Psych Final Review

authoritative

most successful approach; involves high acceptance and involvement, adaptive control techniques and appropriate autonomy granting

authoritarian

low in acceptance and involvement, high in coercive control, low in autonomy granting

permissive

warm and accepting but uninvolved; overindulgent or inattentive leading to little control; allow children to make decisions they are not capable of at that age

uninvolved

low acceptance and involvement with little control and indifferent to issues of autonomy

initiative vs guilt

psychological conflict of the preschool years; making strides in conscience development

self-concept

set of attributes, abilities, attitudes, and values that an individual believes defines who he or she isself-es

self-esteem

the judgements we make about our own worth and the feelings associated with those judgements

sympathy

feelings of concern or sorrow for another’s plightemot

emotional self regulation

the strategies we use to adjust our emotional state to a comfortable level of intensity; voluntary, effortful control of emotions

delay of gratification

waiting for an appropriate time and place to engage in a tempting act

cognitive maps

child’s mental representation of spaces; requires considerable perspective taking

cognitive self regulation

process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts

concrete operational stage

thought is more logical, flexible, and organized

mental operations work poorly with abstract ideas

what is a limit of the concrete operational stagede

decentration

focusing on several aspects of a problem and relating them, rather than centering on just one\`

dynamic assessment

adult introduces purposeful teaching into the testing situation to find out what the child can attain with social support

reversibility

the capacity to think through a series of steps and then mentally reverse direction, returning to the starting point

seriation

ability to order items along a quantitative dimension, such as length or weight

stereotype threat

fear of being judged on the basis of negative stereotypes - can trigger anxiety that interferes with performance

transitive inference

mental seriation

analytical intelligence

information processing skills

creative intelligence

capacity to solve novel problems

practical intelligence

application of intellectual skills in everyday situations

acculturative stress

psychological distress resulting from conflict between the minority and the host culture

autonomy

sense of oneself as a separate, self-governing individual

bicultural identity

exploring and adopting values from both the adolescent’s subculture and dominant culture

identity

major personality attainment of adolescence as a crucial step toward becoming a productive, content adult

identity achievement

commitment to values, beliefs, and goals following a period of exploration

identity diffusion

apathetic state characterized by lack of both exploration and commitment

identity foreclosure

commitment in the absence of exploration

identity moratorium

exploration without having reached commitment; “delay or holding pattern”

identity vs role confusing

psychological conflict of adolescence