Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psych 335 > Final exam > Flashcards

Final exam Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

What is the self according to James

A

self as two major components

  • existential self
  • categorical self
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Existential self

A

the subjective “I” who experiences the world

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Categorical self

A

the objective “me” seen and evaluated in the world

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Self according to Harter

A

the self as a broad concept that can be divided into 3 distinct but interrelated elements

  • Self-knowledge (self-awareness)
  • Self-evaluation (self-esteem)
  • Self-regulation (self-control)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Self schema

A

an internal cognitive portrait of the self used to organize information about the self

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Selman’s 5 stages of self-awareness

Cognitive-developmental approach

A 
Level 0 (infancy)
Level 1 (Early childhood)
Level 2 (middle childhood)
Level 3 (preadolescence)
Level 4 (adolescence)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Selman’s level 0

A

Infancy
children understand their physical existence but
don’t display an awareness of separate psychological existence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Selman’s level 1

A

Early childhood

Child separates psychological states from behaviour; thoughts can control actions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Selman’s level 2

A

Middle childhood

The self can be hidden from others but cannot be hidden from oneself

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Selman’s level 3

A

Preadolescence

Self represents a stable component of personality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Selman’s level 4

A

Adolescence

Self cannot ever be completely known

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Bandura’s theory of self

A

Self evolves from self-efficacy and self-regulation

Environmental/learning approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Self-efficacy

A

A person’s perception of his or her ability to succeed at various tasks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Evaluative self reactions

A

Consequences people apply to themselves as a result of meeting (or not) personal standards
- motivates children to behave in accordance with their internal standards

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Bowlby’s attachment theory

A

Responsive care-giving can influence self-development

evolutionary and biological approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

When did self-consciousness emerge?

A

Some hominids (I.e. orang-utans & chimpanzees) and possibly dolphins exhibit some self-recognition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

How does self-awareness contribute to adaptation?

A

Self-awareness is thought to have evolved as part of living in complex social groups - allows us to understand the mental state of others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What is the neurobiological source of self-awareness?

A

Some aspects of self-awareness may be encapsulated in modules in the brain (prefrontal areas)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Sociocultural approach to the self

A
  • The self develops through participation in cultural practices, customs and institutions.
  • the delineation between self and other has a more diffused boundary in non-Western cultures
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Culture + self

A

cultures vary in

1) the age @ which an individual is defined as a “person”
2) possible incarnations of the “self” in time and space
3) in notions of the “ideal” self

Cultural perceptions of self begin early

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Self-knowledge: perception

A

Infants can imitate adult facial expressions

- 3 m.o. infants perceive their own Motor control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Personal agency

A

child understands that he/she can have an impact on the world

  • early indicator of this awareness is infant actions on things (toys) in their environment
  • the more sensitive and responsive the parents, the more quickly infants come to understand their own influence on the environment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Visual self recognition

A

3 months: can discriminate still images of self vs. others
- prefer to view image of other
5 months: when still images are altered so cheeks have a mark on them, looking preference changes
- more time spent looking @self

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Mirror self-recognition/The Mark test (Gallup, 1970)

A

children who pass this test understand that a spot on the forehead relates to them (shown by reaching response)
** recognition of the self in photographs occurs several months after mirror self-recognition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Variability of visual self-recognition

A
  • correlation between difficult temperament and earlier self-recognition
  • secure attachment is correlated with self-recognition, sense of personal agency, and awareness of personal physical characteristics
  • maltreated or abused children are less securely attached and display later self-recognition
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Self-description

Piagetian - preoperational

A

Early childhood
Focus on physical characteristics, possessions, preferences
“I have freckles”
“My cat is white”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Self-description

Piagetian - concrete operations

A

Middle and later childhood
Focus on behavioural traits and abilities, emotions, category membership
“I’m a good singer”
“I’m a happy kid”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Self-description

Piagetian - Formal operations

A

Adolescence
Focus on attitudes, personality attributes (sometimes opposing or associated with different roles), beliefs
“I’m patriotic”
“I’m not a quitter”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Cultural continuity

A

A variety of variables related to autonomy and opportunities to maintain First Nations culture
a protective factor against suicide
Basically culture as a developmental aid and identity factor

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Self-esteem

A

a person’s assessment of and feelings about the self

  • cognitive judgment of ability and talent
  • affective reactions (shame, pride)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Looking-glass self

A

individual’s beliefs about how others feel about us

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Competence view

A

self-esteem as a combination of what we would like to achieve and our confidence in achievement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Self-evaluation

A

evaluations and effects of self-esteem are most often measured through questionnaires
Harter uses a questionnaire to assess self-evaluations in each of 5 domains: scholastic, athletic and social competence, behavioural conduct and physical appearance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Developmental progression of self-esteem

A

Self-esteem scores are relatively stable during childhood - relatively high in preschoolers and young children
@ age 11/12 scores can dip due to:
- development of excessive self-consciousness
- biological changes during puberty
- moving schools

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Gender differences in self-esteem

A

Self esteem across domains:

  • greater variability in girls
  • girls feel more positively in the conduct domain, but more negatively in the domains of physical appearance and athletic performance

Development course of self-esteem
- beginning in middle to late childhood, boys report higher global self-worth than girls

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Academic self-concept

A

the part of self-esteem involving children’s perceptions of their academic abilities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Mastery-oriented pattern

Achievement motivation and attribution (Carol Dweck)

A

children who, in the face of failure, express positive expectations and persist at the task

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Helpless pattern

Achievement motivation and attribution (Carol Dweck)

A

those who response to failure with doubt and avoidance

patterns of persistence or helplessness evident in 4 year olds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Entity model of intelligence

Achievement motivation and attribution (Carol Dweck)

A

intelligence is seen as fixed or unchangeable quantity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Incremental model

Achievement motivation and attribution (Carol Dweck)

A

intelligence is believed to be expanded with learning and experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Criticism & academic self-concept

Achievement motivation and attribution (Carol Dweck)

A

Factors:

  • how caregivers respond to successes or failures influences the development of attribution patterns
  • criticism that focuses on stable traits has a negative effect
  • criticism that focuses on situation-specific efforts results in mastery orientation, as does praise for efforts
42
Q

Social comparisons

A

a comparison of one’s abilities to those of others

  • by 2nd grade, a child’s level of self-eval is + correlated with frequency of social comparison
  • high achievers compare more
  • bidirectional effect
43
Q

Parental style effects on academic self-concept

A
  • parental attitudes, expectations and behaviours strongly predict children’s self-perceptions
  • through participation in school activities and helping children w/ learning activities
  • by providing structure and assistance tailored to child’s academic ability
  • proving autonomy support

**warm supportive fathers facilitate the development of high academic self-concept

44
Q

Emergence of self-control

A

children learn how to control their own behaviours

  • to avoid dangerous objects (hot stove)
  • to wait for gratification (cookie after dinner)
  • to change non-effective strategies (bargaining rather than screaming for a toy)

*A common aspect of all theories of self-regulation is that at first, children are externally controlled and that control becomes internalized over time

45
Q

Compliance

A

Going along with requests or adopting standards of behaviour

46
Q

Committed compliance

A

when a child embraces the caregiver’s agenda and internalizes their instruction

47
Q

Situational compliance

A

when the child cooperates but does not involve any behavioural change in the child
- often temporary

48
Q

Resistance to temptation

A
  • forbidden toy technique
  • examines how long children will resist a common to avoid a forbidden toy
  • older children are more able to wait
  • observing an adult inhibit behaviour in a similar situation, making self-inhibitory statements, or developing inhibitory strategies can help children resist temptation
49
Q

Delay gratification

A

Child is given 2 choices:

  • small reward that is available now
  • larger reward available later
  • both younger and older children are more likely to delay when producing irrelevant statements
  • reducing attention paid to tempting object facilitates delay
  • delay scores predict SAT scores and BMI 30 years later
50
Q

Theory of mind

A

the individual imputes mental states to himself and to others (either to conspecifics or to other species as well). A system of inferences of this kind is properly viewed as a theory, first because such states are not directly observable, and second because the system can be used to make predictions, specifically about the behaviour of other organisms.
Premack & Woodruff

51
Q

Associationism

A
  • familiarity with sequence –> sequence completion

- follow-up experiment with novel sequences (e.g. trying to play a phonograph that is not plugged in)

52
Q

Theory of Mind (ToM)

A

imputes states of mind to the human actor (intention/purpose, knowledge/belief)

53
Q

False belief understanding

A

An indicator that the child differentiates between mind and world, and that someone can have a belief that differs from reality

54
Q

Development of ToM

Progression

A

Progression from reasoning about desires to reasoning about beliefs and hidden emotions

Important cultural differences

Diverse desire>Diverse belief>Knowledge access>False Belief>Hidden Emotion

55
Q

Nativist Interpretation of infant FB data

A
  • 15 month olds already possess (at least in rudimentary and implicit form a representational theory of mind
  • children are born with an “abstract computation system”
  • innate, modular “theory of mind mechanism
56
Q

Minimalist interpretation of infant false belief data

A
  • infants are following behaviour rules (e.g. “a person will look for an object where she put it”
  • statistical learning (innate)
57
Q

Precursors of ToM

A
  • joint attention and gaze following
  • intention-reading
  • imitation
  • pretend play
  • use of internal state language e.g. “I think” “I feel”
  • perspective-taking
58
Q

Empathy

A

ability to vicariously experience another’s emotional state - can be observed in infants (cry when hearing another infant cry)

59
Q

Sympathy

A

feelings of concern for another - is related to children’s ability to understand other’s mental states

60
Q

Prosocial behaviours

A

socially desirable behaviours, include helping, sharing, and conflict resolution
**moral emotions (ex. empathy & sympathy) are the roots of prosocial behaviours

61
Q

Hoffman’s Six Stages

Stage 1

A

Global empathic distress

First precursor to empathy - infants cry reactively upon hearing the cries of other infants

62
Q

Hoffman’s Six Stages

Stage 2

A

Egocentric empathic distress
(11-12 months)

Second precursor to empathy - respond to distress by comforting themselves

63
Q

Hoffman’s Six Stages

Stage 3

A

Quasi-egocentric empathic distress
(18-24 months)

Beginning of sympathy; offer help but in the way they would want to be helped/comforted

64
Q

Hoffman’s Six Stages

Stage 4

A

Veridical empathy
(~3 y.o.)

Understand that other people have inner states that can be different than their own; offer more appropriate help and comfort

65
Q

Hoffman’s Six Stages

Stage 5

A

Empathic distress beyond the situation (middle childhood)

Mature empathy; can empathize with individuals imagined to have generally unpleasant/difficult lives

66
Q

Hoffman’s Six Stages

Stage 6

A

Empathy for distressed groups (adolescence)

High level of empathy; can empathize with the plight of groups of people

67
Q

Helping

A
  • toddlers comfort those in distress
  • infants (18 months) help others to achieve goals
  • increases with age

incomplete action, identify obstacle, how to overcome

  • emerges around 14 months in simple situations (out of reach)
  • *more complex helping depends on cognitive and social development
  • even very young children have a natural tendency to help other persons solve their problems, even when the other is a stranger and receive no benefit
68
Q

Sharing

A

Emerges by the end of the first year

- more likely to share with friends and those who have given them help in the past

69
Q

Conflict resolution

A

Goes from coercion to negotiation

- resolve conflict both verbally and nonverbally

70
Q

Determinants of prosocial behaviour

BIOLOGY

A

Genes influence prosocial development through temperament

71
Q

Determinants of prosocial behaviour

AFFECT

A

empathetic distress

72
Q

Determinants of prosocial behaviour

COGNITION

A

prosocial reasoning, and children’s mental state understanding

73
Q

Determinants of prosocial behaviour

SOCIALIZATION

A

Parents contribute to children’s prosocial development by:

  • providing opportunities to practice prosocial behaviours
  • communicating prosocial values using inductive techniques
  • modelling and reinforcing prosocial behaviours
74
Q

Morality

A

involves issues of right and wrong, good and evil

3 facets: AFFECT, COGNITION & BEHAVIOUR

75
Q

Moral rules

A

broad issues of fairness and justice

76
Q

Social conventional rules

A

rules used by society to maintain order

77
Q

Moral reasoning studies

A

assess the thought processes that underlie morality

78
Q

Moral conduct studies

A

Assess behaviours governed by morality

79
Q

Social-cognitive developmental approaches

A

mose concerned with children’s moral reasoning

advances in moral understanding depend on children’s cognitive abilities (e.g. perspective taking)

80
Q

Piaget’s theory on morality

A

uses moral dilemmas to assess children’s thoughts on morality
- moral reasoning develops as the cognitive structures of the child develop

81
Q

Stage 1 (Piaget’s theory)

A

2-4 years

children have no true conception of morality

82
Q

Stage 2 (Piaget’s theory)

A

5-7 years
- children understand and use rules, but are not flexible in rule use (stage of moral realism)
- Objective responsibility: children evaluate moral situations on the basis of the amount of damage
Immanent justice: inherent justice

83
Q

Stage 3 (Piaget’s theory)

A

8-11 years

  • children realize that rules are conventions and can be altered
  • children in this stage now consider intention in their evaluations of morality (stage of moral relativism)
84
Q

Objective responsibility

A

children evaluate moral situations on the basis of the amount of damage

85
Q

Stage 4 (Piaget’s theory)

A

children develop rules as needed and extend moral reasoning beyond their personal level

86
Q

Piaget’s findings on moral reasoning

A
  • older children become increasingly attuned to motives and intentions
  • cognitive capacities underlie moral judgment
  • peer relations are important for moral development
  • *may have underestimated children’s reasoning abilities
87
Q

Kohlberg’s model

A

Presented children with moral dilemmas and asked them to explain their reasoning

Growth across levels and stages depends on:

  • improving cognitive skills
  • repeated encounters with moral issues
88
Q

Kohlberg’s model

Preconventional

A

moral reasoning based on the assumption that individuals must serve their own needs

89
Q

Kohlberg’s model

Conventional

A

moral reasoning based on the view that a social system must be based on laws and regulations

90
Q

Kohlberg’s model

Postconventional

A

moral reasoning based on the assumption that the value, dignity, and rights of each individual person must be maintained

91
Q

Similarities between Piaget and Kohlberg

A
  • cognitive-developmental perspectives
  • important of interactions with the social world (especially peers)
  • moral development occurs in a step-wise fashion
  • younger children focus on rules
  • older children focus on intention
92
Q

Differences between Piaget and Kohlberg

A
  • Kohlberg focused more on discrete stages

- Kohlberg argued that conduct follows reasoning; Piaget emphasized that reasoning often follows action

93
Q

Turtle and Smetana’s Social Domain Theory

A

Children’s moral reasoning involves several different domains:
- personal
- social-conventional
- moral
Children’s understanding of moral and societal issues is influenced by context

94
Q

Social Domain Theory

Moral Domain

A
  • have “intrinsic effects” on other’s welfare

- obligatory, universally applicable

95
Q

Social Domain Theory

Social-conventional

A
  • violate norms and expectations
  • inappropriate, but not malicious or victim-based
  • contingent on authority commands; can be altered
96
Q 
Social Domain Theory
Personal domain (individual choice)
A
  • knowledge of self, personality, and identity
97
Q

Evaluating Turiel’s model

A
  • support for different domains of moral reasoning
  • support for the influence of context in which reasoning takes place
  • researchers using culturally appropriate versions of Turiel’s stories have replicated his findings across a diverse array of societies
    • there is also cultural variability in how children classify different kinds of rule violations
98
Q

Altruism

A

behaviours that benefit another but may cost the person

99
Q

Kin selection

A

a person will act to aid persons who share their genes (e.g., other is more likely to act to save her child than her husband; child has more of her genes)

100
Q

Reciprocal altruism

A

members of a group reciprocate in their altruism so that all members are more likely to survive and pass on their genes

101
Q

Environmental/learning approaches

A
  • reinforcement and observational processes are involved in moral development
  • as children develop, they internalize what they have learned to regulate their own behaviour
  • -> via evaluative self-reactions & self-sanctions
102
Q

Sociocultural approaches

A

moral development is a process of socialization
- through interactions with family and cultural institutions, children are assisted by other people in structuring and interpreting situations for themselves

Psych 335 (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions