Ch. 11 EXAM 2

Temperament and Kagan:

1. behavioraly inhibited 2. uninhibited

The developing personality: Research has found that: 1. Inhibited, overcontrolled three-year-olds tend to become teenagers who are? 2. Three-year-olds who are irritable, highly emotional, and lacking in self-control end up as ___ adolescents and adults. 3. Well-adjusted three-year-olds tend to end up as ____ adults.

1. cautious and unassertive 2. impulsive 3. well-adjusted

Influences on identity formation?

1. cognitive development 2. personality 3. quality of the relationship with parents 4. opportunities for exploration 5. cultural context

Adolescents: Self esteem: Most emerge from adolescence with high self-esteem, if 1. there are opportunities to feel ____ 2. Experience ___ and ____ from peers, parents

1. competent 2. approval; support

Social learning theory: 1. rejects the notion of ___ ___ of ____ _____ 2. Questions existence of enduring? 3. Emphasizes that people's behavior is influenced by?

1. universal stages; personality development 2. personality traits 3. situations and environment

What percent of toddlers have inhibited temperament? What percent are extremely uninhibited?

15%; 10%

Adolescence and forging a sense of identity was researched by who?

Erikson

Who is known as the Neo-Freudian?

Erikson

Who created Psychoanalytic theory?

Freud

Influences on self-esteem: 1. Reasons some children develop higher self-esteem: ---self-esteem is ____ --- ____ also plays a role ------ ____, ____ parents ------ helping children succeed at? 2. Self-esteem is stable when?

---heritable ---environment ------warm, democratic ------important tasks 2. elementary school years

Forging a sense of identity: Erikson: 1. Adolescents may experience an? 2. Revision of ___ ___ 3. Adjust to being ___ ____ 4. Cognitive growth allows thinking about possible ___ selves. 5. ____ demands require them to grow up. 6. Society supports youths by allowing them a ____ period

1. "identity crisis" 2. body image 3. sexual beings 4. future 5. social 6. moratorium

The Developing Personality: 1. Dimensions of early temperament are related to ___ ___ personality traits later in life. 2. Self-control children (do well/do bad_ in school and are ___ and ____ mature. 3. ___, more ___ stable in their 30s 4. Able to focus on their ___ ___ goals, act ____ to pursue them, and ___ temptations that might distract them

1. Big Five 2. do well; socially; morally 3. healthier; financially 4. long-term; responsibly; resist

Main two people that worked with temperament?

Thomas and Chess

Neuroticism key characteristics

anxiety, hostility, depression, self-consciousness, impulsiveness, vulnerability

types who are nonconforming and want to express themselves creatively

artistic

Ethnic identity: "I don't really think of myself as Asian American, just as American."

assimilated

low identification with ethnic group and high identification with majority culture

assimilated

tendency to be extremely shy, restrained, and distressed in response to unfamiliar people and situations

behavioral inhibition

Ethnic identity: "Being both Mexican and American is the best of both worlds. You have different strengths you can draw on in different situations."

bicultural

Ethnic identity: high identification with ethnic group and high identification with majority culture

bicultural

Behavioral inhibition is rooted how?

biologically

classify themselves into social categories based on age, sex, and other visible characteristics, figuring out what is "like me" and what is "not like me"

categorical self

more situation-specific and changeable ways in which people adapt to their roles and environments

characteristic adaptations

adolescents who have achieved solid mastery of formal-operational thought, who think in complex and abstract ways, and who are self-directed and actively seek relevant information when they face decisions are more likely than other adolescents to raise and resolve identity issues

cognitive development

Self-recognition depends on what two things?

cognitive development and social interaction

Conscientiousness key characteristics

competence, order, dutifulness, striving for achievement, self-discipline, deliberation

discipline and organization vs. lack of seriousness

conscientiousness

types who prefer order, structure, and predictability

conventional

the notion that adolescents should forge a personal identity after carefully exploring many options may well be most relevant in modern industrialized Western societies

cultural context

Adolescent self-esteem: 1. Self-esteem tends to ___ From childhood to early adolescence. (Decrease/increase)

decrease

Self-esteem: 1. Harter found that self-esteem becomes more ____ or ____ With age.

differentiated; multidimensional

temperament- infants that are active, irritable and irregular in their habits

difficult temperament

Identity status: "I'm not worried about what to do after school... who cares."

diffusion

when the individual has not yet thought about or resolved identity issues and has failed to chart directions in life. Example: "I haven't really thought much about religion, and I guess I don't know what I believe exactly." No commitment made and no crisis experienced

diffusion status

Self-esteem ___ in early adolescence and ____ during the adult years until it ____ in very old age.

dips; rises; declines

poor fit in goodness of fit

discrepancy between child's behavior style and parent's expectations

extraversion or introversion, independence or dependence, and the like

dispositional traits

Personality is composed of what 3 basic concepts?

dispositional traits, characteristic adaptations, and narrative identities

Psychoanalytic theory, Freud believed personality formed when?

during first 5 years of life

temperament- in which infants are even tempered, typically content or happy, and open and adaptable to new experiences such as the approach of a stranger or their first taste of stained plums

easy temperament

ability to focus and shift attention when desired, inhibit responses

effortful control

types who seek to influence others and attain status

enterprising

a sense of personal identification with an ethnic group and its values and cultured traditions

ethnic identity

sociability and outgoingness vs. introversion

extraversion

Identity status: "I never had to think about what to do; I'm taking over the farm from dad."

foreclosure

the individual seems to know who he or she is but has latched onto an identity prematurely with little thought. Example: "My parents are Baptists, and I'm a Baptist; it's just the way I grew up." commitment made and no crisis experienced

foreclosure status

the extent to which the child's temperament is compatible with the demands and expectations of the social world to which she must adapt

goodness of fit

when thinking of what you "should" be like

ideal self

overall sense of who they are, where they are heading, and where they fit into society

identity

the individual has resolved his/her identity crisis and made commitments to particular goals, beliefs, and values. Example: "I really did some soul-searching about my religion and other religious too, and finally know what I believe and what I don't." crisis experienced and commitment made

identity achievement status

the psychological conflict in which adolescents must form a coherent self-definition or remain confused about their life directions; fifth of Erikson's stages

identity versus role confusion

types who enjoy learning, solving problems, and working creatively with ideas

investigative

Ethnic identity: "When I'm with my Indian friends, I feel White and when I'm with my White friends, I feel Indian. I don't really feel I belong with either of them."

marginal

low identification with ethnic group and low identification with majority culture

marginal

Identity status: "I want to be a marine biologist..no, a lawyer.. no, a hairdresser like my best friends' mom."

moratorium

a time during the high school and college years when they are relatively free of responsibilities and can experiment with different roles to find themselves

moratorium period

the individual is experiencing an identity crisis, actively raising questions, and seeking answers. Example: "I'm in the middle of evaluating my beliefs and hope that I'll be able to figure out what's right for me. I've become skeptical about some of what I have been taught and am looking into other faiths for answers." crisis experienced and no commitment made

moratorium status

unique and integrative life stories that we construct about our pasts and futures to give ourselves an identity and our lives meaning

narrative identities

tendency to be sad, easily frustrated and irritable

negative affectivity

emotional instability vs. stability

neuroticism

curiosity and interest in variety vs. preference for sameness

openness to experience

openness to experience key characteristics

openness to fantasy, esthetics, feelings, actions, ideas, values

adolescents who attend college are exposed to diverse ideas and are encouraged to think through issues independently and explore different possibilities

opportunities for exploration

Good fit in goodness of fit

parents modify expectations, attitudes and behaviors to assist child in developing a more positive temperament

adolescents who explore and achieve identity tend to score low in neutroticism and high in openness to experience and conscientiousness

personality

organized combination of attributes, motives, values, and behaviors unique to each individual

personality

perceptions of unique attributes and traits

self-concept

Adolescence: 1. What changes between childhood and adolescence?

self-descriptions

evaluation of worth as a person based on all the positive and negative self-perceptions that make up self-concept

self-esteem

the ability to recognize oneself in a mirror or photograph

self-recognition

Ethnic identity: "I am not part of two cultures. I am just black."

separated

high identification with ethnic group and low identification with majority culture

separated

temperament- infants that are relatively inactive, somewhat moody, and only moderately inactive, somewhat moody, and only moderately regular in their daily schedules

slow-to-warm-up temperament

types who like interacting with and helping other people

social

using information about how they compare with other individuals to characterize and evaluate themselves

social comparison

tendency to actively, confidently, and energetically approach new experiences in emotionally positive way

surgency/extraversion

early, genetically based but environmentally influenced tendencies to respond in predictable ways to events that serve as the building blocks of later personality

temperament

Part of trait theory in which openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism

the Big Five

Agreeableness key characteristics

trust, straightforwardness, altruism, compliance, modesty, tender-mindedness

Extraversion key characteristics

warmth, gregariousness, assertiveness, activity, excitement seeking, positive emotions

Erikson and forging a sense of identity: 1. Adolescence is a ___ ___ in the lifelong process of forming an identity as a person. 2. ___ vs. ____ confusion 3. Adolescent must integrate varied perceptions of the self-concept into a ____ sense of self. 4. Ask what questions?

1. critical period 2. identity vs. role 3. coherent 4. What kind of career do I want? Where do I fit in?

Trait theory: 1. personality is a set of ___ ____ dimensions along which people can ____ 2. Assumes that personality traits are ____ ____ ____

1. dispositional trait; differ 2. consistent across situations

Thomas and Chess believed in what three temperaments (most common to least common)

1. easy temperament 2. difficult temperament 3. slow-to-warm-up temperament

Freud's view that personality formed by age five is not supported: 1. Personalities change in response to ____ influences. 2. Some aspects of personality do not seem to stabilize until when? 3. What concept can help explain continuity and change in children's personalities?

1. environmental 2. adolescence 3. goodness-of-fit

Holland identified six personality types that lead people to different vocational choices. What are they?

1. investigative 2. social 3. realistic 4. artistic 5. conventional 6. enterprising

Adolescence: Self-descriptions change between childhood and adolescence: 1. ___ physical and ___ psychological (less or more) 2. ___ concrete and ___ abstract (less or more) 3. __ differentiated (less or more) 4. __ integrated and coherent (less or more) 5. Reflect _____ self-awareness (less or greater)

1. less; more 2. less; more 3. more 4. more 5. greater

Goodness of Fit: 1. ___ Techniques 2. learning to _____ cues 3. ____ responding

1. parenting 2. interpret 3. sensitive

Childhood: 1. By age 2, toddlers are using ___ pronouns. 2. A preschool child's emerging self concept is? 3. By age 8, self-conceptions emphasize what qualities? ---use personality trait terms to describe? ---define themselves as part of a ___ group ---more capable of ____ comparison

1. personal 2. concrete and physical 3. psychological and social ---self ---social ---social comparison

The emerging self: 1. In the first 6 months, discover? 2. In 9 months, want what attention? 3. At 18 months: Infants recognized themselves as visually as? 4. Babies also form _____ self by 18-24 months. 5. 18-24 months: classify selves into social categories based on what characteristics?

1. physical self 2. joint attention 3. distinct individuals 4. categorical self 5. age, sex, and other visible characteristics

Adolescents: self-esteem: Adolescents with high self-esteem: 1. Have better ___ and ____ health 2. Better ____ and ___ prospects 3. Lower involvement in ___ behavior

1. physical; mental 2. career; financial 3. criminal

Adulthood: 1. Self-esteem ____ gradually through the adult years until the mid-60s, and then ____ in late old age. 2. Sense of clarity about who they are ____ through middle age and ____ in old age. 3. Gender differences in self-esteem ___ in old age.

1. rises; drops 2. rises; declines 3. disappear

Self esteem: by mid-elementary school, children differentiate among what 5 aspects: 1. ___ competence 2. ___ acceptance 3. ___ conduct 4. ___ competence 5. ____ appearance

1. scholastic 2. social 3. behavioral 4. athletic 5. physical

Erikson and Psychoanalytic Theory: 1. Proposed that people undergo similar personality changes at ____ ages. 2. Placed more emphasis on ____ influences. 3. Saw the potential for what throughout lifespan?

1. similar 2. social 3. personal growth and change

Adolescent self-esteem: self-esteem tends to decrease from childhood to early adolescence: 1. Become more realistic about what? 2. Temporarily ____ of themselves when transitioning to middle school. 3. ____ with body changes 4. most common among who?

1. strengths and weaknesses 2. unsure 3. unhappy 4. white females

Rothbart and colleagues identified what three dimensions of temperament?

1. surgency/extraversion 2. negative affectivity 3. effortful control

Temperament and Rothbart:

1. surgency/extraversion 2. negative affectivity 3. effortful control

Toddlers who recognize themselves in the mirror are more able to: 1. talk about ____ and to assert their ____ 2. Experience what emotions? 3. Coordinate their own perspectives with?

1. themselves; wills 2. self-conscious emotions 3. others

compliance and cooperativeness vs. suspiciousness

agreeableness

youths who get stuck in the diffusion status of identity formation and drift for years are sometimes neglected or rejected by their parents and emotionally distant from them

quality of relationship with parents

types who favor practical work with concrete objects

realistic