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94 Cards in this Set
- Front
- Back
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Microsystem
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the immediate environment surrounding an individual
ex. teachers, work, school, friends, family |
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Mesosystem
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Links two or more microsystems
ex. school vs work, friends vs. family, family vs school, studying vs friends. |
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Exosystem
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Interaction among two or more enviornment, one of which does not directly include the individual.
ex. health care, tv, internet, video games, relationships w/ parents, parents work |
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Macrosystems
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Includes many of the broader cultural patterns such as beliefs, customs, knowledge, and morals
ex. culture, social behaviors, chores, way raised, customs, right to vote, beliefs, NCLB |
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Chronosystem
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the chronological nature of development within the individual, as well as the history of the surrounding environment. (all with timing)
ex. puberty timing, timing of deaths |
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Control
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the manner + strictness W/ which parents provide limits + discipline to their children
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Responsiveness
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Includes affection, acceptance + caring involved in parenting
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Autonomy Granting
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encourage self-reliance. encourage children to be independent.
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Authoritative
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High control, High responsiveness
(best outcomes) |
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Authoritarian
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High control, Low responsiveness
(adjustment problems, psychological control) |
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Permissive
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Low control, High responsiveness
(impulsive, disobedient, demanding) |
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Uninvolved
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Low control, Low responsiveness
(neglect, disrupts development, antisocial, academic difficulties) |
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Sleeper Effect
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difficulties encouraged by adolescents whose parents have been divorced for years.
(problems with kids years later after divorce) |
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Self-fulfilling prophecy
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an unfounded expectation that becomes true simply b/c is was expected.
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Cliques
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small groups or 2-8 who know each other well
(similar in age, SES, race, and shared activities) |
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Crowds
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larger, reputation-based peer groups
(populars/preps, jocks, nerds, normals, loners, druggies) |
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Overt aggression
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fighting; intent to harm physically
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Relational aggression
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behaviors intended to damage another childs' friendships, social status, or feelings or inclusion
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Socioeconomic popularity
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students niminate peers who they most/least like
(not related to aggressive behaviors) |
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perceived popularity
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students nominate peers who are most/least popular
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Peer statuses of children and adolescents
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1. popularity
a)socioeconomic popularity b)perceived popularity 2. Rejected- aggressive behaviors w/o positive cooperation + social skills 3. Neglected- neither popular nor aggressive 4. Controversial- popular, also disliked |
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Eriksons stages
lifespan theory |
Trust vs Mistrust (infancy)
Autonomy vs Shame (toddlers) Initiative vs Guilt (preschool) Industry vs Inferiority (elem/middle school) Identity vs Identity diffusion (adolescence) Intimacy vs Isolation (young adulthood) generativity vs stagnation (middle adulthood) integrity vs despair (elderly/old age) |
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Exploration
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a period of role experimentation + tying new behaviors, including contemplating morals + values
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Commitment
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making decisions about area's of one's life.
education, career, family, political views |
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identity diffusion
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have either not yet begun the process, or have been unable to make commitments
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Identity forclosure
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have accepted commitments laid out by parents
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moratorium
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actively involved in the exploration process
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self identification
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ethnic label one uses to identity with a group
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sense of belongingness
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importance or concern given to a group
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pos or neg attitudes
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acceptance or denial of ethnic group
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ethnic invlovment
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participation in social and cultural aspects of a group
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Stages of Ethnic Identity
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(J.S. Phinney)
Diffusional/forclosure Moratorium Achieved |
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Diffusional/forclosure
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not yet examined
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moratorium
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currently exploring
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achieved
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committed to group membership
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gender identity
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knowledge that one is male or female
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gender role identity
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the knowledge that one behaves approximately according to social expectations
(masculine, feminine, androgynous) |
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gender role attitude
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approval or disapproval of societal expectations
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Gender theories
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Biological- males + females behave difly + have dif expectations due to bio difs
Gender Schemes- focuses on thought processes Social learning theory- gender identity is developed by observing other's attitudes + behaviors |
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Steps of Gender schema development
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gender labeling (2-3)
gender stability (3-4) gender constancy (4-5) |
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Gender role flexibility
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ability to alter expectations for own and other's behaviors
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Self-concept
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a cognitive perception about oneself
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Self-esteem
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an affective evaluation of oneself
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Global self-esteem
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singular, relatively stable characteristic of the self
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Specific self-esteem
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separate components related to particular domains
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factors affecting self concept
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young girls have more SC
middle school boys |
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factors affecting self esteem
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higher SES
girls Af Am |
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moral reasoning
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seeking rationales for determining right and wrong
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Moral Reasoning: Piaget
moral realism morality of cooperation |
Moral Realism- right and wrong determined by conseq given by authority figures
M of C-children can see the complexities of right + wrong. (rules can be bent) |
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Moral Reasoning: Kohlberg
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preconventional - self interst, not using conventions or society.
conventional- external authorities, social standards are the focus Postconventional- personal convictions about what is right and wrong. |
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Preconventional level
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punishment/obedience
naiive hedonistic or personal reward. |
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conventional level
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interpersonal authority
social authority |
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post conventional level
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morality of social contract
morality of indv principals |
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Gilligan
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argued that K lacked attention to women
men more justice oriented women more caring oriented |
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Eisenberg
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focuses on positive justice, why people do the right thing
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Empathy Dev: Hoffman
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Stage 1- global empathy (infancy)
Stage 2- egocentric empathy (toddlerhood) Stage 3- empathy for another's feelings (childhood) |
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empathy
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the ability to experience the emotions or feeling of another person
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socioeconomic development delay
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a self-centered, egocentric orientation
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externalizing blame
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seeing oneself as the victim
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mislabeling or minimizing blame
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viewing behavior as less serious than others see it
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hostile attribution bias
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tendency to interpret another's intention as hostile
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Social info processing model
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indvls process social info 6 steps
encoding interpreting clarification response access response decision behavioral enactment |
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Advancing moral development: Parenting Strategies
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induction- explain discipline
nurturance- express warmth + affection demandingness- set high standards modeling- demonstrate examples of moral conduct |
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Advancing moral development: Peers
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peer relationships must include reciprocity
sharing is imp for younger children |
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Advancing moral development: Schools
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create trust
dev discipline community service |
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Constructivism
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a model in psychology that characterizes learning as a process of actively constructing knowledge
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Individual constructivism
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a person constructs knowledge by using cog processes to gain knowledge from exp rather than memorizing facts
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social constructivism
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indvls const knowlge thru interaction between knowlge they bring and social/cultural exchanges.
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Piaget
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Biological maturation -nature
Active exploration - nurture social experiences- nurture equilibrium - self regulation |
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schemes
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organized patterns of physical action
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operations
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mental activity of schmes
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disequilibrium
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a discrepancy between their existing way of knowing and the new experiences
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assimilation
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involves integrating new info or a new experience into an existing cog structure
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accommodation
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involves any modification of an existing scheme or formation of a new cog structure when it is not possible to fit info into an existing structure.
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Piaget: Sensorimotor Stage
object performance |
0-2
an awareness that objects and people continue to exist even when they are not visible |
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Piaget: Preoperational Stage
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2-7
children develop semiotic functions. represent objects or actions using signs and symptoms. |
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Piaget: concrete operations
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7-11
children form mental representations that accurately reflect possible actions and event in the physical world |
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Piaget: formal operations
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11-
thinkers have achieved a characterization to solve physical, logical, and math problems |
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Egocentrism
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selfish
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egocentric speech
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talking about things without regard for the interest of the listener
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centration
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an inability to focus on 2 dimensions simultaneously.
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conservation
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the realization that quantity or amount remains the same.
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identity constancy
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children realize that an object remains qaulitatively the same even if its appearance may have changed in some way.
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Vygosky
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cog dev results from a complex interaction between heredity and environment
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Zone of proximal development
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all possible skills that children are on the verge of developing
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intersubjectivity
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construction of knowledge
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psychological and cultural tools
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signs and symbols, mnemonics, concepts
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scaffolding
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temporary social support to help children accomplish a task
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internalization
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performing tasks less socially and more mentally
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socialized speech
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speech used to communicate with others
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inner speech
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internalized speech
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active learning
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any type of meaningful learning in which students construct a rich knowldge base of interconnected concepts
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divorce + remarriage
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50 % of all 1st marriages end in divorce
60 % of all 2nd marriages end in divorce nearly half of US children will live in single-parent home for some time |
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children who have difficulty with divorce
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young children
boys more than girls children with opp sex parent |
