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| A two-sided process in which children simultaneously become integrated inot the larger social community and differencitailed as disticinctive individuals. |
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| The process by which chidlren acquire the standards, values, and knowledge of their society. |
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| The process through which children develop their own unique patterns of feeling, thinking, and behaving in a wide variety of circumstances. |
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| Categories that reflect adult expectations about the child's rights, duties, and obligations, as well as appropriate forms of behavior. |
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| The unique pattern of temperament, emotions, interests, and intellectual abilities that a child develops as the child's innate propensities and capacities are shaped by his or her social interactions with kin and community. |
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| The way in which children come to conceive of themeselves in relation to other people. |
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| A psychological process in which children try to look, act, feel, and be like significant people in their social environment. |
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| The term for the preference of girls to play with other girls, and boys to play with other boys. |
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| In Freudian theory, the period around the fourth year when children begin to regard their own genitals as a major source of pleasure. |
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| The Freudian theory, the fear, guild, and conflict evoked by a little boy's desire to get rid of his father and take the father's place in his mother's affections. |
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| The process by which children observe and imitate individuals of the same sex as themeselves. |
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| Differential Reinforcement |
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| The process by which girls and boy sare differently rewarded for engaging in gender-appropriate behavior. |
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| A mental model containing information about males and females that is used to process gender-relevant information. |
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| The race-related messages communicated to children by their parents. |
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| A personal narrative that helps children acquire an enduring sense of themselves. |
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| The moral domain, the social conventional domain, and the personal domain have distinct rules that vary in how broadly the rules apply, and what happens when they are broken. |
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| The process by which external, culturally organized experience becomes transformed into internal psychological processes that, in turn, organize how people behave. |
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| In Freudian Theory, the mental structure present at birth that is the main source of psychological energy. It is unconscious and pleasure-seeking and demands that bodily drives be satisfied. |
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| In Freudian theory, this is the mental structure that develops out of the id as the infant is forced by reality to cope with the social world. The ego's primary taks is self-preservation, which it accomplishes through voluntary movement, perceptions, logical thought, adaptation, and problem solving. |
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| In Freudian theory, the conscience. It represents the authority of the social group and sits in stern judgement of the ego's efforts to hold the id in check. It becomes a major force in the personality in middle childhood. |
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| The inhibition of an action that is already underway |
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| make-believe play in which two or more participants enact a variety of related social roles. |
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| Socioemotional competence |
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| The ability to behave appropriately in social situations that evoke strong emtions. |
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| The committing of an act intended to hurt another. |
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| Aggression that is directed at obtaining something. |
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| Aggression that is aimed at hurting another person as a way of establishing dominance, which may gain the aggressor advantages in the long run. |
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| The general term of the release of fear, tension, or other intense negative emotions. |
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| Behavior such as sharing, helping, caregiving, and showing compassion. |
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| The kind of modeling in which adults behave in ways they desire the child to imitate. |
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| A means of promoting children's prosocial behavior in which adults give explanations of what needs to be done and why children should behave in a prosoical manner. |
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