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| The mental activities of an individual, including perception, memory, reasoning, problem solving, and decision making. |
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| Any form of organization among a person's concepts and beliefs |
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| The theory that an individual's tendency to engage in deviant behavior is influenced by his or her ties to to her persons. There are four components of such ties: attachment, commitment, involvements, and belief |
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| A process of learning in which, if a person performs a particular response and if this response is then reinforced, the response is strengthened. |
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| In exchange theory, a state of affairs that prevails in a dyad or group when people receive rewards in proportion to the contributions they make toward the attainment of group goals |
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| A theoretical perspective positing that predispositions toward some social behaviors are passed genetically from generation to generation and shaped by the process of natural selection. |
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| A process of learning in whic the learner watches another person's response and observes whether that person receives reinforcement |
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| Narrow, focused theoretical frameworks that explain the conditions that produce some specific social behavior. |
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| In groups, a standard or rule that specifies how members are expected to behave under given circumstances. Expectations concerning which behaviors are acceptable and where are unacceptable for specific persons in specific situations. |
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| Principle of cognitive consistency |
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| In cognitive theory, a principle maintaining that if a person holds several ideas that are incongruous or inconsistent with one another, he or she will experience discomfort or conflict and will subsequently change one or more of the ideas to render them consistent. |
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| Any favorable outcome or consequence that results from a behavioral response by a person. Reinforcement strengthens the response- that is, it increases the probability it will be repeated. |
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| A theoretical perspective bawed on the premise that social behavior is governed by external events, especially rewards and punishments. |
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| A set of functions to be performed by a person on behalf of a group of which he or she is a member. A cluster of rules indicating the set of duties to be performed by a member occupying a given position within a group. |
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| A theoretical perspective based on the premise that a substantial portion of observable, day-to-day social behavior is simply persons carrying out role expectations. |
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| A specific cognitive structure that organizes the processing of complex information about other persons, groups, and situations. Our schemas guide what we perceive in the environment, how we organize information in memory, and what inferences and judgements we make about people and things. |
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| The individual viewed as both the active source and the passive object of reflexive behavior. |
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| People whose views and attidues are very important and worth of consideration. The reflected views of a significant other have great influence on the individual's self-concept and self regulation. |
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| A theoretical perspective, based on the principle of reinforcement, that assumes that people will choose whatever actions maximize rewards and minimize costs. |
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| A theoretical perspective maintaining that one person (the learner) can acquire new responses without enacting them simply by observing the behavior of another person (the model). This learning process , called imitation, is distinguished by the fact that the learner neither performs a response nor receives any reinforcement. |
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| The field that systematically studies the nature and causes of human behavior. |
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| Symbolic interaction theory |
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| A theoretical perspective based on the premise that human nature and social order are products of communication among people. |
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| Theories that make broad assumptions about human nature and offer general explanations of a wide range of diverse behaviors. |
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| A set of interrelated propostions that organizes and explains a set of observed facts; a network of hypotheses that may be used as a basis for prediction. |
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