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Psychology 215
| Question | Answer |
|---|---|
| Authoritarian Parenting | High level of control in which limits are set and rules are enforced, but no emotional connectedness. "Dictator"; unable to bend rules/make accommodations |
| Authoritative Parenting | Good at enforcing rules, but does so in an appropriate manner; will compromise. High levels of emotional connectedness that allows parents to be flexible when necessary. |
| Permissive Parenting | Loving and concerned, but has no control; tolerates everything; children at risk for delinquency and lack of respect. |
| Uninvolved Parenting | No control or caring; may be neglectful or abusive; children may be withdrawn, peer difficulties, etc. |
| Control | Amount of parental control over the child's activities and behavior; high or low expectations |
| Responsiveness | Amount of nurturance |
| Self-fulfilling prophecy | An unfounded expectation that becomes true simply because it was expected. i.e. Teacher expects less from a student with divorced parents, so the child achieves less. |
| Socialization | Process by which children and adults learn from others. i.e. learning how to behave in social settings |
| Clique | Small group of 2-8 people who know each other very well. |
| Crowd | Reputation-based peer group that typically have common labels across school districts and vary across gender. |
| Chronosystem | The chronological nature of development within the individual as well as the history of the surrounding environment. (Biggest) |
| Exosystem | Interaction among two or more environments, one of which doesn't directly include the individual. i.e. link between home and their parent's place of work |
| Macrosystem | Includes broader cultural patterns, such as beliefs, customs, knowledge, and morals. |
| Mesosystem | Links two or more microsystems |
| Microsystem | The immediate environment surrounding an individual. i.e. family, peers, school |
| Bronfenbrenner's Bioecological Theory | Microsystem; Mesosystem; Exosystem; Macrosystem; Chronosystem (smallest to largest) |
| Erickson's Psychosocial Theory of Development | Stage theory that focuses on social elements that influence us as individuals |
| Trust vs. Mistrust | Occurs in infancy. Trust: people are good, predictable, and gratifying. Mistrust: people are inconsistent and may not meet my needs. Babies rely on parents to survive; feeding, diaper changing |
| Autonomy vs. Shame & Doubt | Toddlerhood; toilet training. Autonomy: parents offer free choice to new opportunities; self-sufficient. Shame/Doubt: Few opportunities for free choice; results from helicopter parents |
| Initiative vs. Guilt | Preschool; learning to color and write. Initiative: parents support ambition and independence. Guilt: parents demand control; overprotective. i.e. try 3 sports |
| Industry vs. Inferiority | Elementary-Middle School. Industry: sense that one can complete tasks, schoolwork; learn to master skills (excel in 1 sport). Inferiority: sense that one will never be good at anything. |
| Identity vs. Role Confusion (ID Diffusion) | Adolescence; explore classes and opportunities. ID: Coherent sense of self; RC: confusion about self and overall self-definition. Many opportunities to explore. Become autonomous and develop close friends and romantic relationships. |
| Intimacy vs. Isolation | Young adulthood. Intimacy: Develop close relationships (ID has to be achieved). Isolation: Moving from one relationship to another; can't risk rejection. |
| Generativity vs. Stagnation | Middle Adulthood. Generativity: giving to the next generation. Stagnation: failing to contribute to society; absence of meaningful contribution. |
| Integrity vs. Despair | Elderly. Integrity: Feeling that life was worth living. Despair: Dissatisfied with life; fear of death. |
| Gender | Social definition that includes behaviors learned from the environment about being either male or female |
| Femininity | Stereotypical female behaviors such as being affectionate, warm, gentle, cheerful, and loyal |
| Masculinity | Stereotypical male behaviors such as being athletic, aggressive, dominant, self-reliant, and independent |
| Androgynous | Having both masculine and feminine characteristics |
| Gender-Stability | children form the knowledge that gender will not change over time. i.e. a girl will grow up to be a woman, not a man (age 3 or 4) |
| Gender-Constancy | Children understand that gender will remain the same regardless of behaviors, clothing, hairstyle, or other qualities. i.e. a man holding a purse is still a man (age 4 or 5) |
| Gender Identity | Knowledge that one is biologically male or female (age 4) |
| Gender-Labeling | Children can label themselves and others as male or female. First themselves (age 2), then others (age 3). |
| Gender-Role Attitude | Approval or disapproval toward societal expectations for one's gender |
| Gender-Role Identity | The knowledge that one behaves appropriately according to societal expectations for one's gender. i.e. can be masculine, feminine, or androgynous |
| Ethnic Identity | Psychological attitudes toward behaviors related to membership in an ethnic and racial group |
| Commitment | Making decisions about areas of one's life such as educational and career goals, family obligations or goals, and political and religious beliefs |
| Exploration | Period of role experimentation and trying new behaviors, including contemplation of morals and values |
| Identity-Achieved | Individuals have thought about personal beliefs, values and goals and have decided the direction life will take |
| Identity-Diffused | Has not searched for identity nor committed to any aspect of identity; may know that they need to in the future |
| Identity-Foreclosure | Crisis is not experienced, committed to a set of goals, values and future plans but tied to family or other authority. Close with parents |
| Moratorium | Individual is currently in crisis, seeking information that will be useful in determining sense of direction |
| Psychosocial crisis | individual faces and (ideally) masters a new psychological and social challenge. Positive/negative outcomes (Erickson's developmental stages) |
| Psychosocial moratorium | A time with few responsibilities and many opportunities for exploring different roles (teens) |
| Self-concept | Perceptions of thoughts that people have about themselves. i.e. "I am a student" |
| Self-esteem | Positive or negative evaluation of oneself. i.e. "I am a good student" |
| Piaget's Stages of Moral Development | Moral Realism (5-10 yrs): Rules are absolute-rigid, written in stone. Morality of Cooperation (10&older): rules can be bent, changed |
| Preconventional Stage | Egocentric, personal gain |
| Conventional Stage | Individual focuses on external authorities. Rules, things expected. |
| Postconventional Stage | Do something bc of a moral reason; abstract principles. |
| Preconventional: Punishment/Obedience | Avoid punishment |
| Preconventional: Naive Hedonistic/Personal Reward | Personal gain, equal exchange |
| Conventional: Interpersonal Authority | Focus on conforming to rules of parents and other family members; good boy/nice girl |
| Conventional: social Authority | Focus on conforming to laws and norms of society |
| Postconventional: Morality of Social Contract | Focus on personal decisions to determine when and how rules should be bent; social contract |
| Postconventional: Morality of Individual Principles | Focus on what will most benefit society as a whole or the greater good; universal ethical principles |
| Gilligan's Criticisms of Kohlberg's Theory | Culture specific, hypothetical reasoning, disregards feminine perspective, focuses too much on justice |
| Gilligan's Theory | Justice Orientation vs. Caring Orientation |
| Moral Behavior in School | Cheating |
| Caring Orientation | Focuses on responding to others' needs in intimate relationships. Women have more of this |
| Egocentrism | Focus on the self with little consideration for other people or their perspectives |
| Empathy | The ability to experience the emotions or feelings of another person. |
| Justice Orientation | Focuses on the rights of individuals |
| Morality of Cooperation (Piaget) | Age 10 & older. Rules can be bent, changed. |
| Moral realism (Piaget) | Age 5-10. Rules are absolute; rigid, written in stone. |
| Perspective Taking | The ability to understand another person's situation or psychosocial state, such as thoughts or feelings. |
| Moral Reasoning | Seeking rationales for determining right and wrong |
| Handicap | Puts someone at a disadvantage |
| Learning Disability | Struggles with learning. Not mentally retarded, emotionally disturbed, deprived, or brain damaged. Atleast average intelligence; varied symptoms, most have difficulty reading, learned helplessness. |
| ADHD | Neurological condition that impairs self-regulation as compared with same-age peers |
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