unit3 Flashcards
1
Q
our knowledge of who and what we are
A
self
2
Q
cognitive representation of self
A
self-understanding
3
Q
5 basic themes about self-understanding in childhood
A
activities-oriented, concrete, physical & material stuff, centered, unrealistically positive
4
Q
4 themes about self-understanding in middle-late childhood
A
shift to internal characteristics, decentered, spontaneous use of social references, more realistic.
5
Q
4 themes about self-understanding in adolescence
A
increasingly abstract self-descriptions, highly self-conscious, increased ability to distinguish between actual and idea selves, fluctuations in self-understanding.
6
Q
how people process social situations
A
social cognition
7
Q
three differences between people and objects
A
interactivity, intentionality, social scripts
8
Q
descriptions were focused on external characteristics
A
stage 1; up to ages 6-8 (Livesley & Bromley’s 3 step model)
9
Q
learned to use physical descriptions to make a point about inner characteristics
A
stage 2; ages 7-8 (Livesley & Bromley’s 3 step model)
10
Q
more abstract in our descriptions; more comfortable in the idea that people can be 2 things at once (qualifiers and inferences)
A
stage 3; teens (Livesley & Bromley’s 3 step model)
11
Q
rules that a particular group or culture has made up for behaviour in that group or culture
A
conventional rules
12
Q
children understand that there are certain rules that are obligatory; you have to follow them always
A
moral rules
13
Q
role of the moral emotions
A
psychoanalytic
14
Q
role of reinforcements and punishments
A
behavorist
15
Q
list of things good girls/boys don’t do
A
conscience
16
Q
tells you what good girls/boys do
A
ego ideal
17
Q
2 components of the superego
A
conscience and ego ideal
18
Q
when does the superego develop?
A
age 4-5; end of phallic stage
19
Q
we learn various things from our parents
A
Erikson
20
Q
you don’t yet view yourself as a member of any group; probably egocentric
A
pre-conventional (level 1) (Kohlberg)
21
Q
behave in line with cultural and social norms
A
conventional (level 2) (Kohlberg)
22
Q
at a point where you know what your reference group wants you to do and why they want you to do it, but you don’t agree with it so you aren’t going to do it
A
post-conventional (level 3) (Kohlberg)
23
Q
a child is relying on the physical consequences of their action to decide if it is right or wrong
A
stage 1: punishment and obedience orientation
24
Q
what you want to do whatever it is that will get you what you need; screw everyone else
A
stage 2: self-interest orientation
25
moral judgements are based on consequences to self
level 1: pre-conventional mortality
26
moral judgements are now based on membership in some reference group
level 2: conventional morality
27
you believe that you should live up to your reference groups' standards/expectations
stage 3: interpersonal relationships
28
view self as part of a large society; concerned with society as a whole
stage 4: maintaining social order
29
recognize that there is something larger than the existing rules of your culture
level 3: post-conventional mortality
30
a good society protects members' basic rights
stage 5: social contract orientation
31
you will engage in protests and anti-government tactics if you think your government is doing something evil
stage 6: universal ethical principles
32
emotions are useful because they help people adapt to their environment
functional approach
33
are experienced by people everywhere, and each consists of 3 elements: a subjective feeling, a physiological change, and an overt behaviour.
basic emotions
34
by __ infants are thought to experience all basic emotions
8-9 months
35
infants smile when they see another person at ___ months
social smiles; 2-3 months
36
at __ months, infants become wary in the presence of an unfamiliar adult
6 months; stranger wariness
37
these emotions involve feelings of success when standards or expectations are met, and feelings of failure when they are not.
complex emotions/self-conscious emotions
38
when do complex emotions emerge?
18-24 months
39
by ____ children experience feelings of regret
7 years
40
infants in an unfamiliar or ambiguous environment often look at their caregiver, as if searching for cues to help them interpret the situation
social referencing
41
culturally specific standards for appropriate expressions of emotions in a particular setting or with a particular person.
display rules
42
refers to the attitudes, behaviors, and values that a person believes make himself or herself a unique individual
self-concept
43
The self-absorption that marks the teenage search for identity
adolescent egocentrism
44
Many adolescents feel that they are, in effect, actors whose performance is being watched constantly by peers
imaginary audience
45
teenagers' tendency to believe that their experiences and feelings are unique, that no one has ever felt or thought as they do.
personal fable
46
the belief that misfortune only happens to others.
illusion of invulnerability
47
individuals in this stage are confused or overwhelmed by the task of achieving an identity and are doing little to achieve one.
diffusion
48
have an identity determined largely by adults, rather than from personal exploration of alternatives
foreclosure
49
are still examining different alternatives and have yet to find a satisfactory identity.
moratorium
50
have explored alternatives and have deliberately chosen a specific identity
achievement
51
they feel a part of their ethnic group and learn the special customs and traditions of their group's culture and heritage.
ethnic identity
52
the process of integrating into and adopting the customs of a different culture
acculuration
53
Refers to a person's judgement and feelings about his/her own worth
self-esteem
54
how competent or smart the child feels in doing schoolwork
scholastic competence
55
how competent the child feels at sports and games requiring physical skill or athletic ability
athletic competence
56
how competent the child feels in relationships with parents and peers.
social competence
57
how good-looking the child feels and how much the child likes his/her physical characteristics, such as height, weight, face, etc.
physical appearance
58
children know that self and others can have different thoughts and feelings, but often confuse the 2.
Undifferentiated (3-6 years)
59
children know that perspectives differ because people have access to different information.
Social-informational (4-9 years)
60
children can step into another's shoes and view themselves as others do; they know that others can do the same
Self-reflective (7-12 years)
61
children/adolescents can step outside the immediate situation to see how they and another person are viewed by a third person
Third person (10-15 years)
62
adolescents realize that a third person's perspective is influenced by broader personal, social, and cultural contexts
Societal (14+)
63
"he thinks that she thinks..."
recursive thinking
64
Babies inborn disposition to behave and react in certain ways
temperament
65
Happy, predictable sleeping and eating patterns, 40% of babies
easy baby
66
irritable, cry a lot, 10% of babies
difficult baby
67
when you will them something new they will passively resist; 15% of babies
slow-to-warm up babies
68
activity level- move often and everywhere
associated with later adult extraversion
69
tendency to move toward rather than away from new people, situations, and objects
positive emotionality
70
positive emotionality is associated with
extraversion and agreeableness
71
tendency to respond with anger, fussiness, irritability, etc.
negative emotionality
72
negative emotionality is associated with
adult neuroticism- tend to experience more negative emotions
73
respond with fear or withdrawal when you come across new people, situations, or objects
inhibition/anxiety
74
inhibition/anxiety is associated with
introversion, openness, neuroticism
75
the ability to stay focused, to manage attention and effort
effortful control
76
effortful control is associated with
conscientiousness, agreeableness and openness
77
Refers to the development of a strong emotional bond between the infant and primary caregiver
attachment
78
Attachment occurs through satisfaction of ID impulses
psychoanalysis
79
Attachment occurs through satisfaction of hunger
learning theory
80
Being able to recognize the difference between mom and others; have to have object permanence
cognitive developmental approach
81
It's adaptive for babies to form an attachment to their parents
evolutionary approach
82
biggest predictor of affectional bond is
synchrony
83
non-focused orienting and signalling; roots of attachment established
phase 1 of attachment (0-2 months)
84
proximity-promoting behaviours now focus on special people; no one person is a safe base; no true attachment yet
phase 2 of attachment (2-6 months)
85
formation of genuine attachment; fear of strangers; separation anxiety
phase 3 of attachment (6-18 months)
86
attachment behaviours become less observable
phase 4 of attachment (early childhood)
87
Individual differences in quality of attachment
attachment style
88
they have a positive internal working model to apply to relationships; 60-65% of children
secure attachment
89
poor working model of relationships; 35-40% of children
insecure attachments
90
don't always show much preference for mom over a stranger
avoidant/detached
91
Involves anger; Mom has been responsive to baby needs sometimes, but not always
ambivalent/anxious/resistant
92
act really confused and afraid around mom; happens in abusive homes
disorganized/disoriented
93
parent cares about their kid, experiences affection, they put their kids needs first before their own, enthusiastic about kids activities, very sensitive, care about their kids feelings
warmth
94
reject their kids, the kids know that their parents aren't very interested in them
hostility
95
responsiveness
synchrony/sensitivity
96
outcomes are perfect; high in control, warm and responsiveness; set clear limits; willing to punish their kids
authoritative
97
pretty bad outcomes; parents are demanding, unresponsive; lots of rules with no explanations
authoritarian
98
very warm, tolerate; no rules; no authority over children
permissive
99
uninvolved; low on acceptance and control; not psychologically available
neglecting
100
The ability to control one's behaviour and to inhibit impulsive responding to temptations.
self-control
101
inducing the child to reason, to think for him or herself about the situation
inductive reasoning
102
describes a child's ability to focus attention, to ignore distraction, and to inhibit inappropriate responses
effortful control
103
having not yet developed moral sensibility
premoral; 2-4 years
104
they believe that rules are created by wise adults and therefore must be followed and cannot be changed.
moral realism; 5-7 years
105
absolute rules handed down by another
heteronomous morality
106
the idea that breaking a rule always leads to punishment
immanent justice
107
the understanding that rules are created by people to help them get along.
moral relativism; 8-10 years
108
morality based more on free will.
autonomous morality
109
Emphasizes care (helping people in need) instead of justice (treating people fairly).
Gilligan's ethic of caring
110
are arbitrary standards of behaviour agreed to by a cultural group to facilitate interactions within the group.
Social conventions
111
pertains to choices concerning one's body (ex. what to eat and wear) and choices of friends or activities.
personal domain
112
provide the raw data that allow children to create different categories of morally relevant concepts.
emotional responses
113
actions that benefit others
prosocial behaviour
114
is prosocial behaviour that helps another with no expectation of direct benefit to the helper.
altruism
115
When children see adults helping and caring for others, they often imitate such prosocial behaviour.
modelling
116
Children behave prosocially more often when their parents are warm and supportive, set guidelines, and provide feedback; in contrast, prosocial behaviour is less common when parenting is harsh, threatening and includes frequent physical punishment
disciplinary practices
117
More likely to act prosocially when they are routinely given the opportunity to help and cooperate with others.
Opportunities to behave prosocially
118
Behaviour meant to harm others
aggression
119
a child uses aggression to achieve an explicit goal; ex. shoving a child to get to the head of the lunch line
instrumental aggression
120
unprovoked; apparently, its sole goal is to intimidate, harass, or humiliate another child
hostile aggression
121
one child's behaviour leads to another child's aggression
| Ex. a child who loses a game and then punches the child who won
reactive aggression
122
verbal; children try to hurt others by undermining their social relationships
relational aggression
123
refers to parents' knowledge of where their children are, what they're doing, and who they're with.
monitoring
124
is aggression that is expected within a situation
socialized aggression
125
a child who misbehaves must briefly sit alone in a quiet, unstimulating location.
time out
126
the adult talks with the child immediately, to help them understand the situation and their own feelings.
time in
127
Parents often unwittingly reinforce the very behaviours they want to discourage, a situation
negative reinforcement trap
128
are very close to their grandchildren, are very involved in their lives, and frequently perform parental roles, including discipline.
Influential grandparents
129
are similar to influential grandparents- close and involved with their grandchildren- but do not take on parental roles.
Supportive grandparents
130
provide discipline for their grandchildren but otherwise are not particularly active in their lives
Authority-oriented grandparents
131
re caught up in their grandchildren's development but not with the intensity of influential or supportive grandparents; they do not assume parental roles
passive grandparents
132
are uninvolved with their grandchildren.
detached grandparents
133
which describes children's ability to respond adaptively and resourcefully to new situations
ego-resilience
