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159 Cards in this Set
- Front
- Back
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ENCODING
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THE PROCESS BY WHICH INFORMATION GETS INTO MEMORY
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AUTOMATICITY
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THE ABILITY TO PROCESS INFORMATION WITH LITTLE OR NO EFFORT
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STRATEGY CONSTRUCTION
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CREATION OF NEW PROCEDURES FOR PROCESSING INFORMATION.
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METACOGNITION
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"KNOWING ABOUT KNOWING"
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ATTENTION
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FOCUSING OF MENTAL RESOURCES
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SELECTIVE ATTENTION
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FOCUSING ON A SPECIFIC ASPECT OF EXPERIENCE THAT IS RELEVANT WHILE IGNORING OTHERS THAT ARE IRRELAVEANT
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DIVIDED ATTENTION
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CONCENTRATION ON MORE THAN ONE ACTIVITY AT THE SAME TIME.
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SUSTAINED ATTENTION
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THE ABILITY TO MAINTAIN ATTENTION TO A SELECTED STIMULUS FOR A PROLONGED PERIOD OF TIME.
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EXECUTIVE ATTENTION
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CONGNITIVE PROCESS INVOLVING ACTION PLANNING, ALLOCATING ATTENTION TO GOALS, ERROR DETECTION AND COMPENSATION, MONITORING PROGRESS ON TASKS, AND DEALING WITH NOVEL OR DIFFICULT CIRCUMSTANCE.
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JOINT ATTENTION
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FOCUS BY INDIVIDUALS ON THE SAME OBJECT OR EVENT; REQUIRES AN ABILITY TO TRACK ANOTHERS BEHAVIOR, ONE INVDIVIDUALS DIRECTING ANOTHERS ATTENTION, AND RECIPROCAL INTERACTION.
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MEMORY
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RETENTION OF INFORMATION OVER TIME.
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SCHEMA THEORY
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THEORY STATING THAT PEOPLE MOLD MEMORIES TO FIT INFORMATION THAT ALREADY EXISTS IN THEIR MINDS.
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SCHEMAS
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MENTAL FRAMEWORKS THAT ORGANIZE CONCEPTS AND INFORMATION
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IMPLICIT MEMORY
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MEMORY WITHOUT CONSCIOUS RECOLLECTION-MEMORY OF SKILLS AND ROUTINE PROCEDURES THAT ARE PERFORMED AUTOMATICALLY
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EXPLICIT MEMORY
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CONSCIOUS MEMORY OF FACTS AND EXPERIENCES.
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LONG-TERM MEMORY
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A RELATIVELY PERMANENT AND UNLIMITED TYPE OF MEMORY
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SHORT TERM MEMORY
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RETENTION OF INFORMATION FOR UP TO 15 30 SECONDS, WITHOUT REHEARSAL OF THE INFORMATION. USING REHEARSAL, INDIVIDUALS CAN KEEP THE INFORMATION IN SHORT-TERM MEMORY LONGER.
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WORKING MEMORY
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A MENTAL "WORKBENCH" WHERE INDIVIDUALS MANIPULATE AND ASSEMBLE INFORMATION WHEN MAKING DECISIONS, SOLVING PROBLEMS, AND COMPREHENDING WRITTEN AND SPOKEN LANGUAGE.
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ELABORATION
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ENGAGEMENT IN MORE EXTENSIVE PROCESSING OF INFORMATION, BENEFITING MEMORY.
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FUZZY TRACE THEORY
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THEORY STATING THAT MEMORY IS BEST UNDERSTOOD BY CONSIDERING TWO TYPES OF MEMORY REPRESENTATIVES: (1) VERBATIM MEMORY TRACE, AND (2) gist. IN THIS THEORY, OLDER CHILDRENS BETTER MEMORY IS ATTRIBUTED TO THE FUZZY TRACES CREATED BY EXTRACTING THE GIST OF INFORMATION
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EPISODIC MEMORY
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RETENTION OF INFORMATION ABOUT THE WHERE AND WHEN OF LIFES HAPPENINGS
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SEMANTIC MEMORY
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A PERSONS KNOWLEDGE ABOUT THE WORLD, INCLUDING FIELDS OF EXPERTISE, GENERAL ACADEMIC KNOWLEDGE, AND "EVERYDAY KNOWLEDGE" ABOUT MEANING OF WORLDS, FAMOUS INDIVIDUALS, IMPORTANT PLACES, AND COMMON THINGS.
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SOURCE MEMORY
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THE ABILITY TO REMEMBER WHERE SOMETHING IS LEARNED.
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PROSPECTIVE MEMORY
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REMEMBERING TO DO SOMETHING IN THE FUTURE
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THINKING
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MANIPULATING AND TRANSFORMING INFORMATION IN MEMORY, IN ORDER TO REASON, REFLECT, EVALUATE IDEAS AND SOLVE PROBLEMS, AND MAKE DECISIONS
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CRITICAL THINKING
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INVOLVES GRASPING THE DEEPER MEANING OF IDEAS, KEEPING AND OPEN MIND, AND DECIDING FOR ONESELF WHAT TO BELIEVE OR DO.
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MINDFULNESS
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BEING ALERT, MENTALLY PRESENT, AND COGNITIVELY FLEXIBLE WHILE GOING THROUGH LIFES EVERYDAY ACTIVITIES AND TASKS.
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DUAL PROCESS MODEL
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STATES THAT DECISION MAKING IS INFLUENCED BY TWO SYSTEMS-ONE ANALYTICAL AND ONE EXPERIMENTAL, WHICH COMPETE WITH EACH OTHER; IN THIS MODEL, IT IS THE EXPERIMENTIAL SYSTEM-MONITORING AND MANAGING ACTUAL EXPERIENCES-THAT BENEFITS ADOLESCENT DECISION MAKING
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EXPERTISE
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HAVING EXTENSIVE, HIGHLY ORGANIZED KNOWLEDGE AND UNDERSTANDING OF A PARTICULAR DOMAIN.
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METAMEMORY
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KNOWLEDGE ABOUT MEMORY.
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THEORY OF MIND
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AWARENESS OF ONES OWN MENTAL PROCESS AND THE MENTAL PROCESSES OF OTHERS.
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INTELLLIGENCE
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THE ABILITY TO SOLVE PROBLEMS AND TO ADAPT TO AND LEARN FROM EXPERIENCES
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MENTAL AGE (MA)
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AND INDIVIDUALS LEVEL OF MENTAL DEVELOPMENT RELATIVE TO OTHERS.
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INTELLIGENCE QUOTIENT (IQ)
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AND INDIVIDUALS MENTAL AGE DIVIDED BY CHRONOLOGICAL AGE MULTIPLIED BY 100; DEVISED IN 1912 BY WILLIAM STERN.
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NORMAL DISTRIBUTION
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A SYMMETRICAL, BELL-SHAPED CURVE WITH A MAJORITY OF THE CASES FALLING IN THE MIDDLE OF THE POSSIBLE RANGE OF SCORES AND FEW SCORES APPEARING TOWARD THE EXTREMES OF THE RANGE.
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TRIARCHIC THEORY OF INTELLLIGENCE.
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STERNBERGS THEORY THAT INTELLIGENCE, CREATIVE INTELLIGENCE, AND PRACTICAL INTELLIGENCE.
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EMOTIONAL INTELLIGENCE
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THE ABILITY TO PERCEIVE AND EXPRESS EMOTIONS ACCURATELY AND ADAPTIVELY, TO UNDERSTAND EMOTION AND EMOTIONAL KNOWLEDGE, TO USE FEELINGS TO FACILITATE THOUGHT, AND TO MANAGE EMOTIONS IN ONESELF AND OTHERS.
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HERITIBILITY
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THE PORTION OF THE VARIANCE IN A POPULATION THAT IS ATTRIBUTED TO GENES
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CULTURE-FAIR TEST
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INTELLIGENCE TESTS THAT ARE INTENDED TO NOT BE CULTURALLY BIASED.
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STEREOTYPE THREAT
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THE ANXIETY THAT ONES BEHAVIOR MIGHT CONFIRM A NEGATIVE STEREOTYPE ABOUT ONES GROUP
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DEVELOPMENTAL QUOTIENT (DQ)
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AN OVERALL DEVELOPMENTAL SCORE THAT COMBINES SUBSCORES ON MOTOR, LANGUAGE, ADAPTIVE, AND PERSONALSOCIAL DOMAINS IN THE GESELL ASSESSMENT OF INFANTS
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BAYLEY SCALES OF INFANT DEVELOPMENT
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WIDELY USED SCALES, DEVELOPED BY NANCY BAYLEY, FOR ASSESSING INFANT DEVELOPMENT. THE CURRENT VERSION, THE BAYLEY-III, HAS FIVE SCALES: COGNITIVE, LANGUAGE, MOTOR, SOCIO-EMOTIONAL, AND ADAPTIVE; THE FIRST THREE ARE ADMINISTERED TO THE INFANT, THE LATTER TWO TO THE CAREGIVER.
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CRYSTALLIZED INTELLIGENCE
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AND INDIVIDUALS ACCUMULATED INFORMATION AND VERBAL SKILLS, WHICH CONTINUES TO INCREASE WITH AGE, ACCORDING TO HORN.
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FLUID INTELLIGENCE
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THE ABILITY TO REASON ABSTRACTLY, WHICH BEGINS GO DECLINE IN MIDDLE ADULTHOOD, ACCORDING TO HORN.
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COGNITIVE MECHANICS
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THE "HARDWARE OF THE MIND, REFLECTING THE NEUROPHYSIOLOGICAL ARCHITECTURE OF THE BRAIN AS DEVELOPED THROUGH EVOLUTION. COGNITIVE MECHANICS INVOLVE THE SPEED AND ACCURACY OF THE PROCESSES INVOLVING SENSORY INPUT, ATTENTION, VISUAL AND MOTOR MEMORY, DISCRIMINATION, COMPARISON, AND CATEGORIZATION.
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COGNITIVE PRAGMATICS
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THE CULTURE-BASED "SOFT-WARE" OF TEH MIND. COGNITIVE PRAGMATICS INCLUDE READING AND WRITING SKILLS, LANGUAGE COMPREHENSION, EDUCATIONAL QUALIFICATIONS, PROFESSIONAL SKILLS, AND ALSO THE TYPE OF KNOWLEDGE ABOUT THE SELF AND LIFE SKILLS THAT HELP US SO MASTER OR COPE WITH LIFE.
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WISDON
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EXPERT KNOWLEDGE ABOUT THE PRACTICAL ASPECTS OF LIFE THAT PERMITS EXCELLENT JUDGEMENT ABOUT IMPORTANT MATTERS.
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MENTAL RETARDATION
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A CONDITION OF LIMITED ABILITY IN WHICH THE INDIVIDUAL (1) HAS A LOW IQ, USUALLY BELOW 70 ON A TRADITIONAL INTELLIGENCE TEST; (2) HAS DIFFICULTY ADAPTING TO EVERYDAY LIFE; AND (3) HAS AN ONSET OF THESE CHARACTERISTICS BY AGE 18
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GIFTED
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HAVING HIGH INTELLIGENCE (AN IQ OF 130 OR HIGHER) OR SUPERIOR TALENT FOR SOMETHING
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CREATIVITY
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ABILITY TO THINK IN NOVEL AND UNUSUAL WAYS AND DEVISE UNIQUE, GOOD SOLUTIONS TO PROBLEMS.
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DIVERGENT THINKING
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THINKING THAT PRODUCES MANY ANSWERS TO THE SAME QUESTION; CHARACTERISTIC OF CREATIVITY
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CONVERGENT THINKING
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THINKINBG THAT PRODUCES ONE CORRECT ANSWER; CHARACTERISTIC OF THED KIND OF THINKING REQUIRED ON CONVENTIONAL INTELLIGENCE TEST
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BRAINSTORMING
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TECHNIQUE IN WHICH INDIVIDUALS ARE ENCOURAGED TO COME UP WITH CREATIVE IDEAS INA GROUP, PLAY OFF EACH OTHERS IDEAS, AND SAY PRACTICALLY WHATEVER COMES TO MIND RELEVANT TO A PARTICULAR ISSUE.
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LANGUAGE
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A FORM OF COMMUNICATION, WHETHER SPOKEN, WRITTEN, OR SIGNED, THAT IS BASED ON A SYSTEM OF SYMBOLS
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INFINITE GENERATIVITY
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THE ABILITY TO PRODUCE AN ENDLESS NUMBER OF MEANINGFUL SENTENCES USING A FINITE SET OF WORDS AND RULES
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PHONOLOGY
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THE SOUND SYSTEM OF A LANGUAGE INCLUDES THE SOUNDS USED AND HOW THEY MAY BE COMBINED
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MORPHOLOGY
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UNITS OF MEANING INVOLVED IN WORD FORMATION
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SYNTAX
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UNITS OF MEANING INVOLVED IN WORD FORMATION
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SEMANTICS
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THE MEANINGS OF WORDSZ AND SENTENCES
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PRAGMATICS
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THE APPROPRIATE USE OF LANGUAGE IN DIFFERENT CONTEXTS
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TELEGRAPHIC SPEECH
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THE USE OF SHORT, PRECISE WORDS WITHOUT GRAMMATICAL MARKERS SUCH AS ARTICLES, AUXILLARY VERBS, AND OTHER CONNECTIVES
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FAST MOVING
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A PROCESS THAT HELPS TO EXPLAIN HOW YOUNG CHILDREN LEARN THE CONNECTION BETWEEN A WORD AND ITS REFERENT SO QUICKLY
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METALINGUISTIC AWARENESS
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KNOWLEDGE ABOUT LANGUAGE
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WHOLE-LANGUAGE APPROACH
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AN APPROACH THAT STRESSES THAT READING INSTRUCTION SHOULD PARALLEL CHILDRENS NATURAL LANGUAGE LEARNING. READING MATERIALS SHOULD BE WHOLE AND MEANINGFUL
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PHONICS APPROACH
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AN APPROACH THAT EMPHASIZES THAT READING INSTRUCTION SHOULD TEACH BASIC RULES FOR TRANSLATING WRITTEN SYMBOLS INTO SOUNDS.
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METAPHOR
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AN IMPLIED COMPARISON BETWEEN TWO UNLIKE THINGS.
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SATIRE
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THE USE OF IRONY, DERISION, OR WIT TO EXPOSE FOLLY OR WICKEDNESS
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DIALECT
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A VARIETY OF LANGUAGE THAT IS DISTINGUISHED BY ITS VOCABULARY, GRAMMER, OR PRONUNCIATION
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BROCAS AREA
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AN AREA OF THE BRAINS LEFT FRONTAL LOBE THAT IS INVOLVED IN PRODUCING WORDS.
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WERNICKES AREA
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AN AREA OF THE BRAINS LEFT HEMNISPHERE THAT IS INVOLVED IN LANGUAGE COMPREHENSION
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APHASIA
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A LOSS OR IMPAIRMENT OF LANGUAGE PROCESSING RESULTING FROM DAMAGE TO BROCAS AREA OF WERNICKES AREA.
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LANGUAGE ACQUISITION DEVICE (LAD)
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CHOMSKYS TERM THAT DESCRIBES A BIOLOGICAL ENDOWMENT THAT ENABLES THE CHILD TO DETECT CERTAIN FEATURES AND RULES OF LANGUAGE, INCLUDING PHONOLOGY, SYNTAX AND SEMANTICS
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CHILD DIRECTED SPEECH
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LANGUAGE SPOKEN IN A HIGHER PITCH THAN NORMAL WITH SIMPLE WORDS AND SENTENCES.
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RECASTING
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PREPHRASING A STATEMETN THAT A CHILD HAS SAID, PERHAPS TURNING IN INTYO A QUESTION, OR RESTATING A CHILDS IMMATURE UTTERANCE IN THE FORM OF A FULLY GRAMMATICAL SENTENCE.
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EXPANDING
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RESTATING, IN A LINGUISTICALLY SOPHISTICATED FORM, WHAT A CHILD HAS SAID.
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LABELLING
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IDENTIFYING THE NAMES OF OBJECTS.
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EMOTION
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FEELING, OR AFFECT, THAT OCCURS WHEN A PERSON IS ENGAGED IN AN INTERACTION THAT IS IMPORTANT TO HIM OR HER, EXPECIALLY TO HIS OR HER WELL-BEING
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PRIMARY EMOTIONS
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EMOTIONS THA ARE PRESENT IN HUMANS AND OTHER ANIMALS, EMERGE EARLY IN LIFE, AND ARE CULTURALLY UNIVERSAL; EXAMPLES ARE JOY, ANGER, SADNESS, FEAR, AND DISGUST.
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SELF-CONSCIOUS
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EMOTIONS THAT REQUIRE CONSCIOUSNESS AND A SENSE OF {ME"; THEY INCLUDE EMPATHY, JEALOUSY, EMBASRRASSMENT, PRIDE, SHAME, ANDB GUILT, MOST OF WHICH FIRST APPEAR AT SOME PIONT IN THE SECOND HALF OF THE FIRST YEAR THROUGH THE SECOND YEAR.
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BASIC-CRY
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A RHYTHMIC PATTERN USUALLY CONSISTING OF A CRY, A BRIEFER SILENCE, A SHORTER INSPIRATORY WHISTLE THAT IS HIGHER PITCHED THAT THE MAIN CRY, AND THEN A BRIEF REST BEFORE THE NEXT CRY.
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ANGER CRY
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A CRY SIMILAR TO THE BASIC CRY BUT WITH MORE ECESS AIR FORCED THROUGH THE VOCAL CORDS
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PAIN CRY
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A SUDDEN, INITIAL LOUD CRY FOLLOWED BY BREATH HOLDING, WITHOUT PRELIMINARY MOANING.
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REFLEXIVE SMILE
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A SMILE THAT DOES NOT OCCUR IN RESPONSE TO EXTERNAL STIMULI. IT HAPPENS DURING THE MONTH AFTER BIRTH, USUALLY DURING SLEEP.
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SOCIAL SMILE
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A SMILE IN RESPONSE TO AN EXTERNAL STIMULUS, WHICH, EARLY IN DEVELOPMENT, TYPICALLY IS A FACE.
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STRANGER ANXIETY
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AN INFANTS FEAR OF AND WARINESS TOWARD STRANGERS; IT TENDS TO APPEAR IN THE SECOND HALF OF THE FIRST YEAR OF LIFE.
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SEPARATION PROTEST
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REACTION THAT OCCURS WHEN INFANTS EXPERIENCE A FEAR OF BEING SEPARATED FROM A CAREGIVER, WHICH RESULTS IN CRYING WHEN THE CAREGIVER LEAVES.
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SOCIOEMOTIONAL SELECTIVITY THEORY
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THE THEORY THAT OLDER ADULTS BECOME MORE SELECTIVE ABOUT THEIR SOCIAL NETWORKS. BECAUSE THEY PLACE HIGH VALUE ON EMOTIONAL SATISFACTION, OLDER ADULTS OFTEN SPEND MORE TIME WITH FAMILIAR INDIVIDUALS WITH WHOM THEY HAVE HAD REWARDING RELATIONSHIPS.
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TEMPERAMENT
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AN INDIVIDUALS BEHAVIOR STYLE AND CHARACTERISTICS WAY OF RESPONDING
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EASY CHILD
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A TEMPERAMENT STYLE IN WHICH THE CHILD IS GENERALLY IN A POSITIVE MOOD, QUICKLY ESTABLISHES REGULAR ROUTINES, AND ADAPTS EASILY TO NEW EXPERIENCES.
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DIFFICULT CHILD
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A TEMPERAMENT STYLE IN WHICH THE CHILD TENDS TO REACT NEGATIVELY AND CRY FREQUENTLY, ENGAGES IN IRREGULAR DAILY ROUTINES AND IS SLOW TO ACCEPT CHANGE.
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SLOW-TO-WARM-UP CHILD
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A TEMPERAMENT STYLE IN WHICH THE CHILD HAS A LOW ACTIVITY LEVEL, IS SOMEWHAT NEGATIVE, AND DISPLAYS A LOW INTENSITY OF MOOD.
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GOODNESS OF FIT
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THE MATCH BETWEEN A CHILDS TEMPERAMENT AND THE ENVIRONMENT DEMANDS THE CHILD MUST COPE WITH
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ATTACHMENT
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A CLOSE EMOTIONAL BOND BETWEEN TWO PEOPLE.
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SOCIAL REFERENCING
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"READING" EMOTIONAL CUES IN OTHERS TO HELP DETERMINE HOW TO ACT IN A SPECIFIC SITUATION.
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STRANGER SITUATION
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AINSWORTHS OBSERVATIONAL MEASURE OF INFANT ATTACHMENT TO A CAREGIVER THAT REEQUIRES THE INFANT TO MOVE THROUGH A SERIES OF INTRODUCTIONS, SEPARATIONS, AND REUNIONS WITH THE CAREGIVER AND AN ADULT STRANGER IN A PRESCRIBED ORDER.
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SECURELY ATTACHED BABIES
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BABIES WHO USE THE CAREGIVER AS A SECURE BASE FROM WHICH TO EXPLORE THE ENVIRONMENT.
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INSECURE AVOIDANT BABIES
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BABIES WHO SHOW INSECURITY BY AVOIDING THE MOTHER.
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INSECURE RESISTANT BABIES
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BABIES WHO MIGHT CLING TO THE CAREGIVER, THEN RESIST HER BY FIGHTING AGAINST THE CLOSENESS, PERHAPS BY KICKINBG OR PUSHING AWAY
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INSECURE DISORGANIZED BABIES
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BABIES WHO SHOW INSECURITY BY BEING DISORGANIZED AND DISORIENTED.
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DISMISSING-AVOIDANT ATTACHMENT
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AN INSECURE ATTACHMENT STYLE IN WHICH ADOLESCENTS DEEMPHASIZE THE IMPORTANCE OF ATTACHMENT; IS ASSOCIATED WITH CONSISTENT EXPERIENCES OF REJECTION OF ATTACHMENT NEEDS BY CAREGIVERS.
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PRE-OCCUPIED-AMBIVALENT ATTACHMENT
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AN INSECURE ATTACHMENT STYLE IN WHICH ADOLESCENTS ARE HYPER-TUNED TO ATTACHMENT EXPERIENCES. THIS IS THOUGHT TO OCCUR MAINLY BECAUSE PARENTS ARE INCONSISTENTLY AVAILABLE TO THE ADOLESCENT.
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UNRESOLVED-DISORGANIZED ATTACHMENT
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AN INSECURE ATTACHMENT STYLE IN WHICH THE ADOLESCENT HAS AN UNUSUALLY HIGH LEVEL OF FEAR AND IS OFTEN DISORIENTED. THESE MAY RESULT FROM SUCHY TRAUMATIC EXPERIENCES AS A PARENTS DEATH OR ABUSE BY PARENTS.
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SECURE ATTACHMENT STYLE
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AN ATTACHMENT STYLER THAT DESCRIBES ADULTS WHO HAVE POSITIVE VIEWS OF RELATIONSHIPS, FIND IT EASY TO GET CLOSE TO OTHERS, AND ARE NOT OVERLY CONCERNED OR STRESSEED OUT ABOUT THEIR ROMANTIC RELATIONSHIPS.
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AVOIDANT ATTACHMENT STYLE
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AND ATTACHMENT STYLE THAT DESCRIBES ADULTS WHO ARE HESITANT ABOUT GETTING INVOLVED IN ROMANTIC RELATIONSHIPS AND ONCE IN A RELATIONSHIP TEND TO DISTANCE THEMSELVES.
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ANXIOUS ATTACHMENT
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AN ATTACHMENT STYLE THAT DESCRIBES ADULTS WHO DEMAND CLOSENESS, ARE LESS TRUSTING, AND ARE MORE EMOTIONAL, JEALOUS, AND POSSESIVE.
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ROMANTIC LOVE
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ALSO CALLED PASSIONATE LOVE, OR EROS, THIS TYPE OF LOVE HAS STRONG COMPONENTS OF SEXUALITY AND INFATUATION, AND IT OFTEN PREDOMINATES IN THE EARLY PART OF A LOVE RELATIONSHIP.
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AFFECTIONATE LOVE
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ALSO CALLED COMPANIONATE LOVE, THIS TYPE OF LOVE OCCURS WHEN INDIVIDUALS DESIRE TO HAVE ANOTHER PERSON NEAR AND HAVE A DEEP, CARING AFFECTION FOR THE PERSON.
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TRIANGULAR THEORY OF LOVE
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STERNBERS THEORY THAT LOVE INCLUDES THREE TYPES-PASSION, INTIMACY, AND COMMITTMENTS.
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SELF
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ALL OF THE CHARACTERISTICS OF A PERSON
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IDENTITY
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WHO A PERSON IS, REPRESENTING A SYNTHESIS AND INTEGRATION OF SELF-UNDERSTANDING
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PERSONALITY
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THE ENDURING PERSONAL CHARACTERISTICS OF INDIVIDUALS
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SELF UNDERSTANDING
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THE INDIVIDUALS COGNITIVE REPRESENTATION OF THE SELF, THE SUBSTANCE OF SELF-CONCEPTIONS
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PERSPECTIVE TAKING
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THE ABILITY TO ASSUME ANOTHER PERSONS PERSPECTIVE AND UNDERSTAND HIS OR HER THOUGHTS AND FEELINGS
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POSSIBLE SELVES
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WHAT ADOLESCENTS HOPE TO BECOME AS WELL AS WHAT THEY DREADE THEY WILL BECOME
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SELF ESTEEM
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THE GLOBAL EVALUATIVE DIMENSION OF THE SELF. SELF-ESTEEM IS ALSO REFERRED TO AS SELF-WORTH, OR SELF-IMAGE
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SELF-CONCEPT
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DOMAIN-SPECIFIC EVALUATIONS OF THE SELF.
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NARCISSSISM
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A SELF-CENTERED AND SELF-CONCERNED APPROACH TOWARD OTHERS.
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SELF REGULATION
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THE ABILITY TO CONTROL ONES BEHAVIOR WITHOUT HAVING TO RELY ON OTHERS FOR HELP.
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SELECTIVE OPTIMIZATION WITH COMPENSATION THEORY
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THE THEORY THAT SUCCESSFUL AGING IS RELATED TO THREE MAIN FACTORS: SELECTION, OPTIMIZATION, AND COMPENSATION.
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IDENTITY VERSUS IDENTIFY CONFUSION
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ERICKSONS FIFTH STAGE OF DEVELOPMENT, WHICH OCCURS DURING THE ADOLESCENT YEARS; ADOLESCENTS ARE FACED WITH FINDING OUT WHO THEY ARE, WHAT THEY ARE ABOUT AND WHERE THEY ARE GOING IN LIFE.
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PSYCHOSOCIAL MORATORIUM
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ERICKSONS TERM FOR THE GAP BETWEEN CHILDHOOD SECURITY AND ADULT AUTONOMY THAT ADOLESCENTS EXPERIENCE AS PART OF THEIR IDENTITY EXPLORATION.
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CRISIS
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A PERIOD OF IDENTITY DEVELOPMENT DURING WHICH THE INDIVIDUAL IS EXPLORING ALTERNATIVES
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COMMITMENT
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A PERSONAL INVESTMENT IN IDENTITY
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IDENTIFY DIFFUSION
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MARICAS TERM FOR THE STATUS OF INDIVIDUALS WHO HAVE NOT YET EXPERIENCED A CRISIS(EXPLORED MEANINGFUL ALTERNATIVES) OR MADE ANY COMMITMENTS.
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IDENTITY MORATORIUM
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MARCIAS TERM FOR THE STATUS OF INDIVIDUALS IN THE MIDST OF A CRISIS, BUT WHOSE COMMITMENTS ARE EITHER ABSENT OR VAGUELY DEFINED
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IDENTITY ACHIEVEMENT
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MARCIAS TERM FOR THE STATUS OF INDIVIDUALS WHO HAVE UNDERGONE A CRISIS AND HAVE MADE COMMITMENT.
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INDIVIDUALITY
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CHARATERISTIC CONSISTING OF TWO DIMENSIONS: SELF-ASSERTIONK THE ABVILITY TO HAVE AND COMMUNICATE A POINT OF VIEW; AND SEPARATGENESS, THE USE OF COMMUNICATION PATTERNS TO EXPRESS HOW ONE IS DIFFERENT FROM OTHERS.
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CONNECTEDNESS
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CHARACTERISTIC CONSISTING OF TWO DIMENSIONS: MUTUAALITY, SENSITIVITY TO AND RESPECT FOR OTHERS VIEWS; AND PERMEABILITY
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ETHNIC IDENTITY
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AN ENDURING ASPECT OF THE SELF THAT INCLUDES A SENSE OF MEMBERSHIP IN AN ETHNIC GROUP, ALONG WITH THE ATTITUDES AND FEELINGS RELATED TO THAT MEMBERSHIP
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TRAIT THEORIES
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THEORIES EMPHASIZING THAT PERSONALITY CONSISTS OF BROAD DISPOSITIONS, CALLED TRAITS, WHICH TEND TO PRODUCE CHARACTERISTIC RESPONSES
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BIG FIVE FACTORS OF PERSONALITY
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THE VIEW THAT PERSONALITY IS MADE UP OF OPENNESS TO EXPERIENCE, CONSCIENTIOUSNESS, EXTRAVERSION, AGREEBLENESS, AND NEUROTICISM.
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CONTEMPORARY LIFE-EVENTS APPROACH
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APPROACH EMPHASIZING THAT HOW A LIFE EVENT INFLUENCES THE INDIVIDUALS DEVELOPMENT DEPENDS NOT ONLY ON THE EVENT BUT ALSO ON MEDIATING FACTORS, THE INDIVIDUALS ADAPTATION TO THE LIFE EVENT, THE LIFE STAGE CONTEXT, AND THE SOCIOHISTORICAL CONTEXT.
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GENERATIVITY VERSUS STAGNATION
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THE SEVENTH STAGE IN ERICKSONS LIFE-SPAN THEORY THAT ENCOMPASSES ADULTS DESIRE TO LEAVE A LEGACY OF THEMSELVES TO THE NEXT GENERATION.
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GENDER
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THE CHARACTERISTICS OF PEOPLE AS FEMALES OR MALES
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GENDER IDENTITY
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INVOLVES A SENSE OF ONES OWN GENDER, INCLUDING KNOWLEDGE, UNDERSTANDING, AND ACCEPTANCE OF BEING MALE OR FEMALE
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GENDER ROLE
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A SET OF EXPECTATIONS THAT PRESCRIBE HOW FEMALEWS OR MALES SHOULD THINK, ACT, OR FEEL
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GENDER TYPING
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ACQUISITION OF A TRADITIONAL MASCULINE OR FEMININE ROLE.
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ESTROGEN
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A CLASS OF SEX HORMONES-AN IMPORTANT ONE OF WHICH IS ESTRADIOL-THAT PRIMARILY INFLUENCES THE DEVELOPMENT OF FEMALE SEX CHARACTERISTICS AND HELPS REGULATE THE MENSTRUAL CYCLE
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ANDROGENS
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A CLASS OF SEX HORMONES-AN IMPORTANT ONE OF WHICH IS TESTOSTERONE-THAT PRIMARILY PROMOTES THE DEVELOPMENT OF MALE GENITALS AND SECONDARY SEX CHARACTERISTICS
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SOCIAL ROLE THEORY
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EAGLYS THEORY THAT PSYCHOLOGICAL GENDER DIFFERENCES ARE CAUSED BY THE CONTRASTING SOCIAL ROLES OF WOMEN AND MEN.
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PSYCHOANALYTIC THEORY OF GENDER
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STEMS FROM FREUDS VIEW THAT PRESCHOOL CHILDREN DEVELOP A SEXUAL ATTTRACTION TO THE OPPOSITE SEX PARENT, THEN, AT 5 OR 6 YEARS OF AGE, RENOUNCE THE ATTRACTION BECAUSE OF ANXIOUS FEELINGS, SUBSEQUENTLY IDENTIFYING WITH THE SAME SEX PARENT AND UNCONSCIOUSLY ADOPTING THE SAME SEX PARENTS CHARACTERISTICS.
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SOCIAL COGNITIVE THEORY OF GENDER
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THE IDEA THAT CHILDRENS GENDER DEVELOPMENT OCCURS THROUGH OBSERVATION AND IMITATION OF GENDER BEHAVIOR, AS WELL AS THROUGH THE REWARDS AND PUNISHMENTS CHILDREN EXPERIENCE FOR BEHAVIORS BELIEVED TO BE APPROPRIATE OR INAPPROPRIATE FOR THEIR GENDER.
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GENDER SCHEMA THEORY
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THE THEORY THAT GENDER-TYPING EMERGES AS CHILDREN GRADUALLY DEVELOP GENDER SCHEMAS OF WHAT IS GENDER APPROPRIATE AND GENDER INAPPROPRIATE IN THEIR CULTURE.
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GENDER STEREOTYPES
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GENERAL IMPRESSIONS AND BELIEFS ABOUT FEMALES AND MALES.
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GENDER INTENSIFICATION HYPOTHESIS
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THE VIEW THAT PSYCHOLOGICAL AND BEHAVIORAL DIFFERENCES BETWEEN BOYS AND GIRLS BECOME GREATER DURING EARLY ADOLESCENCE BECAUSE OF INCREASED SOCIALIZATION PRESSURES TO CONNFORM TO TRADITIONAL GENDER ROLES
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RAPPORT TALK
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THE LANGUAGE OF CONVERSATION; A WAY TO ESTABLISH CONNECTIONS AND NEGOTIATE RELATIONSHIPS; PREFERRED BY WOMAN
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REPORT TALK
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LANGUAGE DESIGNED TO GIVE INFORMATION, INCLUDING PUBLIC SPEAKING; PREFERRED BY MEN.
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SEXUAL SCRIPTS
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STERETYPED PATTERNS OF EXPECTANCIES FOR HOW PEOPLE SHOULD BEHAVE SEXUALLY.
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TRADITIONAL RELIGIOUS SCRIPTS
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SEX IS ACCEPTED ONLY WITHIN MARRIAGE; EXTRAMARITAL SEX IS TABOO, ESPECIALLY FOR WOMAN, AND SEX MEANS REPRODUCTION AND SOMETIMES AFFECTION.
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ROMANTIC SCRIPT
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SEX IS SYNONYMOUS WITH LOVE; IF WE DEVELOP A RELATIONSHIP WITH SOMEONE AND FALL IN LOVE, IT IS ACCEPTABLE TO HAVE SEX WITH THE PERSON WHETHER WE ARE MARRIED OR NOT.
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BISEXUAL
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BEING SEXUALLY ATTRACTED TO PEOPLE OF BOTH SEXES
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SEXUALLY TRANSMITTED INFECTIONS (STIs)
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DISEASE THAT ARE CONTRACTED PRIMARILY THROUGH SEXUAL CONTACT, INCLUDING ORAL-GENITAL CONTACT, ANAL-GENITAL CONTACT, AND VAGINAL INTERCOURSE.
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AIDS
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ACQUIRED IMMUNE DEFICIENCY SYNDRONE; CAUSED BY THE HUMAN IMMUNODEFICIENCY VIRUS(HIV), WHICH DESTROYS THE BODYS IMMUNE SYSTEM.
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RAPE
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FORCIBLE SEXUAL INTERCOURSE, ORAL, SEX, OR ANAL SEX WITH A PERSON WHO DOES NOT GIVE CONSENT. LEGAL DEFINITIONS OF RAPE DIFFER FROM STATE TO STATE
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DATE OR ACQUAINTANCE RAPE
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COERCIVE SEXUAL ACTIVITY DIRECTED AT SOMEONE WITH WHOM THE VICTIM IS AT LEAST CASUALLY ACUAINTED.
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SEXUAL HARASSMENT
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SEXUAL PERSECUTION THAT CAN TAKE MANY FORMS-FROM SEXIST REMARKS ADN PHYSICAL CONTACT (PATTING, BRUSHING AGAINST THEIR BODIES) TO BLATANT PROPOSITIONS AND SEXUAL ASSAULTS.
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CLIMACTERIC
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THE MIDLIFE TRANSITION IN WHICH FERTILITY DECLINES.
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MENOPAUSE
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THE COMPLETE CESSATIONS OF A WOMANS MENTSTRATION, WHICH USUALLY OCCURS IN THE LATE FORTIES OR EARLY FIFTIES
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PERIMENOPAUSE
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THE TRANSITIONAL PERIOD FROM NORMAL MENSTRUAL PERIODS TO NO MENSTRUAL PERIDOS AT ALL, WHICH OFTEN TAKES UP TO 10 YEARS.
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