Gpsyc Final

Front 1

self concept

Back 1

self understanding, perceptions positive or negative of ur unique attributes and traits as a person

Front 2

self esteem

Back 2

feel of worth, over all evaluation, positve or negative based on self perceptions

Front 3

traits

Back 3

remain consistant through life

Front 4

personality

Back 4

often defined as an organized combination of attributes motives values and behaviors unique to each individual

Front 5

identity

Back 5

an overall sense of who they are where they are heading and where they fit into society

Front 6

dispotitional traits

Back 6

relatively enduring dimensions or qualities of personality along which people differ

Front 7

characteristic adaptations

Back 7

more situation specific and changeable aspects of personality; ways in which people adapt to their roles and environments

Front 8

narrative identities

Back 8

unique and integrative life stories that we construct about our pasts and futures to give ourselves an identity and our lives meaning

Front 9

Freud

Back 9

psychoanalytic theory: believed biological urges residing with in the id push all children through universal stages of pychosexual development: oral stage, infancy and genital, adolescence

Front 10

Erikson

Back 10

personality formed at end of childhood

Front 11

Erikson and Freud

Back 11

people everywhere progress through the same stages of personality development undergoing similiar personality changes at similar

Front 12

Big Five

Back 12

five factor model with five major dimensions of personality

Front 13

Big Five (demension/ supercells)

Back 13

1. openness to experience: openness to fantasy, esthetics, feelings, actions, ideas, values
2. Conscientiousness: Competence, order, dutifulness, striving for achievment self discpline
3. Extraversion: warmth, gregariousness, assertiveness, activity, excitment seeking, positive emotions
4. agreeableness: trust, straightfowardness, altruism, compliance, modesty, tenderness
5. Neorticism: Anxiety, hostility, depression, self-conciousness, impulsiveness, vulnerability

Front 14

self-recognition

Back 14

18 months, the ability to recognize oneself in a mirror or photograph

Front 15

categorical self

Back 15

classify themselves into social categories based on age sex and other visible characteristics figuring out what is like me and what is not like me

Front 16

temperament

Back 16

starts at infancy
genetically based tendencies
generally predetermined

Front 17

3 kinds of temperament

Back 17

1. easy temperament:
2. Difficult tempermanent:
3. slow-to-warm-up temperament:

Front 18

slow-to-warm-up temperament:

Back 18

slow with getting along with new changes

Front 19

Difficult tempermanent:

Back 19

reacts negatively to changes

Front 20

easy temperament:

Back 20

open and adaptable to new experiences (approach of a stranger

Front 21

behavioral inhibition

Back 21

tendency to be extremely shy restrained and distressed in response to unfamiliar people and situations as opposed to uninhibited

Front 22

Mary Rothbart

Back 22

3 dimensions of temperament, emotional reactions and the control or regulation

Front 23

surgency/ extraversion

Back 23

tendency to actively and energetically approach new experiences in an emotionally positive way

Front 24

Negative affectivity

Back 24

tendency to be fearful easily frustrated and irritable

Front 25

Effortful control

Back 25

the ability to sustain attention control one's behavior and regulate one's emotions

Front 26

Thomas and Chess

Back 26

goodness of fit

Front 27

goodness of fit

Back 27

the extent in which the childs temperament is compatible with the demands and expectations of the social world to which she must adapt

Front 28

Kagan

Back 28

Behaviorally inhibited
Uninhibited

Front 29

social comparison

Back 29

of using information about how they compare with other individuals to characterize and evaluate themselves

Front 30

Self Conceptions

Back 30

1, self descriptions
2. self-portraits
3. self aware
4. differentiation
5. intergrated coherent self portrait

Front 31

big fish little pond effect

Back 31

academic self concept and performance

Front 32

identity versus role confusion

Back 32

adolescents must form a coherent self definition or remain confused about their life directions

Front 33

moratorium period

Back 33

time during high school and college years when there are relatively free of responsibilities and can experiment with different roles to find themselves

Front 34

James Marcia

Back 34

where adolescents is in the process if identity formation

Front 35

diffusion status

Back 35

with no crisis and no commitments

Front 36

foreclosure status

Back 36

told who you are and what you are to do

Front 37

moratorium status

Back 37

undecided

Front 38

identity achievement status

Back 38

raise questions and answer them

Front 39

ethnic identity

Back 39

a sense of personal identification with an ethnic group and its values and cultural traditions

Front 40

social cognition

Back 40

thinking about the perceptions thoughts emotions motives and behaviors of self other people groups and even whole social systems

Front 41

false belief task

Back 41

assesses the understanding that people can hold incorrect beliefs and that these beliefs even though incorrect can influence their behavior

Front 42

theory of mind

Back 42

the understanding that people have mental states such as desires beliefs and intentions and that these mental states guide their behavior (notice other peoples thoughts)

Front 43

Social Cognition
4 steps

Back 43

1. 9 months- eye contact
2. 8-24 months- pretend play
3. 2 years- mentally reconginze their actions
4. recognize social environment

Front 44

mirror neurons

Back 44

predesposed at birth activated intelligence empathy theory of mind

Front 45

perspective stages of thinking
1

Back 45

3-5 years- egocentric behavior perspective taking

Front 46

perspective stages of thinking
2

Back 46

6-8 years- social individualistic perspective

Front 47

perspective stages of thinking
3.

Back 47

8-10 year- self appreciation

Front 48

perspective stages of thinking
4.

Back 48

10-12- mutual perspective taking

Front 49

perspective stages of thinking
5

Back 49

12-15 years- conventional perspective taking

Front 50

role taking skills

Back 50

the ability to adopt another persons perspective and understand her thoughts and feelings in relation to your own
(robert selman)

Front 51

morality

Back 51

distinguis right from wrong
1. affective
2. cognitive
3. behavioral

Front 52

moral affect

Back 52

emotion related to matters of right and wrong

Front 53

empathy

Back 53

the vicarious experiencing of another persons feelings

Front 54

prosocial behavior

Back 54

positive social acts (helping others)

Front 55

moral reasoning

Back 55

the thinking process involved with deciding an act is right or wrong

Front 56

Piagets view

Back 56

formulated at theory of moral development that included premoral period and two moral stages

Front 57

Premoral Period

Back 57

little understanding of rules and cannot be considered moral beings
(preschool years)

Front 58

Heteronomous morality

Back 58

6-10 years
rules are imposed on children

Front 59

Autonomous morality

Back 59

appreciate that rules are agreements between individuals

Front 60

Kohlberg

Back 60

moral development is by a persons thought rather than action cognitive development

Front 61

Kohlberg level 1

Back 61

Preconventional morality rules that are external to the self rather than internalized
S1: punishment and obedience orientation
S2: Instrumental Hedonism (rules to gain rewards for personal needs "eye for an eye")

Front 62

Kohlberg level 2

Back 62

conventional morality: the individual has internalized many moral values
S1: fear of getting caught
S2: actions and behaviors are based on individuals needs
S3: recognition of protection
S4: follow the laws

Front 63

Kohlberg level 3

Back 63

postconventional morality; the individual defines what is right in terms of broad principles of justice that have validity
S5: social contract: agreed by society
S6: morality is abstract to your moral principle self chosen

Front 64

moral disengagement

Back 64

know the diffference between right and wrong to avoid condemning ourselves when we angage in immoral behavior

Front 65

Cognitive Developmental theory

Back 65

Piaget and Kolhberg: Moral Reasoning: cognitive maturation and experience with peers bring stage like changes in thinking about moral issues

Front 66

Anti social behavior

Back 66

you know it is wrong but u choose to do it anyways

Front 67

Love withdrawal

Back 67

with holding attention affection or approval after a child misbehaves

Front 68

Power assertion

Back 68

using power to threaten administer spankings take away privileges: punishment

Front 69

Induction

Back 69

explaining to a child why the behavior is wrong and should be changed by emphasizing how it affects other people

Front 70

Kenneth Dodge

Back 70

social information processing model of behavior

Front 71

Dodge Model

Back 71

pg. 394

Front 72

attatchment theory

Back 72

close relationship between parent and child is biologically based and necessary for survival

Front 73

Ainsworth and Bowlby

Back 73

attatchment theory

Front 74

attatchment

Back 74

a strong affectional bond to an imtimate companion

Front 75

internal working models

Back 75

cognitive representations of themselves and other people that guide their processing of social information and behavior in relationships

Front 76

imprinting

Back 76

innate learning in which young will follow and become familiar and attatched (usually mother)

Front 77

ethology

Back 77

the origin of behavior "nature"

Front 78

early emotional development

Back 78

figure 14.1

Front 79

Ainsworths stages of development

Back 79

1. undiscriminating social reponsiveness
2. discriminating social responsivenes
3. active proximity seeking or true attatchment
4. goal-corrected partnership (3years)

Front 80

Strange Situation

Back 80

measures quality of attatchment

Front 81

Ainsworth differences in quality of attatchment

Back 81

1. secure attatchment
2. Resistant attatchment
3. avoidant attatchment
4. disorganized attatchment

Front 82

contact comfrort

Back 82

the pleasurable tactile sensations provided by a soft and cuddly parent

Front 83

long term effects of attatchment

Back 83

good peer relations
intimate friendships
emotionally positive romantic relations

Front 84

types of engaged play

Back 84

unoccupied play
solitary play
onlooker play
parallel play
associative play
cooperative play

Front 85

pretend play

Back 85

play in which one actor or object symbolized another

Front 86

sociometic techniques

Back 86

methods for determining who is liked and who is disliked

Front 87

socioemotional selectivity theory

Back 87

older adults put less emphasis on the goal acquiring knowledge for the future and more on the emotional fulfilling goal

Front 88

4 attatchment styles

Back 88

secure (confident)
dismissing (defend against hurt)
preoccupied (want to feel worthy)
fearful (fear of intimacy)

Front 89

family systems theory

Back 89

family as a whole consisting of interrelated parts

Front 90

nuclear family unit

Back 90

unit of family, father, mother and at least one child

Front 91

coparenting

Back 91

the ways in which the 2 parents coordinate their parenting and function well

Front 92

extended household

Back 92

some combination of grandparents siblings aunts uncles nieces nephews

Front 93

family life cycle

Back 93

a sequence of changes in family compostion roles and relationships from the time people marry until they die

Front 94

Evelyn Duvall

Back 94

eight stages of the family cycle

Front 95

Parenting styles

Back 95

acceptance- respomsiveness
demandingness control

Front 96

authoritarian parenting

Back 96

many rules expect strict obedience

Front 97

authoritative parenting

Back 97

more flexible

Front 98

permissive parenting

Back 98

few demands

Front 99

neglectful parenting

Back 99

uninvolved

Front 100

parenting effects model

Back 100

a model of family influence in which parents are believed to influence their children rather than vice versa

Front 101

psychological disorders 3 broad criteria

Back 101

statistical deviance: the blues
maladaptiveness: dangerous behaviors
personal distress: personal suffering

Front 102

DSM-IV

Back 102

spells out defining features and symptoms for the range of psychological disorders

Front 103

major depressive disorders

Back 103

least one episode of feeling profoundly depressed sad and hopeless for at least 2 weeks

Front 104

9 symptoms of depression

Back 104

*1. depressed mood everyday
*2. greatly decreased interest or pleasure in unusual activities
3. signicifacnt weight loss
4. insomnia or sleeping too much
5. sluggish
6. fatigue
7. feeling worthless
8. decreased ability to concentrate
9. recurring thoughts of death

Front 105

developmental psychopathology

Back 105

the study of origins and course of maladaptive behavior

Front 106

Sroufe

Back 106

development rather than as a disease, adaptations that unfold over time

Front 107

Social Norm

Back 107

expectations on how to behave in a particular social context

Front 108

diathesis- stress model

Back 108

understand how nature and nurture contribute to psychopathology

Front 109

Autism

Back 109

begins at infancy and is characterized by abnormal social development impaired language and communication and repetitive behavior

Front 110

PDD

Back 110

pervasive development disorder: something you see but not knowing what ur looking for

Front 111

Asperger syndrome

Back 111

lack of sense of humor

Front 112

somatic syndrome

Back 112

bodily symptoms of depression

Front 113

failure to thrive

Back 113

infants neglected and whose mother may be stressed and have depressed like symptoms can develop

Front 114

externalizing problems

Back 114

uncontrolled disorders, disturd other people and violate social expectation

Front 115

internailizing problems

Back 115

overcontrolled disorders; phobias

Front 116

conduct disorders

Back 116

cronic behavioral problems

Front 117

ADHD

Back 117

attention deficit disorder
1. inattention
2, impulsivity
3. hyperactivity

Front 118

multimodal treatment of attention deficit hyperactivity disorder

Back 118

medication plus therapy