Study Guide: Final Exam
87 Cards in this Set
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Personality
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The collection of relatively enduring patterns of reacting to, and interactin with, others and the environment that distinguises each person.
Due to interaction of nature and nurture.
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Temperament (rothbard and bates)
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indv. differences in emotional, motor, and attentional reactivity and self-regulation that children consistently displey in all kinds of setting and situations.
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Why does temperament differ across cultures? And what might these differences reflect?
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environment, parenting practices, prenatal care
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the "Big Five" (OCEAN)
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Openness
Conscientiousness
Extraversion
Agreeableness
Neuroticism
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Big Five: Openness
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Imaginative, creative, original, curious.
Not down-to-earth, uncreative, conventional, and uncurious
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Big Five: Neuroticism
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Anxious, moody, self-punishing, critical
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Extraversion (big five)
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Energy, positive emotions, urgency, and the tendency to seek stimulation in the company of others
warmth
assertiveness
activity
excitement seeking"
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Learning explanations of personality
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The reinforcement patterns in theenvironment as the primary cause of differences in children’s personalitypatterns. Look to the environment as the major source of influence.
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Partial reinforcement effect
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The process whereby behavior that has been maintained in an intermittent schedule of reinforcement extinguishes more slowly than behavior that has been maintained in a continuous schedule
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Modeling/observational learning
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Learning through observation and imitation of the behavior of other individuals and consequences of the behavior
children learn from reinforcemnt not only overt behavior but also ideas, expectations, internal standards, self-concept"
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Self-efficacy
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Bandura's term for a person's learned expectation of success
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Bandura's reciprocal determinism
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Behavior, internal cognition and the environment interact to produce personality; Different people choose different environments, our personalities shape how we interpret an react to events
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Psychoanalytic Explanations of personality
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Believe that the interaction between the child's inborn characteristics and the environment play a central role in shaping differences in personality.
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Influence of unconscious and conscious processes
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sexual drive (libido) life preserving drives (hunger and paint) and aggressive drives.
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Freud's Psychosexual Stages
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Oral, anal, phallic, latency, genital.
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Oral Stage
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(0-1) The first stage of psychosexual development in which the mouth is the focus of pleasure-seeking activity.
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Anal Stage
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(1-3) The second psychosexual stage, which is dominated by the pleasures and frustrations associated with the anus, retention, and expulsion of feces and urine, and toilet training.
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Phallic stage
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(3-5) Third stage in Freud's theory ofpsychosexual development, spanning age 3 - 6, during which the pleasure zone is the genitals.
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Oedipus conflict
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The pattern of events that Frued believed occur between ages 3 and 5 when the child experiences a sexual desire for the parent of the opposite sex, the resulting fear of possible reprisal from the parent of the same sex is resolved when the child identifies with that parent.
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C) Latency Stage
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Sexual Desires become dormant, play with same sexed friends.
A) Anal Stage
B) Phallic Stage
C) Latency Stage
D) Genital Stage
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Latency stage
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(5-12)The fourth psychosexual stage, in which the primary focus is on the further development of intellectual, creative, interpersonal, and athletic skills. 5 years to puberty
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Genital Stage
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(12-18) The final of Freud's psychosexual stages (from puberty to adolescence). During this stage the adolescent develops adult sexual desires.
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Erikson's Psychosocial Stages
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1. (Basic) Trust vs Mistrust
2. Autonomy vs Shame and Doubt
3. Initiative vs Guilt
4. Industry vs Inferiority
5. Identity vs Role Confusion
6. Intimacy vs Isolation
7. Generativity vs Stagnation
8. Integrity vs Despair
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Basic trust vs. mistrust
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(Erikson) The first stage in psychosocial development (0-2 years old). This stage corresponds with Freud’s oral stage. This is when the child learns whether needs and wants will be met, indulged or overindulged. Given the appropriate ratio of satisfaction and frustration, the child develo…
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Autonomy vs. shame
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( 2-3) walking, grasping, other physical needs. leads to free choice; complete toilet training; child learns control but may develop sahem if not handled properly
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Initiative vs. Guilt
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(4-5) children learn to initiate activities and interact with other children OR they learn to feel guilty at their attempts at independence or from unexpected consequences
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Industry vs. Inferiority
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"(6-12) years old-puberty; elementary school
-Industry: Child believes that he/she is capable of completing a task; engages in opportunities
-Inferiority: Sense that one will never be good at anything; (""I can't read"")"
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Identity vs. Role Confusion
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"(13-18) Erikson's term for the 5th stage of development in which the person tries to figure out ""who am i?"" but is confused as to which of many possible roles to adopt
Fidelity Emerges from cohesive ego identity
Sincerity, genuineness, sense of duty in relationships with others"
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6- intimacy vs isolation?
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(19-25)young adulthood. young adults form intimate relationships with others or become isolated because of failure to do so.
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Generativity vs. Stagnation
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(26-40) Adults begin to look critically at their life path and plan to seize control of their lives so that they go the way they want them to. If things do not go the way they want them to, they may try to change their identities or control those around them.
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ego integrity vs despair
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"(41+)
late adulthood
the culmination is a sense of acceptance of oneself and a sense of fulfillment
reflection on and acceptance of one's life"
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Compare Freud and Erikson's theories of personality
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"Freud: cognitive skills develop and obtain gratificaiton, physical matuaration more important
Erikson: Cognitive skills are a set of ego functions that develop independently. Acknowledges maturatio, but emphasizes shifts in the demands of the social environment"
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Self-concept
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one's knowledge of and thoughts about the set of qualities attributed to the self
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Objective Self "I"
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the component of the self-concept that involves awareness of the "I," the self that is seperate from the others
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Objective self- "me"
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the component of the self-concept that involes awareness of the self as an object with properties
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Rouge test- objective self
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(9-12) look at image of self, try and interact with mirror, put spot of rouge on face see what baby does in mirror. 75% of 21 month olds recognized themselves in mirror.
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Early self-definition Age 2
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Learns about personal qualities "Im cindy, im a girl" learn own/other roles in social scripts "Im the mommy/you're the daddy"
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early self-definition age 5-7
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expand from concrete attributes, to full descriptions of competence on skills (im good at counting, im not good at jump rope)
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Eisenberg emotion self: social smile
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(3) children begin to learn that there are times when they ought to smile-even when they dont feel completely happy
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Marcia's theory of identity
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Four statuses emerge during identity crisis: identity achievement, identity diffusion, identity foreclosure, and moratorium.
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crisis v. commitment (marcia's identity theory)
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"Crisis: a period of decision making whenold values and old choices are reexamined. This may occur in a sort of upheavalor it may occur gradually.
Commitment:outcome of the reevaluation is a commitment to some specific role, someparticular ideology."
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identity achievement
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one of four identity statuses proposed by Marcia, involving the successful resolution of an identity "crisis" and resulting in a new commitment
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Foreclosure
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"Marcias identity crisis
hasn't experienced an identity crisis but is committed to a path
the commitment was likely made for them by their parents
unhealthy outcomes"
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Moratorium
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Identity status, described by Marcia, in which a person is currently considering alternatives (in crisis) and seems headed for commitment.
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identity diffusion status
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a category of identity status in which the individual does not have firm commitments and is not making progress toward them
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Harter's self-esteem research
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a global evaluation of one's own worth; an aspect of self-concept
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harter self-esteem (ideal and real self)
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"Each child experiences some degreeof discrepancy between what he would like to be and what he thinks he is-a gapbetween his ideal self and what he perceives to be his real self.
The amount of discrepancy betweenwhat the child desires and what the child thinks he has achieved.
Ove…
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aggression
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behavior that is aimed at harming or injuring another person or object
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instrumental aggression
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aggressive behavior intended to achieve goal, such as obtaining a toy from another child
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Hostile aggression
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aggressive verbal behavior intended to hurt another's feelings
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change in peer group structure in adolescence
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"widely quoted early study is dexter dunphy
s observation of the formation, dissolution, and interaction of teenage groups in a high school in syndy, australia"
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dunphy's study (cliques vs. crowds)
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"Cliques: A group of four to six friendswith strong affection bonds and high levels of group solidarity and loyalty;the term is used by researchers to describe a self-chosen group of friends.
Crowd: a larger and looser group of friendsthan a clique, normally made up of several cliques t…
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parallel play
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children play next to, but not with, one another.
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gender differences in middle childhood friendship
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"boys: extensive, outdoors, roam, emotional mangement=few friends, competition, dominance
girls: intensive, pairs, small groups, indoors, emotional stability=friends"
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What are Social Scripts?
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Culturally provided mental instructions for how to act in various situation.
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empathy vs. sympathy
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"Empathy: as defined by Hoffman, “avicarious affective response that does not necessarily match another’saffective state but is more appropriate to the other’s situation than to one’sown.”
Sympathy: a general feeling of sorrow orconcern for the other person.
Generally,empathy seems to…
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Kohlberg's stages of moral development (preconventional, conventional, post- conventional)
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"Pre: 1st levelmoraljudgments are dominated by consideration of what will be punished and whatfeels good.
Conventional: 2nd level person’s judgments are dominated byconsiderations of group values and laws
Post: 3rd level considerations ofjustice, individual rights, and social c…
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moral reasoning
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The process of making judgmentsabout the rightness or wrongness of specific acts.
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moral realism stage
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Thefirst of Piaget’s stages of moral development, in which children believe that rulesare inflexible
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moral relativism stage
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Thesecond of Piaget’s stages of moral development, in which children understandthat many rules can be changed through social agreement.
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conventional rules
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Arbitrary,socially defined rules specific to a particular culture, subculture, group, orsetting, such as “don’t run in the halls” or “smoking allowed only indesignated areas.”
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"Gilligan's reported that women think more in terms of:__________and _________ then men do, who are more inclined to think in terms of __________ and ___________.
a. peace and love
b. caring and relationship
c. rules and justice
d. ethics and values"
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B. caring and relationships. And C. rules and justice. Gilligan's theory of moral development concluded that the transitions between stages are based on changes in one's sense of self rather on changes in cognitive development, as Kholberg proposed.
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What are (Carol) Gilligan's ethics of caring?
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"Two moral orientations:
justice: do not treat others unfairly
more common in boys
caring: do not turn away from someone in need
more common in girls
Adults demonstrate this hypothesis, children do not."
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emotional intelligence- daniel goleman's 4 dimensions
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self- awareness, social-awareness, self-management, relationship management
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Bronfenbrenner's biological approach
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Thefamily is the filter through which the larger society influences childdevelopment. The family can help the larger culture achieve the goal ofsocializing new members, but it can also serve as a buffer against harmfulelements in the culture-at-large/ the family is “the most efficient mea…
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Bronfenbrenner bio appraoch: Microsystem
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includesall those setting in which the child has direct personal experience, such asthe family, a child-care center or a school, a job setting (for a teenager),and, thanks to technological innovations, extended family members that may livenear or far from the child’s own immediate family.
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Bronfenbrenner bio approach: exosystem
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Exosystem: includes a wholerange of system elements that the child does not experience directly but thatinfluence the child because they affect one of the microsystems, particularlythe family. The parents’ work and workplace is one such element, as is the parents’network of friends.
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Bronfenbrenner bio appraoch: macrosystem
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Macrosystem: includes thelarger cultural or subcultural setting in which both the microsystems and theexosystems are embedded. The poverty or wealth of the family, the neighborhoodin which the family lives, the ethnic identity of the family, and the largerculture in which the entire syste…
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effects of remarriage: single-parent family
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The children of singlemothers may be due to poverty, to family structure, or to an interactionbetween the two. Children of single mothers are about twice as likely as otherchildren to drop out of high school, twice as likely to have a child before age20, and less likely to have a steady j…
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Divorce and Remarriage effects
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"short term probs: unstable and conflict, low income; parental stress
long term: improve after 2 yrs, boys cope worse, subject to more problems; father involvement effects adjustment
Authoritarian or neglecting parenting style linked to poor outcomes."
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theories: origin of mental disorders: biological perspective
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Viewsatypical development as a symptom of an underlying physical cause, such asgenetic inheritance, biochemical abnormalities or imbalances, structuralabnormalities within the brain, and/or infection. Consequently, those taking thebiological perspective generally favor biological treatmen…
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theories: origin of mental disorders: Psychodynamic
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A typical development stems from early childhood experiences and unresolved, unconscious emotional conflicts. The cause assumed by the psychodynamic approach also suggests the cure, psychoanalysis which Freud developed to uncover and resolve such unconscious conflicts.
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Theories: origin of mental disorders: learning
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Atypicalbehaviors do not result from any underlying cause. That is, the behaviorsthemselves are the problem, and such behaviors are thought to be learned andsustained in the same way as any other behavior
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Theories: origin of mental disorders: Cognitive
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Faulty thinking or distorted perceptions can contribute to some types of a typicald evelopment.
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Developmental Psychopathology
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A relatively new approach to the study of deviance that emphasizes that normal and abnormal development has common roots and that pathology can arise from many different pathways.
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Developmental Psychopatholgy: assumptions
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lifespan, research should incorporate multivariate designs to examine the underlying mechanisms. maladaptive and adaptive.
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Reactive Attachment Disorder (RAD)
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Disturbed and developmentally inappropriate social relatedness. Maltreatment or chaotic, repeated changes in caregivers, onset before age 5.
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(RAD) inhibited & disinhibited
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indiscriminate sociability withoutselective attachment
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ADHD
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A disorder in which a child shows both significant problems in focusing attention and physical hyperactivity.
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ADHD: hyperactive, inattentive, combined
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"Hyperactive: ADHD in which hyperactivity is the main problem.
Inattentive: inattention is the main problem
Combine:both hyperactivity and inattention are problems."
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Eating disorder: bulimia
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Eating disorder characterized by alternating period of binging and purging.
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Eating disorder: anorexia nervosa
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Eating disorder characterized by self-starvation.
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Mood disorder: bipolar
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Manic-depression,major depressive episode, manic episode= elevated/irritable mood 1+ wk; and decreased need for sleep, distractibility, more talkative, flight of ideas,risky behavior.
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Mood disorder: clincial [major] depression
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A combination of sad mood, sleeping and eating disturbances, and difficulty concentrating that lasts 6 months or longer.
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Mood disorder: Dysthymia
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Milddepression (2-4 symptoms) 2+ years adults, 1 year for children
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Conduct disorder
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Diagnostic term for a pattern of deviant behavior including high levels of aggressive,antisocial, or delinquent acts.
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Oppositional defiant disorder (ODD)
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A pattern of negative, defiant, disobedient, and hostile behavior toward parents and other authority figures, established prior to age 8.
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Study Guide: Final Exam