Exam 4 (Ch 11 & 14)

Question 1

two emerging lines of evidence that revealed early social relationships are critically important for typical development

Answer 1

observations of institutionalized infants (Bowlby) and experiements with animals (Harlow)

Question 2

attachment

Answer 2

emotional bond with a specific person that endures across space and time

Question 3

john bowlby observed

Answer 3

institutionalized children which led to the understanding of the importance of parent-child interactions in development

Question 4

harry harlow

Answer 4

performed first experimental work with monkeys

Question 5

attachment theory

Answer 5

children are biologically predisposed to develops attachments with caregivers as a means of increasing the chances of their own survival

Question 6

strange situation

Answer 6

exprimental paradigm to assess infant attachment to primary caregivers

Question 7

attachment theories

Answer 7

secure, insecure/resistant (ambivalent), insecure/avoidant, and disorganized

Question 8

secure attachment

Answer 8

child has high quality relationship with attachment figure

Question 9

insecure/resistant (ambivalent)

Answer 9

child is clingy and stays close to caregiver rather than explore environment

Question 10

insecure/avoidant

Answer 10

child is indifferent toward caregiver and may avoid caregiver

Question 11

disorganized/disoriented

Answer 11

no consistent way of coping with stress of strange situation

Question 12

self esteem

Answer 12

one’s overall evaluation of their own worth and the feelings that produces

Question 13

Does self esteem involve both nature and nurture?

Answer 13

Yes

Question 14

what contributes to self esteem?

Answer 14

physical appearance, athletic ability, intelligence, personality, social support and approval from others

Question 15

early adolescence

Answer 15

marked by a form of egocentrism

Question 16

personal fable

Answer 16

beliefs in the uniqueness of own feelings and immortality

Question 17

imaginary audience

Answer 17

belief that everyone is focused on their appearance and behavior

Question 18

middle adolescence

Answer 18

begin to agonize over contradictions in their behavior and characteristics

Question 19

late adolesence/approaching adulthood

Answer 19

self concept more integrated and less dependent on others

Question 20

identity confusion

Answer 20

incoherent sense of self

Question 21

identity forclosre

Answer 21

settle too soon on identity

Question 22

negative identity

Answer 22

opposite of parents

Question 23

psychosocial moratorium

Answer 23

extended time to explore activities that lead to self discovery

Question 24

foreclosure status

Answer 24

not engaged identity experimentation and has established an identity based on choices or values of others

Question 25

moratorium status

Answer 25

phase of experimentation with regard to occupational and ideological choices, no clear commitment

Question 26

identity-achievement status

Answer 26

completed period of exploration and has found a coherent identity based upon personal decisions about occupation, ideology

Question 27

sexual orientation

Answer 27

a person's preference in regard to males or females as objects of erotic feelings

Question 28

sexual minority youth

Answer 28

young people who experience same-sex attractions

Question 29

core concepts of moral judgement

Answer 29

reasoning behind behavior is critical for determining whether its moral/immoral and changes in moral reasoning form the basis of moral development

Question 30

main theoretical players in moral judgement

Answer 30

piaget and kohlberg

Question 31

piaget and kohlberg both used a cognitive development approach to study

Answer 31

morality

Question 32

morality of constraint

Answer 32

rigid acceptance of rules pertaining t morality

Question 33

transition period

Answer 33

realization that "moral rules" are a product of social interaction

Question 34

autonomous morality

Answer 34

rules are modifiable

Question 35

aggression

Answer 35

behavior aimed at injuring or harming someone

Question 36

different goals of aggression

Answer 36

instrumental and relational

Question 37

different types of aggression

Answer 37

reactive and proactive

Question 38

insturmental

Answer 38

motivated by desire to attain a goal

Question 39

relational

Answer 39

harm inflicted by damaging others' peer relations (such as rumors)

Question 40

reactive

Answer 40

antagonistic, emotional

Question 41

proactive

Answer 41

unemotional, goal-driven. fulfilling a need or desire

Question 42

sympathy

Answer 42

feeling of concern for another person in reaction to the others' emotional state

Question 43

empathy

Answer 43

emotional reaction to another's emotional state

Question 44

are all children capable of prosocial behavior?

Answer 44

yes, but they differ in how often and motive

Question 45

conscience

Answer 45

internal regulatory mechanism that increases the individual's ability to conform to standards of conduct accepted by his or her own culture

Question 46

moral judgements

Answer 46

decisions that pertain to issues of right/wrong, fairness/justice

Question 47

social-conventional judgements

Answer 47

decisions that pertain to customs or regulations inteded to secure social coordination and organization

Question 48

personal judgments

Answer 48

decisions that refer to actions in which individual preferences are the main conversation

Question 49

Eisenberg's stages of prosocial behavior

Answer 49

``` hedonistic, self-focused orientation needs-based approval and/or stereotyped self-reflective emphathic transitional strongly-internalized ```

Question 50

Kids who become aggressive in preschool

Answer 50

May have neurological deficits, likely to have family risk factors, and get stuck in a cycle

Question 51

Kids who become aggressive in adolescence

Answer 51

More tied to deviant peer group and outgrow their deviant behavior

Question 52

Spanking is consistently linked with

Answer 52

High levels of externalities behavior and low-self regulation

Question 53

Bullying

Answer 53

Unwanted aggressive behavior that involves a real or perceived power imbalance

Question 54

Cyber bullying

Answer 54

Use of info technology to repeatedly harm or harass other people in a deliberate matter

Question 55

By 18-20 months kids can

Answer 55

Recognize their own reflection as themselves

Question 56

By 30 months most kids

Answer 56

Recognize themselves in photos

Question 57

By 24 months

Answer 57

Children show embarrassment and shame in language and behavior

Question 58

By 3-4 yearsi

Answer 58

Children understand themselves in terms of concrete observable characteristics

Question 59

In elementary school

Answer 59

Children increasingly refine self concepts based on social comparison

Question 60

James Marcia's categories

Answer 60

Identity-diffusion, foreclosure, moratorium, and in destiny-achievement status

Question 61

Those with __________ status tend to stay stuck there

Answer 61

Foreclosed, also more likely if parents are over-protective, cold, authoritarian, and controlling

Question 62

What influences in destiny formation?

Answer 62

Approach parents take with their children, individual's own behavior, larger social context, and historical context

Question 63

Critique of Kohlberg's theory

Answer 63

Biased, Western conception of morality, discontinuous view, and sex differences criticized

Question 64

Prosocial behavior

Answer 64

Voluntary behavior intended to benefit another

Question 65

Infants respond to

Answer 65

Others distress, but may not differentiate between others emotions and their own

Question 66

Around age 2, children begin

Answer 66

To differentiate beween others emotional distress and their own, although responses may still be egocentric

Question 67

In the 2nd and 3rd years of life

Answer 67

Frequency and variety of children's Prosocial behaviors increase, although they do not regularly act in Prosocial ways