Prep for CAS 101 Exam 3 Flashcards
Knowledge of oneself. Begins to grow at 12 months of age.
Self-awareness
A person’s identity or set of beliefs about what one is like as an individual.
Self-concept
A philosophy that promotes the notion of interdependence
Collectivistic orientation
A philosophy that emphasizes personal identity and the uniqueness of the individual
Individualistic orientation
The phenomenon in which minority children indicate preferences for majority values or people
Race dissonance
Physical ability and physical appearance. Ex: “I am pretty good at basketball, but Veshawn is way better.”
Physical self-concept
Particular emotional states. Ex: “I am so sick of my parents telling me what to do.”
Emotional Self-Concept
English, history, math, science. Ex: “I am great math and science, but grammar is hard for me.”
Academic self-concept
Peers and significant others. Ex” I am pretty popular. People like me.”
Social self-concept
A state of self-absorption in which the world is viewed from one’s own point of view
Adolescent egocentrism
Fictitious observers who pay as much attention to adolescents’ behavior as they do themselves.
Imaginary audience
the view held by some adolescents that what happens to them is unique, exception, and shared by no one else
Personal fables
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.
Identity vs. Identity Confusion Stage
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.”
Psychological moratorium
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.”
Identity achievement
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.”
Identity foreclosure
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.”
Identity diffusion
The view that holds that individual cultural identities should be assimilated into a unified culture in the United states- the proverbial melting pot model.
Cultural assimilation model
The view that suggests that U.S. society is made up of diverse, coequal cultural groups that should preserve their individual cultural features.
Pluralistic society model
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.
Bicultural identity model
An individual’s overall and specific positive and negative self-evaluation. Develops in important ways during middle childhood.
Self-esteem
The desire to evaluate one’s own behavior, abilities, expertise, and opinions by comparing them to those of others.
Social comparison
When concrete, objective measures of ability are lacking, people turn to social reality to evaluate themselves.
Leon Festinger’s theory
Understanding that is derived from how others act, think, feel, and view the world.
Social reality
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.
Reference groups
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.
Biological perspectives on gender
The process in which children attempt to be similar to their parent of the same sex, incorporating the parent’s attitudes and values
Identification
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.
Social learning approaches to gender
The perception of oneself as male or female
Gender identity
A cognitive framework that organizes information relevant to gender
Gender schema
The fact that people are permanently males or females, depending on fixed, unchangeable biological factors. This occurs starting at around 4-5 years old.
Gender constancy
Refers to which sex a person wants to be with romantically and sexually. Heterosexual, bisexual, gay/lesbian
Sexual orientation
Set of behaviors, beliefs, values, and expectations shared by members of a particular society.
Culture
Particular racial, ethnic, religious, socio-economic, or gender groups within a given culture.
Subcultural groups
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
Acculturation
Identifying with multiple cultures
Integration
Identifying with majority culture
Assimilation
Identifying with minority culture, rejecting majority culture.
Separation
Nonidentification with minority or majority cultures.
Marginalization
Switching back and forth between the majority and minority cultures depending on the specific situation.
code switching
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.
ethnic identity
Phinney’s stages of ethnic identity development.
1) Unexamined ethnic identity 2) ethnic identity search 3) achieved ethnic identity
Hasn’t considered or explored their ethnicity or dominant culture. Could reject their ethnicity and think dominant culture is superior.
Unexamined ethnic identity
Experience crisis and become motivated to understand their ethnic identity.
Ethnic identity search
Fully embrace ethnic identity, have a sense of belonging, and is secure and optimistic.
Achieved ethnic identity
Suggests that people develop prejudice and stereotypes about members of various groups in the same way they learn other attitudes, beliefs, and values.
Social learning view
Theory that individuals use group membership as a source of pride and self-worth.
Social identity theory
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.
Authoritarian parents
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.
Permissive parents
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.
Authoritative parents
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.
Uninvolved parents
A period in which parents and children jointly control children’s behavior.
Coregulation
A divide between parents and adolescents in attitudes, values, aspirations, and worldviews.
Generational gap
Children who let themselves into their homes after school and wait alone until their caretakers return from work; previously known as latchkey.
Self-care children
Remarried couples that have at least one stepchild living with them.
Blended families
4-7 years. Basing Friendship on Others’ Behaviors
Damon’s First Stage of Friendship
8-10 years. Basing Friendship on Trust
Damon’s Second Stage of Friendship
11-15 years. Basing Friendship on Psychological Closeness
Damon’s Third Stage of Friendship
Play in which children manipulate objects to produce or build something.
Constructive Play
Play that involves simple, repetitive activities typical of 3-year-olds.
Functional Play
Parallel play, onlooker play, associative play, cooperative play
Parten’s social stages of play
Children play with similar toys, in a similar manner, but do not interact with each other. Typical for children during the early preschool years.
Parallel play
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.
Onlooker play
Two or more children actually interact with one another by sharing or borrowing toys or materials, although they do not do the same thing.
Associative play
Children genuinely play with one another, taking turns, playing games, or devising contests.
Cooperative play
Play becomes more unrealistic and imaginative.
Pretend/make-believe play
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.
Theory of mind
Allows children to “practice” activities that are a part of their culture.
Pretend play
Sex segregation in which boys interact primarily with boys and girls primarily with girls.
Sex cleavage
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.
Border work
Rankings that represent the relative social power of those in a group.
Dominance hierarchy
The collection of social skills that permit individuals to perform successfully in social settings.
Social competence
School-aged children who perform well physically are more often accepted by peers.
Physical competence
The use of strategies for solving social conflicts in ways that are satisfactory both to oneself and to others.
Social problem-solving
Groups of 2-12 people whose members have frequent social interactions with one another.
Cliques
Groups larger than cliques, composed of individuals who share particular characteristics but who may not interact with one another.
Crowds
The influence of one’s peers to conform to their behavior and attitudes.
Peer pressure
Typically provide care for children all day, while their parents are at work.
Child-care centers
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.
Preschools
Small operations run in private homes. Some of these types of centers may be unlicensed, so the quality of care can be uneven.
Family child-care centers
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.
School child-care centers
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.
Center-based child care centers
Poorer adolescents and minority groups have less access to computers than more affluent or socially advantaged groups.
Digital divide
Increasing accurate self-concept does not guarantee higher self-esteem. Cognitive sophistication allows adolescents to differentiate and evaluate various aspects of the self.
Adolescents’ self-esteem
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.
Downward social comparison
