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PSYC 206 Unit 3
PSYC 206
| Question | Answer |
|---|---|
| A feeling or affect that occurs when a person is in a state or an interaction that is important to him/her, especially to his or her well-being, is labeled a(n) _____. | Emotion |
| Although she is upset, Olivia controls her emotions during a heated discussion with a co-worker. Olivia has a high level of emotional _____. | Regulation |
| Gayle insists that her daughter is being silly and should not be upset by a friend's insensitive comments. Gayle is practicing _____. | Emotion Dismissing |
| In order to be emotionally competent, one needs _____ | To be aware of one’s own and others’ emotional states. To have an empathic and sympathetic sensitivity to others’ emotional experiences. To be able to regulate and reduce the intensity and duration of one’s own negative emotional states. |
| Baby Jonah is hungry. According to some infancy experts, he will most likely alert his mother with a(n) | Basic cry |
| Alan's infant daughter begins to cry only minutes after she goes down for a nap. According to John Bowlby and Mary Ainsworth, Alan should ______. | Go immediately to their crying to soothe her |
| Kylie is 3 years old. At this age, she should be able to _____. | Use appropriate words to describe her emotions and what caused them |
| With increasing age, young children’s sources of regulation of emotion shifts from being ______. | External to internal |
| A child that has reached middle to late childhood is often pretty good at handling mild stressful situations. However, that same child might not do as well during a seriously stressful event. This is known as the ______. | Dose-response effect |
| Which of the following statements regarding adolescence is NOT true? | Adolescent boys are moodier than adolescent girls |
| Older adulthood emotional experience is characterized by ________ emotions than in young adulthood. | More positive Less intense Fewer negative |
| Socioemotional selectivity theory argues that _____. | Older adults deliberately withdraw from peripheral relationships, while increasing contact with close friends and family members that offer enjoyable relationships |
| Freud believed that infants become attached to the person or object that _____. | Provides oral satisfaction |
| Ellie wants to touch a plant she sees in the doctor's office. She moves toward the plant and looks for her mother's reaction. Her mother frowns and shakes her head. Ellie retreats and leaves the plant alone. This illustrates _____ | Social referencing |
| Baby Ryan is attached to his mother. According to Bowlby’s understanding of attachment, which of the following statements MOST likely is true? | Ryan expects his mother to provide relief from distress. |
| Attachment is best defined as _____. | A close emotional bond between 2 people |
| Even though the Strange Situation experiment elicits different responses depending on culture, the most frequent attachment classification across cultures is ____. | Secure |
| Which of the following is likely to be an important factor in connecting attachment style with later functioning? | Consistency in positive caregiving over years |
| Which of the following hormones is important in the formation of a mother-infant bond? | Oxytocin |
| Which of the following is one conclusion of the NICHD longitudinal study? | High-quality day care influences cognitive ability |
| Research on attachment indicates a likelihood that _____ | Young adults who had secure attachments to parents have secure attachments to romantic partners |
| Joanie is unhappy unless she has a girlfriend. She is very possessive and demanding with her peer relationships and constantly seeks to make someone her new best friend. What type of attachment is Joanie displaying? | Anxious |
| Romantic love emphasizes ________, while affectionate love emphasizes _____ | Passion; companionship |
| "I'm physically attracted to him, but we aren't emotionally close. It's fun to be with him sexually, but this probably won't be a long-lasting relationship." According to Robert Sternberg's triangle theory of love, this is an example of | Infatuation |
| Emotion | Feeling, or affect, that occurs when a person is engaged in an interaction that is important to him or her, especially to his or her well-being |
| Emotion Regulation | The ability to effectively manage arousal to adapt to circumstances and reach a goal |
| Emotion-Coaching Parenting Method | Parents role involves monitoring your children's emotions, view their negative emotions as opportunities for teaching, and assisting them in labeling their emotions |
| Emotion-Dismissing Parenting Method | Parents view their role as to deny, ignore, or change negative emotions |
| Emotional Competence | The ability to adapt appropriately to emotional experiences by mastering skills of emotional intelligence and empathy |
| Primary Emotions | Emotions that are present in humans and other animals, emerge early in life, and are culturally universal; examples include anger, joy, sadness, fear, and disgust |
| Self-Conscious Emotions | Emotions that require consciousness and a sense of "me"; they include empathy, jealousy, embarrassment, pride, shame, and guilt, most of which appear after 18 mos |
| Basic Cry | A rhythmic pattern usually consisting of a cry, a briefer silence, a shorter inspiratory whistle that is higher pitched than the main cry, and then a brief rest before the next cry |
| Anger Cry | A cry similar to the basic cry but with more excess air forced through the vocal cords |
| Pain Cry | A sudden, initial loud cry followed by breath holding, without preliminary moaning |
| Reflexive Smile | A smile that does not occur in response to external stimuli, it happens during the month after birth, usually during sleep |
| Social Smile | A smile in response to an external stimulus, which, early in development, typically is a face |
| Stranger Anxiety | An infant's fear of and wariness toward strangers; it tends to appear in the second half of the first year of life |
| Separation Protest | Reaction that occurs when infants experience a fear of being separated from a caregiver, which results in crying when the caregiver leaves |
| Fight or Flight | Taylor's view that when men experience stress, they are more likely to become aggressive, withdraw from social contact, or drink alcohol |
| Tend and Befriend | Taylor's view that when women experience stress, they are more likely to seek social alliances with others, especially female friends |
| Socioemotional Selectivity Theory | The theory that older adults become more selective about their activities and social relationships in order to maintain emotional well-being |
| Temperament | An individual's behavioral style and characteristic way of responding |
| Easy Child | A temperament style in which the child is generally in a positive mood, quickly establishes regular routines, and adapts easily to new experiences |
| Difficult Child | A temperament style in which the child tends to react negatively and cry frequently, engages in irregular daily routines, and is slow to accept change |
| Slow-To-Warm-Up Child | A temperament style in which the child has a low activity level, is somewhat negative, and displays a low intensity of mood |
| Goodness of Fit | The match between a child's temperament and the environmental demands the child must cope with |
| Attachment | A close emotional bond between two people |
| Strange Situation | Ainsworth's observational measure of infant attachment to a caregiver that requires the infant to move through a series of introductions, separations, and reunions with the caregiver and an adult stranger in a prescribed order |
| Securely Attached Children | Children who use the caregiver as a secure base from which to explore the environment |
| Insecure Avoidant Children | Children who show insecurity by avoiding the mother |
| Insecure Resistant Children | Children who might cling to the caregiver, then resist her by fighting against the closeness, perhaps by kicking or pushing away |
| Insecure Disorganized Children | Children who show insecurity by being disorganized and disoriented |
| Developmental Cascade Model | Involves connections across domains over time that influence developmental pathways and outcomes |
| Secure Attachment Style | An attachment style that describes adults who have positive views of relationships, find it easy to get close to others, and are not overly concerned or stressed out about their romantic relationships |
| Avoidant Attachment Style | An attachment style that describes adults who are hesitant about getting involved in romantic relationships and, once in a relationship, tend to distance themselves from their partner |
| Anxious Attachment Style | An attachment style that describes adults who demand closeness, are less trusting, and are more emotional, jealous, and possessive |
| Romantic Love | Also called passionate love, or eros, this type of love has strong components of sexuality and infatuation, and it often predominates in the early part of a love relationship |
| Affectionate Love | Also called companionate love, this type of love occurs when individuals desire to have another person near and have a deep, caring affection for the person |
| Triangular Theory of Love | Sternberg's theory that love includes three components or dimensions- passion, intimacy, and commitment |
| The ______ is who a person is, representing a synthesis and integration of self-understanding. | Identity |
| Twenty-month-old Michael is placed in front of a mirror with a spot of rouge on his nose. Based on research into the development of self-recognition, Michael will MOST likely ______. | Touch his nose in an attempt to wipe off the spot |
| Essence is good at recognizing how her peers are feeling. Research has shown that because she is able to do this at a young age, she will likely go on to display ____ behaviors. | Prosocial |
| Kelsy dreams of becoming a singing star one day because she considers herself to be highly talented. Kelsy is considering her ____. | Possible self |
| As individuals get older, they describe ________ possible selves and portray them in more ________ ways. | Fewer; concrete |
| Which of the following is NOT a strategy for increasing self-esteem? | Avoid problems to prevent failure or disappointment |
| Paul Baltes and colleagues believe that successful aging by older adults involves _____. | Selection, optimization, and compensation |
| During what age period do children transition between Piaget's heteronomous and autonomous morality? | 7 to 10 years |
| When presented with Kohlberg's well-known Heinz dilemma, McKenzie's response is, "It is against the law to steal. The husband should find another way to get the drug." McKenzie is in which stage of moral development? | Social systems morality |
| What are the two main components of the superego? | Ego ideal and conscience |
| Beliefs and attitudes about the way things should be according to what is important to an individual are _____. | Values |
| According to Pamela King and her colleagues, a feeling for experiencing something beyond oneself in a transcendent manner and living in a way that benefits others and society is referred to as _____. | Spirituality |
| Darlene has a strong religious orientation through her adulthood and late adulthood years. Compared to her peers who are not religious at all, which of the following is NOT likely to be something that she will experience? | She is less resilient in confronting stressful situations |
| Self | All the characteristics of a person |
| Identity | Who a person in, representing a synthesis and integration of self- understanding |
| Personality | The enduring personal characteristics of individuals |
| Self-Understanding | The individual's cognitive representation of the self, the substance of self-conceptions |
| Perspective Taking | The ability to assume another person's perspective and understand his or her thoughts and feelings |
| Possible Selves | What adolescents hope to become as well as what they dread they might become |
| Self-Esteem | The global evaluative dimension of the self, also called self-worth or self-image |
| Self-Concept | Domain-specific evaluations of the self |
| Self-Regulation | The ability to control one's behavior without having to rely on others for help |
| Selective Optimization with Compensation Theory | The theory that successful aging involves three strategies; selection, optimization, and compensation |
| Moral Development | Changes in thoughts, feelings, and behaviors regarding standards of right or wrong |
| Heteronomous Morality (Piaget) | The first stage of moral development in Piaget's theory, occurring at 4-7 years of age, justice and rules are conceived of as unchangeable properties of the world, removed from the control of people |
| Autonomous Morality | The second stage of Piaget's moral development theory displayed in children 10+ where they become more aware that rules and laws are created by people and that in judging an action they should be consider the actor's intentions and consequences |
| Immanent Justice | Belief that if a rule is broken, punishment will be melted out immediately |
| Preconventional Reasoning | Lowest level in Kohlberg's theory that the individual's moral reasoning is controlled by external punishments and rewards |
| Heteronomous Morality (Kohlberg) | The first stage of preconventional reasoning in Kohlberg's theory, in which moral thinking is tied to punishment |
| Individualism, Instrumental Purpose, and Exchange | The second Kohlberg stage of preconventional reasoning, individuals pursue their own interests but also let others do the same |
| Conventional Reasoning | The second, or intermediate level, in Kohlberg's theory of moral development where individuals abide by the standards of others such as parents or laws of society |
| Mutual Interpersonal Expectations, Relationships, and Interpersonal Conformity | Kohlberg's third stage of moral development where individuals value trust, caring, and loyalty to others as the basis of their moral judgment |
| Social Systems Morality | The fourth stage in Kohlberg's theory that moral judgments are based on understanding the social order, law, justice, and duty |
| Postconventional Reasoning | The highest level in Kohlberg's theory that moral judgments are based on understanding the social order, law, justice, and duty |
| Social Contract or Utility and Individual Rights | The fifth stage of Kohlberg's theory where individuals reason that values, rights, and principles undergird or transcend laws |
| Universal Ethical Principles | The sixth and highest stage in Kohlberg's theory that individuals have established a moral standard based on universal human rights |
| Justice Perspective | A moral perspective that focuses on the rights of individuals independently making moral decisions |
| Care Perspective | The moral perspective of Carol Gilligan; views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concerns for others |
| Social Cognitive Theory of Morality | The theory that distinguishes between moral competence- the ability to produce moral behaviors- and the moral performance- performing those behaviors in specific situations |
| Ego Ideal | The component of the superego that rewards the child by conveying a sense of pride and personal value when the child acts according to ideal standards approved by parents |
| Conscience | The component of the superego that punishes the child for behaviors disapproved by parents by making the child feel guilty or worthless |
| Empathy | Reacting to another's feelings with an emotional response that is similar to the other's feelings |
| Sympathy | An emotional response to another person in which the observer feels sad or concerned about the person's well-being |
| Moral Identity | The aspect of personality that is present when individuals have moral notions and commitments that are central to their lives |
| Moral Exemplars | People who have a moral personality, identity, character, and set of virtues that reflect moral excellence and commitment |
| Social Domain Theory | Theory that identifies different domains of social knowledge and reasoning including moral, social, conventional, and personal domains which can arise from children's and adolescent's attempts to understand and deal with different social experiences |
| Social Conventional Reasoning | Focuses on conventional rules established by social consensus and convention, as opposed to moral reasoning, which stresses ethical issues |
| Religion | An organized set of beliefs, practices, rituals, and symbols that increases an individual's connection to a sacred or transcendent other (God, higher power, or higher truth) |
| Religiousness | The degree of affiliation with an organized religion, participation in prescribed rituals and practices, connection with its beliefs, and involvement in a community of believers |
| Spirituality | Experiencing something beyond oneself in a transcendent manner and living in a way that benefits others in society |
| Meaning-Making Coping | Drawing on beliefs, values, and goals to change the meaning of a stressful situation, especially in times of high level of stress such as when a loved one dies |
| Sometimes Michelle's mom takes work calls while they are eating dinner. This influence on Michelle comes from her _____. | Exosystem |
| Sheri's infant daughter mimics facial expressions and hand gestures. This is an example of _____. | A reciprocal interaction |
| Being single offers the potential advantage of ________ but the potential disadvantage of ________. | Self-reliance; lack of intimacy |
| In the United States, cohabiting arrangements _____. | Tend to be short-term, with one-third lasting less than one year |
| In 2016, the U.S. average age for first marriage was 29.5 years for men and 27.4 years for women. These ages for first marriages are _____. | Higher than any point in U.S. history. |
| Which of the following is the MAIN cause for divorce among middle-aged and older adult men? | No obvious problems, just fell out of love |
| Which of the following statements is TRUE regarding gay or lesbian relationships? | Areas of conflict in a homosexual relationship are very like those of heterosexual partners |
| Which of the following is an advantage of having children later (in their 30s)? | Parents are likely to be more mature |
| Jeff and Amber demand respect and immediate obedience from their children. They use spanking as a primary form of punishment. Which of Baumrind's parenting styles do Jeff and Amber employ? | Authoritarian |
| The support that parents provide one another in raising a child together is called _____. | Coparenting |
| Should parents stay married for the sake of the children? | Sometimes, parents must weigh the negative effects of divorce against the effects of an unhappy marriage |
| According to research, children of lesbian or gay parents ________ compared with children in heterosexual families. | Show no differences in their adjustment and mental health |
| Reciprocal Socialization | Socialization that is bidirectional in that children socialize parents just as parents socialize children |
| Multiple Developmental Trajectories | Refers to the fact that adults follow one trajectory or pattern of development and children another one |
| Cohabituation | Living together in a sexual relationship without being married |
| Authoritarian Parenting | A restrictive, punitive style in which parents exhort the child to follow their directions and respect their work and effort; firm limits are placed on the child, and little verbal exchange is allowed |
| Authoritative Parenting | A style that encourages children to be independent but still places limits and controls on their children's actions; extensive verbal give-and-take is allowed and parents are warm and nurturing toward the child |
| Neglectful Parenting | A style in which the parent is very uninvolved in the child's life |
| Indulgent Parenting | A style in which parents are very involved with their children but place few demands or controls on them |
| Coparenting | The support that parents provide one another in jointly raising a child |
| What does a child get from peers that he/she typically cannot get from siblings? | Comparison to others who are the same age |
| All of the following parental behaviors have been linked with children's social competence and acceptance EXCEPT _____ | Rough play |
| According to Jean Piaget and Harry Stack Sullivan, what is a primary thing children learn from their peers? | Reciprocity |
| In a recent national study of 15,000 students in grades 6 through 10, how many had been involved (as a perpetrator or victim) in bullying? | 1 in 3 |
| Anne encourages George-Michael to run for class president, assuring him that he is well-liked and capable. This is an example of which friendship function? | Ego support |
| Whereas girls' friendships in adolescence often focus on intimacy, boys' friendships tend to emphasize _____ | Power and excitement |
| Compared to adult men, adult women tend to have ________ close friends and friendships that are more ________. | More, intimate |
| Which of the following is increasingly reducing children's time for play? | Electronic media |
| Nan holds the remote control to her ear and pretends to speak on the phone. In which of Bergen's play types is she engaged? | Pretense/symbolic |
| In which industrialized country do adolescents have the most leisure time? | USA |
| What percentage of U.S. adults 60 years and older spend no time in non-sedentary leisure activities? | Over 50% |
| What is the main way that adolescents connect with their friends? | Texting |
| Peers | Individuals who share the same age or maturity level |
| Popular Children | Children who are frequently nominated as a best friend and are rarely disliked by their peers |
| Average Children | Children who receive an average number of both positive and negative nominations from their peers |
| Neglected Children | Children who are infrequently nominated as a best friend but are not disliked by their peers |
| Rejected Children | Children who are infrequently nominated as a best friend and are actively disliked by their peers |
| Controversial Children | Children who are frequently nominated both as someone's best friend and as being disliked |
| Cliques | Small groups that range from 2 to 12 individuals and average about 5 or 6 individuals, members are usually the same age and same sex and engage in similar activities such as belonging to a club or group sport |
| Crowds | A crowd is a larger group than a clique, adolescents usually are members of a crowd based on reputation and may not spend much time together, often defined by the activities in which adolescents engage |
| Intimacy in Friendship | Self-disclosure and the sharing of private thought |
| Play | A pleasurable activity that is engaged in for its own sake |
| Play Therapy | Therapy that lets children work off frustrations while therapists analyze their conflicts and coping methods |
| Sensorimotor Play | Behavior in which infants derive pleasure from exercising their sensorimotor schemes |
| Practice Play | Play that involves repetition of behavior when new skills are being learned or when mastery and coordination of skills are required for games or sports |
| Pretense/Symbolic Play | Play that occurs when a child transforms aspects of the physical environment into symbols |
| Social Play | Play that involves interaction with peers |
| Constructive Play | Combination of sensorimotor/practice play with symbolic representation |
| Games | Activities that are engaged in for pleasure and include rules |
| Leisure | The pleasant times when individuals are free to pursue activities and interests of their own choosing |
| Disengagement Theory | The theory that, to cope effectively, older adults should gradually withdraw from society; this theory is not supported by research |
| Activity Theory | The theory that the more active and involved older adults are, the more likely they are to be satisfied with their lives |
| Ageism | Prejudice against people because of their age, especially prejudice against older adults |
| Ethnocentrism | The tendency to consider one's own group superior to other groups |
| Individualism | Giving priority to personal goals rather than to group goals; emphasizing values that serve the self such as feeling good, obtaining personal distinction through achievement, and preserving independence |
| Collectivism | Emphasizing values that serve the group by subordinating personal goals to preserve group integrity, supporting interdependence of members, and promoting harmonious relationships |
| People, places or contexts, times, objects, and symbols are all components of a culture's death ________ | System |
| U.S. culture uses euphemistic terms for death. This is an indication of ______ | Denial |
| If all electrical activity of the brain has ceased for a specified period of time, an individual is _____ | Brain Dead |
| Marilyn suffers a severe stroke and irreversible brain damage. Her husband decides to remove all life support and, subsequently, Marilyn dies. This is an example of _____ | Passive Euthanasia |
| What is the goal of palliative care? | Reduce pain and suffering and help individuals die with dignity |
| Alli is 8 years old. Which of the following presents the greatest risk of death for her? | Accidents |
| Marina's dog, Spot, is killed by a car. When she sees him, Marina asks, "When will Spot wake up?" Approximately how old is Marina? | 3-5 years old |
| Emerging adults are ________ adolescents to commit suicide. | More likely than |
| Which of the following is TRUE of Kübler-Ross' stages of dying? | Some individuals never come to accept their imminent death |
| According to Cottrell & Duggleby, which factor may work as an adaptive strategy or a maladaptive strategy for dealing with impending death depending on how it is employed? | Denial |
| Jim has been divorced from his wife for more than 30 years. Jim's son calls to tell him that his ex-wife has died. Because Jim has not spoken to or seen her in all that time, he feels uncomfortable showing his sadness openly. Jim is experiencing _____ | Disenfranchised Grief |
| Women generally adjust better than men after the death of a spouse because _____ | Women have better social networks, closer family relationships, and more psychological coping strategies |
| What are components of the death system? | People, places/contexts, times, objects, and symbols |
| Brain Death | A neurological definition of death- an individual is dead when all electrical brain activity has ceased for a specified period of time |
| Euthanasia | The act of painlessly ending the lives of persons who are suffering from incurable diseases or severe disabilities; sometimes called "mercy killing" |
| Passive Euthanasia | The withholding of available treatments, such as life-sustaining devices and allowing the person to die |
| Active Euthanasia | Death induced deliberately, as by injecting a lethal dose of a drug |
| Hospice | A program committed to making the end of life as free from pain, anxiety, and depression as possible with contrasting goals of hospitals (curing disease/prolonging life) |
| Palliative Care | Emphasized in hospice care; involves reducing pain and suffering and helping individuals die with dignity |
| Denial and Isolation | First stage of dying, where the dying person denies their death |
| Anger | Second stage of dying, where the person's denial gives way to anger, resentment, rage, and envy |
| Bargaining | Third stage of dying , in which the dying person develops the hope that death can somehow be postponed |
| Depression | Fourth stage of dying, in which a dying person perceives the certainty of her or his death, this period or prepatory death may occur |
| Acceptance | Fifth stage of dying, which the dying person develops a sense of peace, an acceptance of his or her fate, and often a desire to be left alone |
| Grief | The emotional numbness, disbelief, separation anxiety, despair, sadness, and loneliness that accompany the loss of someone we love |
| Complicated/Prolonged Grief | Grief that involves enduring despair and remains unresolved over an extended period of time |
| Disenfranchised Grief | Grief involving a deceased person that is a socially ambiguous loss that can't be openly mourned or supported |
| Dual-Process Model | A model of coping with bereavement that emphasizes oscillation between loss-oriented stressors and restoration-oriented stressors |
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