Lifespan Chapter 6
Emotion Regulation
capacity to manage one's emotional state
Early Childhood
2-6 years old formal schooling starts around age 6
Social Learning Theory
Bandura learning by watching others modeling and self-efficacy
Initiative v. Guilt
Erikson: early childhood involving actively taking on life tasks
Industry v. Inferiority
Erikson: middle childhood involving managing our emotions and realizing that real-world success involves hard work receive systematic instruction
Shame
a feeling of being personally humiliated
Bullying
a situation in which one or more children (or adults) harass or target a specific child for systematic abuse
Sympathy
a state necessary for acting prosocially, involving feeling upset for a person who needs help
Learned Helplessness
a state that develops when a person feels incapable of affecting the outcome of events, and so gives up without trying
Self-awareness
ability to observe our abilities and actions from an outside frame of reference and to reflect on our inner state
Aggression
any hostile or destructive act
Self-esteem
evaluating oneself as either "good" or "bad" as a result of comparing the self to other people
Bully-victims
exceptionally aggressive children (with externalizing disorders) who repeatedly bully and get victimized
Gender Schema Theory
explanation for gender-stereotyped behavior that emphasizes the role of cognitions; specifically, the idea that once children know their own gender label (girl or boy), they selectively watch and model their own sex
Collaborative Pretend Play
fantasy play in which children work together to develop and act out the scenes
Empathy
feeling the exact emotion that another person is experiencing
Guilt
feeling upset about having caused harm to a person or about having violated one's internal standard of behavior
Reactive Aggression
hostile or destructive act carried out in response to being frustrated or hurt
Relational Aggression
hostile or destructive act designed to cause harm to a person's relationships (rumors)
Proactive Aggression
hostile or destructive act initiated to achieve a goal
Induction
ideal discipline style for socializing prosocial behavior involving getting a child who has behaved hurtfully to empathize with the pain he has caused the other person
Externalizing Tendencies
personality style involves acting on one's immediate impulses and behaving disruptively and aggressively
Internalizing Tendencies
personality style involves intense fear, social inhibition, and often depression
Gender-segregated Play
play in which boys and girls associate only with members of their own sex; typical of childhood
Fantasy Play
play that involves making up and acting out a scenario; also called pretend play
Rough-and-Tumble Play
play that involves shoving, wrestling, and hitting, but in which no actual harm is intended; especially characteristic of boys
Prosocial Behavior
sharing, helping, and caring actions
Cyberbullying
systematic harassment conducted through electronic media
Hostile Attributional Bias
tendency of highly aggressive children to see motives and actions as threatening when they are actually benign
External Locus of Control
when you put the blame for failure on outside sources
Internal Locus of Control
when you put the blame for failure on yourself
Locus of Control
who you think is in control (connection between learned helplessness and locus of control
