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level: Level 1 of Chapter 8

Questions and Answers List

level questions: Level 1 of Chapter 8

Question	Answer
Product of reflected appraisal and social comparison.	Self-concept
A system of descriptive and evaluative representations about the self.	Cognitive construction
Cluster of characteristics used to describe oneself. Involves body attributes, material possessions, and physical activities.	Self-definition
In neo-Piagetian terminology, the first stage in development of self definition, in which children describe themselves in terms of individual, unconnected characteristics and in all-or-nothing terms.	Single representations
The self one actually is.	Real self
The self one would like to be.	Ideal self
In neo-Piagetian terminology, the second stage in development of self-definition, in which a child makes logical connections between aspects of the self but still sees these characteristics in all-or-nothing terms.	Representational mappings
In neo-Piagetian terminology, third stage in development of self-definition, in which a child begins to integrate specific features of the self into a general, multidimensional concept and to articulate a sense of self-worth.	Representational systems
The judgment a person makes about his or her self-worth.	Self-esteem
Awareness, developed in early childhood, that one is male or female.	Gender identity
Psychological or behavioral differences between males and females.	Gender differences
Hypothesis that boys and girls on the average remain more alike than different.	Gender similarities hypothesis
Behaviors, interests, attitudes, skills, and traits that a culture considers appropriate for males or for females.	Gender roles
Socialization process whereby children, at an early age, learn appropriate gender roles.	Gender-typing
Preconceived generalizations about male or female role behavior.	Gender stereotypes
Perspective on gender development that looks at the biological bases of gender.	Biological approach
Perspective on gender development that sees gendered behavior as biologically-based with a purpose.	Evolutionary developmental approach
Perspective on gender development that looks at gender from a Freudian viewpoint.	Psychoanalytic approach
Perspective on gender development that focuses on thought processes and active construction of gender concepts.	Cognitive approach
Perspective on gender development that emphasizes the influence of socialization and observational learning on forming gender concepts.	Socialization-based approach
Darwin's theory that the selection of sexual partners is a response to the differing reproductive pressures that early men and women confronted in the struggle for survival of the species.	Theory of sexual selection
In Freudian theory, the process by which a young child adopts characteristics, beliefs, attitudes, values, and behaviors of the parent of the same sex.	Identification
Awareness that one will always be male or female.	Gender constancy
Another name for Gender constancy	category constancy
Awareness of one's own gender and that of others	Gender identity
Realization that gender remains the same with age.	Gender stability
Realization that gender remains constant even if outward appearances, like hairstyle or apparel, are altered.	Gender consistency
Theory, proposed by Bem, that children socialize themselves in their gender roles by developing a mentally organized network of information about what it means to be male or female in a particular culture.	Gender-schema theory
A mentally organized network of information that influences a particular category of behavior.	Schema
Walter Mischel and Albert Bandura’s expansion of social learning theory; holds that children learn gender roles through socialization.	Social Cognitive Theory
Wrestling, kicking, and sometimes chasing.	Rough and tumble play
Types of play change as children's cognitive abilities become more complex.	Cognitive complexity
Whether children play alone or with others.	Social dimension
In Piaget’s and Smilansky’s terminology, the lowest cognitive level of play, involving repetitive muscular movements.	Functional play
In Piaget’s and Smilansky’s terminology, the second cognitive level of play, involving use of objects or materials to make something.	Constructive play
In Piaget’s and Smilansky’s terminology, the third cognitive level of play, involving imaginary people or situations; also called fantasy play, pretend play or imaginative play.	Dramatic play
In Piaget’s and Smilansky’s terminology, the fourth cognitive level of play, involving organized games with known procedures and penalties, such as hopscotch and marbles.	Formal games with rules
Playing near another child, but not directly interacting with them.	Parallel constructive play
observe pero di interested	Unoccupied play
observer na interested	Onlooker
ayaw lang talaga makipaglaro sa ibang bata	Solitary Independent
pinapakialaman ang toys ng iba	Associative play
A combination of Parten's onlooker and unoccupied categories of play; often seen as a manifestation of shyness or a prelude to joining in others’ play.	Reticent play
The tendency to select playmates of one’s own gender.	Gender segregation
Methods of molding children’s character and of teaching them to exercise self-control and engage in acceptable behavior.	Discipline
Rewards for behavior that come from outside the child, such as candy or praise.	External reinforcements
A sense of pleasure or accomplishment.	Internal reward
Use of physical force with the intention of causing pain, but not injury, to correct or control behavior. Iba na physical abuse	Corporal punishment
Aggression aimed at damaging or interfering with another person's relationships, reputation, or psychological well-being; also called indirect, covert, or relational aggression.	Psychological aggression
Disciplinary techniques designed to induce desirable behavior by appealing to a child’s sense of reason and fairness.	Inductive techniques
Disciplinary strategy designed to discourage undesirable behavior through physical or verbal enforcement of parental control.	Power assertion
Disciplinary strategy that may involve ignoring, isolating, or showing dislike for a child.	Withdrawal of love
In Baumrind’s terminology, parenting style emphasizing control and obedience.	Authoritarian
In Baumrind’s terminology, parenting style emphasizing self-expression and self-regulation.	Permissive
In Baumrind’s terminology, parenting style blending respect for a child’s individuality with an effort to instill social values.	Authoritative
Parenting style in which parents focus on their own needs rather than those of the child, sometimes because of stress or depression.	Neglectful, or uninvolved
Behavior intended to help others out of inner concern and without expectation of external reward; may involve self-denial or self-sacrifice.	Altruism
Any voluntary behavior intended to help others.	Prosocial behavior
Aggressive behavior used as a means of achieving a goal.	Instrumental aggression
Aggression that is openly directed at its target.	Overt aggression
Aggression aimed at damaging or interfering with another person’s relationships, reputation, or psychological well-being; also called covert, indirect, or psychological aggression.	Relational or social aggression