Psychology Unit 3

Front 1

Emotion

Back 1

Is a rapid appraisal of the personal significance of the situation, which prepares you for action.

Front 2

Functionalist approach to emotion

Back 2

Emphasizing that the broad function of emotions to energize behavior aimed at attaining personal goals

Front 3

Social smile

Back 3

Between 6 and 10 weeks, the parent’s communication evokes a broad grin

Front 4

Stranger anxiety

Back 4

Most frequent expression of fear is to unfamiliar adults

Front 5

Secure base

Back 5

Infants use the familiar caregiver

Front 6

Self-conscious emotions

Back 6

Humans are capable for a second, higher-order set of feelings, including shame, embarrassment, guilt, envy, and pride. These each involves injury to or enhancement of our sense of self

Front 7

Emotional self-regulation

Back 7

Refers to the strategies we use to adjust the intensity or duration of our emotional reactions to a comfortable level so we can accomplish our goals

Front 8

Problem-centered coping

Back 8

Children appraise the situation as changeable, identify the difficulty, and decide what to do about it

Front 9

Emotion-centered coping

Back 9

If problem solving does not work, children engage in internal, private, and aimed at controlling distress when little can be done about an outcome

Front 10

Emotional display rules

Back 10

Societies have rules that specify when, where, and how it is appropriate to express emotions

Front 11

Social referencing

Back 11

Involves relying on another person’s emotional reaction to appraise an uncertain situation

Front 12

Empathy

Back 12

Involves a complex interaction of cognition and affect: the ability to detect different emotions, to take another’s emotional perspective, and to feel with that person, or respond emotionally in a similar way

Front 13

Prosocial or altruistic behavior

Back 13

Actions that benefit another person without any expected reward for the self

Front 14

Sympathy

Back 14

Feelings of concern or sorrow for another’s plight

Front 15

Temperament

Back 15

(40 percent of the sample) quickly establishes regular routines in infancy, is generally cheerful, and adapts easily to new experiences

Front 16

Difficult child

Back 16

(10percent of the sample) has irregular daily routines, is slow to accept new experiences, and tends to react negatively and intensely

Front 17

Slow-to-warm-up child

Back 17

(15 percent of the sample) is inactive; shows mild, low-key reactions to environmental stimuli; is negative in mood; and adjusts slowly to new experiences

Front 18

Effortful control

Back 18

The self-regulatory dimension of temperament, involves voluntarily suppressing a dominant response in order to plan and execute a more adaptive response
.

Front 19

Inhibited or shy children

Back 19

Inhibited or shy children
Who react negatively to and withdraw from novel stimuli

Front 20

Uninhibited or sociable children

Back 20

Who display positive emotion to an approach novel stimuli

Front 21

Goodness- of-fit model

Back 21

To explain how temperament and environment together can produce favorable outcomes. Goodness of fit involves creating child-rearing environments that recognize each child’s temperament while encouraging more adaptive functioning

Front 22

Social cognition

Back 22

Or how children come to understand their multifaceted social world

Front 23

Self-recognition

Back 23

Identification of the self as a physically unique being

Front 24

Categorical self

Back 24

Between 18 and 30 months, children develop as they classify themselves and others on the basis of age (“baby,” “boy,” or “man”), (“boy” or “girl”), physical characteristics (“big,” “strong”), and even goodness and badness (“I good girl,” “tommy mean!”)

Front 25

Remembered self

Back 25

An autobiographical memory. This life-story narrative grants the child

Front 26

Enduring self

Back 26

A view of themselves as persisting over time

Front 27

Inner self

Back 27

Of private thoughts and imaginings

Front 28

Desire theory of mind

Back 28

They think that people always act in ways consistent with their desires and do not understand that less obvious, more interpretive mental stats, such as beliefs, also affect behavior

Front 29

Belief-desire theory of mind

Back 29

A more sophisticated view in which both beliefs and desires determine actions

Front 30

Self-concept

Back 30

The set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is

Front 31

Social comparisons

Back 31

Judging their own appearance, abilities, and behavior in relation to those of others

Front 32

Generalized other

Back 32

A blend of what we imagine important people in our lives think of us

Front 33

Self-esteem

Back 33

The judgments we make about our own worth and the feelings associated with those judgments

Front 34

General self-esteem

Back 34

Academic competence
Language arts
Math
Other school subjects

Front 35

Social competence

Back 35

Relationship with peers
Relationship with parents

Front 36

Physical/athletic competence

Back 36

Outdoor games
Various sports

Front 37

Physical appearance

Back 37

Are our common, everyday explanations for the causes of behavior our answers to the question “Why did I or another person do that?”

Front 38

Achievement motivation

Back 38

The tendency to persist at challenging tasks

Front 39

Mastery-oriented attributions

Back 39

Crediting their successes to ability a characteristic they can improve through trying hard and can count on when faced with new challenges

Front 40

Incremental view of ability

Back 40

That it can increase through effort influences the way mastery oriented children interpret negative events. They attribute failure to factors that can be changed or controlled, such as insufficient effort or a difficult task

Front 41

Learned helplessness

Back 41

Attribute their failures, not their successes, to ability. When they succeed, they are likely to conclude that external events, such as luck, are responsible.

Front 42

Entity view of ability

Back 42

Encourages learned-helpless children to believe that they can overcome failure by exerting more effort

Front 43

Attribution retraining

Back 43

Encourages learned-helpless children to believe that they can overcome failure by exerting more effort

Front 44

Identity

Back 44

First recognized by psychoanalyst erik erikson as a major personality achievement and a crucial step toward becoming a productive, content adult. Constructing an identity involves defining who you are, what you value, and the directions you choose to pursue in life.

Front 45

Identity achievement

Back 45

Commitment to value, beliefs, and goals following a period of exploration

Front 46

Identity moratorium

Back 46

Exploration without having reached commitment

Front 47

Identity foreclosure

Back 47

Commitment in the absence of exploration

Front 48

Identity diffusion

Back 48

An apathetic state characterized by lack of both exploration and commitment

Front 49

Ethnic identity

Back 49

A sense of ethnic group membership and attitudes and feelings associated with that membership

Front 50

Acculturative stress

Back 50

Psychological distress resulting from conflict between the minority and the host culture

Front 51

Bicultural identity

Back 51

By exploring and adopting values from both the adolescent’s subculture and the dominant culture

Front 52

Person perception

Back 52

Refers to the way we size up the attributes of people with whom we are familiar

Front 53

Perspective taking

Back 53

The capacity to imagine what other people may be thinking and feeling

Front 54

Social Problem solving

Back 54

Generating and applying strategies that prevent or resolve disagreements, resulting in outcomes that are both acceptable to others and beneficial to the self

Front 55

Internalization

Back 55

Moral development as a matter of internalization: adopting societal standards for right action as one’s own

Front 56

Induction

Back 56

An adult helps the child notice others’ feelings by pointing out the effects of the child’s misbehavior on others, nothing especially their distress and making clear that the child caused it

Front 57

Time out

Back 57

Involves removing children from the immediate setting for example by sending them to their rooms until they are ready to act appropriately

Front 58

Construction

Back 58

Actively attending to and inter-relating multiple perspectives on situations in which social conflicts arise and thereby attaining new moral understandings

Front 59

Heteronomous morality (about 5 to 10 years)

Back 59

Suggests, children in this first stage view rules as handed down by authorities (God, parents, and teachers), as having a permanent existence, as unchangeable, and as requiring strict obedience
Realism
Tendency to view mental phenomena including rules, as fixed external features of reality

Front 60

Autonomous morality (about 10 years and older)

Back 60

Second stage in which children no longer view rules as fixed but see them as flexible, socially agreed-on principles that can be revised to suit the will of the majority
Ideal reciprocity
Grasp of the importance of mutuality of expectations, the idea expressed in the Golden Rule: “Do unto others as you would have them do unto you.”

Front 61

Moral Judgment Interview

Back 61

Kohlberg’s, individuals resolve dilemmas that present conflicts between two moral values and justify their decisions.

Front 62

Reflection Measure—Short Form (SRM-SF)

Back 62

For more efficient gathering and scoring of moral reasoning, researchers have devised short-answer questionnaires. This being the most recent

Front 63

Preconventional level

Back 63

Morality is externally controlled Children accept the rules of authority figures and judge actions by their consequences. Behaviors that result in punishment are viewed as bad, those that lead to reward as good

Front 64

Conventional level

Back 64

Individuals continue to regard conformity to social rules as important, but not for reasons of self-interest. Rather, they believe that actively maintaining the current social system ensures positive human relationships and societal order

Front 65

Post conventional level

Back 65

Individuals at this level move beyond unquestioning support for the rules and laws of their own society. They define morality in terms of abstract principles and values that apply to all situations and societies

Front 66

Moral self-relevance

Back 66

The degree to which morality is central to self-concept

Front 67

Moral imperatives

Back 67

Which protect people’s rights and welfare

Front 68

Social conventions

Back 68

Customs determined solely by consensus, such as table manners and rituals of social interaction

Front 69

Matters of personal choice

Back 69

Such as choice of friends, hairstyle, and leisure activities, which do not violate rights and are up to the individual

Front 70

Compliance

Back 70

Toddlers show clear awareness of caregivers’ wishes and expectations and can obey simple requests and commands

Front 71

Delay of gratification

Back 71

Waiting for an appropriate time and place to engage in a tempting act

Front 72

Moral self –regulation

Back 72

The ability to monitor one’s own conduct constantly adjusting it as circumstance present opportunities to violate inner standards

Front 73

Proactive (or instrumental) aggression

Back 73

In which children act to fulfill a need or desire—obtain an object, privilege, space, or social reward, such as adult attention or (in older children) peer admiration—and unemotionally attack a person to achieve their goal.

Front 74

Reactive (or hostile) aggression

Back 74

The other type of aggression, is an angry, defensive response to a provocation or a blocked goal and is meant to hurt another person

Front 75

Physical aggression

Back 75

Harms others through physical injury—pushing, hitting, kicking, or punching others, or destroying another’s property

Front 76

Verbal aggression

Back 76

Harms other through threats of physical aggression, name-calling, or hostile teasing.

Front 77

Relational aggression

Back 77

Damages another’s peer relationships through social exclusion, malicious gossip, or friendship manipulation

Front 78

Gender stereotypes

Back 78

Are widely held beliefs about characteristics deemed appropriate for males and females

Front 79

Gender roles

Back 79

Are the reflection of these stereotypes in everyday behavior

Front 80

Gender identity

Back 80

Is the private face of gender—perception of the self as relatively masculine or feminine in characteristics

Front 81

Gender typing

Back 81

Refers broadly to any association of objects, activities, roles, or traits with biological sex in ways that conform to cultural stereotypes of gender

Front 82

Instrumental traits

Back 82

Reflecting competence, rationality, and assertiveness, were regarded as masculine

Front 83

Expressive traits

Back 83

Emphasizing warmth, caring, and sensitivity, were viewed as feminine

Front 84

Gender-stereotype flexibility

Back 84

Overlap in the characteristics of males and females

Front 85

Scoring high on both masculine and feminine personality characteristics

Back 85

Androgyny

Front 86

Gender constancy

Back 86

A full understanding of the biologically based permanence of their gender, which combines three understanding: gender labeling, gender stability, and gender consistency

Front 87

Gender labeling

Back 87

During the early preschool years, children can label their own sex and that of others correctly

Front 88

Gender stability

Back 88

At this stage children have a partial understanding of the permanence of sex, in that hey grasp its stability over time

Front 89

Gender consistency

Back 89

During the late preschool and early school years, children understand that sex is biologically based and remains the same even if a person dresses in “cross-gender” clothes or engages in nontraditional activities.

Front 90

Gender intensification

Back 90

Increased gender stereotyping of attitudes and behavior, and movement toward a more traditional gender identity

Front 91

Gender schema theory

Back 91

Is an information-processing approach that explains how environmental pressures and children’s cognitions work together to shape gender typing
 It also integrates that various elements of gender typing—gender stereotyping, gender identity, and gender-role adoption—into a unified picture of how masculine and feminine orientations emerge and are often strongly maintained