Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

CAS 325 B > Exam 3 > Flashcards

Exam 3 Flashcards

(88 cards)

Start Studying
1
Q

all of the characteristics of a person

A

Self

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

The individuals cognitive representation of the self

A

Self-understanding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

The global evaluative dimension of the self

A

Self-esteem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Domain specific evaluations of self

A

Self-concept

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What individuals might become, what they would like to become, and what they are afraid of becoming

A

Possible Self

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Self-Esteem Trajectory

A

Declines duringlife transitions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Who a personbelieves heorsheis,representinga synthesis and integration of self-understanding

A

Identity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

a period of identity development during which the adolescent is choosing among meaningful alternatives

A

Crisis(/Exploration):

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

the part of identity development in which adolescents show a personal investment in what they are going to do

A

Commitment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

adolescents have not yet experienced an identity crisis or made any commitments

A

Identity diffusion:

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

adolescents have made a commitment but have not experienced an identity crisis (or exploration)

A

Identity foreclosure:

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Adolescents who are in the middle of an identity crisis, but have not made a clear commitment to an identity

A

Identity moratorium

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

an adolescent who has undergone an identity crisis and made a commitment

A

Identity achievement:

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

The process by which children and adolescents socialize their parents, just as parents socialize them

A

Reciprocal Socialization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Parent-Adolescent Conflict

A

More conflict in adolescence than childhood nespecially early adolescence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

can be stronger socializing agents than parents or peers

A

Siblings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

source of support for social and academic problems

A

Older siblings:

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

linked to behavior problems and lower grades among teens

A

Parent’s negative work conditions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Leads to less gender stereotyping and more egalitarian views of gender

A

Maternal employment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

A learner-centered approach that emphasizes the adolescent’s active cognitive construction of knowledge and understanding with guidance from the teacher

A

Constructivist Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

A teacher-centered approach characterized by teacher direction and control, mastery of academic skills, high expectations for students and maximum time spent on learning tasks

A

Direct Instruction Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Critiques of Direct instruction approach

A

turns students into passive learners limits critical and creative thinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Mismatch between the needs of developing adolescents and the opportunities afforded by school

A

Person-Environment Fit

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Why do Students Drop Out?

A

School-related reasons

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
The theory that in their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes
Attribution Theory
26
Individuals focus on the task rather than on their ability
Mastery Orientation
27
Individuals seem trapped when experiencing difficulty and attribute the difficulty to a lack of ability
Helpless orientation
28
An outlook in which individuals are focused on winning rather than achievement outcome
Performance Orientation
29
The cognitive view, either fixed or growth, that individuals develop for themselves
Mindset
30
A self-confirming concern that one will be evaluated based on a negative stereotype
Stereotype threat
31
frequently liked, rarely disliked
Popular
32
average number of liked and disliked
Average
33
infrequently liked, infrequently disliked
Neglected
34
infrequently liked, frequently disliked
Rejected
35
Nominated as both liked and disliked
Controversial
36
small groups; range from 2 to 12 individuals usually of same sex and similar in age can form because teens engage in similar activities and/or purely because they spend time together and enjoy it
Cliques
37
larger group structure and less personal | may or may not spend time together ¤based on reputation (e.g., jocks, druggies)
crowds
38
self-disclosure or sharing of private thoughts
Intimacy
39
The tendency to socialize with similar others
Similarity
40
The 8 functions of dating
``` Form of recreation • Source of status and achievement • Socialization process • Learn about intimacy • Sexual experimentation and exploration • Companionship • Identity formation and development • Mate sorting and selection ```
41
Stage of romantic development that occurs around the ages of 11 to 13 and includes intense interest in romance and dating usually occurs in a group setting
Stage 1: Entry into romantic attractions and affiliations
42
Stage of romantic development that occurs around the age of 14 to 16 and includes casual dating that tends to be short lived and dating in groups
Stage 2. Exploring romantic relationships
43
Stage of romantic development that occurs around the age of 17 to 19 and includes more serious romantic relationship. relationships are stable and enduring
Stage 3 3. Consolidating dyadic romantic bonds
44
Love that has strong sexual and infatuation components
Romantic Love
45
Love occurring when an individual desires to have another person near and has a deep, caring affection for that person
Affectionate love
46
a difference between males and females based mainly on biological factors
Sex difference:
47
characteristics of people as males or females
Gender
48
A set of expectations that prescribes how females and males should think, act and feel
gender roles
49
Pubertal change intensifies sexual gender attitudes and behaviors • Freud and Erikson – individual’s genitals influence gender behavior • anatomy is destiny
Biological influences on gender
50
gender differences mainly result from contrasting roles of females and males
Social Role Theory
51
an individual’s attention and behavior are guided by an internal motivation to conform to gender-based sociocultural standards and stereotypes
Gender Schema Theory:
52
socialize daughters to be more obedient and responsible
Mothers socialization strategies
53
more attention, activities and intellectual development tasks with sons
Fathers socialization strategies
54
emphasizes that children’s and adolescent’s gender development occurs through: • observation and imitation of gender behavior • rewards and punishment they experience for gender- appropriate and gender-inappropriate behavior
Social cognitive theory of gender
55
Broad categories that reflect our impressions and | beliefs about females and males
Gender Stereotypes
56
language of conversation, establishing connections and negotiating relationships
Rapport talk:
57
the presence of desirable feminine and masculine characteristics in the same individual
Androgyny:
58
most widely used to measure androgyny | • classifies as one of four gender-role orientations
Bem Sex role inventory
59
What are the four gender role classifications in the Bem sex role inventory
Androgynous Feminine Masculine Undifferentiated
60
High feminine and High Masculine
Androgynous
61
High feminine low masculine
Feminine
62
High masculine and low feminine
Masculine
63
low masculine and low feminine
Undifferentiated
64
The belief that, when an individual’s competence is at issue, it should be conceptualized not on the basis of masculinity, femininity or androgyny, but rather, on a person basis
Gender-Role Transcendence
65
Studies that compare a culture with one or more other cultures
cross cultural studies
66
emphasizes values that serve the self and gives priority to personal goals, not group goals
Individualism
67
emphasizes values that serve the group by subordinating personal goals to preserve group identity
Collectivism
68
Ceremonies or rituals that mark an individual’s transition from one status to another
Rites of passage
69
Refers to a grouping of people with similar occupational, educational, and economic characteristics
Socioeconomic status
70
2015 poverty threshold
$24,250 family of four
71
Defined by economic hardship
Poverty
72
Study of Canadian and Chinese youth outcome
Canadian youth said that taking credit for a good deed was a good thing and falsely denying that you did the good deed was a bad thing Chinese youth said that taking credit for a good deed is a good thing but it is also ok to lie about it or be modest.
73
Term reflecting the fact that far more women than men live in poverty
Feminization of poverty
74
Poverty in adolescence
More aware of social disadvantage and associated stigma (than children) • try to hide poverty status
75
Unjustified negative attitude toward an individual because of the individual’s membership in a group
Prejudice
76
Components of Prejudice
Beliefs, emotions and predisposition to act
77
attitudes we are unaware of (unconscious), yet still influence behavior
Implicit prejudice
78
attitudes that we are aware of holding toward a group
Explicit prejudice
79
Emphasizes that problems develop through an interaction of biological, psychological, and social factors
The biopsychosocial approach
80
emotional conditions that develop when individuals turn problems inward
Internalizing problems:
81
behavior that occurs when individuals turn problems outward
Externalizing problems:
82
managing taxing circumstances expending effort to solve life's problems, and seeking to master or reduce stress
Coping
83
drugs that slow down the central nervous system, bodily functions and behavior
Depressants
84
Alcohol use trends
declines in recent years
85
Having 5+ drinks in a row in the last two weeks
binge drinking
86
Drugs that increase the activity of the central nervous system
Stimulant
87
The developmental period occurring from approximately 18 to 25 years of age. Transitional period between adolescence and adulthood characterized by experimentation and exploration
Emerging adulthood
88
The five features that make emerging adulthood distinct
age of identity explorations, the age of instability, the self-focused age, the age of feeling in-between, and the age of possibilities

CAS 325 B (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions