Human Development Final

Front 1

Sexual Dimorphism

Back 1

Both internal and external physical differences between the sexes, which increase during the adolescent growth spurt.

Front 2

Body Image

Back 2

The concept of, and attitude toward one's physical appearance.

Front 3

Double Standard

Back 3

The idea that female sexual behavior is judged more harshly than male sexual behavior.

Front 4

Rumination

Back 4

A stable, emotion-focused coping style that involves responding to problems by directing attention internally toward negative feelings and thoughts. Includes both cognitive (self-focused cognitions) and affective (increased emotional reactivity) elements.

Front 5

Distraction

Back 5

A coping style that involves deliberate focusing on neutral or pleasant thoughts or engaging activities that divert attention in more positive directions. Distraction can attenuate depressive episodes.

Front 6

Gender Identity Disorder (GID)

Back 6

A disorder seen in children who have early preferences for the toys, clothing, and activities of the opposite sex and who show some identity problems (such as wishing to be the other sex)

Front 7

Formal Operational Thought

Back 7

In Piaget's theory of cognitive development, the kind of thinking that begins at about 11-12 years, that (1) rises above particular contents and focuses on relationships that govern those contents (abstractions) (2) involves coordinating multiple relationships and (3) can be difficult even for adults

Front 8

Ideals

Back 8

Imagined, logically organized, perfect systems (such as political systems or persons) that do not match reality

Front 9

Imaginary Audience

Back 9

An individual's mistaken assumption that others are as intrigued by and concerned about him as he is. A charactereistic feature of adolescents' self-focus

Front 10

Seduction Hypothesis

Back 10

The view that children or adolescents are seduced into homosexuality by homosexual pedophiles.

Front 11

Personal Fable

Back 11

A distorted view of one's uniqueness that is a feature of adolescents' egocentrism

Front 12

Invicibility Fable

Back 12

A feeling of being invulnerable, or even immortal, that can be part of an adolescent's personal fable.

Front 13

Ego Identity

Back 13

Includes all the demensions of self-knowledge and serves as the foundation for the behavioral, affective, and cognitive commitments to career, relationships, and political and religious belief systems that will be made in adulthood.

Front 14

Diffusion

Back 14

One of Marcia's four identity status categories that often describes young adolescents as they embark on the identity development process. The individual is not actively involved in exploring possible life choices, nor has she made andy firm commitments to them.
Most external locus of control
Lower autonomy

Front 15

Moratorium

Back 15

One of Marcia's four identity status categories in which individuals are actively involved in exploring possible life choices, but not having made any firm commitments to them.
Highest anxiety.
Lowest levels of authoritarianism, conformity, & obedience to authority.

Front 16

Foreclosure

Back 16

One of Marcia's four identity status categories that describes individuals who make commitments with little or no exploration of alternatives. They incorporate the values and goals of significant others without reflection.
Lowest anxiety.
Highest levels of authoritarianism.
Females-highest autonomy.
Males - low autonomy.

Front 17

Achievement

Back 17

One of Marcia's four identity status categories characterizing individuals whose development has been marked by exploration and then commitment to certain alternatives. Persons in this category have constructed their identity by their own efforts to shape and transform their earlier selves.
Internal locus of control.

Front 18

Constructed Identity

Back 18

The identity not based upon a predetermined set of expectations, but rather representative either of a personal redefinition of childhood and early adolescent goals and values or perhaps something very different from them.

Front 19

Conferred Identity

Back 19

The identity attained by those who are foreclosed (individuals who make commitments with little or no exploration of alternative

Front 20

Ego Identity Interview

Back 20

A standardized, semi-structured interview designed by Marcia to assess these core domains of identity: vocational choice, religious beliefs, political ideology, gender-role attitudes, and beliefs about sexual expression through first asking general questions and then following up with more specific probes. Supplemental domains may include hobbies, friendships, dating relationships, role of spouse, role ofparent, experiences at school, and issues of work-family balance.

Front 21

Closed Commitment

Back 21

Meeus and colleagues' alternative name for marcia's "foreclosure." It signifies an identity with a high level of present commitment and low levels of coexisting exploration.

Front 22

Achieving Commitment

Back 22

An alternative name for Marcia's "achievement" that is used by Meeus and colleagues, because it emphasizes the dynamic linkage between high levels of commitment and high levels of exploration

Front 23

Closed Identity Domains

Back 23

Areas of identity in which individuals tend toward foreclosure because they have little control over them.

Front 24

Open Identity Domains

Back 24

Areas, such as those involving personal relationships, in which individuals assert much control and can be successful in achieving commitment.

Front 25

Early Maturing Males

Back 25

Less moody, less likely to be depressed
Larger, stronger, more athletic
More confident, popular, leaders

Front 26

Late Maturing Males

Back 26

More subject to storm and stress
Social awkwardness
Insecurity
Moodiness

Front 27

Early Maturing Females

Back 27

Storm and Stress
Larger
Unhappy with body
Rejection by less mature girls
Overprotective parents

Front 28

Girls’ v. boys’ susceptibility to depression

Back 28

Most likely a result of sex differences in social experience
Girls have to deal with more stressors simultaneously

Front 29

Girls’ susceptibility to depression

Back 29

1. perceive that the male gender is valued more
2. worry more about appearance & weight after puberty
3. lower expectations for success than boys
4. female sexual behavior is judged more harshly than male sexual behavior
5. differences in discourse style
6. face changes in puberty & transition middle school at the same time

Front 30

MORE Girls’ susceptibility to depression

Back 30

Female decline self-esteem after age 9
Consequences of sexual activity are greater for girls – pregnancy
Females are less likely to influence the outcome of a discussion

Front 31

% of adolescents have sexual experiences with members of the same sex

Back 31

50%

Front 32

Adolescents may engage in sexual behavior out of ____ and ______.

Back 32

curiosity or pressure

Front 33

Parents have more influence on the sexual behavior of _____ adolescents that of _____ adolescents

Back 33

early, late

Front 34

_% of males, _% to _% of females id themselves as homosexual or bisexual

Back 34

3, 1, 2

Front 35

Bem

Back 35

sexual orientation is strongly affected by peer interactions
Biology predisposes children to prefer sex-typical activities:
“These preferences lead children to feel different from opposite-or same sex peers, to perceive them as dissimilar, unfamiliar, & exotic. [Eventually,] the exotic becomes erotic”

Front 36

__% of young adolescents apply formal reasoning in some situations; __% percent of older adolescents & adults

Back 36

30,60

Front 37

Douvan & Adelson

Back 37

women’s successful identity formation depends on resolution of intimacy issues; men’s successful resolution of intimacy issues depends of identity formation

Front 38

Female identity theories criticize Erikson on...

Back 38

emphasis on separateness & autonomy (masculine)
no emphasis on connectedness – suppression of women’s voice

Front 39

Racial & ethnic identity theories

Back 39

1st stage: ethnic identity is unrecognized or considered unimportant
2nd stage: moratorium-like stage; experience may occur that makes ones race or ethnicity important
3rd stage: individual has learned more about her group, affirms identity as a member

Front 40

Frameworklessness

Back 40

A state of instability and anxiety unique to adolescents. This state is a result of the body changing in appearance, the emergence of adult sexual needs, hormonal shifts, the expanding capacity to reflect on the future and the self, and increased maturity demands. (Seltzer)

Front 41

Attribute Substitution

Back 41

A process involving imitation and identification in which adolescents need to borrow and "try on" various behaviors and attributes that they observe in others, because the state of frameworklessness leaves them without clearly defined ways of behaving and thinking.

Front 42

Prudential Consequences

Back 42

Negative effects on an individual's health, safety or future as a result of an action that violates some social expectation or rule. Getting arrested or having an accident would be a ______________ of driving too fast.

Front 43

Parental Monitoring

Back 43

Consistent parental supervison.

Front 44

Indulgent Parenting

Back 44

Also called permissive parenting, it is a parenting style that describes parents who are high on responsiveness but low on demandingness.

Front 45

Dismissive Parenting

Back 45

Also called neglecting, a parenting style that describes parents who are essentially disengaged, scoring low on both responsiveness and demandingness.

Front 46

Acceptance Factor

Back 46

An aspect of parental responsiveness that includes being affectionate, praising the child, being involved in the child's life, and showing concern for the child's needs. Correlated with children's self-esteem and social adjustment.

Front 47

Democracy Factor

Back 47

An aspect of parental responsiveness. The degree to which parents encourage children's psychological autonomy by soliciting their opinions or encouraging self-expression. Related to children's self-reliance, self-confidence, willingness to work hard, and general competence.

Front 48

Risky Behaviors

Back 48

Behaviors that constitute a departion from socially accepted norms or behaviors that pose a threat to the well being of individuals or groups.

Front 49

Collective Egocentrism

Back 49

Peer influences on maintaining risky behavior; each adolescent's illusion of invicibility strengthens that of the other members of the peer group.

Front 50

Parents have legitimate control over ______& _____rules, but not _____issues

Back 50

moral, conventional, personal

Front 51

What is the best way to parent a teenager?

Back 51

Authoritative

Front 52

Baumrind’s studies of parenting styles

Back 52

1) warmth & responsiveness
2) parental control & demandingness

Front 53

Steinberg – found parenting style linked to 4 aspects of teens’ adjustment

Back 53

Psychosocial development
School achievement
Internalized distress
Problem behavior

Front 54

Two aspects of responsiveness

Back 54

Acceptance
Fosters self-esteem & social adjustment

Democracy
Fosters self-reliance, self-confidence, willingness to work hard, & general competence

Front 55

Negative association b/w schooling & work may be bidirectional

Back 55

Teens with less school involvement more likely to get jobs work a lot become less involved in school

**Benefits are most likely when hours are short & quality of work exposure is good

Front 56

Society’s role in adolescent problem behavior: now

Back 56

Fewer academic & recreational opportunities are available
View deviancy as something within the individual adolescent rather than within society at large

Front 57

Marker events

Back 57

Events that are used as criteria for adulthood, including completing formal education, entering the adult workforce, leaving the family home, getting married, and becoming a parent.

Front 58

Executive Stage

Back 58

In Schaie's theory, a stage that some middle adults experience who take on executive functions at work and in the community that extends beyond the responsible stage. This stage requires one to focus heavily on learning about complex relationships, multiple perspectives, commitment, and conflict resolution.

Front 59

Emerging adulthood

Back 59

The time period from about 18-25, which is characterized by the shift between increased independence and autonomy.

Front 60

Globalization

Back 60

The process by which, as a result of international communication, transportation, and trade, countries around the world influence one another's lifestyle, economics, and culture, so that similarities among nations increase with interactions.

Front 61

Reorganizational stage

Back 61

In Schaie's theory, a stage of early orld age, when responsiblities narrow as children grow up and retirement becomes and option. Flexibility in problem solving is need to create a satisfying, meaningful environment for the rest of life, but the focus tends to narrow to a changed set of personal goals and needs.

Front 62

Postformal or fifth-stage thinking

Back 62

Characteristic of a stage beyond Piaget's sequence of stages that describes the changes in logical thinking that might occur in adult years. Characterized by the ability of the problem solver to coordinate condradictory formal operational approaches to the same problem. The postformal thinker can understand the logic of each of the contradictory perspectives and integrate the perspectives into a larger whole.

Front 63

Acquisition stage

Back 63

In Schaie's theory, The time in cognitive development (during childhood and adolescence) when an individual is sheltered from the majority of life's responsiblities and can learn a skill or a body of knowledge regardless of whether it has any practical goal or social implications.

Front 64

Ill-defined or ill-structured problem

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Problems faced in adulthood that lack preestablished answers. The "right" answer to and ill-defined problem may be different depending on circumstances and on the perspective of the problem solver.

Front 65

Achieving stage

Back 65

In Schaie's theory, the stage of cognitive development when a young adult must apply her intellectual skills to the achievement of long-term goals, carefully attending to the consequences of the problem-solving process.

Front 66

Responsible stage

Back 66

In Schaie's theory, the stage of cognitive development faced during middle adulthood in which ill-defined problems remain the norm, by problem solving must now take into account not only one's own personal needs and goals but also those of others in one's life who have become one's responsibility (spouse, children, coworkers, members of the community)

Front 67

Reintegrative stage

Back 67

In Schaie's theory, the elder years when individuals do not often need to acquire new domains of knowledge or to figure out new ways of applying what they know. Many are motivated to conserve energy. Cognitive efforts are aimed at solving immediate, practical problems that seem critically important to daily functioning.

Front 68

Legacy-leaving stage

Back 68

In Schaie's theory, a late life when the mind is sound but frailty signals that life is ending. Individuals often work on establishing a written or oral account of their lives or of the history of their families to pass on to others.

Front 69

Relativistic thought

Back 69

The essence of postformal thought in which several truth systems exist describing the reality of the same event, and they appear to be logically equivalent.

Front 70

Postrational skepticism

Back 70

A characterization of postformal thought that suggests that the search for absolute truth gives way to arguably good reasons for choosing one belief or course of action over another; an endorsement of the possiblity and practicality of making rational commitments in the face of the clear knowledge that other defensible alternatives to one's views continue to exist.

Front 71

Strict dualism

Back 71

Position 1 of Perry's model that implies a rigid adherence to authoritarian views and a childlike division between in-group and out-group. Individuals in this stage never think to question their belief that authority embodies rightness.

Front 72

Multiplicity (prelegitimate)

Back 72

Position 2 of Perry's model that is characterized by the student's first encounters with multiplicity, that is, multiple ideas, multiple answers to life's questions, or multiple points of view. Individuals in this stage face confusion, yet maintain the belief that some "authority" possesses the ultimate truth or right answers.

Front 73

Multiplicity (subordinate)

Back 73

Position 3 of Perry's model in which the individual grudingly acknowledges the reality and legitimacy of multiple perspectives. Individuals in this stage find it more difficult to deny that reasonable people can differ in their perspectives on life, and people who hold different views are not so easily dismissed a being wrong.

Front 74

Just world

Back 74

Belief that the world is fair and that people get what they deserve.

Front 75

Late Multiplicity

Back 75

Position 4 of Perry's model in which students fully realize that even experts differ among themselves in regard to what is true. Students handle this realization by embracing either the oppositional or relative subordinate response to late multiplicity.

Front 76

Oppositional

Back 76

In Perry's theory, a response to late multiplicity characterized by legitimizing multiplicity as one pole of a new kind of dualism and the right-wrong dualism of Position 1 (strict dualism) at the other end of the new continuum. Allows individuals to maintain a sualistic either-or strucure in their thinking.

Front 77

Relative subordinate

Back 77

In Perry's theory, a response to late multiplicity in which students begin to understand that some opinions are more legitimate than others. The value of a perspective is now understood to be related to the supporting arguments and evidence for the position.

Front 78

Contextual relativism

Back 78

Postion 5 in Perry's model that represents a major achievement in intellectual development because the student now possesses analytic abilities that allow her to appreciate the merits of diverse perspectives and to find convincing elements in multiple points of view. Thinking relativistically, or thinking about knowledge in context, becomes more habitual.

Front 79

Commitment foreseen

Back 79

Position 6 of Perry's model in which thinking incorporates not only respect for diverse ideas and understanding of their rationale, by also the individual's affirmation of what it is she believes in, all the while knowing that reason will never provide absolute proof that her ideas or perspectives are right or better than others.

Front 80

Initial commitment

Back 80

Position 7 in Perry's model that, taken together with mulitple commitments (pos. 8)and resolve (pos. 9), suggests a flowering of the commitments anticipated in positions 5 and 6. Changes in thinking are more qualitative than structural.

Front 81

Multiple commitments

Back 81

Position 8 in Perry's model that, taken together with initial commitment (pos. 7)and resolve (pos. 9), suggests a flowering of the commitments anticipated in positions 5 and 6. Position 9, although placed at the end of the line, does not imply a static resolution of extential conflict; rather, it characterizes a stae of courageous resolve to continue the work of reflecting on one's commitments throughout adulthood.

Front 82

Resolve

Back 82

Position 9 in Perry's model that, taken together with mulitple commitments (pos. 8)and initial commitment (pos. 7), suggests a flowering of the commitments anticipated in positions 5 and 6. Changes in thinking are more qualitative than structural.

Front 83

Temporizing

Back 83

Perry's description of what individuals are doing when they delay movement to the next stage of thought development.

Front 84

Retreat

Back 84

Perry's characterization of the behavior of individuals who move back to dualistic thinking in times of stress to seek the intellectual security of an absolute right and wrong.

Front 85

Escape

Back 85

Perry's characterization of the behavior who revert to relativism when the demands of commitment are too stressful.

Front 86

Reflective judgement

Back 86

In Kitchener's theory of the development of problem solving, the analysis of the elements of a problem and justification of problem solutions.

Front 87

Physical development in young adulthood

Back 87

18-20 yrs. Reach full physical growth
18-30 yrs. Biological systems reach peak potential

Front 88

Perry's Developmental Positions

Back 88

1. Strict Dualism
2. Multiplicity (prelegitimate)
3. Multiplicity (subordinate)
4. Late Muliplicity
5. Contextual Relativism
6. Commitment Foreseen
7. Initial Commitment
8. Multiple Commitment
9. Resolve

Front 89

Schaie's stages

Back 89

1. Acquisition (adolescence)
2. Achieving (young adults)
3. Responsible (middle adults)
4. Executive
5. Reorganizational (retirement)
6. Reintegrative
7. Legacy-leaving

Front 90

Nuclear family tradition

Back 90

A body of work that examines the outcomes of a person's attachment to his primary caregiver in infancy, once the person becomes an adult.

Front 91

Peer/romantic partner tradition

Back 91

A body of work that focuses on the peer attachments of adults by questioning how early attachments impact the quality of romantic and friendship relationships in adulthood.

Front 92

Autonomous (secure)

Back 92

An attachment category characterizing adults who provide an AAI transcript that is coherent and collaborative. They integrate and monitor their thinking, summarize answers, return the conversation to the interviewer, demonstrate good perspective-taking skills, acknowledge the importance of attachment-related experiences in their development, and tend to have children who are securely attached.

Front 93

Earned secure

Back 93

An attachment style characterizing adults who in AAI transcripts reveal experiences of early adversity, describe their painful backgrounds truthfully, acknowledge the stressors their own parents faced, and come to terms with their early experiences. Their children are usually securely attached.

Front 94

Dismissing (insecure)

Back 94

An attachment style characterizing adults whose AAI transcripts provide little detail and coherence. They may describe their parents positivly by provide either no evidence or contradictory evidence. They downplay close relationships and tend to have children who are in the avoidant attachemtn category. In Bartholemew's typology, thse individuals prefer self-suffiency and maintain a sense of superiority while devaluing the importance of others to their well-being.

Front 95

Preoccupied (insecure)

Back 95

An attachment style classifying adults who provide transcripts in the AAI that are not collaborative and that are characterized by very long, incoherent, egocentric responses that shift from topic to topic. They indicate substantial enmeshment or preoccupation with parents, registered by angry, accusatory language or by conflicted descriptions that connote ambivalence and confusion about early relationships. Their children thend to have anxious-ambivalent attachments. In Bartholemew's typology, these individuals are emotially demanding, anxious about gaining acceptance, fearful of rejection, and preoccupied with relationships.

Front 96

Unresolved (insecure)

Back 96

An attachment style characterizing adults whose AAI transcripts show makred lapses in logical thinking, paritcularly during discussions of loss or other traumatic memories. These individuals may recieve a secondary classification of dismissive or preoccupied, and often have children who show more disorganized attachment patterns than other children.

Front 97

Cannot Classify (insecure)

Back 97

An attachment category characterizing adults who may have psychiatric disorders and who do not fit in any of the other four attachment style categories.

Front 98

Industry

Back 98

In Erikson's theory, an aspect of self-concept that develops as a function of the first work experiences in childhood. A belief in one's ability to master the skills and tools needed to be productive and an expectation of pleasure in completion of challenging work.

Front 99

Self-efficacy beliefs

Back 99

Beliefs about our ability to exercise control over events that affect our lives.

Front 100

Mastery orientation

Back 100

An orientation to failure in which individuals move forward optimistically, assuming that they can succeed with further effort. They seem to construe failure as a challenge rather than an obstacle.

Front 101

The helpless pattern

Back 101

An orientation to failure in which individuals begin to denigrate their abilities when they encounter failure and typically stop applying themselves or trying to improve their performance.

Front 102

Incremental theorists

Back 102

Usually mastery-oriented people who see intelligence as a dynamic and malleable quality that can be increased by hard work and instruction.

Front 103

Modal personal orientation

Back 103

In Holland's theory, an aspect of personality that is a typical and preferred style or approach to dealing with social and environmental tasks. Most jobs or careers will be compatible with one of the six orientations: realistic, investigative, artistic, social, enterprising, and conventional.

Front 104

Avoidant

Back 104

In Bartholemew's typology of adult attachments, a category that is subdivided into two types (dismissing and fearful) based on individuals reports of felt distress.

Front 105

Fearful

Back 105

In Bartholemew's typology of adult attachments, a subcategory of avoidant attachment. Describes individuals who have negative models of both self and others and who see relationships as desireable by our of reach. Their desire for close relationships with others is thwarted by fear of rejection, and ultimately they withdraw. A high level of distress surrounds attachment themes.

Front 106

Big 5

Back 106

The five most basic dimensions of personality including neuroticism (N), extraversion (E), openness (O), agreeableness (A). and concientiousness (C).

Front 107

Neuroticism

Back 107

One of the big 5 personality traits that is described using synonyms including tense, touchy, self-pitying, unstable, anxious, and worrying.

Front 108

Extraversion

Back 108

One of the big 5 personality traits that is described using synonyms including outgoing, active, assertive, energetic, talkative, and enthusiastic.

Front 109

Openness

Back 109

One of the big 5 personality traits that is described using synonyms including creative, artistic, curious, insightful, original, and wide-ranging interests.

Front 110

Agreeableness

Back 110

One of the big 5 personality traits that is described using synonyms including warm, sympathetic, generous, forgiving, kind, and affectionate.

Front 111

Concientiousness

Back 111

One of the big 5 personality traits that is described using synonyms including organized, planful, reliable, responsible, careful, and efficient.

Front 112

Fluid Intelligence (mechanics)

Back 112

Basic operational characteristics that seem to directly reflect how well the "hardware" of the nervous system is working. Its functions include such things as processing speed and inhibitory mechanisms.

Front 113

Crystallized Intelligence (Pragmatics)

Back 113

The compliation of skills and information we have acquired in the course of our lives that can be viewed as the software programs of our nervous systems.

Front 114

Disillusionment Model

Back 114

The view that posits that overly romantic idealizations of marriage and blissfully optimistic views of one's partner set people up for eventual disappointment.

Front 115

Maintenance Model

Back 115

The view that couples typically work hard to maintain their favorable beliefs about each other, despite the inevitable challenges of marriage. Positive illusions support the relationship, and people are often reluctant to abandon them to face reality.

Front 116

Social exchange and behavior theories

Back 116

Related to marriage, views that assume satisfaction results from negotiated exchange between partners. Problems arise when costs of relationship exceed benefits.

Front 117

Intrapersonal models

Back 117

Drawing on theories of attachment or personality, this model emphasizes the contribution of one's personal history or temperament to the success or failure of relationships.

Front 118

Homeostatic steady state

Back 118

A stable state maintained over time by a couple's unique balance of positive and negative elements in areas of interactive behavior, perception, and physiology.

Front 119

Negative affect reciprocity

Back 119

A tendency for negative emotions in one partner to follow from the other partner's negativity.

Front 120

Four horsemen of the apocalypse

Back 120

The four kinds of negativity that do the most damage to relationships and that are highly predictive of divorce. They are criticism, defensiveness, contempt, and stonewalling.

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Life Span Developmental Model

Back 121

Adaptation
Regulation of Loss as a mode of adaptation

Front 122

American Paradox

Back 122

from 1950s to 1990s per capita income & standard of living rose, but happiness remained level or declined slightly

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Self-determination theory

Back 123

The theory that three basic psychological needs including autonomy, competence, and relatedness motivate our adaptation efforts at any age.

Front 124

Daily hassles

Back 124

Category of stressor that is chronic and cumulative in its effect.

Front 125

Allostatic load

Back 125

Cumulative physical effects of chronic stress hormones on the body.

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Kindling sensitization

Back 126

Phenomenon characterized by progressive illness severity or illness episode due to increased sensitivity to sressful triggers.

Front 127

Diathesis stress model

Back 127

Model for the development of psychopathology that ssumes a genetic predisposition that confers particular sensitivity to environmental risk.

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Post-traumatic growth

Back 128

Positive psychological change experienced as a result of the struggle with highly stressful or traumatic events.

Front 129

Positive emotions

Back 129

can be encouraged – thus vulnerability is not necessarily permanent or unalterable
Tendency to look at the glass as half empty or half full
Independence suggests that this is teachable
You can practice a positive emotional style, ex. meditation

Front 130

Dementia

Back 130

Cognitive functioning that is so severely impaired that it negatively affects ability to relate to others and to manage one's own daily activities.

Front 131

Alzheimer’s

Back 131

A brain disease that leads to dementia. Becomes more prevalent with age. Extensive brain changes including the development of plaques and tangles lead to the common symptom characteristics of the diseas including absentmindedness, confusion, language and memory problems, disorientation, and problems with physical coordination. The eventual outcome is death.

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"the bump"

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A salient feature of self-memories. Regardless of age, adults' cue-prompted memories of the self from the young adult period (18-24) are slightly but reliable overproduced.

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Selective optimization with compensation

Back 133

The three combined processes of successful development according to life span development theory

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Primary control

Back 134

Control efforts that are attempts to affect the immediate environment beyond ourselves.

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Secondary control

Back 135

Control efforts that involve attempts to change ourselves.

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Loss-focused grief

Back 136

Confronting the painful reality of death, expressing sadness, and gradually desensitizin oneself to the reminders of loss that can lead to rumination or excessive preoccupation and, often, great distress.

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Restoration-focused grief

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A type of coping strategy directed toward handling the practical tasks that need to by done to carry on with daily life.

Front 138

Freud’s theory of grief work

Back 138

loved ones must withdraw their emotional attachment or energy & detach from the lost object

Front 139

Bowlby’s theory of grief

Back 139

1. Shock
2. Protest
3. Despair
4. Reorganization

Front 140

Grief work

Back 140

A process that explicitly encourages bereaved individuals to confront and "work through" their feelings about loss for recovery to take place.

Front 141

Decathecting

Back 141

Detaching emotionally from the relationship one had experienced with a loved one prior to their death and reinvesting psychic energy into the formation fo new attachments.

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Shock

Back 142

The first phase in the grieving process when the loss is met by disbelief and the grieving person may experience blunted emotions, or emotional outbursts.

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Protest

Back 143

The second phase in the grieving process where bereaved individuals may experience periods of obsessive yearning or searching for the lost loved one as well as bouts of restlessness or irritablility.

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Despair

Back 144

The third phase in the grieving process characterized by great sadness, social withdrawal, sleeping, eating, or somatic disturbances, and other symptoms of depression or emotional upset.

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Reorganization

Back 145

The last phase in the grieving process in which the grieving individual discovers ways to hold on to the memory of the deceased and integrate that memory into their current life and new attachments.

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Selection

Back 146

The process by which individuals choose to affiliate with others who share similar behaviors or attributes

Front 147

Optimization

Back 147

A process of finding ways to enhance the achievement of remaining goals or finding environments that are enhancing that is key to successful development.

Front 148

Compensation

Back 148

A process that contributes to sucessful development. when a loss of some kind prevents the use of one means to an end, the individual finds another means.