Personality and Temperament

Question 1

what is personality

Answer 1

distinctive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world.

Question 2

The “Big Five” Personality Factors

Answer 2

openness, conscientiousness, Extraversion, Agreeableness, Neuroticism

Question 3

A study of the Big Five factors revealed…////?/

Answer 3

conscientiousness was the best predictor of both high school and college
grade-point average. In this study,
openness was the best predictor of SAT verbal scores

Question 4

A study of fift h- to eighth-graders…/

Answer 4

conscientiousness was linked to better interpersonal relationships:
higher-quality friendships, better acceptance by peers,
and less victimization by peers.

Question 5

person-situation interaction

Answer 5

the best way to
characterize an individual’s personality is not in terms of personal
traits or characteristics alone, but also in terms of the situation
involved.

Question 6

temperament

Answer 6

A person’s behavioral style and
characteristic ways of responding.

Question 7

variations in temperament

Answer 7

active, calm, responds warmly, fuss, fret.

Question 8

Temperament styles

Answer 8

easy child, difficult child, slow-to-warm-up child

Question 9

easy child

Answer 9

positive mood, quickly establishes regular routines in infancy, and adapts easily to new experiences.

Question 10

difficult child

Answer 10

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

Question 11

slow-to-warm-up child

Answer 11

low activity level, is somewhat negative, and
displays a low intensity of mood.

Question 12

three temperament dimensions

Answer 12

Extraversion/surgency, negative affectivity, effortful control

Question 13

Extraversion/surgency

Answer 13

“positive anticipation, impulsivity, activity
level, and sensation seeking.” Kagan’s uninhibited children fi t into this
category.

Question 14

Negative affectivity

Answer 14

fear, frustration, sadness, and discomfort.”
These children are easily distressed; they may fret and cry oft en. Kagan’s
inhibited children fi t this category

Question 15

Effortful control (self-regulation)

Answer 15

attentional focusing and shifting,
inhibitory control, perceptual sensitivity, and low-intensity pleasure.”

Question 16

goodness of fit

Answer 16

The match between a child’s
temperament and the environmental demands the
child must cope with

Question 17

culture

Answer 17

The behavior patterns, beliefs, and all other
products of a particular group of people that are
passed on from generation to generation.

Question 18

Cross-cultural studies

Answer 18

Studies that compare what
happens in one culture with what happens in one or
more other cultures; they provide information about
the degree to which people are similar and to what
degree behaviors are specific to certain cultures.

Question 19

individualism

Answer 19

A set of values that give priority to
personal rather than to group goals

Question 20

collectivism

Answer 20

A set of values that support the group.

Question 21

socioeconomic status (SES)

Answer 21

A grouping of people with similar occupational, educational, and economic characteristics.

Question 22

Educating Students from Low-SES Backgrounds need…/

Answer 22

discipline, motivation, parent involvement, mentoring, untapped knowledge

Question 23

ethnicity

Answer 23

A shared pattern of characteristics such
as cultural heritage, nationality, race, religion, and
language.

Question 24

prejudice

Answer 24

An unjustified negative attitude toward
an individual because of the individual’s membership in a group.

Question 25

BILINGUALISM

Answer 25

the ability to speak two languages

Question 26

bilingual children perform best…

Answer 26

on tests of control of attention, concept formation, analytical reasoning, cognitive flexibility, cognitive complexity.

Question 27

multicultural education

Answer 27

Education that values
diversity and includes the perspectives of a variety
of cultural groups on a regular basis.

Question 28

empowerment

Answer 28

providing people with the intellectual and coping
skills to succeed and make this a more just world.

Question 29

subtractive bilingualism

Answer 29

many immigrant children go from being monolingual in their home language to bilingual in that language and in English, only to end up monolingual speakers of english

Question 30

jigsaw classroom

Answer 30

m A classroom in which students
from different cultural backgrounds cooperate by
doing different parts of a project to reach a common goal.

Question 31

English as a second language (ESL)

Answer 31

A widely
used term for bilingual education programs and
classes that teach English to students whose native
language is not English.

Question 32

English immersion,

Answer 32

in
which they are taught mainly or exclusively in English;

Question 33

transitional bilingual education

Answer 33

in which they are taught
reading or other subjects in their native
language for several years and then moved into English classes

Question 34

two-way, or
dual, bilingual education

Answer 34

in which both native English-speaking students and ELL
students are integrated in a bilingual classroom.

Question 35

what issues does multicultural education involve

Answer 35

socioeconomic statues, ethnicity, gender, religion, disability, sexual orientation.

Question 36

prejudice reduction

Answer 36

activities teachers can implement in the classroom to eliminate negative and stereotypical views of others

Question 37

equity pedagogy

Answer 37

process to incorporate materials and learning strategies appropriate to both boys and girls to various ethnic groups.

Question 38

CULTURALLY RELEVANT TEACHING

Answer 38

seeks to make connections with the learner’s cultural
background

Question 39

funds of knowledge approach

Answer 39

going into the community where your students live and their parents work can improve your understanding of their ethnic and cultural backgrounds

Question 40

ISSUES-CENTERED EDUCATION

Answer 40

students are taught to systematically examine issues that involve equity
and social justice.

Question 41

gender

Answer 41

The characteristics of people as males and
females.

Question 42

gender identity

Answer 42

The sense of being male or
female, which most children acquire by the time
they are 3 years old.

Question 43

gender role

Answer 43

A set of expectations that prescribes
how females or males should think, act, and fee

Question 44

gender typing

Answer 44

Acquistion of a traditional masculine or feminine role.

Question 45

Gender
schema theory

Answer 45

children gradually develop
gender schemas of what is gender-appropriate and gender-inappropriate in their culture.

Question 46

gender stereotypes

Answer 46

Broad categories that reflect
impressions and beliefs about what behavior is
appropriate for females and males.

Question 47

GENDER CONTROVERSY

Answer 47

substantial differences in physical performance,
writing skills, aggression, self-regulation, and prosocial behavior of girls and boys but
small or nonexistent differences in communication, math, and science.

Question 48

androgyny

Answer 48

The presence of positive masculine
and feminine characteristics in the same individual.

Question 49

androgynous boy

Answer 49

assertive (masculine) nurturing (feminine)

Question 50

androgynous girl

Answer 50

powerful (masculine) sensitive (feminine)