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Dev Psychology Final
| Term | Definition |
|---|---|
| emotional intelligence | a set of abilities that contribute to competence in the social and emotional domains |
| emotion | characterized by neural and physiological responses, subjective feelings, cognitions related to those feelings, and the desire to take action |
| discrete emotions theory | a theory about emotions, held by Tomkins, Izard, and others, in which emotions are viewed as innate and discrete from one another from very early in life, and each emotion is believed to be packaged with a specific and distinctive set of bodily and facial |
| functionalist approach | a theory of emotion, proposed by Campos and others, that argues that the basic function of emotions is to promote action toward achieving a goal. In this view, emotions are not discrete from one another and vary somewhat based on the social environment. |
| social smiles | smiles that are directed at people. They first emerge as early as 6 to 7 weeks of age. |
| separation anxiety | feelings of distress that children, especially infants and toddlers, experience when they are separated, or expect to be separated, from individuals to whom they are emotionally attached |
| self-conscious emotions | emotions such as guilt, shame, embarrassment, and pride that relate to our sense of self and our consciousness of others’ reactions to us |
| emotional self-regulation | the process of initiating, inhibiting, or modulating internal feeling states and related physiological processes, cognitions, and behaviors |
| social competence | the ability to achieve personal goals in social interactions while simultaneously maintaining positive relationships with others |
| temperament | constitutionally based individual differences in emotional, motor, and attentional reactivity and self-regulation that demonstrate consistency across situations, as well as relative stability over time |
| behavioral inhibition | a temperamentally based style of responding characterized by the tendency to be particularly fearful and restrained when dealing with novel or stressful situations |
| goodness of fit | the degree to which an individual’s temperament is compatible with the demands and expectations of his or her social environment |
| socialization | the process through which children acquire the values, standards, skills, knowledge, and behaviors that are regarded as appropriate for their present and future role in their particular culture |
| social referencing | a process where the infant takes cues from other people in the environment, about which emotions and actions are appropriate in a certain context or situation. |
| display rules | a social group’s informal norms about when, where, and how much one should show emotions and when and where displays of emotion should be suppressed or masked by displays of other emotions |
| co-rumination | extensively discussing and self-disclosing emotional problems with another person |
| rumination | a perseverative focus on one’s own negative emotions and on their causes and consequences, without engaging in efforts to improve one’s situation |
| adult attachment models | working models of attachment in adulthood that are believed to be based on adults’ perceptions of their own childhood experiences—especially their relationships with their parents—and of the influence of these experiences on them as adults |
| attachment theory | theory based on John Bowlby’s work that posits that children are biologically predisposed to develop attachments to caregivers as a means of increasing the chances of their own survival |
| attachment | an emotional bond with a specific person that is enduring across space and time. Usually, attachments are discussed in regard to the relation between infants and specific caregivers, although they can also occur in adulthood. |
| disorganized/disoriented attachment | a type of insecure attachment in which infants or young children have no consistent way of coping with the stress of the Strange Situation. Their behavior is often confused or even contradictory, and they often appear dazed or disoriented. |
| ethnic identity | individuals’ sense of belonging to an ethnic or racial group, including the degree to which they associate their thinking, perceptions, feelings, and behavior with membership in that group |
| foreclosure status | a category of identity status in which the individual is not engaged in any identity experimentation and has established a vocational or ideological identity based on the choices or values of others |
| identity achievement | an integration of various aspects of the self into a coherent whole that is stable over time and across events |
| identity confusion | an incomplete and sometimes incoherent sense of self that often occurs in Erikson’s stage of identity versus identity confusion |
| identity foreclosure | premature commitment to an identity without adequate consideration of other options |
| identity versus identity confusion | the psychosocial stage of development, described by Erikson, that occurs during adolescence. During this stage, the adolescent or young adult either develops an identity or experiences an incomplete and sometimes incoherent sense of self. |
| identity-achievement status | an integration of various aspects of the self into a coherent whole that is stable over time and across events |
| identity-diffusion status | a category of identity status in which the individual does not have firm commitments and is not making progress toward them |
| imaginary audience | the belief, stemming from adolescent egocentrism, that everyone else is focused on the adolescent’s appearance and behavior |
| insecure attachment | a pattern of attachment in which infants or young children have a less positive attachment to their caregiver than do securely attached children. Insecurely attached children can be classified as insecure/resistant (ambivalent), insecure/avoidant, or diso |
| insecure/avoidant attachment | a type of insecure attachment in which infants or young children are clingy and stay close to their caregiver rather than exploring their environment. In the Strange Situation, insecure/resistant infants tend to get very upset when the caregiver leaves th |
| insecure/resistant (or ambivalent) attachment | a type of insecure attachment in which infants or young children are clingy and stay close to their caregiver rather than exploring their environment. In the Strange Situation, insecure/resistant infants tend to get very upset when the caregiver leaves th |
| internal working model of attachment | the child’s mental representation of the self, of attachment figure(s), and of relationships in general that is constructed as a result of experiences with caregivers. The working model guides children’s interactions with caregivers and other people in in |
| moratorium status | a category of identity status in which the individual is in the phase of experimentation with regard to occupational and ideological choices and has not yet made a clear commitment to them |
| negative identity | identity that stands in opposition to what is valued by people around the adolescent |
| parental sensitivity | an important factor contributing to the security of an infant’s attachment. Parental sensitivity can be exhibited in a variety of ways, including responsive caregiving when an infant is distressed or upset and engaging in coordinated play with the infant. |
| personal fable | a form of adolescent egocentrism that involves beliefs in the uniqueness of one’s own feelings and thoughts |
| psychosocial moratorium | a time-out during which the adolescent is not expected to take on adult roles and can instead pursue activities that may lead to self-discovery |
| secure attachment | have a high-quality, relatively unambivalent relationship with their attachment figure. In the Strange Situation, a securely attached infant, for example, may be upset when the caregiver leaves but may be happy to see the caregiver retu |
| secure base | refers to the idea that the presence of a trusted caregiver provides an infant or toddler with a sense of security that makes it possible for the child to explore the environment |
| self | a conceptual system made up of one’s thoughts and attitudes about oneself |
| self-esteem | one’s overall evaluation of the worth of the self and the feelings that this evaluation engenders |
| sexual orientation | a person’s preference in regard to males or females as objects of erotic feelings |
| sexual-minority youth | young people who experience same-sex attractions |
| social comparison | the process of comparing aspects of one’s own psychological, behavioral, or physical functioning to that of others in order to evaluate oneself |
| strange situation | a procedure developed by Mary Ainsworth to assess infants’ attachment to their primary caregiver |
| authoritarian parenting | a parenting style that is high in demandingness and low in responsiveness. Authoritarian parents are nonresponsive to their children's needs and tend to enforce their demands through the exercise of parental power and the use of threats and punishment. Th |
| authoritative parenting | a parenting style that is high in demandingness and supportiveness. Authoritative parents set clear standards and limits for their children and are firm about enforcing them; at the same time, they allow their children considerable autonomy within those l |
| bidirectionality of parent–child interactions | the idea that parents and their children are mutually affected by one another’s characteristics and behaviors |
| family dynamics | the way in which the family operates as a whole |
| parenting styles | parenting behaviors and attitudes that set the emotional climate in regard to parent–child interactions, such as parental responsiveness and demandingness |
| permissive parenting | a parenting style that is high in responsiveness but low in demandingness. Permissive parents are responsive to their children's needs and do not require their children to regulate themselves or act in appropriate or mature ways. |
| rejecting-neglecting parenting | a disengaged parenting style that is low in both responsiveness and demandingness. Rejecting-neglecting parents do not set limits for or monitor their children’s behavior, are not supportive of them, and sometimes are rejecting or neglectful. They tend to |
| aggressive-rejected children | a category of sociometric status that refers to children who are especially prone to physical aggression, disruptive behavior, delinquency, and negative behavior such as hostility and threatening others |
| cliques | friendship groups that children voluntarily form or join themselves |
| controversial (peer status) | a category of sociometric status that refers to children or adolescents who are liked by quite a few peers and are disliked by quite a few others |
| crowds | groups of adolescents who have similar stereotyped reputations; among American high school students, typical crowds may include the “brains,” “jocks,” “loners,” “burnouts,” “punks,” “populars,” “elites,” “freaks,” or “nonconformists” |
| friendship | an intimate, reciprocated positive relationship between two people |
| gang | a loosely organized group of adolescents or young adults who identify as a group and often engage in illegal activities |
| neglected (peer status) | Neglected children receive few positive and few negative nominations. They engage in few disruptive and aggressive behaviors, and they show less sociability than their peers. However, research indicates that neglected children are not at great risk for ne |
| peers | people of approximately the same age and status |
| popular (peer status) | Popular children receive many positive and few negative nominations. They are well liked by others. Popular children are cooperative, sociable, friendly, and sensitive to others. Although they are assertive and capable of using aggression, they exhibit fe |
| reciprocated best friendship | a friendship in which two children view each other as best or close friends |
| rejected (peer status) | Rejected children receive many negative and few positive nominations. They are actively disliked. Rejected children exhibit fewer positive social skills and traits than do children in the other groups, and they show weaker academic and intellectual abilit |
| relational aggression | a kind of aggression that involves excluding others from the social group and attempting to do harm to other people’s relationships; it includes spreading rumors about peers, withholding friendship to inflict harm, and ignoring peer |
| relational aggression | training programs designed to help rejected children gain peer acceptance; they are based on the assumption that rejected children lack important knowledge and skills that promote positive interaction with peers |
| sociometric status | a measurement that reflects the degree to which children are liked or disliked by their peers as a group |
| victimized (peer status) | "victimized peer status "" with respect to peer relations, this term refers to children who are targets of their peers’ aggression and demeaning behavior" |
| withdrawn-rejected children | "a category of sociometric status that refers to rejected children who are socially withdrawn, wary, and often timid" |
| aggression | behavior aimed at harming or injuring others |
| altruistic motives | helping others for reasons that initially include empathy or sympathy for others and, at later ages, the desire to act in ways consistent with one’s own conscience and moral principles |
| conduct disorder (cd) | a disorder that involves severe antisocial and aggression behaviors that inflict pain on others or involve destruction of property or denial of the rights of others |
| conscience | an internal regulatory mechanism that increases the individual’s ability to conform to standards of conduct accepted in his or her culture |
| instrumental aggression | aggression motivated by the desire to obtain a concrete goal |
| moral judgments | decisions that pertain to issues of right and wrong, fairness, and justice |
| oppositional defiant disorder (odd) | a disorder characterized by age-inappropriate and persistent displays of angry, defiant, and irritable behaviors |
| personal judgment | decisions that refer to actions in which individual preferences are the main consideration |
| proactive aggression | unemotional aggression aimed at fulfilling a need or desire |
| prosocial behavior | voluntary behavior intended to benefit another, such as helping, sharing, and comforting of others |
| reactive aggression | emotionally driven, antagonistic aggression sparked by one’s perception that other people’s motives are hostile |
| social conventional judgments | decisions that pertain to customs or regulations intended to secure social coordination and social organization |
Created by:
Steffaniegarzon
Popular Psychology sets