Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
176 Cards in this Set
- Front
- Back
|
The ability to solve problems and to adapt and learn from experiences
|
Intelligence
|
|
|
Intelligence involves the ability to do what? (5 things)
|
To understand complex ideas
To adapt effectively to the environment To learn from experience To engage in various forms of reasoning To overcome obstacles by taking action through thought |
|
|
An individual's level of mental development relative to others
Developed by Binet Corresponds to chronological age in the cases of average children |
Mental age
|
|
|
An individual's mental age divided by chronological age multiplied by 100
Coined by William Stern |
Intelligence quotient (IQ)
MA/CA x 100 |
|
|
Accumulated information and verbal skills
Increases with age |
Crystallized intelligence
|
|
|
The ability to reason abstractly, seeing the big picture, and making connections
Steadily declines from middle adulthood onward |
Fluid intelligence
|
|
|
What are the 3 current tests that measure intelligence?
|
Stanford-Binet
Wechsler Intelligence Scale for Children (WISC) Raven's Progressive Matrices |
|
|
This test was developed to reduce cultural bias in intelligence tests
Uses puzzle pieces instead of items from a specific culture, like a stroller |
Raven's Progressive Matrices
|
|
|
What does the Bayley Scales of infant development examine?
|
The infant's attention to auditory and visual stimuli
motor skills to assess general mental development Has limited applicability to later IQs but can point out early cognitive delays |
|
|
Sternberg's triarchic theory of intelligence - 3 forms
|
Analytical - acquiring/storing information, using information: traditionally best at school
Creative - quick problem solvers, best at design, invent, and imagining Practical - street smarts, getting along with people |
|
|
Gardner's multiple intelligences
|
8 types where each person has varying levels
People learn best when their strengths are incorporated Verbal, Mathematical, Spatial, Bodily-Kinesthetic, musical, interpersonal, intrapersonal, naturalist |
|
|
The ability to perceive and express emotion accurately and adpatively (perspective taking), to understand emotion and emotional knowledge, to use feelings to facilitate thought, and to manage one's own and others' emotions
|
Emotional intelligence
|
|
|
The portion of variance in a population attributed to genes
|
Heritability
|
|
|
the "hardware" of the mind and reflect the neurophysiological architecture of the brain developed through evolution
Involved with sensory input, discrimination, comparison, and categorization May decline in later life |
Cognitive mechanics
|
|
|
the culture-based "software programs" of the mind
Involved reading, writing skills, language comprehension, life skills May improve in later life |
Cognitive pragmatics
|
|
|
Expert knowledge about the practical aspects of life that permits excellent judgment about important matters
|
Wisdom
|
|
|
Condition of limited mental ability in which the individual has a low IQ (below 70), has difficulty adapting, and first exhibits these characteristics in childhood
|
Mental retardation
|
|
|
The ability to think about something in novel and unusual ways and come up with unique, good solutions to problems
|
Creativity
|
|
|
This produces many answers to the same question
|
Divergent thinking
|
|
|
This requires only one correct answer and is required of conventional intelligence tests
|
Convergent thinking
|
|
|
This can be considered as an internal/subjective feeling, physiological change, behavioral expression and expression may be altered by cultures
|
Emotion
|
|
|
These emotions are present in humans and other animals and appear in the first six months of human development. What are they?
|
Primary/Basic emotions
Happy, sad, fear, disgust, anger, surprise |
|
|
These emotions require a self-awareness that involves a consciousness and sense of self and emerge from 18-24 months
What are they? |
self-conscious emotions
jealousy, pride, empathy, embarrassment, shame, and guilt |
|
|
What are the three types of cries that babies have?
|
basic
angry pain |
|
|
Social v. reflexive smiles
|
Social smiles emerge 4 to 6 weeks in development where they smile more at people and when they're controlling events
|
|
|
Laughter at 4 months v. 1 year
|
4 mths: involuntary response to own body, being tickled
1 yr: Having more experiences with the world and a connection of auditory and visual stimuli |
|
|
Fear in infants
|
Stranger anxiety emerges in the first 6 months and becomes more intense at 1 year old
Separation protest emerges at 7 months and peaks at 13-15 months cross culturally: a fear about being separated from their caregivers |
|
|
Still-faced experiment
|
Babies became upset when mother's face showed no emotion and nothing they did (laughing, reaching, smiling) could grab her attention. They would look away from the mother as a way to redirect their attention from a serious emotional situation
|
|
|
Myth about adolescent emotion
|
Not quite as dramatic as portrayed, but moodiness does exist
More major life transitions during this stage may contribute |
|
|
Older adults become more selective about their social networks wanting to spend more time with familiar individuals with whom they have had rewarding, enjoyable relationships
|
Cartensen's socioemotional selectivity theory
|
|
|
What is the key to success in regulating emotions?
Marshmallow study |
Being able to control oneself and delay gratification!
|
|
|
Is biologically based, natural tendency to behave in a certain way that is consistent across situations and relatively stable over time
|
Temperament
|
|
|
Four types of children temperament
|
Easy: positive mood, establishes regular routines, adapts easily 40%
Difficult: cries frequently, has irregular daily routines, slow to accept change 10% Slow to warm up: low activity level, low intensity of mood 15% Average: 35% |
|
|
Refers to the match between a child's temperament and the environmental demands the child must cope with
Lack of this can produce adjustment problems |
Goodness of fit
|
|
|
A close emotional bond with a specific person that is enduring across space and time
|
Attachment
|
|
|
Bowlby's theory of attachment
|
0-2 months: preattachment
2-7 months: attachment towards one figure 7 mths - 2 yrs: specific attachments 2 yrs+ - take into account others' feelings Biologically predisposed to develop attachments with caregivers as a way of increasing chances of survival |
|
|
What did Ainsworth create as an observational measure of infant attachment in which the infant experiences a series of introductions, separations, and reunions with the caregiver and an adult stranger in a prescribed order
|
Strange Situation
|
|
|
Ainsworth's types of attachments
|
Secure
Avoidant (insecure) Ambivalent (insecure resistant) Disorganized-disoriented |
|
|
Securely attached babies
|
uses caregiver as a secure base to explore environment
During SS: upset when caregiver leaves, but is easily comforted |
|
|
Avoidant (insecure) attached babies
|
Shows insecurity by avoiding the caregiver
During SS: No noticeable changes when caregiver leaves and can be as easily comforted by a stranger if distressed |
|
|
Ambivalent (insecure resistant) babies
|
Clings to caregiver, then resist by fighting against the closeness
During SS: No desire to explore room, upset when caregiver leaves but cannot be comforted by mother or stranger on return |
|
|
Disorganized - disoriented babies
|
Show extreme fearfulness around the caregiver
World is unpredictable to them, from abusive homes |
|
|
3 main components of Sternberg's triangular theory of love
|
Passion - physical/sexual attraction
intimacy- emotional feelings, closeness and sharing commitment - intent to maintain relationship in face of problems |
|
|
Cognitive representation of the self
The substance and content of self-conceptions |
Self-understanding
|
|
|
Global evaluations of the self, including self-image
|
Self-esteem
|
|
|
This consists of all the characteristics of a person
|
Self
|
|
|
Who a person is, representing a synthesis and integration of self-understanding
|
Identity
|
|
|
Refers to the enduring personal characteristics of individuals
|
Personality
|
|
|
When are babies able to recognize themselves in a mirror?
|
21-24 months
|
|
|
What are the characteristics of self-understanding in early childhood? 4
|
Concrete descriptions (I live in a big house)
Physical descriptions (brown v. blond hair) Active descriptions (terms of activities or play) Unrealistic positive overestimations (i can fly) |
|
|
What are the characteristics of self-understanding in middle to late childhood? 5
|
Psychological characteristics and traits (mean, nice)
Social descriptions (Girl scouts) Social comparison (abilities to others') Real v. Ideal self Realistic (self-evaluations) |
|
|
What are the characteristics of self-understanding in adolescence? 6
|
Abstract and idealistic thinking (I don't know who I am)
Self-consciousness (egocentrism) Contradictions within the self (Can be ugly and attractive) Fluctuating self (unstable view of self) Real and ideal selves (possible self) Self-integration (piecing together of self) |
|
|
What adolescents hope to be and dread they will become
|
Possible self
|
|
|
Doman specific evaluations of the self
|
Self-concept
|
|
|
The ability to control one's behavior without having to rely on others' help
Includes cognitive monitoring of thoughts, feelings, and behaviors in order to reach a goal |
Self-regulation
|
|
|
Successful aging is linked with 3 main factors according to what theory?
Individuals can produce new resources and allocate them effectively to tasks they want to master |
selection, optimization, and compensation
Selective optimization with compensation theory |
|
|
This is the gap between childhood security and adult autonomy where exploration of identity may occur if one is able to in their culture
|
Psychosocial moratorium
|
|
|
The status of individuals who have not yet experienced a crisis or made any commitments
Show little interest in exploration |
Identity diffusion
|
|
|
The status of individuals who have made a commitment but have not experienced a crisis.
Family business: parents hand down commitments to adolescents, usually in an authoritarian way, and have had no chance to explore other options |
Identity foreclosure
|
|
|
The status of individuals who are in the midst of a crisis but whose commitments are either absent or only vaguely defined
|
Identity moratorium
|
|
|
The status of individuals who have undergone a crisis and have made a commitment
|
Identity achievement
|
|
|
This consists of two dimensions: self-assertion - ability to have and communicate a point of view; and separateness - use of communication patterns to express how one is different from others
|
Individuality
|
|
|
This consists of two dimensions: mutuality - sensitivity to and respect for others' views; and permeability - openness to others' views
|
Connectedness
|
|
|
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
|
Ethnic identity
|
|
|
Personality consists of broad dispositions that tend to produce characteristic responses
|
Trait theories
|
|
|
Big Five factors of personality
|
View that personality is made up of conscientiousness, agreeableness, neuroticism, openness to experience, and extraversion
|
|
|
This emphasizes that how life events influence the individual's development depends not only on the event but also on mediating factors (physical health and family supports), the individual's adaptation to the life event (appraisal of the threat and coping strategies), life stage context, and the socio-historical context
|
Contemporary life-events approach
A view on adult's personality development |
|
|
Acceptance of being male or female. Influenced by: career, politics, religion, intellectual, culture/ethnicity, hobbies, personality
|
Gender identity
|
|
|
Nature v. Nurture on sex and gender
|
sex is the biological dimension xx or xy
gender is the social and psychological dimension Usually match, exceptions are transgender |
|
|
Set of expectations that prescribes how females and males should think, act, and feel
|
Gender role
|
|
|
This hormone is a part of female genital development; menstrual/reproductive cycle
Estradiol |
Estrogen
|
|
|
This hormone promotes the development of male primary and secondary sex characteristics
Testosterone |
Androgens
|
|
|
Acquisition of a traditional masculine or feminine role
|
Gender-typing
|
|
|
Eagly's theory of psychological gender differences causing contrasting social roles of men and women
|
Social Role Theory
|
|
|
Preschool age children develop a sexual attraction to opposite sex parent, get over it due to anxiousness, then identify intensely with the same gender parent, unconsciously adopting same-sex parent's characteristics
|
Psychoanalytic theory of Gender
|
|
|
The idea that children's gender development occurs through observation and imitation of gender behavior, as well as through rewards and punishments children experience for behaviors believed to be appropriate or inappropriate for their gender
|
Social cognitive theory of gender
|
|
|
What are gender-role classifiers of masculinity?
|
independent
aggressive powerful dominant forceful |
|
|
What are gender-role classifiers of femininity?
|
dependent
nurturant affectionate understanding gentle |
|
|
Gender-typing emerges as children gradually develop gender schemas of what is gender appropriate and inappropriate in their culture
behavior, products kids buy |
Gender schema theory
|
|
|
General impressions, beliefs, behavior ideals for men and women
|
Gender stereotyping
|
|
|
What types of aggression are females more likely to engage in? Males?
|
relational vs. physical
|
|
|
Psychological and behavioral differences between boys and girls become greater during early adolescence because of increased socialization pressure to conform to traditional gender roles
|
Gender Intensification Hypothesis
|
|
|
Language of conversation
A way to establish connections and negotiate relationships preferred by women |
Rapport talk
|
|
|
Language designed to give information, including public speaking
preferred by men |
Report talk
|
|
|
Stereotyped patterns of expectancy for how people should behave sexually
|
Sexual scripts
|
|
|
View that sex is acceptable only within marriage
extramarital sex is taboo sex means reproduction and sometimes affection |
traditional religious script
|
|
|
Sex is synonymous with love
It is acceptable to have sex with someone when you fall in love regardless of being married |
Romantic script
|
|
|
What are the two ways to explore sexuality?
|
Biology: secretion and levels of hormones have an influence
Culture: motivations, expectations; scripts matter |
|
|
Stages of Troiden's model for forming a sexual minority identity
|
Sensitization of feeling different
Self-recognition and identity confusion Identity assumption where move to a more public sharing |
|
|
6 stages of mate selection
|
Propinquity - geographic closeness
Attractiveness - more important to males (evo psych) Social Background - similarity in religion, politics, education,etc Consensus - common feelings on important issues Complementary - once in love, want opposite Readiness - marry whomever dating at right time |
|
|
Idea that although we might prefer a more attractive person in the abstract, in real world we choose someone who is close to our own level of attractiveness
|
Matching hypothesis
|
|
|
What is infatuation in sternberg's triangle of love?
Affectionate love? Consummate love? |
Passion only
Intimacy + commitment All 3 |
|
|
Midlife transition in which fertility declines
|
Climacteric
|
|
|
The complete cessation of a woman's menstruation, which usually occurs during the late forties or early fifties
|
Menopause
|
|
|
The transitional period from normal menstrual periods to no menstrual periods at all, which often takes 10 years
|
Perimenopause
|
|
|
What is necessary internally for prosocial development to occur?
|
Empathy/sympathy - a connection to experience
Perspective taking Moral reasoning Situational influences - mood, cost of altruism, competence |
|
|
What is the biology of being prosocial?
|
Predispositions in evolutionary view
Twin studies Temperament Assertive more likely to approach in need Emotional regulation |
|
|
What are the levels of prosocial behavior in preschool to elementary (2) to adolescents?
|
Hedonistic
Needs oriented Stereotyped/approval focus Empathetic |
|
|
What helps promote prosocial behavior?
|
modeling and communication
providing opportunities Discipline and parenting style |
|
|
Children raised under what type of parenting style are less likely to be prosocial? why?
|
Authoritarian
They have a higher anxiety about not being able to do something right |
|
|
An unselfish interest in helping another person
|
Altruism
|
|
|
An aspect of prosocial behavior that occurs when the injured person releases the injurer from possible behavioral retaliation
|
Forgiveness
|
|
|
A feeling of thankfulness and appreciation, especially in response to someone's doing something kind or helpful
|
Gratitude
|
|
|
Age-inappropriate actions and attitudes that violate family expectations, society's norms, and the personal or property rights of others
|
Conduct disorder
|
|
|
Actions taken by an adolescent in breaking the law or engaging in behavior considered illegal
|
Juvenile deliquency
|
|
|
What are the differences in prosocial behavior of Traditional vs. Urban/Westernized cultures?
|
Traditional-more prosocial; surrounded by more family, responsible for others
Western - more focused on individual rather than collectivistic achievement |
|
|
Beliefs and attitudes about the way things should be
|
Values
|
|
|
The component of the superego that rewards the child by conveying a sense of pride and personal value when the child acts according to ideal standards approved by the parents
|
Ego ideal
|
|
|
The component of the superego that punishes the child for behaviors disapproved of by parents by making the child feel guilty and worthless
|
Conscience
|
|
|
The aspect of personality that is present when individuals have moral notions and commitments that are central to their lives
|
Moral identity
|
|
|
One's strength of convictions, persistence, avoidance of distractions in their morals
|
Moral character
|
|
|
People who have a moral personality, identity, character, and set of virtues that reflect moral excellence and commitment
|
Moral exemplars
|
|
|
Involves changes in thoughts, feelings, and behaviors regarding standards of right and wrong
|
Moral development
|
|
|
Stages of moral development in Piaget's theory
|
1: premoral - 0-5, unconcerned with rules
2 moral realism 2-7 or 4-12 - Justice and rules are conceived as unchangeable; right and wrong are based on consequences, must obey authority 3 autonomous morality 5-8 or 10+ - rules and laws created by people like them, judging an action should take into account intentions as well as consequences |
|
|
The concept that if a rule is broken, punishment will be meted out immediately
What stage of Piaget's theory experiences this? |
Immanent justice
1st - the heteronomous thinker |
|
|
Kohlberg's 3 levels of moral reasoning
|
Preconventional
Conventional Postconventional |
|
|
Kohlberg's 6 stages of moral reasoning
|
1: Avoid punishment
Selfish desire/marketplace morality 2 Live up to others' expectations: good/bad girl/boy Maintain social order, laws, and norms 3 Social contract orientation Universal ethical orientation |
|
|
Level 1 of Kohlberg
|
Preconventional or premoral
Conduct is controlled externally Might makes right |
|
|
First 2 stages of Kohlberg
|
Avoid punishment (Heinz should not steal drug so he won't get arrested)
Selfish desire/marketplace morality (Heinz should put own needs over his wife's: only take drug so wife is around to help him out) |
|
|
Stage 3 and 4 of Kohlberg
|
Good girl/goodboy (Heinz should steal drug b/c good boys save wife)
Maintain social order (Heinz shouldn't b/c social systems impacted |
|
|
Level 2 of Kohlberg
|
Individual's apply certain standards, but are less egocentric, those set by parents or government, interpersonal
|
|
|
Level 3 of Kohlberg
|
Highest level
Recognizing self in society and making own personal code by universal ethical principles |
|
|
Stages 5 and 6 of Kohlberg
|
Social contract (preserve human rights, unjust laws should be changed, morality is agreement)
Universal ethical principles - Conscience wins over law, even with risk; sanctity of human life is most important |
|
|
Criticisms of Kohlberg's moral theory
|
Discontinuous stages
Cultural and gender differences Unrealistic dilemmas LImited role for parents/families |
|
|
Who criticized Kohlberg's theory based on gender issues?
|
Carol Gilligan
|
|
|
Criticism of Kohlberg from Gilligan
|
All male sample
Females are more likely to give relationship oriented rather than justice oriented answers However, Kohlberg found no gender differences in subsequent studies |
|
|
A moral perspective that focuses on the rights of the individual
Individuals independently make moral decisions |
Justice perspective
|
|
|
The moral perspective views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others and concern for others
Carol gilligan |
Care perspective
|
|
|
Gilligan's theory of moral reasoning
|
Preconventional - selfish stage: goal is individual survival
Conventional - belief in conventional morality: self sacrifice is goodness Postconventional - principle of nonviolence: do not hurt other or self |
|
|
Experiencing something beyond oneself in a transcendent manner and living in a way that benefits others and society
|
Spirituality
|
|
|
How does religion meet important psychological needs in older adults?
|
Helps them to face impending death, find and maintain a sense of meaningfulness in life and to accept the inevitable losses of old age
|
|
|
What shapes the different opportunities had by children?
|
Type of neighborhood: safety, access to food, whether police are present
Access to resources: health care, schools, higher education |
|
|
How can social class impact developmental concepts?
|
Identity: Prejudice and low income may decrease inability or interest
Relationships: lower socioeconomic status associated with single parents |
|
|
What does the dance program in Mad Hot Ballroom do for the kids? (6)
|
It keeps them occupied/interested in something after school, a time when they might be getting into trouble
Positive role models are around to support them Gives them a sense of connection to peers and school: similar goals Expend energy in a healthy way If they lose: emotional regulation of accepting their best effort Positive intergender relationships |
|
|
Risk factors of resiliency (6)
|
Prenatal stress/development: substance use, LBW, genetic disorders
Temperament: can initiate protection or risk Sense of self worth Family: nurturance, sibling/parental relationships, violence?, divorce Peer history graded events |
|
|
What are the factors influencing parenting?
|
Family composition: # of siblings, divorce, SES, culture
|
|
|
Does parental favoritism matter? What does it affect?
|
Yes, throughout life
Self-esteem, responsibility, aggression, depression |
|
|
Living together in a sexual relationship without being married
|
Cohabitation - becoming more common as years go on
|
|
|
What are Baumrind's parenting styles?
|
Authoritarian
Authoritative Neglectful Indulgent |
|
|
A restrictive, punitive style in which parents exhort the child to follow their directions and to respect their work and effort
Firm limits are placed on child and little verbal exchange is allowed |
Authoritarian
|
|
|
A style that encourages children to be independent but still places limits and controls on children's actions
Extensive verbal communication is allowed, negotiating Parents are warm and nurturant |
Authoritative
|
|
|
A style in which parents are uninvolved in the child's life
|
Neglectful
|
|
|
A style in which parents are very involved in their children
Place few demands or controls on them |
Indulgent
|
|
|
How are children of authoritarian parents?
|
Often unhappy, fearful, anxious about comparison with others, fail to initiate activity, & have weak communication skills
|
|
|
How are children of authoritative parents?
|
Often cheerful, self-reliant, achievement oriented
Maintain friendly relations with peers, cooperate with adults, and cope well with stress |
|
|
How are children of neglectful parents?
|
Tend to be socially incompetent, have poor self-control, low self-esteem, are immature, may show patterns of truancy and deliquency
|
|
|
How are children of indulgent parents?
|
Rarely learn to respect others and have difficulty controlling their behavior
|
|
|
The support that parents provide one another jointly raising a child
|
Coparenting
|
|
|
Individuals about the same age or maturity level
Provide source of information about the world Allow for comparison |
Peers
|
|
|
How do you make friends?
|
Share common ground activity
Clear communication Exchange of information Resolution of conflicts Reciprocity |
|
|
What 6 functions do friends serve as?
|
Companionship
Stimulation Physical support Ego support Social comparison Intimacy and Affection |
|
|
How do friends help in adolescence and emerging adulthood?
|
They help with identity exploration!
Breakfast club |
|
|
What are the gender differences in friendships in early development?
|
Sex-typed play
dolls vs. cars |
|
|
What are the gender differences in friendships in adolescence and adulthood?
|
Women have more close, intimate friends
Men are more competitive with each other |
|
|
What are the gender differences in friendships in late adulthood?
|
Women are more depressed without a best friend, there is no change in desire for friends
Men have a decreased desire for new and close friends |
|
|
What impacts the relationship quality of siblings?
|
Family emotional climate: divorce/parent conflict
Emotional quality: varies most in adolescence Familiarity and intimacy: displays of support |
|
|
Five types of peer statuses
|
Popular
Average Neglected Rejected Controversial children |
|
|
These children are frequently nominated as a best friend and are rarely disliked by their peers
|
Popular children
|
|
|
These children receive an average number of both positive and negative nominations from their peers
|
Average children
|
|
|
These children are infrequently nominated as a best friend but are not disliked by their peers
|
Neglected children
|
|
|
These children are infrequently nominated as someone's best friend and are actively disliked by their peers
|
Rejected children
|
|
|
These children are frequently nominated both as someone's best friend and as being disliked
|
Controversial children
|
|
|
Who has the most problems adjusting in kinds of children?
|
Rejected
More likely to avoid school, disengage from classroom, report being lonely |
|
|
Who is most likely to be bullied?
|
Boys and younger middle school students
|
|
|
Small groups that range from 2 to 12 individuals and average about 5 to 6 individuals
Often of the same age and sex and often engage in similar activities, such as belonging to a club or sport |
Clique
|
|
|
Adolescents are usually members of this based on reputation and may not spend much time together.
Defined by activities they engage in (jocks or druggies) |
Crowd
|
|
|
This is characterized by self-disclosure and sharing of private thoughts
|
Intimacy in friendships
|
|
|
Therapy that lets children work off frustrations while therapists analyze their conflicts and coping methods
|
Play therapy
|
|
|
Behavior by infants to derive pleasure from exercising their sensorimotor schemes
|
Sensorimotor play
|
|
|
Play that involves repetition of behavior when new skills are being learned or when mastery and coordination of skills are required for games or sports
|
Practice play
|
|
|
Play that occurs when a child transforms aspects of the physical environment into symbols
|
Pretense/symbolic play
|
|
|
Play that involves interaction with peers
|
social play
|
|
|
Combination of sensorimotor/practice play with symbolic representation: starting to create a product or solution
|
Constructive play
|
|
|
Social theory of aging that to cope effectively, older adults should gradually withdraw from society
No longer supported |
Disengagement theory
|
|
|
Social theory of aging that the more active and involved older adults are, the more likely they are to be satisfied with their lives
|
Activity theory
|
|
|
People in all cultures tend to display this, a tendency to consider one's own group superior to others
|
Ethnocentrism
|
