front 1 gender | back 1 the socially constructed roles and characteristics by which culture defines male and female |
front 2 aggression | back 2 any physical or verbal behavior intended to hurt or destroy |
front 3 social connectedness | back 3 the degree to which people have and perceive a desired number, quality, and diversity of relationships that create a sense of belonging, and being cared for, valued, and supported |
front 4 gender role | back 4 a set of expected behaviors for males and females |
front 5 role | back 5 a set of expectations (norms) about social position, defining how those in the position ought to behave |
front 6 gender identity | back 6 our sense of being male or female |
front 7 social learning theory | back 7 the theory that we learn social behavior by observing and imitating and by being rewarded or punished |
front 8 gender typing | back 8 the acquisition of a traditional masculine or feminine role |
front 9 transgender | back 9 a umbrella term describing people whose gender identity or expression differs from the associated with their birth sex |
front 10 experience and brain development | back 10 early childhood shapes the brain but but learning causes the brain to modify itself |
front 11 parent and peer influence | back 11 parents- influence a child's quality of life, attachments to beliefs, exposure to peer culture via neighborhood and schools peers- influence a child's taste and styles, accents and slang, and substance use |
front 12 adolescence | back 12 the transition period from childhood to adulthood, extending from puberty to independence |
front 13 moral reasoning | back 13 the thinking that occurs as we consider right from wrong |
front 14 lawrence kohlberg | back 14 proposed a stage theory of moral reasoning, from a preconventional morality of self interest, to a conventional morality concerned with upholding laws and social rules (in some people) a postconventional morality of universal ethical principal's |
front 15 preconventional morality (before age 9) | back 15 self- interest; obey rules to avoid punishment or gain concrete rewards |
front 16 conventional morality | back 16 uphold laws and rules to gain social approval or maintain social order |
front 17 postconventional morality | back 17 actions reflect belief in basic rights and self- defined ethical principals |
front 18 carol gilligan | back 18 gender differences, Gilligan felt that Kohlberg’s theories centered too much around the process of male thought,she decided to study how women develop their sense of morality and how this development differs from men, Gilligan theorized that morality in men relies on a justice-based system, based on fairness and equality, believed that women invest more in a care-based system of morality, focus on the avoidance of violence, rather than the distribution of justice or equality |
front 19 moral intuition | back 19 quick gut feelings, or affectively laden intuitions |
front 20 moral action | back 20 doing the right thing, depends on social influences |
front 21 identity | back 21 our sense of self; according to Erikson, the adolescents task is to solidify a sense of self by testing and integrating various roles |
front 22 social identity | back 22 the "we" aspect of our self- concept; the part of our answer to "who am i?" that comes from our group members |
front 23 erik erikson | back 23 theorized that each life stage has its own psychosocial task, and that a chief task of adolescence is solidifying one's sense of self, one's identity, this often means "trying on" a different number of roles |
front 24 stages of psychosocial development | back 24 each life stage has its own psychosocial task |
front 25 trust vs. mistrust (infancy: to 1 years old) | back 25 if needs are dependably met, infants develop a sense of basic trust |
front 26 autonomy vs. shame and doubt (toddlerhood: 1 to 3 years) | back 26 toddlers learn to exercise their will and do things for themselves, or they doubt their abilities |
front 27 initiative vs. guilt (preschool: 3 to 6 years) | back 27 preschoolers learn to initiate tasks and carry out plans, or they feel guilty about their efforts to be independent |
front 28 competence vs. inferiority (elementary school: 6 to puberty) | back 28 children learn the pleasure of applying themselves to tasks, or they feel inferior |
front 29 identity vs. role confusion (adolescence: teen years to 20's) | back 29 teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are |
front 30 intimacy vs. isolation (young adulthood: 20s to early 40s) | back 30 young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated |
front 31 generativity vs. stagnation (middle adulthood: 40s to 60s) | back 31 in middle age, people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose |
front 32 integrity vs. despair (late adulthood: late 60s and up) | back 32 reflecting on his or her life, an older adult may feel a sense of satisfaction or failure |
front 33 emerging adulthood | back 33 the period from age 18 to the mid- twenties, when many young people are not yet fully independent (found in many western cultures) |