Exam 3 (Ch 10, 11, 12, 13)

Question 1

primary emotions

Answer 1

emotions that are present in humans & other animals; appear first 6 months (surprise, joy, anger, sad, fear, disgust)

Question 2

self-conscious emotions

Answer 2

require self-awareness that involves consciousness & sense of “me”; appear first time after 18 months of age (jealousy, empathy, embarrassment, pride, shame, guilt)

Question 3

emotional expression in infants

Answer 3

▫ Parents emotional expression influences infants emotional expression and vice versa
▫ Involved in infant’s first relationship
▫ Cries and smiles are infants first emotional expression

Question 4

“MAMA” cycle

Answer 4

peoples identity status changes from moratorium to achievement to moratorium to achievement

Question 5

What are the three types of cry’s an infant does?

Answer 5

basic cry, anger cry, + pain cry

Question 6

reflexive smile

Answer 6

A smile that does not occur in response to external stimuli and appears during the first month after birth, usually during sleep.

Question 7

social smile

Answer 7

A smile that occurs in response to an external stimulus, typically a face in the case of the young infant. Social smiling occurs as early as 4 to 6 weeks of age in response to a caregiver’s voice

Question 8

stranger anxiety

Answer 8

an infant shows a fear and wariness of strangers; appears at 6 months, peaks at 9 months, and gradually disappears after 1 year

Question 9

separation protest

Answer 9

initially displayed by infants at approximately 7 to 8 months and peaks at about 15 months

Question 10

socioemotional selectivity theory

Answer 10

states that older adults become more selective about their activities and social relationships in order to maintain social and emotional well-being

Question 11

temperament

Answer 11

involves individual differences in behavioral styles, emotions, and characteristic ways of responding.

Question 12

easy child

Answer 12

generally in a positive mood, quickly establishes regular routines in infancy, and adapts easily to new experiences. ; chess and thomas

Question 13

difficult child

Answer 13

reacts negatively and cries frequently, engages in irregular daily routines, and is slow to accept change. ; chess and thomas

Question 14

slow to warm up child

Answer 14

has a low activity level, is somewhat negative, and displays a low intensity of mood. ; chess and thomas

Question 15

Rothbarts and Bates classification for temperament

Answer 15

Extraversion/surgency includes approach, pleasure, activity, smiling, and laughter. Kagan’s uninhibited children fit into this category.
Negative affectivity includes “fear, frustration, sadness, and discomfort”
Effortful control (self-regulation) includes “attentional focusing and shifting, inhibitory control, perceptual sensitivity, and low-intensity pleasure”

Question 16

goodness of fit

Answer 16

refers to the match between a child’s temperament and the environmental demands the child must cope with.

Question 17

attachment

Answer 17

a close emotional bond between two people.

Question 18

social referencing

Answer 18

the term used to describe “reading” emotional cues in others to help determine how to act in a specific situation.

Question 19

securely attached children

Answer 19

use the caregiver as a secure base from which to explore the environment.

Question 20

insecure avoidant children

Answer 20

show insecurity by avoiding the mother.

Question 21

insecure resistant children

Answer 21

often cling to the caregiver and then resist her by fighting against the closeness,

Question 22

insecure disorganized children

Answer 22

are disorganized and disoriented.

Question 23

Sternberg triangular theory of love

Answer 23

states that love has three main components or dimensions—passion, intimacy, and commitment

Question 24

self-understanding

Answer 24

the cognitive representation of the self, the substance of self-conceptions.

Question 25

perspective taking

Answer 25

is especially thought to be important in determining whether children will develop prosocial or antisocial attitudes and behavior.

Question 26

Erik Erikson’s identity versus identity confusion

Answer 26

in this fifth of his eight stages in the life span, adolescents are faced with deciding who they are, what they are all about, and where they are going in life. These questions about identity occur throughout life, but they become especially important for adolescents.

Question 27

psychosocial moratorium

Answer 27

Erikson’s term for the gap between childhood security and adult autonomy. During this period, society leaves adolescents relatively free of responsibilities, which allows them to try out different identities.

Question 28

crisis

Answer 28

is defined as a period of identity development during which the individual explores alternatives.

Question 29

commitment

Answer 29

is a personal investment in identity.

Question 30

identity diffusion

Answer 30

James Marcia idea of identity development based on Erikson’s theory; is the status of individuals who have not yet experienced a crisis or made any commitments.

Question 31

identity foreclosure

Answer 31

James Marcia idea of identity development based on Erikson’s theory; the status of individuals who have made a commitment but have not experienced a crisis.

Question 32

identity moratorium

Answer 32

James Marcia idea of identity development based on Erikson’s theory; is the status of individuals who are in the midst of a crisis but whose commitments are either absent or only vaguely defined.

Question 33

identity achievement

Answer 33

James Marcia idea of identity development based on Erikson’s theory; is the status of individuals who have undergone a crisis and have made a commitment.

Question 34

selective optimization with compensation theory

Answer 34

states that successful aging is linked with three main factors: selection, optimization, and compensation (SOC). The theory states that individuals can produce new resources and allocate them effectively to tasks they want to master

Question 35

trait theories

Answer 35

state that personality consists of broad dispositions, called traits, that tend to produce characteristic responses.

Question 36

trait-situation interaction

Answer 36

Both traits and situational (context) factors must be considered to understand personality

Question 37

contemporary life-events approach

Answer 37

emphasizes that how life events influence the individual’s development depends not only on the event but also on mediating factors (physical health and family supports, for example), the individual’s adaptation to the life event (appraisal of the threat and coping strategies, for example), the life-stage context, and the sociohistorical context

Question 38

gender

Answer 38

refers to the characteristics of people as males and females.

Question 39

gender identity

Answer 39

involves a sense of one’s own gender, including knowledge, understanding, and acceptance of being male or female

Question 40

gender roles

Answer 40

sets of expectations that prescribe how females or males should think, act, and feel.

Question 41

gender-typing

Answer 41

refers to acquisition of a traditional masculine or feminine role

Question 42

social role theory

Answer 42

states that psychological gender differences result from the contrasting roles of women and men.

Question 43

psychoanalytic theory of gender

Answer 43

stems from Sigmund Freud’s view that the preschool child develops a sexual attraction to the opposite-sex parent.

Question 44

gender schema theory

Answer 44

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

Question 45

moral development

Answer 45

involves changes in thoughts, feelings, and behaviors regarding standards of right and wrong

Question 46

heteronomous morality

Answer 46

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

Question 47

autonomous morality

Answer 47

Second stage of moral development in Piaget’s theory. They become aware that rules and laws are created by people, and in judging an action, they consider the actor’s intentions as well as the consequences.

Question 48

preconventional reasoning

Answer 48

Kohlberg’s lowest level; At this level, good and bad are interpreted in terms of external rewards and punishments. Two stages: heteronomous morality + individualism, instrumental purpose, and exchange

Question 49

conventional reasoning

Answer 49

second level of Kohlberg’s; At this level, individuals apply certain standards, but they are the standards set by others, such as parents or the government. Two stages: Mutual interpersonal expectations, relationships, and interpersonal conformity + Social systems morality

Question 50

postconventional reasoning

Answer 50

Highest level of Kohlberg’s; At this level, the individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code. Two stages: Social contract or utility and individual rights + universal ethical principles

Question 51

justice perspective

Answer 51

Kohlberg’s perspective that focuses on the rights of the individual, and individuals independently make their own moral decisions

Question 52

care perspective

Answer 52

A perspective that challenges the justice perspective; a moral perspective that views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others.

Question 53

social cognitive theory of morality

Answer 53

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

Question 54

moral identity

Answer 54

Individuals have a moral identity when moral notions and commitments are central to their life

Question 55

social domain theory

Answer 55

states that there are different domains of social knowledge and reasoning, including moral, social conventional, and personal domains.

Question 56

social conventional theory

Answer 56

focuses on conventional rules that have been established by social consensus in order to control behavior and maintain the social system

Question 57

hidden curriculum

Answer 57

the hidden moral atmosphere at schools

Question 58

character education

Answer 58

a direct education approach that involves teaching students a basic moral literacy to prevent them from engaging in immoral behavior and doing harm to themselves or others

Question 59

values clarification

Answer 59

a moral education aimed at helping people to clarify what their lives mean and what is worth working for.

Question 60

cognitive moral education

Answer 60

based on the belief that students should learn to value such things as democracy and justice as their moral reasoning develops

Question 61

service learning

Answer 61

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