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Lifespan Development > Exam #3 > Flashcards

Exam #3 Flashcards

1
Q

key aspects of gender

A

gender roles and gender typing

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2
Q

gender typing

A

the process by which children acquire the thoughts, feeling, and behaviors that are considered appropriate for their gender

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3
Q

biological influences on sex

A

heredity, hormones, evolution

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4
Q

social role theory

A

gender differences result from the contrasting roles of women and men

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4
Q

psychoanalytic theory of gender

A

Freud divided human personality into three significant components:
- the id, ego, and superego.
- The id acts according to the pleasure principle, demanding immediate gratification of its needs regardless of external environment
- the ego then must emerge in order to realistically meet the wishes and demands of the id in accordance with the outside world, adhering to the reality principle.
- the superego (conscience) inculcates moral judgment and societal rules upon the ego

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4
Q

social cognitive theory of gender

A

children learn about gender through observation and imitation and through reward and punishment for gender-appropriate and inappropriate behavior

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4
Q

evolutionary theory

A

adaptation during the evolution of humans produced psychological differences between men and women

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5
Q

gender schema theory

A

gender-typing emerges as children gradually develop gender schemas of what is gender appropriate and inappropriate in their culture

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6
Q

gender stereotypes

A

general impressions and beliefs about boys/men and girls/women

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7
Q

gender-role classification

A

focuses on the degree to which indivudals are masculine, feminine, or androgynous

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8
Q

childhood gender development

A
  • form many ideas about what women and men are like from 1- 3 years of age
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9
Q

early adolescence gender development

A

must come to terms with new definitions of their gender roles as they experience the extensive changes of puberty

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10
Q

biological and cultural factors in sexuality

A
  • sexual motivation and cultural factors
  • sexual scripts influence sexual behavior
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11
Q

factors in sexual orientation

A
  • genetic
  • hormonal
  • cognitive
  • environmental factors
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12
Q

androgens

A

A class of sex hormones—an important one of which is testosterone—that primarily promotes the development of male genitals and secondary sex characteristics.

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13
Q

androgyny

A

possession of both male and female characteristics

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14
Q

climacteric

A

The midlife transition during which fertility declines.

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15
Q

date rape

A

Coercive sexual activity directed at someone with whom the victim is at least casually acquainted.

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16
Q

estrogens

A

A class of sex hormones─an important one of which is estradiol─that primarily influences the development of female sex characteristics and helps to regulate the menstrual cycle.

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17
Q

gender

A

Characteristics related to femininity and masculinity based on social and cultural norms.

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18
Q

gender identity

A

A person’s inner sense of being a girl/woman, boy/man, another gender, or no gender, which develops early in childhood and remains stable across time for most people but which may change throughout the life course for others.

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19
Q

gender role

A

Sets of expectations that prescribe how people should think, act, and feel based on social and cultural norms about gender

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20
Q

gender intensification hypothesis

A

The view that psychological and behavioral differences between boys and girls become greater during early adolescence because of increased socialization pressures to conform to traditional gender roles.

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21
Q

rapport talk

A

The language of conversation; a way to establish connections and negotiate relationships; preferred by women.

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22
Q

report talk

A

Language designed to convey information; a communication style preferred by men.

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23
Q

romantic script

A

A perspective in which sex is synonymous with love; belief that if we develop a relationship with someone and fall in love, it is acceptable to have sex with the person whether we are married or not

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24
Q

sexual scripts

A

Stereotyped patterns of expectancies for how people should behave sexually

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25
Q

traditional religious script

A

View that sex is acceptable only within marriage; extramarital sex is taboo, especially for women; and sex means reproduction and sometimes affection.

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26
Q

transgender

A

A broad term that refers to individuals who adopt a gender identity that differs from the one assigned to them at birth.

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27
Q

altruism

A

An unselfish interest and voluntary effort in helping another person

28
Q

autonomous morality

A

awareness that rules and laws are created by people, and in judging an action, they consider the actor’s intentions as well as the consequences.

29
Q

care perspective

A

The moral perspective of Carol Gilligan; views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others.

30
Q

conduct disorder

A

Age-inappropriate actions and attitudes that violate family expectations, society’s norms, and the personal or property rights of others.

31
Q

conscience

A

The component of the superego that punishes the child for behaviors disapproved of by parents by making the child feel guilty and worthless.

32
Q

conventional reasoning

A

individuals develop expectations about social roles

33
Q

ego ideal

A

The component of the superego that rewards the child by conveying a sense of pride and personal value when the child acts according to ideal standards approved by the parents.

34
Q

empathy

A

Reacting to another’s feelings with an emotional response that is similar to the other’s feelings.

35
Q

forgiveness

A

s an aspect of prosocial behavior that occurs when the injured person releases the injurer from possible behavioral retaliation

36
Q

gratitude

A

a feeling of thankfulness and appreciation, especially in response to someone doing something kind or helpful

37
Q

heteronomous morality

A

the first stage of moral development in Piaget’s theory. Children who are in this stage of moral development think of justice and rules as unchangeable properties of the world, removed from the control of people

38
Q

immanent justice

A

Belief that if a rule is broken, punishment will be meted out immediately.

39
Q

justice perspective

A

A moral perspective that focuses on the rights of the individual; individuals independently make moral decisions.

40
Q

juvenile deliquency

A

Actions taken by an adolescent in breaking the law or engaging in illegal behavior

41
Q

moral development

A

involves changes in thoughts, feelings, and behaviors regarding standards of right and wrong. Moral development has an intrapersonal dimension, which involves a person’s activities when she or he is not engaged in social interaction, and an interpersonal dimension, which regulates social interactions and arbitrates conflict.

42
Q

moral exemplars

A

People who have a moral personality, identity, character, and set of virtues that reflect moral excellence and commitment.

43
Q

moral identity

A

The aspect of personality that is present when individuals have moral notions and commitments that are central to their lives.

44
Q

postconventional reasoning

A

conventional considerations are now judged against moral concerns such as liberty, justice, and equality, with the idea that morality can improve the laws, fix them, and guide conventional institutions in the direction of a better world.

45
Q

preconventional reasoning

A

moral reasoning is strongly influenced by external punishment or reward

46
Q

religion

A

An organized set of beliefs, practices, rituals, and symbols that increases an individual’s connection to a sacred or transcendent other

47
Q

religiousness

A

refers to the degree of affiliation with an organized religion, participation in its prescribed rituals and practices, connection with its beliefs, and involvement in a community of believers.

48
Q

service learning

A

A form of education that promotes social responsibility and service to the community.

49
Q

social cognitive theory of morality

A

emphasizes a distinction between an individual’s moral competence (ability to perform moral behaviors) and moral performance (performing those behaviors in specific situations)

50
Q

social conventional reasoning

A

Focuses on conventional rules established by social consensus and convention, as opposed to moral reasoning, which stresses ethical issues.

51
Q

social domain theory

A

Theory that identifies different domains of social knowledge and reasoning, including moral, social conventional, and personal domains. These domains arise from children’s and adolescents’ attempts to understand and deal with different forms of social experience.

52
Q

spirituality

A

involves experiencing something beyond oneself in a transcendent manner and living in a way that benefits others and society.

53
Q

values

A

Beliefs and attitudes about the way things should be.

53
Q

Basic processes of moral behavior

A

The processes of reinforcement, punishment, and imitation have been invoked to explain how individuals learn certain responses and why their responses differ from one another’s

54
Q

Basic processes of moral behavior

A

The processes of reinforcement, punishment, and imitation have been invoked to explain how individuals learn certain responses and why their responses differ from one another’s

55
Q

moral competencies

A

ability to perform moral behaviors

56
Q

moral performance

A

performing behaviors in specific situations

56
Q

psychoanalytic theory

A

guilt and the desire to avoid feeling guilty are the foundation of moral behavior

57
Q

types of prosocial behavior

A
  • altruism
  • public
  • emotional
  • dire
  • anonymous
  • compliant
57
Q

types of prosocial behavior

A
  • altruism
  • public
  • emotional
  • dire
  • anonymous
  • compliant
58
Q

active euthanasia

A

Death induced deliberately, as when a physician or a third party ends the patient’s life by administering a lethal dose of a drug.

59
Q

assisted suicide

A

involves a physician supplying the information and/or the means of committing suicide but requires the patient to self-administer the lethal medication and to determine when and where to do this.

60
Q

brain death

A

neurological definition of death which states that a person is brain dead when all electrical activity of the brain has ceased for a specified period of time.

61
Q

complicated grief or prolonged grief disorder

A

Grief that involves enduring despair and remains unresolved over an extended period of time

62
Q

disenfranchised grief

A

Grief involving a deceased person that is a socially ambiguous loss that can’t be openly mourned or supported.

63
Q

dual-process model

A
64
Q

euthanasia

A

The act of painlessly ending the lives of persons who are suffering from incurable diseases or severe disabilities; sometimes called “mercy killing.

65
Q

grief stages

A
  • denial and isolation
  • bargaining
  • anger
  • depression
  • acceptance
66
Q

hospice care

A

A program committed to making the end of life as free from pain, anxiety, and depression as possible. The goals of hospice contrast with those of a hospital, which are to cure disease and prolong life

67
Q

palliative care

A

Emphasized in hospice care; involves reducing pain and suffering and helping individuals die with dignity

68
Q

passive euthanasia

A

Withholding available treatments, such as life-sustaining devices, and allowing the person to die.

Lifespan Development (10 decks)

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