AP®︎ Psychology: Topic 3.6 Flashcards

Development reflects interacting influences from nested immediate, institutional, cultural, and temporal social environments

Groups and settings that interact directly with an individual, such as family, friends, and school

Relationships between parts of an individual’s microsystem, such as communication between family and school

Institutions or circumstances that indirectly affect an individual even though the individual does not participate in them

The broad cultural and societal context, including values, customs, laws, ideologies, and economic arrangements

The influence of time, including life stages, personal transitions, changing circumstances, and historical events

A parenting style high in demands and control but relatively low in warmth, responsiveness, and negotiation

A parenting style high in both demands and responsiveness, combining clear limits with warmth, explanation, and appropriate independence

A parenting style high in warmth and responsiveness but relatively low in demands, limits, or consistent enforcement

An emotional bond in which a child seeks closeness to a caregiver when distressed and may use the caregiver as a secure base

A structured observation of infant attachment using an unfamiliar room, a stranger, caregiver separations, and reunions

Using the caregiver as a base for exploration and seeking and accepting comfort from the caregiver after separation

An attachment pattern marked by apparent indifference to separation and avoidance or minimization of contact at reunion

An attachment pattern marked by intense separation distress and difficulty being soothed, often combining contact-seeking with resistance

An attachment pattern lacking a coherent strategy and showing contradictory, confused, frozen, fearful, or disoriented behavior

Heightened anxiety or fear when a child is away from a caregiver, in an unfamiliar setting, or near a stranger

Relatively characteristic patterns of emotional reactivity and self-regulation that appear early in life

Infant rhesus monkeys preferred and sought comfort from a soft cloth surrogate over a wire surrogate that supplied milk

Children play beside one another with similar materials but show little direct coordination

Play in which a child acts as though objects, people, or situations are something other than they literally are

A heightened adolescent focus on one’s own thoughts, experiences, and social significance

The exaggerated belief that other people are continually observing, noticing, or evaluating oneself

The belief that one’s experiences are uniquely special or incomprehensible to others, sometimes including exceptionalism or invulnerability

An organized sense of self involving commitments, values, memberships, goals, relationships, and anticipated roles

An identity status involving meaningful exploration followed by commitment

An identity status involving active exploration without a settled commitment

An identity status involving commitment without substantial prior exploration

An identity status involving neither meaningful exploration nor commitment

The meaning of racial or ethnic group membership and its place in a person’s self-concept

A person’s internal sense of gender

A person’s pattern of attraction, which may become part of identity and social belonging

The place of religious or spiritual beliefs, practices, communities, and commitments in the self-concept

The part of identity involving work, education, and anticipated vocational roles

The part of identity involving one’s place, obligations, relationships, and anticipated roles within a family or family-like group

Mental representations of what a person might become, hopes to become, or fears becoming

A culturally shaped timetable for when major life events and adult roles are expected to occur

A culturally contingent transition from adolescence to established adult roles, often involving continued exploration during the late teens and twenties

A lifespan theory proposing eight stages, each organized around a psychosocial conflict that a person must address

Erikson’s infancy conflict in which reliable, sensitive care supports an expectation that others and the environment are dependable

Erikson’s toddlerhood conflict in which support for age-appropriate independence promotes autonomy rather than shame and self-doubt

Erikson’s early-childhood conflict in which encouragement of self-directed plans and activities supports initiative rather than excessive guilt

Erikson’s middle-childhood conflict in which learning skills and completing valued work support competence rather than inferiority

Erikson’s adolescent conflict of forming a coherent sense of self rather than remaining directionless or divided among incompatible roles

Erikson’s young-adulthood conflict of forming close, committed, mutually supportive relationships without losing one’s sense of self

Erikson’s middle-adulthood conflict of contributing to future generations and the community rather than remaining narrowly self-focused

Erikson’s late-adulthood conflict of accepting one’s life as meaningful and coherent rather than viewing it with persistent regret or bitterness

Potentially traumatic or chronically stressful childhood conditions associated with increased risks to later relationships, health, and well-being