37

Observed how children respond to discipline styles, and which fits their temperament better.

Question 38

Delay of Gratification

Answer 38

The ability to wait for a more desirable reward rather than opting for an immediate, smaller one (e.g., marshmallow test). ex: (waiting to study for long-term benefits) or personal goals (saving money for future gains).

Question 39

Psychological Distancing

Answer 39

A strategy to reduce emotional intensity by creating mental space between yourself and the situation. Ways to Create Mental Distance: Thinking of future consequences (e.g., how the situation will matter in a few years). Viewing the situation from a third-person perspective (detaching emotionally). Physical distancing (removing tempting objects or distractions from sight).

Question 40

Cognitive Reappraisal Training study results

Answer 40

Results: Children trained in cognitive reappraisal were better at managing their emotions, showing increased emotional resilience and improved decision-making skills. Application: Involves reframing how one interprets a situation to change its emotional impact (e.g., viewing a failure as a learning opportunity rather than a personal flaw).

Question 41

"do"(boring task)

Answer 41

Children were asked to complete a boring, mundane task.

Question 42

"don't"(prohibited task)

Answer 42

Children were told not to engage with an enticing, prohibited task.

Question 43

4 different discipline styles:

Answer 43

Authoritative: Warm but firm; explains reasons for rules. Best for fostering self-regulation. Authoritarian: Strict, high demands with little warmth; uses punishment. Can lead to obedience but less emotional understanding. Permissive: Warm but with few rules or demands; more lenient. Children may struggle with self-discipline. Uninvolved: Low warmth and few demands; neglectful. Often results in poor self-regulation and social skills.

Question 44

Graphs: “Do Boring Task” and “Don’t Prohibited Tasks”

Answer 44

The graphs showed how children performed under different conditions, comparing their compliance during a boring task (where motivation was low) versus resisting a prohibited task (where temptation was high) Results: Authoritative discipline typically resulted in better compliance in both types of tasks, especially for children with more challenging temperaments.

Question 45

Jill is a mother, daughter, and wife. She is also a mentor to many students. Which is being described below? * Individual self * Relational self * Collective self

Answer 45

- relational

Question 46

According to Harter’s stages of self concept, which stage would this child fall in “I’m good at basketball and hockey” * 2-4 * 5-7 * 8-10 * Adolescence

Answer 46

5-7: at this point, they are focused on specific competencies, ex “I’m good at reading”

Question 47

3) The Rouge test is used to see if children understand the dot was placed on their nose. By what age are children able to recognize themselves? * 1 year * 2 year * 3 year * 4 years

Answer 47

2 years! Children can recognize themselves as early as 18 months, but by 2 years old they can self recognize

Question 48

Riley was asked what was inside the shoe box. She responded shoes, but then realized there were candies inside. When she was asked again what she thought was in the box she said candies. Which false belief task did Riley fail? * First order false belief task * Second order false belief task

Answer 48

First order false belief task: fail to recognize own past beliefs were false

Question 49

Ashley failed the second order false belief task. Since she has failed, we can assume she has not yet developed ________

Answer 49

Theory of Mind! Ashley failed to recognize individuals have their own independent mental states

Question 50

By what age is theory of mind established? Additionally, early theory of mind is linked to greater ______ 1 year later * 1 year * 2 year * 3 year * 4 year * 5 year

Answer 50

By age 4, children have developed theory of mind Theory of mind: ability to explain and predict behaviors by attributing them to independent mental states Early theory of mind is linked to greater executive function 1 year later!

Question 51

Global self esteem is stable during elementary years although domain self esteem fluctuates * True * False

Answer 51

true! This is because kids don’t necessarily value how they are viewed in relation to others, they are concerned with interpersonal attributes Example: social acceptance: how many friends you have

Question 52

During what age ranges do we see self esteem decrease? * Age 15 * Mid 20’s * Age 65 * Age 45 * More than one correct answer

Answer 52

More than one correct answer! Self esteem decreases around age 15 and age 65!

Question 53

9) Which identity status is being described below: Experiencing an identity “crisis” and actively asking questions about life commitments * Identity achievement * Identity foreclosure * Identity moratorium * Identity diffusion

Answer 53

Identity moratorium: high exploration but low commitment This is like college students changing their major, they are actively exploring with low commitment

Question 54

11) Amber always feels sad. She feels sad when she watches the news and when she's late for work. She also feels sad on Holidays. This is an example of a: * State emotion * Trait emotion

Answer 54

Trait emotion: The tendency to experience a specific emotion over time and across

Question 55

At what age can children regulate anger intensity but not fear intensity? * 5 and 10 months * 6-12-18 months * 10-13 months

Answer 55

At 6-,12-,18 months children can regulate anger intensity but not fear intensity

Question 56

14) The ability to regulate emotions corresponds with maturation of what brain region?

Answer 56

The prefrontal cortex: involved in regulating emotions, inhibitory control and executive functions

Question 57

Which component of morality is based on how people decide if various acts are right or wrong? * Moral affect * Moral behavior * Moral reasoning/judgment

Answer 57

Moral reasoning/judgment This is the cognitive component It is how people decide if various acts are right or wrong

Question 58

Which of Piaget’s periods is being described below? Jason was losing in Candyland, so he told his mom she had to go back to start! * Premoral period * Moral realism * Moral relativism

Answer 58

Premoral period: Little concern or awareness for rules, they make up rules as they go They care about winning and having fun!

Question 59

An _____ child would respond better to their mother explaining or ignoring their behavior in the “Do and Don’t Task”

Answer 59

Inhibited child Inhibited kids with moms who either explain or ignore behave more morally! Think goodness of fit- these are more gentle approaches

Question 60

Better performance on delay of gratification tasks is related to which neurological outcome?

Answer 60

stronger activation in the prefrontal cortex, responsible for executive functions like planning, decision-making, and impulse control.

Question 61

Longitudinal studies of Kohlberg’s theory revealed that most adults remain in the ________ level of morality

Answer 61

conventional individuals make moral decisions based on societal norms, rules, and the approval of others, focusing on maintaining social order and fulfilling social roles.

Question 62

According to Gilligan, female morality is different from male morality because women are more likely to use a ________ perspective than men.

Answer 62

care

Question 63

In the development of theory of mind, twins…

Answer 63

at a average pace

Question 64

Which of the following is NOT something people can influence when they regulate their emotions: Group of answer choices How they express emotions Which emotions they have When they have emotions How others perceive their emotions

Answer 64

How other perceive their emotions

Question 65

The Care Perspective:

Answer 65

emphasizes relationships, empathy, compassion, and the responsibility to care for others in moral decision-making.

Question 66

Moral Relativism:

Answer 66

moral judgments and values are not absolute but are relative to the cultural, societal, or individual contexts in which they occur

Question 67

Post-Conventional Morality:

Answer 67

(highest level of moral reasoning in Lawrence Kohlberg’s theory) individuals reason based on abstract principles and values, such as justice, equality, and human rights

Question 68

Moral realism

Answer 68

belief that there are objective moral facts or truths that exist independently of individual beliefs or cultural practices

Question 69

Define cognitive reappraisal and provide three specific examples of how you can use cognitive reappraisal to down regulate a negative emotion.

Answer 69

understand other people mental states

Question 70

Define cognitive reappraisal and provide three specific examples of how you can use cognitive reappraisal to down regulate a negative emotion.

Answer 70

Definition: a psychological strategy that involves changing the way you interpret a situation in order to alter its emotional impact. Ex; Job Rejection: If you receive a rejection from a job you really wanted, instead of thinking, "I'm not good enough," you might reframe it to, "This is an opportunity to find a position that’s an even better fit for my skills and aspirations." This shift can help reduce feelings of inadequacy and open you up to future opportunities. Conflict with a Friend: If you have a disagreement with a close friend, instead of dwelling on the thought, "They don’t care about my feelings," you could reappraise it as, "We both have different perspectives, and this is a chance for us to understand each other better." This can lessen feelings of betrayal and promote a more constructive dialogue. Public Speaking Anxiety: When feeling anxious about an upcoming presentation, instead of thinking, "I’m going to embarrass myself," you could tell yourself, "This is a chance to share my knowledge and connect with others." This can help transform anxiety into excitement and motivation, making the experience more positive.