Jaymie TicknorPsychology Major and Statistics MinorDevelopmental Psychology 3620Study Guide for Final ExamChapter #11 : Development of Self :Self of Preschoolers:● Sense of self is very concrete: what they do, have, or look like● Simple descriptors: good, bad, mean, nice (no middle ground)● Initiative vs. guilt (use imagination to do activities; make fun of kids’ imagination/fantasy play would cause a guilty feeling)● Self = what I can do…● 5 or 6 year old preschoolers overestimate their abilities using wishes and dreams: “I can do it because I can think of it, or because I want to do it.”● Women’s self-esteem tends to drop significantly and cannot reach early self-esteem in elderly ages, only can reach halfway● Men’s self-esteem drops too but are able to reach early self-esteem in elderly agesSelf of Elementary-School Children:● Social comparison (compare themselves with other kids in school)● Social groups● More realistic● Industry vs. inferiority● Realize cultural influences and differences and self● Ethnic identity● Biologically based (example: boys generally more energized)Two Kinds of Cultures:1. Individualistic Culture: value individualism; see self as a unique individual; express emotion2. Collectivistic Culture: emphasize interdependence; see self through a group of people; responsibility and obligation fulfillment; restrain emotion regarded as maturity and wisdomRatio of personal-to-social statements in self-descriptions for Two Cultures:● Euro American tend to have a higher ratio of personal statements because of individualism compared to Chinese who have more social statements instead of personal because of collectivism● Chinese Immigrant/American have a higher ratio of personal statements compared to Chinese but lower than Euro AmericanSelf-Esteem (SE):● Preschoolers: highest SE● Social comparison → more realistic SE school-age children● Too many changes → decline in SE for adolescents● Boys have slightly higher SE than girls because of social involvement● SE rebound in late teens and increases throughout adulthood until around 60s● Achievement creates self-esteem; not the other way aroundEthnic Identity:● The attitudes and feelings toward the ethnic group you belong to (beliefs on how your ethnic group is perceived)● Early childhood = indifferent, don’t care● Begin in elementary-school (5 or 6 years old)Two Types of Identity:1. Positive Ethnic Identity → high self-esteem, school achievement, positive peer and family relationships2. Negative Ethnic Identity → low self-esteem, low school achievement, negative peer and family relationshipsTwo Types of Behaviors:1. Externalizing behaviors: child/adolescent acting out on the environment, such asaggressive or destructive behavior2. Internalizing behavior: negative behaviors that are directed inward at oneself, creating anxiety or depressiona. Asian American young adult women in college have highest depression rate and internalizing behavior problemsPhinney’s Stages of Ethnic Identity Development :● Unexamined Ethnic Identity: ○ Diffusion: past is just there, no reason to worry, am American now○ Foreclosure: not looking for culture, just go with what parents sayTwo Types of Identity Searching:1. Ethnic Identity Search: question around, guidance from adults2. Achieved Ethnic Search: accept who they areChange in Identity: Multidimensional Identity Achievement:● Many different domains: e.g., personal career, gender, ethnicity, religion, etc…● People are likely to change at least some aspects of their identity throughout adult life● Life stages and significant life events/losses can affect thisMarcia’s Four Identity Statuses : Crisis (exploration and actions); Commitment1. Identity Diffusion: low exploration and low commitment; don’t know who they are2. Moratorium: high exploration and low commitment; searching but not achieved yet3. Foreclosure: low exploration and high commitment; go with what parents say4. Identity Achievement: high exploration and high commitment; found identityRace is biologically based; ethnicity is psychologically and socially basedMoral Development:● The sense of right and wrong; internal, subjective; can lead to guilt (not external)● Self-interest, self-serving → what is good for others and everyone● Children learn basic right and wrong by age 6○ Learn from external standard (moral knowledge)Piaget’s Four Moral Stages :1. Pre-moral (before age of 4)2. Heteronomous Morality (4-7): subject to external controls; obedience to authority; avoid punishmenta. Undifferentiating between Intentional and Accidentalb. Immanent Justice (punished by higher power)3. Incipient Cooperation (7-10): morality of cooperation - justice established between peers; fairness; exchange favor between friends4. Autonomous Morality (10 and older): rules are made by people to maintain interactionsKohlberg’s Three Moral Development Stages :1. Preconventional: heteronomous morality (obeying word of authorities and fear of punishment)a. Individualism (fairness - everyone’s self-interest must be taken into account)2. Conventional: mutual interpersonal expectations and conformity (being “good” to those around you, in accordance with their expectations, including caring, loyalty, and gratitude)a. Social system and conscience (considering the good of society as a whole, maintaining order for the good of all)3. Postconventional: social contract and individual rights (understanding that the rules of society may differ for different groups and that some values, such as life and liberty, are universal)a. Universal ethical principles (following self-chosen principles involving equal rights even when they conflict with society’s rules)Conscience, Empathy, and Justice:● Moral judgment (the reason of our decisions)● Conscience: guilty feelings following a bad behavior and the ability to do the right thing even when no one else is around/doing it● Empathy: understanding/experiencing what someone is feeling or going through● Sympathy: agreement in feeling● Moral thought, moral action, and justiceMilgram experiment (obedience)● Men with high SES and higher education were more likely to go all the way to 450 volts in the Milgram obedience experimentChapter #12 : Social Development :Social Relationship:● Social world (complex; figure out and just know, not so much told)● Social development