HDFS 2317 1st EditionExam #3 Study Guide Lectures: 17 - 22Chapter # ofquestionson examFocus your studies on:11 11 - Perspective Taking- Self-understanding- Self Esteem vs. Self-concept- Erikson’s Stages (1-6)- Marcia’s Identity Statuses12 7 - Gender, Gender role, Gender typing- Gender Stereotyping- Cognitive Influences- Gender & Communication- Role strain13 11 - Interpersonal vs. intrapersonal moral development- Autonomous vs. heteronymous thinking- Kohlberg’s methods of research- Kohlberg’s 6 stages - Care perspective (Gilligan) vs. justice perspective (Kohlberg)- Foundation of moral behavior according to Freud- Social convention vs. Morality14 10 - Reciprocal Socialization- Benefits/disadvantages of being single and being married- Cohabiting- Age of marriage- Gottman’s principle- Causes for divorce (men vs. women)- Advantages/Disadvantages of having children early vs. late- Baumrind’s parenting styles- Child maltreatment 17 11 - Death System (Kastenbaum)- Death in Gond vs. Tanala culture- U.S. Denial/Avoidance of death- Active vs. Passive Euthanasia- Palliative care- Causes of death in life stages (infancy to old age)- Attitudes toward death through lifespan - Suicide variables (sex and age)- Kubler-Ross stages of grief50Chapter 11 - IdentityI. Self-Understandinga. Self — All characteristics of a personi. Self-understanding, self-esteem, self-conceptb. Identity — who a person is, representing a synthesis of self-understandingc. Personality — enduring personal characteristics of individualsd. Cognitive representation of the self, substance of self conceptionse. Visual self-recognition tests infantsf. Young children perceive self as external characteristicsg. Older children recognize difference between inner and outer statesII. The Selfa. Self-understanding in adolescencei. Self-conscious; preoccupied with selfii. Contradictions within the self: has multiple roles iii. Fluctuating self over time and situationsiv. Real and ideal selves: constructed, compared1. Thoughts of “possible selves”v. Self-integration in sense of identityb. Developmental changes in self-esteemi. Concern today: Unmerited praise as child linked to inflated self-esteem in college students; difficulty handling competition and criticismc. Adulthoodi. Results vary on self-esteem decreasingii. Individual coping skills affects perceptions of changes, events; social context mattersIII. Changes in Self-Understanding in Adulthooda. Self-Awarenessi. Awareness of strengths and weaknesses1. Improves in young and middle adulthoodii. Possible Selves1. Get fewer and more concrete with age2. Some revise throughout adulthoodiii. Life Review1. Some in middle age, common in older adults2. Evaluations of successes and failuresIV. Self-Esteem and Self-Concepta. Self-esteemi. Global evaluative dimension of the selfii. Same as self-worth or imageb. Self-concept i. Domain-specific evaluations of the selfV. Issues with Self-Esteema. Persons with high self-esteem i. Increased happiness ii. Have greater initiative iii. Prone to both prosocial and antisocial actionsb. Undeserved high self-esteemi. Narcissism: self-centered, self-concernedii. Conceitediii. Lack of awareness linked to adjustment problemsVI. Self-Esteem in Childhood and Adolescencea. Accuracy of self-evaluations increases across the elementary school years b. Majority of adolescents have positive self-image cross-culturallyc. Girls’ self-esteem is significantly lower than boys’ by middle school years VII. Self-Esteem in Adulthooda. Some researchers find drops in self-esteem in late adulthood; others don’tb. Older adults with positive self-esteemi. May not see losses as negativelyii. Decrease in knowledge-related goalsiii. Increase in emotion-related goalsVIII. Erikson’s Ideas on Identitya. Identity versus identity confusionb. Adolescents examine who they are, what they are about, and where they aregoing in lifei. http://www.youtube.com/watch?v=SR8j_P1O0osc. Psychosocial moratoriumi. Gap between childhood security and adult autonomy, part of adolescent identity explorationIX. Identity’s ComponentsX. Contemporary Views of Identitya. Gradual, lengthy processb. Identity formation neither begins nor ends with adolescencei. Appearance of attachmentii. Development of a sense of selfiii. Emergence of independence in infancyc. Resolution does not mean lifetime stability XI. Identity Statuses a. According to Marcia: Individuals go through periods ofb. Crisis: exploring alternatives during identity developmentc. Commitment: individuals show personal investment in what they are going to doChapter 12 - Gender and SexualityI. Biological, Social, and Cognitive Influences on Gendera. Biological Influencesi. Gender: Characteristics of being female or maleii. Gender role: Set of expectations prescribing how females and males should act, feel, and thinkiii. Gender typing: Process by which children acquire thoughts, behaviors, and feelings culturally appropriate for their genderiv. Sex: Designates the biological aspects of being female or malev. Chromosomes: 23rd pair with X and Yvi. Hormones1. Estrogensa. Influences development of female physical sex characteristics and helps regulate menstrual cycle2. Androgensa. Testosterone promotes development of male genitals and secondary sex characteristicsb. Evolutionary psychology viewi. Differing roles in reproduction placed different pressures on males and femalesii. Key gender differences in sexual attitudes and sexual behaviors1. Males — competition, violence, risk-taking2. Females — parenting effort, selection of successful matec. Social influencesi. Differences due to social experiences1. Social role theory: Gender differences result from contrasting roles of men and women2. Psychoanalytic theory of gender: Claims child identifies with same-sex parent by age 5 or 63. Many disagree, claiming gender learned much earlier (even in absence of same-sex parent)4. Social cognitive theory of gender — gender development results from observation and imitation, use of rewards and punishments for gender-appropriate behaviorsa. Mothers’ socialization strategiesb. Fathers’ socialization strategiesc. Exposure to media, peers, other adults in cultureII. Cognitive Influencesa. Gender schema theory i. Gender typing emerges gradually in gender schemas of what is culturally gender-appropriate and inappropriateii. Gender-typed behavior can occur before children develop gender constancyiii. Schema: Cognitive