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| Age-Graded Expectations/Decisions |
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Views held within societies about what would be appropriate behavior given a given time in life.
Such as the difference between societies on when a person is considered a child, adolescent, adult, etc. |
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| Includes all those processes necassary for the physical functioning of the organism. Sensory capacities, motor responses, and te workings of the respiratory, endocrine, and circulatory systems are all biological processes. |
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| The integration of the biological, psychological, and societal systems. |
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| A condition that characterizes a culture when a child is given information and responsibilities that apply directly to his or her adult behavior. |
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| Refers to the socially standardized ways of thinking, feeling, and acting that are shared by members of a society. |
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| Refers to patterns of growth amd reorganization. |
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In cognitive theory, the concept that an object is still the same object even though its shape or location has been changed.
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"Humans struggle to define themselves. . . through a sense of connectedness with certain other people and groups and through feelings of destinctiveness from others." (Newman, Newman, Pg. 13) |
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| The averase number of years from birth to death, as based on statistical anyses of length of life for people born in a particular period. |
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| Refers to the typical length of time that any particular organism can be expected to live. |
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| The length or duration of life. |
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| Refers to the function of the psychological system that seeks out information, integrates information from many sources, and evaluates experionces as positive or negative, encouraging or threatening. |
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| The concept of life-span development: A capacity for adaptive reorganization at the neurological, psychological, and behavioral levels. |
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| Commonly understood as the condition of having little money and few material possessions. SInce poverty is defined at the family leven and not the household level, the poverty status of the household id determined by the poverty status of the householder. Households are classified as poor when the total income of the householders family is below the appropriate poverty threshold. |
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Includes those mental processes central to a person's ability to make meaning of experiences and take action.
Emotion, memory, perception, motivation, thinking and reasoning, language, symbolic abilities, and one's orientation to the future are examples. |
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Emphasizes the interaction among the biological, psychological, and societal systems.
As a result of maturation and change in each of these systems, individuals' beliefs about themselves and their relationships are modified. |
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| Awareness of ones own thoughts and feelings. |
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| Social Cognitive Neuroscience |
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Explores the neurological processes associated with the ways we perceive social information and reason about others.
This field draws on an evolutionary perspective that suggests that human beings are social animals whose survivial depended on being able to communicate with others and to establish and perserve social bonds. |
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The societal system encompasses those processes that foster or disrupt a persons sense of social integration and social identity.
Includes social roles; social support; culture, including rituals, myths, and social expectations; media; leadership styles; communication patterns; family organization; ethnic and subcultural influences; political ideologies and forms of government; religions; patterns of economic prosperity or poverty; conditions of war or peace; and exposure to racism, sexism, and other forms of discrimination, intolerance, or intergroup hostility. |
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| A way of making meaning of the relationships, situations, and objects encountered in daily life and culture |
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