Essentials Chapter 7 Word Scramble
|
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
| Question | Answer |
| sense of self | Perceptions, beliefs, judgements, and feelings about oneself as a person. |
| personality | Characteristic ways in which an individual behaves, thinks, and feels. |
| temperament | Genetic predisposition to respond in particular ways to one's physical and social environments. |
| authoritative parenting | Parenting style characterized by emotional warmth, high standards for behavior, explanation and consistent enforcement of rules, inclusion of children in decision making, and reasonable opportunities for autonomy. |
| authoritarian parenting | Parenting style characterized by rigid rules and expectations for behavior that children are asked to obey without question. |
| identify | Self-constructed definition of who one thinks one is and what things are important to accomplish in life. |
| personal fable | Belief that one is completely unlike anyone else and so cannot be understood by others. |
| imaginary audience | Belief that one is the center of attention in any social situation. |
| gender schema | Self-constructed, organized body of beliefs about the traits and behaviors of males or females. |
| self-socialization | Tendency to integrate personal observations and others' input into self-consructed standards for behavior and to choose actions consistent with those standards. |
| peer pressure | Phenomenon whereby age-mates strongly encourage some behaviors and discourage others. |
| clique | Moderately stable friendship group of perhaps 3 to 10 members. |
| crowd | Large, loose-knit social group that shares certain common interests and attitudes |
| subculture | Group that resists the ways of dominant culture and adopts its own norms for behavior. |
| gang | Cohesive social group characterized by initiation rites, distinctive colors and symbols, territorial orientation, and feuds with rival groups. |
| popular student | Student whom many peers like and perceive to be kind and trustworthy. |
| rejected student | Student whom many peers identify as being an undesirable social partner. |
| controversial student | Student whom some peers strongly like and other peers strongly dislike. |
| neglected student | Student about whom most peers have no strong feelings, either positive or negative. |
| social cognition | Process of thinking about how other people are likely to think, act, and react. |
| perspective talking | Ability to look at a situation from someone else's viewpoint. |
| theory of mind | Self-constructed understanding of ones own and other peoples mental and psychological states (feelings, thoughts, etc.). |
| recursive thinking | Thinking about what other people may be thinking about ones self, possibly through multiple iterations. |
| social information processing | Mental processes involved in making sense of and responding to social events. |
| aggressive behavior | Action intentionally taken to harm another person either physically or psychologically. |
| physical aggression | Action that can potentially cause bodily injury. |
| relational aggression | Action that can adversely affect interpersonal relationships. |
| proactive aggression | Deliberate aggression against another as a means of obtaining a desired goal. |
| reactive aggression | Aggressive response to frustration or provocation. |
| bully | Child or adolescent who frequently threatens, harasses, or causes injury to particular peers. |
| cyberbullying | Use of wireless technologies or the Internet to transmit hostile messages, broadcast personally embarrassing information, or in other ways cause an individual significant psychological distress. |
| hostile attributional bias | Tendency to interpret others' behaviors as reflecting hostile or aggressive intentions. |
| prosocial behavior | Behavior directed toward promoting the well-being of another person. |
| morality | One's general standards for behaviors that preserve other people's rights and welfare. |
| moral transgression | Action that causes harm or infringes on the needs or rights of others. |
| conventional transgression | Action that violates a culture's general expectations regarding socially appropriate behavior. |
| guilt | Feeling of discomfort about having caused someone else pain or distress. |
| shame | Feeling of embarrassment or humiliation after failing to meet certain standards for moral behavior. |
| empathy | Experience of sharing the same feelings a someone in unfortunate circumstances. |
| sympathy | Feeling of sorrow for another person's distress, accompanied by concern for the person's well-being. |
| moral dilemma | Situation in which two or more people's rights or needs may be at odds and the morally correct action is not clear-cut. |
| ethnic identity | Awareness of one's membership in a particular ethnic or cultural group, and willingness to adopt behaviors characteristic of the group. |
| preconventional morality | Lack of internalized standards about right and wrong behavior; decision making based primarily on what seems best for oneself. |
| conventional morality | Uncritical acceptance of society's conventions regarding right and wrong behavior. |
| postconventional morlaity | Thinking in accordance with self-constructed, abstract principles regarding right and wrong behavior. |
| goodness of fit | Situation in which classroom conditions and expectations are compatible with students' temperaments and personality characteristics. |
| induction | Explanation of why a certain behavior is unacceptable, often with a focus on the pain or distress that someone has caused another. |
| student at risk | Student who has a high probability of failing to acquire the minimum academic skills necessary for success in the adult world. |
| resilient student | Student who succeeds in school and in life despite exceptional hardships at home. |
| emotional and behavioral disorders | Emotional states and behavior patterns that consistently and significantly disrupt academic learning and performance. |
| externalizing behavior | Symptom of an emotional or behavioral disorder that ha a direct effect on other people. |
| internalizing behavior | Symptom of an emotional or behavioral disorder that adversely affects the student with the disorder but has little or no direct effect on others. |
| autism spectrum disorder | Disorders marked by impaired social cognition, social skills, and social interaction, presumably due to a brain abnormality; extreme forms often associated with significant cognitive and linguistic delays and high unusual behaviors. |
| peer mediation | Approach to conflict resolution in which a student (acting as a mediator) asks peers in conflict to express their differing viewpoints and then work together to identify a reasonable resolution. |
Created by:
dkern
Popular Psychology sets