Term
What is “Self”?
1a. I-Self
William James – |
|
Definition
| Two types of self, the I-self is the conscious awareness that you exist as a separate unique person. The me-self is what you know about yourself includes the categories by which you define yourself. Also referred to as self-representations |
|
|
Term
|
Definition
| The idea that your actions and emotions effect the environment |
|
|
Term
Self-evaluations
self-esteem |
|
Definition
Self-evaluations – The judgment you make about your own characteristics.
self-esteem – The emotions that you have towards the characteristics |
|
|
Term
Changes in Self-Representation across Ages 2a. Coordinating the Senses -
intermodal
perception |
|
Definition
| intermodal (or cross-modal) perception – Coordinate various senses to learn about self. |
|
|
Term
|
Definition
Start to realize that other people have different emotions that they aren’t feeling the same emotions of people around them
Example: pinched fingers – When you see someone else pinch fingers can tell that you don’t feel what they feel. |
|
|
Term
| What the experience teaches the child |
|
Definition
| That other children have different physical sensations and have different emotions. So gradually realize that both body and emotions are separate from others. |
|
|
Term
Personal Agency and Self-Efficacy
personal agency |
|
Definition
18 months, can be strengthened by caregivers.
Example: reaching for mobile – When moves hand towards it, it moves cause mom moves it, realizes has an impact on environment. |
|
|
Term
|
Definition
| The belief that you can accomplish your goals. Parents can help foster this belief. |
|
|
Term
| Adolescence and the Search for Identity 3a. Marcia’s Theory |
|
Definition
Well known identify development of adolescence
component 1: crisis – Going to questioning and exploration.
Component 2: commitment – Can come to a conclusion/decision and can commit. |
|
|
Term
| four possible identity statuses |
|
Definition
Identity achievement – Gone through crisis and can commit. Knowing exactly what you want to do for example career and religion.
2. Identity foreclosure – Committed to an identity but have had no crisis. Example just taking the view of your parents.
3. Identity diffusion – Did some sort of identity exploration, but it just stopped. Not committed to anything.
Identity moratorium – In a high crisis, doing all sorts of exploration but haven’t committed to anything |
|
|
Term
Unexamined Ethnic Identity - stage 1.
Like foreclosure -
Like diffusion - |
|
Definition
Like foreclosure – Didn’t go through any period of what ethnicity means to them, may have clear feelings of what it means that come from outside sources.
Like diffusion – Really haven’t explored issues, don’t have a sense of what ethnicity means to self. |
|
|
Term
Ethnic Identity Search -
Like moratorium - |
|
Definition
Ethnic Identity Search – Researched by Phinney.
Like moratorium – examining ethnic identity searching for what makes sense to you. May have a social experience that highlights ethnic identity to you. |
|
|
Term
|
Definition
| thought about what it means to be a part of ethnic group and committed to it. |
|
|
Term
| Why this is a difficult process |
|
Definition
| Because you also have to deal with the stress of all the other aspects of identity. Added stress of dealing with discrimination. |
|
|
Term
|
Definition
| Change over time, children first begin to evaluate on tasks as toddlers |
|
|
Term
|
Definition
| – unrealistically high for years. Think they can do anything. Begins changing, big hit around 11-12 starts to become much more negative realistic and accurate levels as children: Start during elementary years |
|
|
Term
| realistic and accurate levels as children: |
|
Definition
1. Make more social comparisons
2. Become better able to distinguish b/w how well they would like to perform and how well they do.
3. Rely on feedback from peers |
|
|
Term
|
Definition
| As children develop create this to tell you their strengths and weaknesses. Younger kids don’t do this they are good at everything |
|
|
Term
|
Definition
| Starting in 6th grade. View each other differently based on this. Feel differently about self based on situation. |
|
|
Term
| Influence of Physical Appearance |
|
Definition
| Is the highest self evaluating factor. |
|
|
Term
Influence of Physical Appearance
Is a strong relationship for: |
|
Definition
1. True childhood to adulthood.
2. Different learning abilities
3. Ethnic groups.
4. Across different cultures not in the united states |
|
|
Term
|
Definition
| There is a gender difference b/c one sex is generally more dissatisfied with appearance. Typically females. |
|
|
Term
| Why more effect for girls |
|
Definition
| Culture emphasizes physical appearance. |
|
|
Term
Gender Development -
gender - |
|
Definition
Example: Are you male or female? sex – Physical characteristics, your biology. For some people also have a hard time answering this question.
The whole package, your biology, cognitive ability, behaviors |
|
|
Term
|
Definition
| Societal expectations. What does your culture/society expect men and women to look like. (hair/dress |
|
|
Term
| With gender includes cognitive understanding of |
|
Definition
How are you supposed to behave/ think/feel when you are a man or woman.
2. Jobs, responsibilities, rights, atittudes.
Example: real men and real women – president, cuddling babies, etc |
|
|
Term
|
Definition
| You understand that your gender isn’t going to change even if you change your clothes, behavior, hairstyle, it will stay the same. |
|
|
Term
|
Definition
| Does your behavior match your gender roles for society? |
|
|
Term
|
Definition
| Is a complex process, so needs complicated answers. |
|
|
Term
|
Definition
| Process of physical maturation that leads to the physical capability to reproduce |
|
|
Term
|
Definition
| Rapid increases in weight, height, strength, muscle and fat. |
|
|
Term
| primary sex characteristics |
|
Definition
| Primary ex characteristics are the reproductive organs. |
|
|
Term
| Secondary sex characteristics: |
|
Definition
| Enlargement of breasts, body growth, have appearance of pubic underarm and body hair, increases output of oil and sweat producing glands, change in voice. |
|
|
Term
|
Definition
1. Penis and testicles increase in size
2. Public hairs
3. Voice deepens
4. Spermarche – first ejaculation.
5. Hair growth in armpits
6. Facial hair begins to grow |
|
|
Term
| Puberty In females, order |
|
Definition
1. Boobs
2. Pubic hair appears
3. Hair grows in armpits
4. Hips enlarge
5. Menstruation |
|
|
Term
|
Definition
| Occurs earlier in girls than boys, show some changes by 10 to 11. The first mentral period which occurs at 12 to 13 which is called Menarche, although African American girls usually start earlier. Average age of menarche seems to be decreasing. |
|
|
Term
| Changes in age of menarche in U.S |
|
Definition
| 13.8 years on average. In 1960 it dropped to 12.8 years current average is 12.4 years. |
|
|
Term
|
Definition
| Over past 100 years children have grown larger and matured faster than previous generations. From improved nutrition and health. Weight gain is associated with menarche. |
|
|
Term
|
Definition
| US has always had females have earlier menarche, and the reason is unknown. |
|
|
Term
| Recent changes in the U.S |
|
Definition
| – Overall age of menarche has not changed in past few decades for most girls. However Mexican girls overall age is still dropping. Boys age of puberty is dropping for all groups. |
|
|
Term
|
Definition
| Children go though stages of psychosexual development, have oral stage, anal stage, phallic, latency and genital. |
|
|
Term
|
Definition
1. Identify with same sex parent.
2. Imitate and adopt their behaviors.
3. Try to look like them.
4. Adopt their attitude |
|
|
Term
|
Definition
| According to Freud children wouldn’t show sexual type behavior until this age. But they show this at 4 or 5. |
|
|
Term
| Conclusion regarding theory of Freud |
|
Definition
| Today theory is irrelevant. |
|
|
Term
|
Definition
| First theory: (emphasis genetic basis for gender. Really focus on hormones: prenatal and puberty.) All emryos have a female default pattern for development. |
|
|
Term
|
Definition
| Process by which you stay female or become male |
|
|
Term
| testes-determining factor (TDF) |
|
Definition
| The y contains a substance called testes determining factor, if this is presense at 6 to 7 weeks you will have testes forming and the child will develop as male, if not present then at 10 to 12 weeks the baby will develop female systems. |
|
|
Term
|
Definition
Direct the characteristics of the external and internal physical characteristics. Many argue have direct impact on the brain
Example: girls exposed to higher androgens – Geno glands prenatally develop too much, girls with this tend to engage in more tomboy behavior, despite having parents that encourage them to be girly. Often prefer boys as playmates, score higher on visual special tasks |
|
|
Term
| Characteristic behavior of these girls |
|
Definition
| Often prefer boys as playmates, score higher on visual special tasks, more likely to be bisexual or homosexual. |
|
|
Term
|
Definition
| Has been linked to increases in aggression and behavior problems, but not a direct relationship. Correlations range to .08 to .14 |
|
|
Term
| Relation between testosterone and aggression |
|
Definition
| Some argue it is a indirect relationship between the two, that perhaps it leads to desiring social dominance. |
|
|
Term
|
Definition
| Theory 2: look at differences in social environment, don’t have to look hard to find differences. Boys and girls receive different treatment from everyone they meet. |
|
|
Term
| social learning approach: |
|
Definition
1. Reinforcement. Direct or indirect
2. Observational learning. |
|
|
Term
|
Definition
| When a child personally experience punishment or rewards for gender type behavior |
|
|
Term
| Study of children’s bedrooms |
|
Definition
| Age 5 to 25 months of age, In a boy it will likely be blue, have vehicles and sports. Girls will have pink or yellow and lots of dolls in room |
|
|
Term
| Fathers seem to play an important role in gender development |
|
Definition
| Seem to play an important role in gender analysis. Fathers tend to treat children differently than mothers, more gentle and verbal with daughters. More rough and tumble with boys. And having a father not in home has less gender-typing for boys. Can be more effective in encouraging cross gender behavior. |
|
|
Term
| Why fathers have more influence |
|
Definition
| Because men tend to have more power and authority. Children tend to follow more powerful models. Boys show more sex type behavior than girls. Because of father encouragement. Men are much more uptight about boys. |
|
|
Term
|
Definition
| Boys lack role model and less traditional in gender typing. Leading some to believe that men are the custodians of gender norms |
|
|
Term
|
Definition
| When they develop an understanding of gender and its impact on their behavior |
|
|
Term
| Kohlberg’s cognitive developmental theory |
|
Definition
| knowledge of gender and gender related behavior constitutes an organized category. Will not have a clear understanding until they reach piagets concerte operational stage |
|
|
Term
|
Definition
| The idea that your gender wont change even if you change your behavior your clothes etc. |
|
|
Term
Three Stages of Gender Understanding 1. Gender Identity
Gender stability
Gender constancy |
|
Definition
Gender Identity- Achieve by 2 and a half can label herself as girl. Also able to label others as boy or girl
Gender constancy – Achieved by 6 to 7 yeas. Know that superficial changes don’t change your sex |
|
|
Term
|
Definition
| sex-typed behaviors – 2 to 3. Lower levels of understanding relate more to gender typed behavior |
|
|
Term
|
Definition
| Category used at very young age. Argue that kids that are more sex typed are less understanding of gender. Kids look to find out their own stereotypes to know how to act. |
|
|
