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Relationship
A continuing succession of interactions between two people that are affected by their shared past interactions and that also affect their future interactions
Social Comparison
Social Comparison
Sociometric Technique
A procedure for determining children's status within their peer group where they nominate others who they like best and least or rate each child in the group for desirability as a companion
Popular Children
Children who are liked by many peers and disliked by few
Average Children
Children who have some friends but who are not as well liked as popular children
Neglected Children
Children who are often socially isolated and, although they are not necessary disliked by others, have few friends
Controversial Children
Children who are liked by many peers but also disliked by many
Rejected Children
Children who are disliked by many peers and liked by very few
Aggressive Rejected Children
Children who have low self-control, are highly aggressive, and exhibit behavior problems
Non-aggressive Rejected Children
Rejected children who tend to be anxious, withdrawn, and socially unskilled
Peer Victimization
Ill treatment of one child by another or others that can range from easing to bullying to serous physical harm; typically, it is a continuing behavior that persists over time
Relational Victimization
The attempt by a peer to damage or control another child's relationship with others
Reputation Bias
Children's tendency to interpret peers' behavior on he basis of pat encounters with and feelings about them
Friendship
A reciprocal commitment between two people whose themselves more or less as equals
Self-disclosure
The honest sharing of info of a very personal nature, often with a focus on problem solving a central means by which adolescents develop friendships
Mutual Antipathy
A relationship of mutual dislike between two people
Negative Gossip
Sharing negative info about another child with a peer
Peer-group Network
The cluster of peer acquaintances who are familiar with and interact with one another at different times for common play or task-oriented purposes
Dominance Hierarchy
An ordering of individuals in a group from most to lest dominant; "Pecking order"
Clique
A voluntary group formed in the basis of friendship
Crowd
A collection of people whom others have stereotyped on the basis of their perceived shared attitudes or activities, for example, poplars or nerds
Identification
The Freudian notion that children acquire gender identity by identifying and imitating their same-sex parents
Gender Typing
The process by which children acquire the values, motives, and behaviors considered appropriate for their gender in their particular culture
Gender-based Beliefs
Beliefs that members of a culture hold about how females and males should behave
Gender Roles
Composites of the behaviors actually exhibited by a typical male or female in a given culture
Gender Identity
The perception of oneself as either masculine or feminine
Gender-role Preference
The desire to possess certain gender-typed characteristics
Sexual Preferences
The preference for the same or opposite gender sexual partners
Expressive Characteristics
Presumably typical of females, these characteristics include nurturance and concern with feelings
Instrumental Characteristics
Presumably typical of males, these characteristics include task and occupation orientation
Cognitive Developmental Theory of Gender
Kohlberg's theory that children use physical and behavioral clues to differentiate gender roles and to gender-type themselves very early in life
Gender Stability
The notion that gender does not change
Gender Constancy
The awareness that superficial alterations in appearance or activity do not alter gender
Gender-schema Theory
The notion that children develop schemas, or naive theories, that help to organize and structure their experience related to gender differences and gender roles
Self-socialization
The child's spontaneous adoption of gender-appropriate behavior
Androgynous
Possessing both feminine and masculine psychological characteristics
Multischematic
Possessing both multiple cultural schemas for responding to the environment and the necessary criteria for deciding what schema to use in a particular situation
Empathy
The capacity to experience the same emotion that someone else is experiencing
Premoral Stage
Piaget's first stage of moral development in which the child shows little concern for rules
Moral Realism
Piaget's second stage of moral development, in which the child shows great respect for rule but applies them quiet inflexibility
Immanent Justice
The notion that any deviation from rules will inevitably result in punishment or retribution
Morality of Reciprocity
Piaget's third stage of moral development, in which the child recognizes that rules may be questioned and altered, considers the feelings and views of others, and believes in equal justice for all
Preconventional Level
Kohlberg's first level of moral development, in which he sees the child's behavior as based on the desire to avoid punishment hand gain rewards
Conventional Level
Kohlberg's second level of moral development, in which the child's behavior is designed to solicit others' approval and maintain good relations with them; the child accepts societal regulations unquestioningly and judges behavior as good if it conforms to these rules
Postconventional Level
Kohlberg's third level of moral development, in which the child's judgments are rational and his conduct is controlled by an internalized ethical code that is relatively independent of the approval or disapproval of others
Social-conventional Rules
Socially based rules about everyday conduct
Self-regulation
The child's ability to control behavior on her own without reminders from others
Control Phase
According to Kopp, the first phase in self-regulation, when children are highly dependent on caregivers to remind them about acceptable behaviors
Self-control Phase
According to Kopp, the second phase in learning self-regulation, when the chide becomes able to comply with caregiver expectations in the absence of the caregiver
Self-regulation
According to Kopp, the third phase un leaning self-regulation, when children become able to use strategies and owns to jdirect their own behavior and to delay gratification
Prosocial Behavior
Behavior designed to help or benefit other people
Altruistic Behavior
Intrinsically motivated behavior hat is intended to help others without expectation of acknowledgement or concrete reward
Altruism
An unselfish concern for the welfare of others
Empathetic
Able to experience the same emotion that someone else is experiencing
Prosocial Reasoning
Thinking and making judgments about prosocial issues
Hedonistic Reasoning
Making a decision to perform a prosocial act on the basis of expected material reward
Needs-oriented Reasoning
Reasoning in which children express concern for others' needs even though their own needs may conflict with those needs
Aggression
Behavior that intentionally harms other people by inflicting pain or injury on them
Instrumental Aggression
Quarreling and fighting with others over toys and possessions
Hostile Aggression
Directing aggressive behavior at a particular person or group, criticizing, ridiculing, tattling on, or calling names
Reactive Aggression
Aggressive behavior as a response to attack, threat or frustration
Proactive Aggression
The use of force to dominate another person or to bully or threaten others
Relational Aggression
Damaging or destroying interpersonal relationships by such means as excluding another or gossiping abut or soiling another reputation
Catharsis
Presumably, discharging aggressive impulses by engaging in actual or symbolic aggressive acts that do not impinge on another person
Socially Unskilled
Being unskilled at solving interpersonal problems

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