SG Test 2.docx - HSCO 502 TEST 2 STUDY GUIDE Chapter 5...

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HSCO 502 T EST 2 S TUDY G UIDE Chapter 5 Self-system as a multidimensional model. (p. 169) Implicit in James traditionl construction of selfhood is the idea that the self is multidementional Freud wrote a person could be constued as a whole “cast of characters” this view of multiplicity of self was was rejected by number of influential writers Considerable evidence hasn’t supported view of unified self demonstrate individuals vary across situations conflicting self ideas, speak with different voices at diff times and self concept differenciates maturity Mead’s theory of self-development and the importance of family and culture. (p. 171) Mead expanded Cooley’s work enlarging scope of influence to include role of language/society shaping self-system. Held that self idea/self concept internalized or generalized through repeated interaction w/others of same culture group Individual adopts perspective others who share same societal perspective ecological self Japanese consider self emphasizing affiliations such as family membership American used self descriptors individuality Self understanding key blocks of personality, social, moral development Review the video on, page 173. 12 mo old doesn’t recognize himself in mirror but 19 mo old shows that the image is her own reflection The differences between self-esteem and self-concept. (p. 173-176) Essential to recognize emotion regulation underlies and ability to control behaviors Earliest developmental task in infant is to establish psychological balance and control over fluctuating levels of arousal. Homeostatic “set point” altered through hunger pain too much stimulates her to return to more of a balanced state Age and stage of self-recognition. (p. 174-175) Approx Age 2 between 15-24 months old The connections between self-control and emotional regulation. (p.176) Self control refers to two things ability to stop himself from preforming a proscribed act (example toddler being able to pull hand back from cookie jar when told, “No”. Ability to make himself preform an act that she may not feel like doing (example giving Aunt Matilda a kiss) The emotions that are developed as a child has a mental representation of self. (p. 177 ) emotions, shame, embarrassment, pride Parenting Styles. (p. 180-182) authoritative, authoritarian, permissive, neglect uninvolved
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HSCO 502 The behaviors that guide the development of conscientious. (p. 192) The differences between individualistic, sociocentric, authoritative and contextual in relation to culture and parenting. (p. 186-190) Understand Crittendon’s model (p. 193-194 ) attachment clissifications linked to operant conditioning processes Chapter 6 Factors related to brain development in middle childhood as introduced in the first few pages of chapter 6.
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