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Psychology 215

QuestionAnswer
Authoritarian Parenting High level of control in which limits are set and rules are enforced, but no emotional connectedness. "Dictator"; unable to bend rules/make accommodations
Authoritative Parenting Good at enforcing rules, but does so in an appropriate manner; will compromise. High levels of emotional connectedness that allows parents to be flexible when necessary.
Permissive Parenting Loving and concerned, but has no control; tolerates everything; children at risk for delinquency and lack of respect.
Uninvolved Parenting No control or caring; may be neglectful or abusive; children may be withdrawn, peer difficulties, etc.
Control Amount of parental control over the child's activities and behavior; high or low expectations
Responsiveness Amount of nurturance
Self-fulfilling prophecy An unfounded expectation that becomes true simply because it was expected. i.e. Teacher expects less from a student with divorced parents, so the child achieves less.
Socialization Process by which children and adults learn from others. i.e. learning how to behave in social settings
Clique Small group of 2-8 people who know each other very well.
Crowd Reputation-based peer group that typically have common labels across school districts and vary across gender.
Chronosystem The chronological nature of development within the individual as well as the history of the surrounding environment. (Biggest)
Exosystem Interaction among two or more environments, one of which doesn't directly include the individual. i.e. link between home and their parent's place of work
Macrosystem Includes broader cultural patterns, such as beliefs, customs, knowledge, and morals.
Mesosystem Links two or more microsystems
Microsystem The immediate environment surrounding an individual. i.e. family, peers, school
Bronfenbrenner's Bioecological Theory Microsystem; Mesosystem; Exosystem; Macrosystem; Chronosystem (smallest to largest)
Erickson's Psychosocial Theory of Development Stage theory that focuses on social elements that influence us as individuals
Trust vs. Mistrust Occurs in infancy. Trust: people are good, predictable, and gratifying. Mistrust: people are inconsistent and may not meet my needs. Babies rely on parents to survive; feeding, diaper changing
Autonomy vs. Shame & Doubt Toddlerhood; toilet training. Autonomy: parents offer free choice to new opportunities; self-sufficient. Shame/Doubt: Few opportunities for free choice; results from helicopter parents
Initiative vs. Guilt Preschool; learning to color and write. Initiative: parents support ambition and independence. Guilt: parents demand control; overprotective. i.e. try 3 sports
Industry vs. Inferiority Elementary-Middle School. Industry: sense that one can complete tasks, schoolwork; learn to master skills (excel in 1 sport). Inferiority: sense that one will never be good at anything.
Identity vs. Role Confusion (ID Diffusion) Adolescence; explore classes and opportunities. ID: Coherent sense of self; RC: confusion about self and overall self-definition. Many opportunities to explore. Become autonomous and develop close friends and romantic relationships.
Intimacy vs. Isolation Young adulthood. Intimacy: Develop close relationships (ID has to be achieved). Isolation: Moving from one relationship to another; can't risk rejection.
Generativity vs. Stagnation Middle Adulthood. Generativity: giving to the next generation. Stagnation: failing to contribute to society; absence of meaningful contribution.
Integrity vs. Despair Elderly. Integrity: Feeling that life was worth living. Despair: Dissatisfied with life; fear of death.
Gender Social definition that includes behaviors learned from the environment about being either male or female
Femininity Stereotypical female behaviors such as being affectionate, warm, gentle, cheerful, and loyal
Masculinity Stereotypical male behaviors such as being athletic, aggressive, dominant, self-reliant, and independent
Androgynous Having both masculine and feminine characteristics
Gender-Stability children form the knowledge that gender will not change over time. i.e. a girl will grow up to be a woman, not a man (age 3 or 4)
Gender-Constancy Children understand that gender will remain the same regardless of behaviors, clothing, hairstyle, or other qualities. i.e. a man holding a purse is still a man (age 4 or 5)
Gender Identity Knowledge that one is biologically male or female (age 4)
Gender-Labeling Children can label themselves and others as male or female. First themselves (age 2), then others (age 3).
Gender-Role Attitude Approval or disapproval toward societal expectations for one's gender
Gender-Role Identity The knowledge that one behaves appropriately according to societal expectations for one's gender. i.e. can be masculine, feminine, or androgynous
Ethnic Identity Psychological attitudes toward behaviors related to membership in an ethnic and racial group
Commitment Making decisions about areas of one's life such as educational and career goals, family obligations or goals, and political and religious beliefs
Exploration Period of role experimentation and trying new behaviors, including contemplation of morals and values
Identity-Achieved Individuals have thought about personal beliefs, values and goals and have decided the direction life will take
Identity-Diffused Has not searched for identity nor committed to any aspect of identity; may know that they need to in the future
Identity-Foreclosure Crisis is not experienced, committed to a set of goals, values and future plans but tied to family or other authority. Close with parents
Moratorium Individual is currently in crisis, seeking information that will be useful in determining sense of direction
Psychosocial crisis individual faces and (ideally) masters a new psychological and social challenge. Positive/negative outcomes (Erickson's developmental stages)
Psychosocial moratorium A time with few responsibilities and many opportunities for exploring different roles (teens)
Self-concept Perceptions of thoughts that people have about themselves. i.e. "I am a student"
Self-esteem Positive or negative evaluation of oneself. i.e. "I am a good student"
Piaget's Stages of Moral Development Moral Realism (5-10 yrs): Rules are absolute-rigid, written in stone. Morality of Cooperation (10&older): rules can be bent, changed
Preconventional Stage Egocentric, personal gain
Conventional Stage Individual focuses on external authorities. Rules, things expected.
Postconventional Stage Do something bc of a moral reason; abstract principles.
Preconventional: Punishment/Obedience Avoid punishment
Preconventional: Naive Hedonistic/Personal Reward Personal gain, equal exchange
Conventional: Interpersonal Authority Focus on conforming to rules of parents and other family members; good boy/nice girl
Conventional: social Authority Focus on conforming to laws and norms of society
Postconventional: Morality of Social Contract Focus on personal decisions to determine when and how rules should be bent; social contract
Postconventional: Morality of Individual Principles Focus on what will most benefit society as a whole or the greater good; universal ethical principles
Gilligan's Criticisms of Kohlberg's Theory Culture specific, hypothetical reasoning, disregards feminine perspective, focuses too much on justice
Gilligan's Theory Justice Orientation vs. Caring Orientation
Moral Behavior in School Cheating
Caring Orientation Focuses on responding to others' needs in intimate relationships. Women have more of this
Egocentrism Focus on the self with little consideration for other people or their perspectives
Empathy The ability to experience the emotions or feelings of another person.
Justice Orientation Focuses on the rights of individuals
Morality of Cooperation (Piaget) Age 10 & older. Rules can be bent, changed.
Moral realism (Piaget) Age 5-10. Rules are absolute; rigid, written in stone.
Perspective Taking The ability to understand another person's situation or psychosocial state, such as thoughts or feelings.
Moral Reasoning Seeking rationales for determining right and wrong
Handicap Puts someone at a disadvantage
Learning Disability Struggles with learning. Not mentally retarded, emotionally disturbed, deprived, or brain damaged. Atleast average intelligence; varied symptoms, most have difficulty reading, learned helplessness.
ADHD Neurological condition that impairs self-regulation as compared with same-age peers
Created by: 775528956
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