View
- Term
- Definition
- Both Sides
Study
- All (65)
Shortcut Show
Next
Prev
Flip
PSYC 307 Exam 4
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Rejected children who tend to be anxious, withdrawn, and socially unskilled |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 |