Human Growth & Development Exam 3 Chapters 11, 12

the self consists of all the characteristics of a person

is who a person is, representing a synthesis and integration of self-understanding

refers to the enduring personal characteristics of individuals. personality is viewed as the broadest of the three domains and encompassing the other two (self and identity)

is the cognitive representation of the self, the substance of self-conceptions.

example: 11 year old boy knows he is a student, boy, football player, and a family member.

is the ability to assume other people's perspectives and understand their thoughts and feelings

what adolescents hope to become as well as what they dread they will become

refers to global evaluations of the self

example: person may perceive themselves as not merely a person but a "good" person

refers to the domain-specific evaluations of self

example: individuals can make self-evaluations in domains such as academic, appearance, and so on

involves the ability to control one's behavior without having to rely on others' help

states that successful aging is linked with three main factors:

1. selection

2. optimization

3. compensation

Erikson's 5th stage: stage of development: which occurs in the adolescent years; they're faced with finding out who they are, what they are all about, and there they are going in life

Erikson's term for the gap between childhood security and adult autonomy that adolescents experience as part of their identity exploration

a period of identity development during which the individual is exploring alternatives

is personal investment in identity

1. identity diffusion

2. identity foreclosure

3. identity moratorium

4. identity achievement

Marcia's term for the status of individuals who have not yet experienced a crisis ( explored meaningful alternatives ) or made any commitments

Marcia's term for the status of individuals who have made a commitment but have not experienced a crisis

is the status of individuals who are in the midst of a crisis but whose commitments are either absent or only vaguely defined

is the status of individuals who have undergone a crisis and have made a commitment

two dimensions: self-assertion, which is the ability to have and communicate a point of view; and separateness, which is the use of communication patterns to express how one is different from others

two dimensions: mutuality, which involves sensitivity to and respect for others' views; and permeability, which involves openness to others' views

is an enduring aspect of the self that includes a sense of membership in an ethnic group, along with the attitudes and feelings related to that membership

state that the personality consists of broad dispositions, called traits, that tend to produce characteristic responses

example: the way they behave; whether they are outgoing/friendly or assertive/dominant

1. openness to experience

2. conscientiousness

3. extraversion

4. agreeableness

5. neuroticism

emphasizes how life events influence the individual's development depends not only on the event but also on mediating factors (physical health and family supports)

Erikson's 7th stage

generativity encompasses adults desire to leave a legacy of themselves to the next generation

stagnation "self-absorption" develops when individuals sense that they have done nothing for the next generation

refers to the characteristics of people as males and females

involves a sense of one's own gender, including knowledge, understanding, and acceptance of being male or female

are sets of expectations that prescribe how females or males should think, act, and feel

refers to acquisition of a traditional masculine or feminine role

example: fighting = masculine

crying = feminine

primarily influence the development of female physical sex characteristics and help regulate the menstrual cycle

primarily promote the development of male genitals and secondary sex characteristics

example: testosterone

which states that psychological gender differences result from the contrasting roles of men and women

preschool child develops a sexual attraction to the opposite-sex parent. 5-6 years the child renounces this attraction with anxious feelings.

children's gender development occurs through observation and imitation, and through the rewards and punishment children experience for gender-appropriate and gender-inappropriate behavior

states that gender-typing emerges as children gradually develop gender schemas of what is gender-appropriate and gender-inappropriate in their culture

are general impressions and beliefs about males and females

example: men are powerful, women are weak

men are good physicians, women are good nurses

states that psychological and behavioral differences between boys and girls become greater during early adolescence because of increased pressures to conform to traditional masculine and feminine gender roles

is the language of conversation; it is a way of establishing connections and negotiating relationships

is talk that is designed to give information; this category of communication includes public speaking

stereotyped patterns of expectancies for how people should behave sexually

sex is only accepted in marriage

when two people fall in love, it is acceptable to have sex whether married or not

when someone is sexually attracted to both sexes

are diseases that are primarily contracted through sex

is forcible sexual intercourse with a person who does not give consent

which is coercive sexual activity directed at someone with whom the victim is at least casually acquainted with

is a manifestation of power of one person or another

example: inappropriate sexual remarks and physical contact

term used to describe the midlife transition in which fertility declines

is the time in middle age, usually during the late forties or early fifties, when a woman's menstrual periods cease

is the transitional period from normal menstrual periods to no menstrual periods at all, which often takes up to 10 years

changes in thoughts, feelings and behaviors regarding standards of right and wrong

first stage: 4-7 years; justice and rules are conceived of as unchangeable properties of the world, removed from the control of people

second stage: 10 and older; children become aware that rules and laws are created by people and that in judging an action they should consider the actor's intentions as well as consequences

belief that if a rule is broken, punishment will be meted out immediately

stage 1: preconventional

stage 2: conventional

stage 3. postconventional

is the lowest level of moral reasoning, good and bad are interpreted in terms of external rewards and punishments

heteronomous morality: first stage; which moral thinking is tied to punishment

individualism, instrumental purpose, and exchange: individuals pursue their own interests but also let others do the same

is the second, intermediate, individuals apply certain standards of others such as parents or the laws of society

mutual interpersonal expectations, relationships, and interpersonal conformity: third stage; individuals value trust, caring, and loyalty to others as a basis of moral judgments

social systems morality: fourth stage; moral judgments are based on understanding the social order, law, justice, and duty

highest level: the individual recognizes alternative moral courses, explores the options, and then decides on a person moral code

social contract or utility and individual rights: fifth stage; individuals reason that values, rights, and principles undergird or transcend the law

universal ethical principles: sixth and highest stage; individuals develop a moral standard based on universal human rights

moral perspective that focuses on the rights of the individual; individuals independently make moral decisions

perspective based on connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others

focuses on conventional rules established by social consensus and convention, as opposed to moral reasoning which stresses ethical issues

theory that distinguishes between moral competence - the ability to produce moral behaviors - and moral performance - performing those behaviors in specific situations

the component of the superego that rewards the child by conveying a sense of pride and personal value

component of the superego that punishes the child for behaviors disapproved of by parents by making the child feel guilty and worthless

reacting to another's feelings with an emotional response that is similar to the other's feelings

the aspect of personality that is present when individuals have moral notions and commitments that are central to their lives

people who have moral personality, identity, character, and set of virtues that reflect moral excellence and commitment

the pervasive moral atmosphere that characterizes every school

a direct moral education program in which students are taught moral literacy to prevent them from engaging in immoral behavior

program which students are helped to clarify what their lives are for and what is worth working for. students are encouraged to define their own values and understand others' values

based on their belief that students should learn to value things like democracy and justice as their moral reasoning develops

a form of education that promotes social responsibility and service to the community

an unselfish interest in helping another person

prosocial behavior that occurs when the injured person releases the injurer from possible behavioral retaliation

feeling of thankfulness and appreciation, especially in response to someone's doing something kind or helpful

age-inappropriate actions and attitudes that violate family expectations, society's norms, and the personal or property rights of others

actions taken by an adolescent in breaking the law or engaging in illegal behavior

beliefs and attitudes about the way things should be

organized set of beliefs, practices, rituals, and symbols that increases an individual's connection to a sacred or transcendent other (God or higher power)

the degree of affiliation with an organized religion

experiencing something beyond oneself in a transcendent manner and living in a way that benefits others and society