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Lifespan Development > Temperament, Personality, and Identity > Flashcards

Temperament, Personality, and Identity Flashcards

1
Q

Kagan’s (1989) research found that __________________ has a biological contribution and is a relatively stable characteristic; children identified as either inhibited or uninhibited at 21 months of age and were similarly categorized at 5.5 and 7.5 years of age.

A

Behavioral inhibition.

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2
Q

Kagan also found that behavioral inhibition was related to _________________; i.e., when faced with unfamiliar situations, inhibited children had a higher heart rate, greater pupillary dilation, and larger changes in blood pressure than did uninhibited children.

A

Physiological reactivity.

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3
Q

Thomas and Chess (1977) distinguish between 9 basic temperament qualities:

  • Activity level
  • R____________
  • Approach/withdrawal
  • Adaptability
  • Threshold of r____________
  • Intensity of reaction
  • Quality of mood
  • D______________
  • Persistence
A
  • Rhythmicity
  • Responsiveness
  • Distractibility
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4
Q

___________________ are even-tempered, have regular sleeping and eating patterns, adapt easily to new situations and people, and have a preponderence of positive moods.

A

Easy children.

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5
Q

___________________ are irritable, withdraw from new situations and people, and have unpredictable habits and a preponderence of negative moods.

A

Difficult children.

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6
Q

______________________ are inactive and somewhat negative in mood and take time to adjust to new stimuli.

A

Slow-to-warm-up children.

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7
Q

Thomas and Chess developed a ____________________ model that predicts that it is the degree of match between parents’ behaviors and their child’s temperament that contributes to the child’s outcomes.

A

Goodness-of-fit.

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8
Q

Freud’s theory of psychosexual development proposes that the id’s ____________ centers on a different part of the body during each stage of development and that personality results from the ways in which _____________ at each stage are resolved.

A
  • Libido (sexual energy)
  • Conflict
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9
Q

Oral Stage (____________): The mouth is the focus of sensation and stimulation, and _____________ is the primary source of conflict. Fixation results in dependence, passivity, gullability, sarcasm, and orally-focused habits (smoking, nail-biting, overeating, etc.).

A
  • Birth-1 year
  • Weaning
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10
Q

Anal Stage (______________): The main issue during this stage is control of bodily wastes, and conflicts stem from issues related to __________________. Fixation produces anal retentiveness (stinginess, selfishness, obsessive-compulsive behavior) or anal expulsiveness (cruelty, destructiveness, messiness).

A
  • 1-3 years
  • Toilet training
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11
Q

Phallic Stage (_____________): Sexual energy is centered in the genitals; and the primary task is the resolution of the ________________, which is marked by a desire for the opposite-sex parent and a view of the same-sex parent as a rival. A successful outcome results from identification with the same-sex parent and development of the superego; fixation can produce a phallic character, which involves sexual exploitation of others.

A
  • 3-6 years
  • Oedipal Complex
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12
Q

Latency Stage (_____________): Libidinal energy is diffuse rather than focused on any one area of the body, and the emphasis is on developing ________________ rather than achieving sexual gratification.

A
  • 6-12 years
  • Social skills
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13
Q

Genital Stage (_______________): Libido is again centered in the genitals, and a successful outcome at this stage occurs when sexual desire is blended with _____________ to produce mature sexual relationships.

A
  • 12+ years
  • Affection
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14
Q

Erickson’s theory of psychosocial development stresses ______________ over sexual factors, places greater emphasis on the ______ than on the id, assumes that people are basically ______________, and that personality development continues throughout the lifespan.

A
  • Social
  • Ego
  • Rational
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15
Q

Erickson’s psychosocial development theory has ___ stages.

A

8.

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16
Q

Erickson’s 1st Stage - ______________________: A positive relationship with one’s primary caregiver during infancy results in a sense of trust and optimism.

A

Basic Trust vs. Basic Mistrust (infancy).

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17
Q

Erickson’s 2nd Stage - ______________________: A sense of self (autonomy) develops out of positive interactions with one’s parents or other caregivers.

A

Autonomy vs. Shame and Doubt (toddlerhood).

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18
Q

Erickson’s 3rd Stage - ______________________: Favorable relationships with family members result in an ability to set goals and devise and carry out plans without infringing on the rights of others.

A

Initiative vs. Guilt (early childhood).

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19
Q

Erickson’s 4th Stage - ______________________: The most important influences at this stage are people in the neighborhood and the school. To avoid feelings of inferiority, the school-age child must master certain social and academic skills.

A

Industry vs. Inferiority (school-age).

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20
Q

Erickson’s 5th Stage - ______________________: Peers are the dominant social influence in adolescence. A positive outcome is reflected in a sense of personal identity and a direction for the future.

A

Identity vs. Role Confusion (adolescence).

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21
Q

Erickson’s 6th Stage - ______________________: The main task during early adulthood is the establishment of intimate bonds of love and friendship. If such bonds are not achieved, self-absorption and isolation result.

A

Intimacy vs. Isolation (young adulthood).

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22
Q

Erickson’s 7th Stage - ______________________: The people one lives and works with are most important during this stage. A generative person exhibits commitment to the well-being of future generations.

A

Generativity vs. Stagnation (middle adulthood).

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23
Q

Erickson’s 8th Stage - ______________________: In this final stage, social influence boradens to include all of “humankind.” The development of wisdom (an informed, detached concern with life in the face of death) and a sense of integrity require coming to terms with one’s limitations and mortality.

A

Ego Integrity vs. Despair (maturation/old age).

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24
Q

Levinson (1986) divides the lifespan into ___ periods, focusing on _____________ between one period to the next.

A
  • 4
  • Transitions
25
Q

________________ (ages ___ to ___): Entails leaving the world of childhood and forming a foundation for adult life; tasks include becoming independent from one’s family, pursuing education/employment, etc. This transition leads to the formation of the Dream, which is an image of an ideal life that guides one’s decisions and choices.

A

Early Adult Transition (ages 17 to 22).

26
Q

________________ (ages ___ to ___): This transition is brought on by the realization that the life structure built during one’s 20s is not adequate. A sense of urgency develops as the result of pressure to fully enter the adult world, and the life structure is revised. This is followed by a period of “settling down.”

A

Age 30 Transition (28 to 33).

27
Q

________________ (ages ___ to ___): This is a time of significant stress and reorganization. An important change is a deflation of the Dream as one realizes that one’s goals are not really satisfying and/or will not be fully accomplished. This period is marked by a shift in perspective from “time-since-birth” to “time-left-to-live” as a result of an increasing awareness of one’s mortality.

A

Mid-Life Transition (40 to 45).

28
Q

Baumrind and colleagues (1991) framework for understanding the impact of parenting on development combines two dimensions of parenting: ______________ (acceptance and warmth) and ___________________ (control) to derive ___ parenting styles.

A
  • Responsivity
  • Demandingness
  • 4
29
Q

______________ Parents (high demandingness, low responsivity): Offspring are often irritable, aggressive, mistrusting and dependent, and have a limtied sense of responsibility and low levels of self-esteem and academic achievement.

A

Authoritarian Parents.

30
Q

______________ Parents (rational control, responsivity): Set clear rules and high standards for children; rely on praise, reasoning, and inductive techniques to gain compliance. Offspring tend to be assertive, socially responsible, and achievement oriented; they have high self-esteem, are confident, and usually obtain high grades in school.

A

Authoritative Parents.

31
Q

________________ Parents (responsive, not demanding at all): Are warm and caring, but make few demands and are non-punitive. Children tend to be immature, impulsive, self-centered, easily frustrated, and low in achievement and independence.

A

Permissive (indulgent) Parents.

32
Q

_______________ Parents (low responsivity, low demandingness): May be overtly hostile toward their children. Offspring have low self-esteem and poor self-control and are often impulsive, moody, and aggressive.

A

Rejecting-Neglecting Parents.

33
Q

The impact of parenting style are moderated by both ___________________ and __________________.

A
  • Child temperament
  • Cultural/ethnic background/norms
34
Q

__________-borns tend to have more rapid language acquisition, achieve higher grades in school and on higher IQ scores, and are usually more achievement oriented and socially responsible.

A

First.

35
Q

___________-borns are often less cautious, have better peer relationships, and are more confident in social situations.

A

Later.

36
Q

The larger the _________ and the smaller the _____________, the lower the children’s achievement.

A
  • Family
  • Gap between children
37
Q

Maternal depression increases children’s risk for emotional and behavioral problems, though the impact is dependent on:

  • Child’s ______________ predisposition
  • Presence of other ________________
  • Nature of the Mother’s _____________
A
  • Genetic
  • Risk factors
  • Symptoms
38
Q

Physiological signs of distress in children associated with maternal depression (e.g., elevated heart rate, greater right frontal lobe asymmetry) are apparent by ___ months of age.

A

3.

39
Q

Studies of toddlers have linked maternal depression to:

  • Passive _______________
  • Higher-than-normal aggression with peers
  • Poorer ____________ functioning
A
  • Noncompliance
  • Cognitive-linguistic functioning
40
Q

Self-awareness, or the understanding of oneself as separate from others, becomes apparent during the ___ year of life. Stipek et al. (1990) identify ___ stages.

A
  • 2nd
  • 3
41
Q

_____________________ is evident at about 18 months of age when infants begin to recognize themselves in pictures and mirrors.

A

Physical self-recognition.

42
Q

____________________ emerges between 19 and 30 months of age, when children use both neutral terms and evaluative terms to describe themselves.

A

Self-description.

43
Q

______________________ is exhibited last, which means that they have adverse reactions to a caregiver’s disapproval.

A

Emotional Responses to Wrong-doing.

44
Q

Changes in self-awareness are reflected in self-descriptions:

  • Age 2-6: ____________ descriptions
  • Age 6-10: Description of competencies
  • Age 10-12: Description of ________________
  • Adolescents: Abstract descriptions, acknowledgment of inconsistencies
A
  • Concrete
  • Personality traits
45
Q

Gender-role identity is fairly well-established by the age of ___.

A

3.

46
Q

______________ Theory: Gender-role identity depends on successful resolution of the psychosexual crisis of the phallic stage of development, which results in identification with the same-sex parent.

A

Psychodynamic.

47
Q

_______________ Theory:

  • By age 2-3, children recognize that they are either male or female (gender identity)
  • Soon therafter, children realize that gender identity is stable over time (gender stability)
  • By age 6-7, children understand that gender is constant and that people can’t change gender by superficially altering their external appearance or behavior (gender constancy)
A

Kohlberg’s Cognitive Development Theory.

48
Q

__________________ Theory: Children first acquire gender-typed behaviors as the result of a combination of rewards and punishments and modeling and imitation.

A

Social Learning.

49
Q

_______________ Theory: Attributes the acquisition of a gender-role identity to a combination of social learning and cognitive development. Children develop schemas of masculinity and femininity as the resulft of their sociocultural experiences.

A

Bem’s (1981) Gender Schema.

50
Q

Racial identity awareness:

  • ___ months: Some possible awareness of racial differences
  • ___ to ___ years: Ability to label others in terms of race
  • ___ years: Children begin to understand the social connotation of racial difference
A
  • 6 months
  • 3-4 years
  • 10 years
51
Q

__________________ introduced the term “identity crisis” and considered the primary developmental task of adolescence to be the achievement of a coherent identity.

A

Erikson.

52
Q

Marcia (1987) distinguished between ___ identity statuses (patterns) reflecting the degree to which the individual has experienced (or is experiencing) an identity crisis and is committed to an identity.

A

4.

53
Q

_________________: Adolescents have not yet experienced an identity crisis or explored alternatives and are not committed to an identity.

A

Identity Diffusion.

54
Q

_____________________: Adolescents have not experienced a crisis but have adopted an identity (occupation, ideology, etc.) that has been imposed by the same-sex parent or other person.

A

Identity Foreclosure.

55
Q

______________________: An adolescent experiences an identity crisis and actively explores alternative identities. During this period, teens exhibit a high degree of confusion, discontent, and rebelliousness.

A

Identity Moratorium.

56
Q

______________________: Adolescents who have resolved the identity crisis by evaluating alternatives and committing to an identity.

A

Identity Achievement.

57
Q

_____________________: At about 11 or 12 years of age, girls experience this in response to increasing pressure to fit cultural stereotypes, disconnect from themselves in order to maintain relationships with others, experience a “loss of voice” when they realize women’s opinions are not highly valued, , and experience a drop in academic achievement, loss of self-esteem, and increased vulnerability to psychological problems.

A

Gilligan’s Relational Crisis.

Bonus: Males experience a similar crisis, but do so in early childhood.

58
Q

Children’s understanding of death:

  • Age ___ to ___: Don’t understand death is irreversible; believe that the dead retain some of the same capacities as when alive
  • Age ___ to ___: Know that death is universal and irreversible, but tend to personify it as a “bogeyman” or “witch”
  • Age 10+ : Understand that the end of life is a biological process and not due to an outside force.
A
  • 3 to 4
  • 5 to 9
59
Q

What are Kubler-Ross’s 5 Stages of Grief?

A
  • Denial and isolation
  • Anger
  • Bargaining
  • Depression
  • Acceptance

Lifespan Development (9 decks)

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