lifespan dev unit 11-14

self-concept

thoughts about self that develop over time and influence behavior, identity, and self-esteem.

self-esteem

the evaluation of one's own worth, which can be influenced by self-concept and experiences.

identity

the sense of self that defines who a person is, shaped by experiences, relationships, and self-concept.

temperament

the innate characteristics that influence an individual's reactions and behavior patterns, often evident from infancy.

easy temperament

describes children who are generally happy, adaptable, and have regular, predictable biological routines for sleeping and eating.

difficult temperament

describes children who have high-intensity emotional reactions, negative moods, low adaptability to change, and irregular sleeping/eating habits.

slow-to-warm-up temperament

describes children who proceed with caution, shyness, and need time to adapt to new people, places, or situations.

traits

the consistent patterns in thoughts, feelings, and behaviors that differentiate individuals, often used to describe personality.

mirror-rouge test

a psychological experiment used to assess self-recognition in infants and children, where a mark is placed on their face and their reactions to seeing themselves in a mirror are observed.

identity in infancy

the formation of a sense of self and personal agency during the early stages of development, influenced by interactions with caregivers and the environment. Displayed through exhibiting the rooting reflex and not reaching for objects out of their arm’s reach, showing that infants are aware that their body has boundaries.

identity in early childhood

children begin to think about themselves in concrete ways and describe themselves using concrete descriptions (Ex: I am 4 years old and I have blue eyes). Children tend to make positive estimations about themselves.

identity in middle childhood

Children begin to evaluate themselves in domains: scholastic ability, social ability, athleticism, behavioral conduct, and appearance. Their evaluations are more realistic, and they recognize their strengths and weaknesses.

social comparison

individuals evaluate their own abilities, attitudes, and personal worth by measuring themselves against others.

identity in adolescence

Begin to recognize that we have different “selves” in different contexts (fluctuation). Recognize that these “selves” contradict each other. Ultimate goal of self understanding in this stage is to integrate all aspects of our personality into one sense of self. Self-esteem also decreases in adolescence.

possible selves

an individual's cognitive representations of their future selves—what they hope, fear, or expect to become.

identity crisis

A state of role confusion where an individual feels disconnected from their previous, known self. During this time they explore different identities and try new things.

identity commitment

The investment in specific life choices (e.g., career, politics, religion, relationships) and the confidence in those decisions. Basically an accepted identity.

identity diffusion

a psychological state characterized by a lack of a firm, stable self-concept, where an individual has not explored or committed to life goals, values, or beliefs.

identity foreclosure

individual commits to an identity, values, or career path prematurely, often imposed by parents or authority figures, without exploring alternatives

identity moratorium

a developmental stage (often during adolescence) characterized by active exploration of roles, beliefs, and values without having made firm commitments. Like crisis.

identity achievement

individual has actively explored various options and made firm, personal commitments to values, beliefs, and career paths. Like commitment.

identity in adulthood

More reflective as we age due to accumulated history. Adults feel 15% younger than they are. Self-esteem may become challenging.

goodness of fit

the compatibility between an individual’s temperament (natural style) and the demands or expectations of their environment, such as parenting styles, school, or workplace settings.

the big 5 personality traits

The Big 5 personality traits (Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism) are a widely accepted psychological model that measures personality across five core dimensions. These traits are generally stable across the lifespan, influence life outcomes. OCEAN!

openness

one of the Big 5 personality traits measuring a person's receptivity to new ideas, imagination, and curiosity. High-openness individuals are creative, intellectually curious, and unconventional.

conscientiousness

one of the big 5 personality traits measuring a person’s self-control, orderliness, and goal-directed behavior. High conscientiousness individuals are organized, responsible, hardworking, and reliable, focusing on long-term goals and planning rather than impulsive actions.

extroversion

one of the big 5 personality traits that measures a person's tendency to be outgoing, energetic, and socially active, with high scorers thriving on social stimulation and excitement.

assertiveness

one of the big 5 personality traits that measures social dominance, the tendency to take charge, and the ability to speak up. High assertiveness correlates with being firm and leading, while low assertiveness suggests a more passive or accommodating approach.

neuroticism

one of the big five personality traits that measures an individual's tendency to experience negative emotions, emotional instability, and reactivity to stress. High scorers are prone to anxiety, depression, anger, and self-consciousness.

social cognition

how people perceive, interpret, and process information to understand themselves and others in social contexts.

theory of mind

The understanding of mental states and mental processes.

beleif

a conviction about the world.

false belief tasks

what researchers use to measure belief understanding in children. Two types: Unexpected belief task (smarties experiment) and the Sally Anne Belief task.

heteronomous morality

rules are fixed and dictated by external authorities like parents or teachers. Typically from ages 4-10

immanent justice

the irrational belief that the universe automatically punishes immoral actions.

just world theory

theory that the world is fundamentally fair, where good actions are rewarded and bad actions are punished. Emphasizes that if an individual is punished, they must have done something to deserve it.

autonomous morality

Children make independent ethical decisions based on personal principles, intent, and mutual respect, rather than unquestioning obedience to authority. They realize that rules are changeable and intentions determine naughtiness, and those who are punished are not necessarily guilty. Typically from ages 10-12.

Kohlberg’s theory of moral reasoning

Inspired by Piaget’s theory of moral development. Kohlberg designed specific ethical dilemmas and asked his participants to justify their response,

heinz dillema

Kohlberg’s most popular ethical dilemma. Should Heinz steal the medication to save his wife?

preconventional reasoning

making moral decisions based strictly on external consequences, obedience to authority, and self-interest.

conventional reasoning

individuals define morality based on conforming to societal norms, rules, and expectations.

postconventional reasoning

individuals define morality based on abstract, universal ethical principles and self-chosen ethical principles.

Carol Gilligan’s care perspective

argues that morality is grounded in relationships, empathy, and interpersonal connection rather than just abstract justice or rules.

social domain theory

individuals construct social knowledge by distinguishing between three distinct, co-existing domains: moral, conventional, and personal.

moral domain

defines morality as distinct reasoning about justice, rights, and welfare, distinguishing it from social conventions and personal choices.

social conventional domain

understanding action based on context-dependent social norms, etiquette, and authority-dependent rules, rather than intrinsic morality.

personal domain

actions and decisions that affect only the individual and are not subject to social rules or moral judgments.

altruism

the unselfish concern for other people's well-being, characterized by actions intended to benefit others without anticipation of external reward.

empathy

feel what others feel.

sympathy

concern for others

aggression

behavior with intent to harm

hostile attributions

individuals interpret ambiguous, neutral, or non-hostile behaviors from others as intentionally malicious or threatening.

peers

similar in age and status.

sociometric status

the degree to which an individual is liked/disliked by peers. (think aura/social currency)

popular status

children who are liked by many, rarely disliked. Tend to have good social skills, are sensitive to others, and are good listeners.

rejected status

children who are disliked by many, rarely liked. Tend to have poor social interactions. 2 types of this trope: children who are aggressive and hostile, and children who are distant and bad at socializing.

average status

children who are average in like/dislike nominations.

neglected status

children who are neither liked or disliked. Often forgotten and tend to be quiet.

controversial status

children who are both liked and disliked. Have traits of both popular and rejected children. Tend to be nice to their friends but mean to others,

cliques

a small group of friends who are all similar and are tight knit.

floater friend

clique adjacent, not actually part of the clique.

crowd

a large group with a stereotyped reputation. (think jocks, punks, theater kids). Includes interactions with people outside the clique. Mainly a high school concept.

friends

positive and reciprocated friendships.

functions of friendships

for companionship, stimulation, social comparison, eqo support (validation), gossip, and affection and intimacy.

childhood friendships

common interests and activities. Friendships are stable at this age and are built on doing things together.

preadolescence friendships

built on loyalty, mutual understanding, self-disclosure, and equality.

adolescence friendships

built on intimacy, disclosure, and honesty. Become longer lived and deeper.

co-rumination

excessively discussing emotional difficulties between friends. Can increase feelings of anxiety and depression.

adult friendships

focus on quality over quantity. Friends share similar core values and are similar to us. Prioritize already established friendships instead of making new ones.

play

pleasurable activity done solely for being pleasurable.

sensorimotor play

involves activities that stimulate a child's senses.

practice play

play with others.

pretend play

symbolic play where children pretend one thing is another.

social pretend play

pretend play with others.

games

play involving rules.

leisure

free time to pursue interests.

family

a group of people who are attached to each other. Families are unique and dynamic.