Psych Test 4

Front 1

personality

Back 1

an organized combination of attributes, motives, values, and behaviors unique to each individual.

Front 2

self concept

Back 2

• Self-concept – perceptions, positive or negative of your unique attributes and traits
o “what I am”

Front 3

self esteem

Back 3

• Self-esteem – overall evaluation of your worth as a person, ligh or low, based on all the +/- self-perceptions that make up your self-concept
o “how good I am”

Front 4

identity

Back 4

• Identity- overall sense of who they are, where they are heading, and where they fit into society

Front 5

• Psychoanalytic Theory

Back 5

• Psychoanalytic Theory
o Freud, Erikson
o Uses in-depth interviews and dream analysis and such to get below the surface of the persona nd their behavior to understand inner personality
o “People everywhere progress through the same stages of personality development, undergoing similar personality changes at similar ages

o Freud, Erikson
o Uses in-depth interviews and dream analysis and such to get below the surface of the persona nd their behavior to understand inner personality
o “People everywhere progress through the same stages of personality development, undergoing similar personality changes at similar ages

Front 6

trait theory

Back 6

• Trait Theory
o Personality is a set of trait dimensions or continua along which people can differ
o Construct personality scales
o Do not believe that personality unfolds in series of stages
o Like psychoanalytic- expect to see carryover in personality over the years

Front 7

big five

Back 7

 1) openness to experience
 2) conscientiousness
 3) extraversion
 4) agreeableness
 5) neuroticism
• Genetically influenced and emerge early in life
• Universal

Front 8

social learning theory

Back 8

o Albert Bandura
o Reject notion of universal stages
o Question the existence of enduring personality traits that show themselves in a variety of situation and over long stretches of the life span
o Emphasize that people change if their environments change
o Strong belief in situational influences on behavior
o Argue that consistency over time in personality is most likely if the social environment is stable
 Firstborns are bossy and dominant
 Last borns are rebellious and spoiled

Front 9

• What contributes to self-awareness?

Back 9

• What contributes to self-awareness?
o 1) cognitive development
o 2) social experiences

Front 10

cooley

Back 10

• Cooley: looking-glass self : emphasize that our understanding of self is a reflection of how other people view and respond to us; that our self-concepts are the images cast by a social mirror

Front 11

temperament

Back 11

• Temperament: genetically based tendencies to respond in predictable ways to events that serve as the building blocks of personality

Front 12

easy vs difficult temperaments

Back 12

 Alexander Thomas & Stella chess
• Information about nine dimension of infant behavior
• 3 categories:
o Easy temperament 40%
o Difficult Temperament 10%
o Slow to warm up temperament 15%

Front 13

behavioral inhibition

Back 13

o Behavioral Inhibition: tendency to be extremely shy, restrained, and distressed in response to unfamiliar people and situations as opposed to uninhibited

Front 14

extraversion

Back 14

o Surgency/extraversion- actively and energetically approach new experiences in an emotionally positive way

Front 15

effortful control

Back 15

o Surgency/extraversion- actively and energetically approach new experiences in an emotionally positive way

Front 16

negativity affectivity

Back 16

o Negative affectivity- tendency to be sad, fearful easily frustrated and irritable

Front 17

goodness of fit

Back 17

 Thomas and chess definition” extent to which the child’s temperament is compatible with the demands and expectations of the social world to which she must adapt
 Get to know your baby and allow for personality quirks

Front 18

identity vs role of confusion

Back 18

o Erikson: identity vs role of confusion: adolescence as the critical period in forming an identity as a person and experience the psychosocial conflict

Front 19

Communality

Back 19

o yFemales: Communality- orientation that emphasizes connectedness to others and includes traits of emotionality and sensitivity to others.

Front 20

agency

Back 20

o Males: Agency- orientation toward individual action and achievement that emphasizes traits of dominance, independence, assertiveness, and competitiveness
o Baron-cohne claims that men focus on work, achievement, and independence which stems from the male brain’s tendency to systemize – analyze and explore how things work

Front 21

gender roles

Back 21

• Gender roles- patterns of behavior that females and males should adopt in a particular society

Front 22

gender roles norms

Back 22

• Gender-role norms- characteristics and behaviors viewed as desirable for males & females

Front 23

gender typing process

Back 23

• Gender typing process- children not only become aware that they are biological males or females but also acquire motives, values, and patterns of behavior that their culture considers appropriate for members of their biological sex.

Front 24

o Alice Eagly’s social-role hypothesis

Back 24

 Differences in roles that women and men play in society do a lot to create and maintain gender-role stereotypes

Front 25

gender identity

Back 25

• Gender identity – awareness that they are either a boy or a girl by age 2.5 to 3
o Pursue gender appropriate activities

Front 26

social learning theory

Back 26

o Two ways: 1) differential reinforcement: children are rewarded for sex-appropriate behaviors and are punished for the wrong ones 2) observational learning: children adopt attitudes and behaviors of same-sex models

Front 27

false belief task

Back 27

• False belief task: assess the understanding that people can hold incorrect beliefs that can influence their behavior

Front 28

theory of mind

Back 28

• Theory of mind: understanding that ppl have mental states such as desires, beliefs, and intentions and that these mental states guise their behavior

Front 29

desire psych

Back 29

o Henry Wellman theorized that children’s theories of mind take shape around age 2 as desire psychology---- Toddlers talk about what they want and explain their own behavior and that of others in terms of wants or desires

Front 30

o Evolutionary theorists:

Back 30

having a theory of mind proved adaptive to our success and became a part of our biological endowment as a species through natural selection

Front 31

nurture sides

Back 31

o Nurture side: say that acquiring a theory of mind much like acquiring a language requires not only a normal human brain but also experience interacting with other humans and participating in a community of minds

Front 32

morality

Back 32

• Morality: ability to decipher what is right and wrong, to act on this distinction, and to experience pride or guilt

Front 33

prosocial behavior

Back 33

• Prosocial behavior: positive social acts such as helping or sharing

Front 34

moral reasoning

Back 34

o Moral reasoning- the thinking process involved in deciding whether an act is right or wrong

Front 35

premoral period

Back 35

 Premoral period: during the preschool years, children show little awareness or understanding of rules and cannot be considered moral

Front 36

Heteronomous morality

Back 36

 Heteronomous morality: 6-10 yes take rules seriously. They also judge rule violations as wrong

Front 37

 Autonomous morality:

Back 37

10 or 11: final stage in which that begin to appreciate rules as agreements btw individuals and they can be changes through consensus

Front 38

mutually responsive orientation

Back 38

mutually responsive orientation- close, emotionally positive, and cooperative relationship in which a child and a caregiver are attached to each other and are sensitive to each other’s needs.,