View
- Term
- Definition
- Both Sides
Study
- All (45)
Shortcut Show
Next
Prev
Flip
PRE 305: Final
preconventional
|
Obeying the world of authorities and fear of punishment, fairness
|
conventional |
being good to those around you in regards to expectations, considering the good of society
|
postconverntional |
Understanding that rules of society might differ for different groups but some liberties are universal,
|
still face experiemtn
|
when the moms stop responding to the babies
|
prosicial behavior results
|
•By 14 months, instrumental helping
•By 18 months, sympathy toward others in distress, attempts to comfort
•2 yr olds: sharing resources at a cost to themselves |
at 10 months can
|
•interpreting others’ actions in terms of underlying goals,
•understand dyadic behavior as collaborative, especially when they have social experience with collaborative activity |
protective factors for children at risk
|
–Good cognitive functioning (e.g. cognitive self-regulation, IQ)
–Positive relationships, especially with competent adults (not necessarily parents)
–Most resilient children have a strong relationship with at least one adult |
learned helplessness
|
–High expectations,
–(realistic) goals,
–personal agency
–Adaptive distancing |
Academic disidentification
|
•disidentifying/withrawing from domains in which you are negatively stereotyped
|
Entity theory
|
•ability as an entity, a gift that one either does or does not posses
–Fixed view. Ability not malleable |
incrimental theory
|
•ability as a quality that can be developed through effort
–Malleable view. Ability can be developed, increased |
more fixed views on
|
personality |
emotions |
Sadness, happiness, surprise, fear anger
|
temperment |
–Strong biological component
–Seen very early in infants
–*Can* change with time, although probably not in extreme terms |
•Anxious Avoidant (an Insecure Attachment):
|
–Safe base for exploration: explores with or without caregiver’s presence
–Reunion with caregiver: does not seek out caregiver
–Early mothering: emotionally unavailable, dislikes neediness |
•Anxious Ambivalent (an Insecure Attachment):
|
–Safe base for exploration: stays close to caregiver, does not explore freely
–Reunion with caregiver: both seeks and rejects contact with caregiver
–Early mothering: may be attentive, but nit in response to baby’s cues or needs |
•Disorganized/Disoriented (an Insecure Disorganized Attachment):
|
–Safe base for exploration: may “freeze”, explores in a disoriented fashion
–Reunion with caregiver: may go to caregiver while looking away, shows a dazed expression of fear
–Early mothering: intrusiveness, maltreatment and or/emotional unavailability, confusing or frightening |
secure base script
|
•the expectation on the part of the child that distress will or will not be met with care, concern, and support; this develops based on early models of attachment
|
social referencing
|
when fall down look at mom to see if its ok
|
socilization |
•the expectation on the part of the child that distress will or will not be met with care, concern, and support; this develops based on early models of attachment
|
internilization of social norms
|
•the process by which individual adopts the attitudes, beliefs, and values held by their society.
|
Authoritative parenting
|
high d, high a, best
|
Authoritarian parenting
|
high d, low a
|
Permissive Parenting
|
low d, high a
|
Uninvolved/neglectful
|
low d, low a
|
preschool
|
imaginative play
|
social status
|
•level of peer acceptance or peer rejection of an individual in a peer group
|
unoccupied behavior
|
•looking around at whatever occurs, but engaging in no activity
|
onlooker behavior
|
•Watching others play
|
solitary independent play
|
•Engaging actively with toys that are different from those being used by other children
|
parallel play
|
•playing next to, but not in interaction with each other, often using the same type of materials
|
associative play
|
•Playing with other children, sharing toys, and interacting, but with no overall organization of the group to achieve a common goal
|
cooperative play
|
•Playing as part of a group that has a common goal, such as building a building, creating make-believe scene such as “house” with assigned roles, or playing sports
|
boys generally like to play in
|
larger groups because it requires require cooperation and competition
|
peer acceptance
|
like most
|
peer rejection
|
like least
|
popular children
|
–high A, low R
|
average children
|
–average on A, R
|
Controversial children
|
high on a,r
|
rejected children
|
–low on A, high on R
|
Neglected children
|
low on a,r
|
peer pressure
|
–Peeks in early adolescence (around 14)
|
divergent thinking
|
creative ideas and thinking while coming up with many ideas
|
convergent thinking
|
find the correct answer
|
self-efficacy
|
the extent or strength of one's belief in one's own ability to complete tasks and reach goals
|