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Psychology > psyb20 exam > Flashcards

psyb20 exam Flashcards

1
Q

one’s perceptions of one’s unique attributes or traits (What makes you unique, special and difference)

A

self-concept

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2
Q

when do we develop a sense of self?

A

Starts when infants realize that their bodies are separate from the environment

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3
Q

the recognition that one can be the cause of an event

A

personal agency

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4
Q

recognizing yourself, a complex component of self-concept

A

recognition

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5
Q

the combination of physical and psychological attributes that is unique to each individual

A

self

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6
Q

thinking that people display about the thoughts, feelings, motives, and behaviours of themselves and other people

A

social cognition

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7
Q

sensory information from the muscles, tendons, and joints that helps us locate the position of our body (or body parts) in space

A

Proprioceptive feedback

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8
Q

recognition that one can be the cause of an event

A

personal agency

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9
Q

do self-concept and self-recognition develop at the same time

A

no, self-concept develops early in development

self recognition is displayed by 21-24 month olds

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10
Q

classification along social dimensions, such as age, sex, race

A

categorical self

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11
Q

notion that everyone is watching you

A

imaginary audience

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12
Q

one’s evaluation of one’s worth as a person.

A

Self-esteem

  • it is based on assessment of qualities identified in self-concept
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13
Q

who proposed the Hierarchical Model of Childhood Self-Esteem

A

Susan Harter

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14
Q

domain on which individuals base their self-esteem

A

Self-Worth Contingency: by Crocker and Wolfe

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15
Q

It is the willingness to strive to succeed at challenging tasks and to meet high standards of accomplishment

A

achievement motivation

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16
Q

inborn motive to explore, understand and control our environment

A

mastery motive

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17
Q

a desire to seek out and master challenges to satisfy personal needs for competency or mastery.

A

Intrinsic orientation to achievement

  • because its important to you personally, not because there is a reward
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18
Q

this parenting provides guidance and control, while permitting independent or autonomy, leading to high achievement motivation in children.

A

Authoritative Parenting style

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19
Q

causal explanations to explain success and failure.

A

Achievement attributions

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20
Q

locus of causality can be what two things

A

internal or external

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21
Q

stability of attribution can be what two things

A

stable or unstable

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22
Q

incremental view

A

growth mindset

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23
Q

entity view

A

fixed mindset

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24
Q

describe mastery orientation

A

success due to high ability
failure due to low effort

they have an incremental/growth view of ability (can be improved by effort)

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25
Q

describe learned-helplessness orientation

A

success due to luck or high effort
failure due to low ability

have an entity/fixed view of ability

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26
Q

understanding others is understanding that other people may know or think differently from you

A

theory of mind

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27
Q

a set of principles that help us distinguish right from wrong and act on this distinction.

A

morality

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28
Q

what does a morally mature person look like

A

Usually someone who is caring and fair

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29
Q

when does prosocial behavior start to emerge

A

around their first birthday

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30
Q

children are taught social norms for altruism

A

Socialization Model, based off of nurture

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31
Q

innate tendency for altruism that is refined by socialisation

A

Biological Predisposition Model

Prosociality is due to nature

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32
Q

doing things for people you are related to

A

Kin-selected altruism

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33
Q

how is delayed gratification tested

A

the marshmallow test

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34
Q

what are the five different moral foundations?

A

Care (opposite of harm)

Fairness (opposite of cheating)

Loyalty (opposite of betrayal)

Authority (opposite of subversion)

Sanctity/purity (opposite of disgust)

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35
Q

standards of acceptable and unacceptable conduct that focus on the rights and privileges of individuals.

A

moral rules

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36
Q

a set of principles that help us distinguish right from wrong and act on this distinction.

A

morality

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37
Q

Standards of conduct determined by social consensus that indicate what is appropriate within a particular social context.

A

social-conventional rules

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38
Q

what is the premoral period

A

period in Piaget’s theory or moral development in which preschool children show little concern for or awarness of rules

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39
Q

what is heternomous morality

A

Piaget’s first stage of moral development, in which children view the rules of authority figures as sacred and unalterable

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40
Q

punishment for its own sake with no concern for its relation to the nature of the forbidden act

A

expiatory punishment

41
Q

the notion that unacceptable conduct will invariably be punished and that justice is ever present in the world

A

Immanent justice

42
Q

Piaget’s second state of moral development, in which children realize that rules are arbitrary agreements that can be challenged and changes with the consent of the people they govern.

A

autonomous morality

43
Q

what are the three levels of Kohlberg’s theory of moral development

A
  1. preconventional morality
  2. conventional morality
  3. post concentional morality
44
Q

what are the six stages of Kohlberg’s theory of moral development

A
  1. Punishment and Obedience

2: Naive Hedonism

  1. Good Boy or Good Girl Orientation
  2. Social Order Maintaining Morality
  3. The Social-contract orientation
  4. Morality of individuals principles of conscience
45
Q

cognitive reframing of harmful behaviour as being morally acceptable

A

Mechanisms of moral disengagement

46
Q

degree to which being a moral person is important to one’s identity.

A

Moral identity

47
Q

how can people disengage from their moral reasoning?

A

by using mechanisms of moral disengagement: cognitive reframing of harmful behavior as being morally acceptable

48
Q

what renders mechanisms of moral disengagement less effective

A

moral identity

49
Q

rewarding children’s helping behaviour undermines it

A

intrinsic motivation

50
Q

a preference for fairness and an aversion to situations where there in unequal distribution of reasources or rewards

A

inequity aversion

51
Q

a process of reasoning where general principles or conclusions are derived from specific observations or examples

A

induction

52
Q

behavior performed with the intention of harming a living being who is motivated to avoid this treatment.

A

aggression

53
Q

what are the two categories of aggressive acts?

A

reactive aggression

proactive aggression

54
Q

aggressive acts for which the perpetrator’s major goal is the harm or injure a victim.

A

reactive aggression

55
Q

aggressive acts for which the perpetrator’s major goal is the gain access to objects, space, or privileges

A

Proactive aggression

56
Q

acts such as snubbing, exclusion, withdrawing acceptance, or spreading rumors that are aimed at damaging a victim’s self-esteem, friendships, or social status

A

relational aggression

57
Q

tendency to view harm done under ambiguous (unclear or confusing because it can be understood in more than one way) circumstance as having stemmed from a hostile intent on the part of the harm doer; characterizes reactive aggressors

A

hostile attribution bias

58
Q

ability to feel sorrow or concern for another.

A

sympathy/compassion

59
Q

the basic ability to experience the same or similar emotions as others has been called

A

empathy

60
Q

feelings of sympathy or compassion that may be elicited when we experience the emotions of a distressed other

A

sympathetic distress

61
Q

feeling of personal discomfort or distress that may be elicited when we experience the emotions of a distressed other; through to inhibit altruism

A

Self-oriented distress

62
Q

parent-child relationship characterized by mutual responsiveness to each other’s needs and goals and shared positive affect

A

Mutually responsive relationship:

63
Q

compliance based on the child’s eagerness to cooperate with a responsive parent who has been willing to cooperate with him or her

A

committed compliance

64
Q

compliance based primarily on a parents’ power to control the child’s conduct

A

situational compliance

65
Q

what are the three childrearing disciplinary techniques proposed by Hoffman

A

love withdrawal

power assertion

induction

66
Q

What disciplinary strategy is most effective in promoting moral maturity?

A

induction!

67
Q

explaining why a behavior is wrong and should be changed by emphasizing how it affects other people, often suggesting how the child might repair any harm done.

A

induction

68
Q

withholding attention, affect, or approval after a child misbehaves, that is creating anxiety over a loss of love

A

love withdrawal

69
Q

use of superior power to control the child’s behavior (including techniques, such as forceful commands, physical restraints, spanking, and withdrawal of privileges that may generate fear, anger or resentment).

A

power assertion

70
Q

a home in which family members often annoy one another and use aggressive or otherwise antisocial tactics as a method of coping with these aversive xperiences

A

coercive home envrionments

71
Q

what are the 3 phases of mastery motivation and the ages

A

joy in mastery: infancy to age 2

approval seeking: age 2

use of standards: age 3+

72
Q

what is the expectancy value theory (EVT)

A

children’s choice, persistence, and performance are predicted by: 1. expectancy of success
2. value of acitivity (do they care about it)

73
Q

Dweck said there are two kinds of people in this world, what are they

A
  1. mastery oriented
  2. learned helpessness oriented
74
Q

belief that one’s ability can be improved through increased effort and practice

A

incremental view/growth mindset of ability

75
Q

belief that one’s ability is a highly stable trait that is not influenced much by effort or practice

A

entity view or fixed mindset of ability

76
Q

therapeutic intervention in which helpless children are persuaded to attribute failure to their lack of effort rather than a lack of ability

A

Attribution retraining

  • convincing the learned helplessness individuals that they their failures are due to lack of effort not lack of ability, they can do something about iT!
77
Q

praise focusing on desirable personality traits such as intelligence; this praise fosters performance goals in achievement contexts

A

Person praise

78
Q

state of affairs in which one’s primary objective in an achievement context is to display one’s competencies (or to avoid looking incompetent)

A

Performance goals

79
Q

how should adults praise a child’s success?

A

not person praise (which fosters performance goals) but process-oriented praise

80
Q

praise of effort expended to formulate good ideas and effective problem-solving strategies; this praise fosters learning goals in achievement contexts

A

Process-oriented praise

81
Q

state of affairs in which one’s primary objective in an achievement context is to increase one’s skills or abilities.

A

Learning goals

82
Q

the process by which individuals attribute characteristics or traits to other people

A

Person perception

83
Q

the tendency to form impressions of others by comparing and contrasting their overt behaviours

A

Behavioural comparisons
- increased btween the ages of 6 and 8 and declines after age 9

84
Q

the tendency to base our impressions of others on the stable traits these individuals are presumed to have

A

Psychological constructs

85
Q

the ability to assume another person’s perspective and understand his or her thoughts, feelings, and behaviours

A

Role-taking

86
Q

what cues do infants use to evaluate others

A

social cues (helper vs hinderer)

fairness

87
Q

what 5 cues do infants use to understand third-party social interactions

A

shared food preferences

shared language

prosocial behaviour

imitaiton

asynchronous movement

88
Q

society that values personalism and individual accomplishments, which often take precedence over group goals. These societies tend to emphasize ways in which individuals different from each other.

A

individualistic societies

89
Q

society that values cooperative interdependence, social harmony, and adherence to group norms. These societies generally hold that the group’s well being is more important than that of the individual.

A

Collectivist (communal) societies:

90
Q

is the mirror test passed more in individualistic societies of collectivist (communal) societies

A

individualistic

91
Q

how do children view ability before the age of 7

A

growth mindset/incremental

92
Q

by the age of 8-12 how do children view ability

A

shift from incremental/growth view of ability to an entity (fixed mindset) of ability

children can distinguish effort from ability

93
Q

at around what age do Children pass the sally anne task

A

age 4

94
Q

on average, mirror self-recognition typically emerges at the same age, regardless of culture. what does this imply about self-recognition

A

it develops due to maturational processes

95
Q

What is a self-representation in which children can integrate past, current, and unknown future self-representations into a notion of a “self” that endures over time?

A

extended self

96
Q

Starting at which age do children’s own competency appraisals begin to more closely reflect other people’s evaluations of them?

A

age 8

97
Q

Which type of mastery motivation are children demonstrating when they first seek recognition after mastering a challenging task?

A

approval-seeking

98
Q

the process by which individuals attribute characteristics or traits to other people

A

person perception

99
Q

What is the term for compliance based on the child’s eagerness to reciprocate cooperation with a responsive parent?

A

committed (not situational)

Psychology (35 decks)

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