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Identity-versus-Identity-confusion stage
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Identity achievement
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PSYCHOLOGY
| Question | Answer |
|---|---|
| Identity-versus-Identity-confusion stage | The period during which teenagers seek to determine what is unique and distinctive about themselves. |
| Identity achievement | The status of adolescents who commit to a particular identity following a period of crisis during which they consider various alternatives. |
| Identity foreclosure | The status of adolescent who prematurely commit to an identity without adequately exploring alternatives. |
| Moratorium | The status of adolescents who may have explored various identity alternatives to some degree, but have not yet committed themselves. |
| Identity diffusion | The status of adolescents in this category neither explore nor commit to consider various alternatives. |
| autonomy | having independence and a sense of contol over one's life. |
| Generation Gap | A divide between paents and adolescents in attitudes, values, aspirations, and world views. |
| Reference groups | groups of people with whom one compares oneself. |
| Cliques | groups of 2 to 12 people whose members have frequent social interactions with one another. |
| Crowds | Larger groups than cliques, composed of individuals who share paticular characteristics but who may not interact with one another. |
| Sex Cleavage | Sex segregaton in which boys intract primarily with boys and girls primarily with girls |
| Controversial adolescents | children who are liked by some peers and disliked by others. |
| Rejected adolescents | children who are actively disliked, and whose peers may react to the in an obviously negative manner. |
| neglected adolescents | children who receive relatively little attention from their peers in the form of eithr positive or negative intractions. |
| Peer pressure | the influence of one's peers to confirm to their behavior and attitudes. |
| Undersocialized delinquents | adolesent delinquents who are raised with little discipline or with harsh, uncaring parental supervision. |
| Socialized delinquents | adolescent delinquents who know and subscribe to the norms of society and who are fairly normal psycholoically. |
| stress | the physcial and emotional response to events that threaten or challenge us. |
| psychoneuroimmunology (PNI) | the study of the relationship among the brain, the immune system, and psychological factors. |
| Primary appraisal | The assessment of an event to determine whether its implications are positive, negative, or neutral. |
| Secondary appraisal | The assessment of whether one's coping abilities and resources are adequate to overcome the harm, threat, or challenge posed by the potential stressor. |
| psychosomatic disorders | medical problems caused by the interaction of psychological, emotional, and physical. |
| Coping | The effort to control, reduce, or learn to tolerate the threats that lead to stress. |
| defensive coping | coping that involves unconscious strategies that distort or deny the true nature of a situation. |
| hardiness | a personality characteristic associated with a lower rate of stress-related illness |
| Postformal thought | thinking that acknowledges that adult predicaments must sometimes be solved in relativistic terms. |
| acquisitive stage | according to schaie, the first stage of cognitive development, encompassing all of childhood and adolescence, in which the main developmental task is to acquire information. |
| achieving stage | the point reached by young adults in which intelligence is applied to specific situations involving the attainment of long-term goals regarding careers, family, and societal contributions. |
| responsible stage | The stage where the major concerns of middle-aged adults relate to their personal situations, including protecting and nourishing their spouses, families and careers. |
| executive stage | the period in middle adulthood when people take a broader perspective than earlier, including concerns about the world. |
| reintegrative stage | The period of late adulthood during which the focus is on tasks that have personal meaning. |
| Triarchic theory of intelligence | Sternberg's theory that intelligence is made up of three major components: compontntial, experiential, and contextual. |
| Componential Aspect of Intelligence | Analysis of data to solve problems, using previously-learned information. |
| Contextual Aspect of Intelligence | How intellignece is used to face real-world demands; practical Intelligence. |
| Experiential Aspect of Intelligence | How prior experiences are used in problem solving; ability to cope with new situations. |
| Practical Intelligence | According to Sternberg, intelligence that is learned primarily by observing others and modeling their behavior. |
| Emotional Intelligence | The set of skills that underlie the accurate assessment, evalution, expression, and regualtion of emotions. |
| Creativity | The combination of responses or ideas in novel ways. |
| First-year adjustment reaction | A cluster of psychological symptoms, including loneliness, anxiety, withdrawal, and depression, relating to college experience suffered by first-year college students. |
| Sterotype threat | performance that come from awareness of the sterotypes held by society about academic abilities. |
| Social Clock | The culturally determined psychological timepiece providing a sense of whether we have reached the major benchmarks of life at the appropriate time in comparison to our peers. |
| Intimacy-versus-Isolation stage | according to Erickson, the period of postadolescence into the early 30's that focuses on developing close relationships with others. |
| Stimulus-Value-Role (SVR) theory | The theory that relationships proceed in a fixed order of three stages: stimulus, value, and role. |
| Stimulus stage | relationships are built on surface, physical characteristics such as the way a person looks. (initial encounter) |
| Value Stage | Usually occurs between the second and the seventh encounter. In the value stage the relationship is characterized by increasing similarity of values and beleifs. |
| Role Stage | The relationship is built on specific roles played by the participants. for instance, the couple may define themselves as boyfriend-girlfriend or husband-wife. |
| Passionate (or romantic) love | a state of powerful absorption in someone |
| Companionate love | the strong affection for those with whom our lives are deeply involved. |
| labeling theory of passionate love | the theory that individuals experience romantic love when two events occur together; intense physiological arousal and situational cues suggesting that the arousal is due to love |
| Intimacy compnent | the component of love that encompasses feelings of closeness, affection, and connectedness. |
| Passion component | The component of love that comprises the motivational drives relating to sex, physical closeness, and romance. |
| decision/commitment component | The third aspect of love that embodies both the initial cognition that one loves another person and the longer-term determination to maintain that love. |
| Homogamy | the tendency to marry someone who is similar in age, race, education, religion, and other basic demographic characteristics. |
| Marriage Gradient | the tendency for men to marry women who are slightly younger, smaller, and lower in status, and women to marry men who are slightly older, larger, and higher in status. |
| cohabitation | couples living together without being married. |
| career consolidation | a stage that is entered between the ages of 20 and 40, when young adults become centered on their careers. |
| Fantasy period | according to Ginzberg, the period, lasting until about age 11, when career choices are made, and discarded, without regard to skills, abilities, or available job oppourtunities. |
| Tentative period | the second stage of Ginzberg's theory, which spans adolescence, when peope begin to think in pragmatic terms about the requirements of various jobs and how their own abilities mgiht fit with them. |
| Realistic period | The third stage of Ginzberg's theory, which occurs in early adulthood, when people begin to explore specific career options, either thorugh actual experience on the job or through training for a profession, and then narrow their choices and make a commit. |
| communal professions | occupations that are associated with relationships. |
| agentic professions | occupations that are associated with getting things accomplished. |
| extrinsic motivation | motivation that drives people to obtain tangible rewards, such as money and prestige. |
| Intrinsic motivation | motivation that causes people to work for their own enjoyment, nto for the rewards work may bring. |
| Status | the evaluation of a role or person by other relevent members of a group or society. |
| Normative-crisis models | the approach to personality development that is based on fairly universal stages tied to sequence of age-related crises |
| Life events models | The approach to personality development that is based on the timing of particular events in an adult's life rather than on age per se. |
| generativity-versus-stagnation stage | according to Erickson, the stage during middle adulthoo in which people consider their contributions to family and society. |
| midlife crisis | a stage of uncertainty and indecision brought about by the realization that life is finite. |
| empty nest syndrome | the experience that relates to parents' feelings of unhappiness, worry, loneliness, and depression resulting from their children's departure from home. |
| Boomerang children | young adults who return, after leaving home for some period, to live in the homes of their middle-aged parents. |
| sandwich generation | couples who in middle adulthood must fulfill the needs of both their children and thier aging parents. |
| cycle of violence hypothesis | the theory that abuse and neglect of chlidren leads them to be predisposed to abusiveness as adults. |
| 3 step- cycle of violence | 1) Tension builds 2)Acute Battering Incident 3)Loving Contrition |
| Burnout | a situation that occurs when highly trained professionals experience dissatisfaction, disillusionment, frustration, and weariness from their jobs. |
Created by:
CHARLIA