13060521
Description
Flashcards by Naomi Nakasone, updated more than 1 year ago
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Created by Naomi Nakasone
over 6 years ago
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| Question | Answer |
| social cognition | thinking people display about the thoughts, feelings, motives, and behaviors of themselves and other people |
| proprioceptive feedback | sensory information from the muscles, tendons, and joints that helps one to locate the position of one's body (or body parts) in space |
| personal agency | recognition that one can be the cause of an event |
| self-concept | one's perceptions of one's unique attributes or traits |
| extended self | a more mature self-representation, emerging between ages 3 1/2 and 5 years, in which children are able to integrate past, current, and unknown future self-representations into a notion of a "self" that endures over time |
| false self-behavior | acting in ways that do not reflect one's true self or the "true me" |
| categorical self | a person's classification of the self along socially significant dimensions such as age and sex |
| self-esteem | one's evaluation of one's worth as a person based on an assessment of the qualities that make up the self-concept |
| achievement motivation | a willingness to strive to succeed at challenging tasks and to meet high standards of accomplishment |
| mastery motivation | an inborn motive to explore, understand, and control one's environment |
| achievement attributions | causal explanations that one provides for his or her successes and failures |
| achievement expectancies | how well (or poorly) one expects to perform should he or she try to achieve a particular objective |
| incremental view of ability | a belief that one's ability can be improved through increases effort and practice |
| entity view of ability | a belief that one's ability is a highly stable trait that is not influenced much by effort or practice |
| mastery orientation | a tendency to persist at challenging tasks because of a belief that one has high ability and/or that earlier failures can be overcome by trying harder |
| learned-helplessness orientation | a tendency to give up or to stop trying after failing because these failures have been attributed to a lack of ability that one can do little about |
| attribution retaining | therapeutic intervention in which helpless children are persuaded to attribute failures to their lack of effort rather than a lack of ability |
| person praise | praise focusing on desirable personality traits such as intelligence; this praise fosters performance foals in achievement contexts |
| performance goal | a state of affairs in which one's primary objective in an achievement context is to display one's competencies (or to avoid looking incompetent) |
| process-oriented praise | praise of effort expended to formulate good ideas and effective problem-solving strategies; this praise fosters learning foals in achievement contexts |
| learning goals | a state of affairs in which one's primary objective in an achievemtn context is to increase one's skills or abilities |
| identity | a mature self-definition; a sense of who one is, where one is going in life, and how one fits into society |
| identity crisis | Erikson's term for the uncertainty and discomfort that adolescents experience when they became confused about their present and future riles in life |
| identity diffusion | an identity status characterizing individuals who are not questioning who they are and have not yet committed themselves to an identity |
| identity foreclosure | an identity status characterizing individuals who have prematurely committed themselves to occupations or ideologies without really thinking about these commitments |
| identity moratorium | an identity status characterizing individuals who are currently experiencing an identity crisis and are actively exploring occupational and ideological positions in which to invest themselves |
| identity attachment | an identity status characterizing individuals who have carefully considered identity issues and have made firm commitments to an occupation and ideologies |
| behavioral comparisons phase | the tendency to form impressions of others by comparing and contrasting their overt behaviors |
| psychological constructs phase | the tendency to base one's impressions of others on the stable traits these individuals are presumed to have |
| psychological comparisons phase | the tendency to form impressions of others by comparing and contrasting these individuals and abstract psychological dimensions |
| role taking | the ability to assume another person's perspective and understand his or her thoughts, feelings, and behavior |
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