Self

Question 1

This chapter addresses the development of ___ ____, or how children come
to understand their multifaceted social world

Answer 1

social cognition

Question 2

Around age 2,____ - _____ —identification of the self as a physically
unique being —is well under way

Answer 2

self-recognition

Question 3

Nevertheless, toddlers lack an objective understanding of their own body dimensions.
They make ____ _____, attempting to do things that their body size makes impossible.

Answer 3

scale errors

Question 4

Between 18 and 30 months, children construct a ______ ____ as they
classify themselves and others on the basis of perceptually distinct attributes and behaviors—
age (“baby,” “boy,” or “man”), gender (“boy” or “girl”), and physical characteristics (“big,”
“strong”).

Answer 4

categorical self

Question 5

Recall from Chapter 7 that adult–child conversations about the past lead to an autobiographical memory. This life-story narrative grants the child a ______ ___ —a more coherent portrait than is offered by the isolated, episodic memories of the first few years.

Answer 5

remembered self

Question 6

As they talk about personally significant events and as their cognitive skills advance,
preschoolers gradually develop an _____ ___ —a view of themselves as persisting over
time.

Answer 6

enduring self

Question 7

Although they confuse certain mental terms (see

page 303 ), they are clearly aware of an ____ ___ of private thoughts and imaginings.

Answer 7

inner self

Question 8

Children’s developing theory of mind contributes vitally to _____ _____—the capacity to imagine
what others may be thinking and feeling and to distinguish those viewpoints from one’s own .

Answer 8

perspective taking

Question 9

comprehend mental states
that can be readily inferred from their own and others’ actions. But their understanding is
limited to a simplistic ____ ____ ___ ____: They think that people always act in ways
consistent with their desires and do not realize that less obvious, more interpretive mental
states, such as beliefs, also affect behavior

Answer 9

desire theory of mind

Question 10

And from age 4
on, they exhibit a ____-____ ____ ___ ____, a more advanced view in which both beliefs
and desires determine actions, and they understand the relationship between these inner
states

Answer 10

belief–desire theory of mind

Question 11

Notice how it requires the ability to view a situation from
at least two perspectives—that is, to reason simultaneously about what two or more people
are thinking, a form of perspective taking called _____ ______.

Answer 11

recursive thought

Question 12

Children begin to construct a ____-____, the set
of attributes, abilities, attitudes, and values that an individual believes defines
who he or she is.

Answer 12

self-concept

Question 13

These evaluative self-descriptions result from school-age children’s frequent _____ ______—judgments of their own appearance, abilities, and behavior in relation to
those of others.

Answer 13

social

comparisons

Question 14

Sociologist George Herbert Mead (1934) described the self as a _____ ______—a blend of what we imagine important people in our lives think of us.

Answer 14

generalized

other

Question 15

Another component of self-concept is ____-____, the judgments we make about
our own worth and the feelings associated with those judgments.

Answer 15

self-esteem

Question 16

________ are our common, everyday explanations for the causes of behavior—our
answers to the question “Why did I or another person do that?”

Answer 16

Attributions

Question 17

Individual differences in _______ ______ —the tendency

to persist at challenging tasks —are just as important.

Answer 17

achievement motivation

Question 18

Those who are high in achievement motivation make ______-_____ _______,
crediting their successes to ability—a characteristic they can improve through trying hard
and can count on when faced with new challenges. This _____ _____ __ ______ —that it
can increase through effort—influences the way mastery-oriented children interpret negative
events. They attribute failure to factors that can be changed or
controlled, such as insufficient effort or a difficult task

Answer 18

mastery-oriented attributions

incremental view of ability

Question 19

In contrast, children who develop _______ _______
attribute their failures, not their successes, to ability. When
they succeed, they are likely to conclude that external
events, such as luck, are responsible. Unlike their mastery oriented counterparts, they hold an entity view of ability —
that it cannot be improved by trying hard

Answer 19

learned helplessness

Question 20

An intervention called _______ _______ encourages learned helpless children to believe that they can overcome failure by exerting more
effort.

Answer 20

attribution retraining

Question 21

Adolescents’ well-organized self-descriptions and differentiated sense of self-esteem provide the cognitive foundation for forming an _______, first recognized by psychoanalyst Erik
Erikson (1950, 1968) as a major personality achievement and a crucial step toward becoming a productive, content adult. Constructing an identity involves defining who you are, what
you value, and the directions you choose to pursue in life.

Answer 21

identity

Question 22

identity ________, commitment
to values, beliefs, and goals following a period of exploration;identity ________, exploration without having reached commitment; identity _______, commitment in the absence
of exploration; and identity ______, an apathetic state characterized by lack of both exploration and commitment.

Answer 22

achievement
moratorium
foreclosure
diffusion

Question 23

_____ _______ refers to the way we size up the qualities of people with whom we are
familiar.

Answer 23

Person perception

Question 24

______ ______, psychological distress
resulting from conflict between the minority
and the host culture

Answer 24

acculturative stress

Question 25

Forming a _____ ______—by exploring
and adopting values from both the adolescent’s
subculture and the dominant culture

Answer 25

bicultural identity

Question 26

Social conflicts provide repeated occasions
for _____ _____ _____ —generating and applying strategies that prevent or resolve disagreements, resulting in outcomes that
are both acceptable to others and beneficial to the self.

Answer 26

social problem solving