Term
|
Definition
| how children come to understand their multifaceted social world. |
|
|
Term
| Implicit sense of sense self-world differentiation |
|
Definition
| a limited understanding that the self is a unique object in a world of objects. |
|
|
Term
|
Definition
| an objective understanding that the self is a unique object in a world of objects. |
|
|
Term
|
Definition
| identification of the self as a physically unique being. |
|
|
Term
|
Definition
| attempting to do things that their body size makes impossible. |
|
|
Term
| Where is distal parenting style common? |
|
Definition
| In countries that value independence, like Germany or Greece. |
|
|
Term
| Where is proximal parenting style common? |
|
Definition
| In countries that value interdependence, like Cameroon. |
|
|
Term
|
Definition
| between 18 and 30 months, children construct a self as they classify themselves and others on the basis of perceptually distinct attributes and behaviors - age, gender, and physical characteristics. |
|
|
Term
|
Definition
| an autobiographical memory. |
|
|
Term
|
Definition
| a view of themselves as persisting over time. |
|
|
Term
|
Definition
| a coherent understanding of their own and others' rich mental lives. |
|
|
Term
|
Definition
| awareness of private thoughts and imaginings. |
|
|
Term
|
Definition
| the capacity to imagine what others may be thinking and feeling and to distinguish those viewpoints from one's own. |
|
|
Term
|
Definition
| they think that people always act in ways consistent with their desires and do not realize that less obvious, more interpretive mental states, such as beliefs, also affect behavior. |
|
|
Term
| Belief-desire theory of mind |
|
Definition
| a more advance view in which both beliefs and desires determine actions. |
|
|
Term
|
Definition
| ones that do not represent reality accurately. |
|
|
Term
| How do children develop a theory of mind at an early age? |
|
Definition
1. Language and verbal reasoning.
2. Executive Function
3. Security of attachment and maternal "mind-mindedness"
4. Make-believe play
5. Social interaction |
|
|
Term
|
Definition
| the set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is. |
|
|
Term
|
Definition
| a blend of what we imagine important people in our lives think of us. |
|
|
Term
|
Definition
| are our common, everyday explanations for the causes of behavior - our answers to the question "Why did I or another person do that?" |
|
|
Term
|
Definition
| the tendency to persist at challenging tasks. |
|
|
Term
| Mastery-oriented attributions |
|
Definition
| crediting their success to ability -a characteristic they can improve through trying hard and can count on when faced with challenges. |
|
|
Term
| Incremental view of ability |
|
Definition
| that ability can increase through effort, influences the way mastery-oriented children interpret negative events. They attribute failure to factors that can be changed or controlled, such as insufficient effort or a difficult task. |
|
|
Term
|
Definition
| attribute their failures, not their successes, to ability. When they succeed, they are likely to conclude that external events, such as luck, are responsible. |
|
|
Term
|
Definition
| that ability cannot be improved by trying hard. |
|
|
Term
|
Definition
| encourages learned-helpless children to believe that they can overcome failure by exerting more effort. |
|
|
Term
|
Definition
| refers to the way we size up the qualities of people with whom we are familiar. |
|
|
Term
|
Definition
| generating and applying strategies that prevent or resolve disagreements, resulting in outcomes that are both acceptable to others and beneficial to the self. |
|
|
