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Semester 1 > Prep for CAS 101 Exam 3 > Flashcards

Prep for CAS 101 Exam 3 Flashcards

1
Q

Knowledge of oneself. Begins to grow at 12 months of age.

A

Self-awareness

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2
Q

A person’s identity or set of beliefs about what one is like as an individual.

A

Self-concept

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3
Q

A philosophy that promotes the notion of interdependence

A

Collectivistic orientation

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4
Q

A philosophy that emphasizes personal identity and the uniqueness of the individual

A

Individualistic orientation

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5
Q

The phenomenon in which minority children indicate preferences for majority values or people

A

Race dissonance

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6
Q

Physical ability and physical appearance. Ex: “I am pretty good at basketball, but Veshawn is way better.”

A

Physical self-concept

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7
Q

Particular emotional states. Ex: “I am so sick of my parents telling me what to do.”

A

Emotional Self-Concept

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8
Q

English, history, math, science. Ex: “I am great math and science, but grammar is hard for me.”

A

Academic self-concept

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9
Q

Peers and significant others. Ex” I am pretty popular. People like me.”

A

Social self-concept

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10
Q

A state of self-absorption in which the world is viewed from one’s own point of view

A

Adolescent egocentrism

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11
Q

Fictitious observers who pay as much attention to adolescents’ behavior as they do themselves.

A

Imaginary audience

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12
Q

the view held by some adolescents that what happens to them is unique, exception, and shared by no one else

A

Personal fables

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13
Q

Success in forging appropriate identity provides foundation for future psychosocial development OR search for identity leads some adolescents into substantial psychological turmoil as they encounter the adolescent identity crisis.

A

Identity vs. Identity Confusion Stage

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14
Q

A period during which adolescents take time off from the upcoming responsibilities of adulthood and explore various roles and possibilities. Ex” I’m taking a job at my mom’s bookstore until I figure out what I really want to do.”

A

Psychological moratorium

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15
Q

The particular identity to which teenagers commit following a period of crisis during which they consider various alternatives. Ex: “I enjoyed working at an advertising company the last two summers, so I plan to go into advertising.”

A

Identity achievement

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16
Q

The state of adolescents who prematurely commit to an identity without adequately exploring alternatives. Ex: “My dad says I’m good with kids and would be a good teacher, so I guess that’s what I’ll do.”

A

Identity foreclosure

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17
Q

The category in which adolescents consider various identity alternatives but never commit to one, or never even consider identity options in any conscious way. Ex: “Frankly, I have no idea what I’m going to do.”

A

Identity diffusion

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18
Q

The view that holds that individual cultural identities should be assimilated into a unified culture in the United states- the proverbial melting pot model.

A

Cultural assimilation model

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19
Q

The view that suggests that U.S. society is made up of diverse, coequal cultural groups that should preserve their individual cultural features.

A

Pluralistic society model

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20
Q

The view in which minority group members draw from their own cultural identity while integrating themselves into the dominant culture. an individual can live as a member of two cultures, with two cultural identities, without having to choose one over the other.

A

Bicultural identity model

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21
Q

An individual’s overall and specific positive and negative self-evaluation. Develops in important ways during middle childhood.

A

Self-esteem

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22
Q

The desire to evaluate one’s own behavior, abilities, expertise, and opinions by comparing them to those of others.

A

Social comparison

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23
Q

When concrete, objective measures of ability are lacking, people turn to social reality to evaluate themselves.

A

Leon Festinger’s theory

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24
Q

Understanding that is derived from how others act, think, feel, and view the world.

A

Social reality

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25
Q

Groups of people with whom one compares oneself. Present a set of norms, or standards, against which adolescents can judge their abilities and social success.

A

Reference groups

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26
Q

Hormones are sex-related biological characteristics that affect gender-based behaviors. Biological differences exist in the structure of female and male brains. Evolutionary approach sees gender differences as serving the biological goal of survival through reproduction.

A

Biological perspectives on gender

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27
Q

The process in which children attempt to be similar to their parent of the same sex, incorporating the parent’s attitudes and values

A

Identification

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28
Q

Children learn gender-related behavior and expectations by observing others. observation of rewards for acting in a gender-appropriate manner leads child to conform to such behavior.

A

Social learning approaches to gender

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29
Q

The perception of oneself as male or female

A

Gender identity

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30
Q

A cognitive framework that organizes information relevant to gender

A

Gender schema

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31
Q

The fact that people are permanently males or females, depending on fixed, unchangeable biological factors. This occurs starting at around 4-5 years old.

A

Gender constancy

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32
Q

Refers to which sex a person wants to be with romantically and sexually. Heterosexual, bisexual, gay/lesbian

A

Sexual orientation

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33
Q

Set of behaviors, beliefs, values, and expectations shared by members of a particular society.

A

Culture

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34
Q

Particular racial, ethnic, religious, socio-economic, or gender groups within a given culture.

A

Subcultural groups

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35
Q

Refers to the changes and adjustments that occur when groups of different people come into sustained firsthand contact. 4 strategies: integration, assimilation, separation, and marginalization

A

Acculturation

36
Q

Identifying with multiple cultures

A

Integration

37
Q

Identifying with majority culture

A

Assimilation

38
Q

Identifying with minority culture, rejecting majority culture.

A

Separation

39
Q

Nonidentification with minority or majority cultures.

A

Marginalization

40
Q

Switching back and forth between the majority and minority cultures depending on the specific situation.

A

code switching

41
Q

How members of ethnic, racial, and cultural minorities view themselves, both as members of their own group and in terms of their relationships with other groups. More salient for ethnic and racial minorities, and immigrants.

A

ethnic identity

42
Q

Phinney’s stages of ethnic identity development.

A

1) Unexamined ethnic identity 2) ethnic identity search 3) achieved ethnic identity

43
Q

Hasn’t considered or explored their ethnicity or dominant culture. Could reject their ethnicity and think dominant culture is superior.

A

Unexamined ethnic identity

44
Q

Experience crisis and become motivated to understand their ethnic identity.

A

Ethnic identity search

45
Q

Fully embrace ethnic identity, have a sense of belonging, and is secure and optimistic.

A

Achieved ethnic identity

46
Q

Suggests that people develop prejudice and stereotypes about members of various groups in the same way they learn other attitudes, beliefs, and values.

A

Social learning view

47
Q

Theory that individuals use group membership as a source of pride and self-worth.

A

Social identity theory

48
Q

Parents who are controlling, punitive, rigid, and cold. Their word is law. They value strict, unquestioning obedience from their children and do not tolerate expressions of disagreement.

A

Authoritarian parents

49
Q

Parents who require little of their children and don’t see themselves as holding much responsibility for how their children turn out. They place little or no limits or control on their children’s behavior.

A

Permissive parents

50
Q

Parents who are firm, setting clear and consistent limits. Although they’re relatively strict, they are loving and emotionally supportive. They try to reason with their children, giving explanations for why they should behave in a particular way.

A

Authoritative parents

51
Q

Parents who show virtually no interest in their children, displaying indifferent, rejecting behavior. They are emotionally detached and see their role as no more than feeding, clothing, and providing shelter for their child.

A

Uninvolved parents

52
Q

A period in which parents and children jointly control children’s behavior.

A

Coregulation

53
Q

A divide between parents and adolescents in attitudes, values, aspirations, and worldviews.

A

Generational gap

54
Q

Children who let themselves into their homes after school and wait alone until their caretakers return from work; previously known as latchkey.

A

Self-care children

55
Q

Remarried couples that have at least one stepchild living with them.

A

Blended families

56
Q

4-7 years. Basing Friendship on Others’ Behaviors

A

Damon’s First Stage of Friendship

57
Q

8-10 years. Basing Friendship on Trust

A

Damon’s Second Stage of Friendship

58
Q

11-15 years. Basing Friendship on Psychological Closeness

A

Damon’s Third Stage of Friendship

59
Q

Play in which children manipulate objects to produce or build something.

A

Constructive Play

60
Q

Play that involves simple, repetitive activities typical of 3-year-olds.

A

Functional Play

61
Q

Parallel play, onlooker play, associative play, cooperative play

A

Parten’s social stages of play

62
Q

Children play with similar toys, in a similar manner, but do not interact with each other. Typical for children during the early preschool years.

A

Parallel play

63
Q

Children simply watch others at play, but do not actually participate themselves. Children may look on silently or may make comments of encouragement or advice.

A

Onlooker play

64
Q

Two or more children actually interact with one another by sharing or borrowing toys or materials, although they do not do the same thing.

A

Associative play

65
Q

Children genuinely play with one another, taking turns, playing games, or devising contests.

A

Cooperative play

66
Q

Play becomes more unrealistic and imaginative.

A

Pretend/make-believe play

67
Q

Refers to knowledge and beliefs about how the mind operates. Ex: 3-year-olds know that they can imagine a zebra that isn’t physically present, and that other scan do the same.

A

Theory of mind

68
Q

Allows children to “practice” activities that are a part of their culture.

A

Pretend play

69
Q

Sex segregation in which boys interact primarily with boys and girls primarily with girls.

A

Sex cleavage

70
Q

Behavior that helps emphasize the clear boundaries that exist between the two sexes. It may pave the way for future interactions that involve romantic or sexual interests when school-age children reach adolescence and cross-sex interactions become more socially endorsed. Ex: A girl threatening to kiss a boy or a boy trying to lure a girl into chasing him.

A

Border work

71
Q

Rankings that represent the relative social power of those in a group.

A

Dominance hierarchy

72
Q

The collection of social skills that permit individuals to perform successfully in social settings.

A

Social competence

73
Q

School-aged children who perform well physically are more often accepted by peers.

A

Physical competence

74
Q

The use of strategies for solving social conflicts in ways that are satisfactory both to oneself and to others.

A

Social problem-solving

75
Q

Groups of 2-12 people whose members have frequent social interactions with one another.

A

Cliques

76
Q

Groups larger than cliques, composed of individuals who share particular characteristics but who may not interact with one another.

A

Crowds

77
Q

The influence of one’s peers to conform to their behavior and attitudes.

A

Peer pressure

78
Q

Typically provide care for children all day, while their parents are at work.

A

Child-care centers

79
Q

Explicitly designed to provide intellectual and social experiences for children. They tend to be more limited in their schedules than family care centers, typically providing care for only 3 to 5 hours per day. They mainly serve children from middle and higher socioeconomic levels, in cases where parents don’t need to work full-time.

A

Preschools

80
Q

Small operations run in private homes. Some of these types of centers may be unlicensed, so the quality of care can be uneven.

A

Family child-care centers

81
Q

Provided by some local school systems in the United States. They are often of higher quality than other early education alternatives. Ex: prekindergarten programs for 4-year olds that are often aimed at disadvantaged children.

A

School child-care centers

82
Q

A type of care offered in institutions such as classrooms, community centers, and churches and synagogues. They are typically licensed and regulated by governmental authorities, ensuring their high quality.

A

Center-based child care centers

83
Q

Poorer adolescents and minority groups have less access to computers than more affluent or socially advantaged groups.

A

Digital divide

84
Q

Increasing accurate self-concept does not guarantee higher self-esteem. Cognitive sophistication allows adolescents to differentiate and evaluate various aspects of the self.

A

Adolescents’ self-esteem

85
Q

When a child’s self-esteem is at stake, they compare themselves to others who are obviously less competent or successful. This protects children’s self-esteem by ensuring that they will come out on top and thereby preserve an image of themselves as successful.

A

Downward social comparison

Semester 1 (11 decks)

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