Term
| According to Kohlberg's theory, how does moral reasoning develop? |
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Definition
| stage theory; internalization of moral standards and principles; reasoning about moral dilemmas |
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Term
| What role does internalization play in Kohlberg's theory of moral development? |
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Definition
| the change from externally controlling behavior to internally controlling it through standards and principles |
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Term
| What type of thinking is characteristic of pre-conventional reasoning? |
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Definition
| fear of punishment, parents provide consequences (Kohlberg) |
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Term
| What are the characteristics of conventional reasoning? |
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Definition
| social order, duty, responsibility |
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Term
| What is the basis of post-conventional reasoning in Kohlberg's theory? |
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Definition
| rights, justice, fairness (abstract) influenced by more abstract cognitive reasoning |
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Term
| What are the main criticisms of Kohlberg's theory of moral development? |
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Definition
| criticism for over-looking cultural differences, underestimating the effect of the caring perspective, failing to explain that adolescents understand right and wrong but still do not always do the right things, and generalizing based on all male subjects |
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Term
| How is moral thinking assessed in James Rest's "Defining Issues Test"? |
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Definition
| (student of Kohlberg) individuals rank importance of issues like interpersonal relationships, friends, and acquaintances |
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Term
| What did Richard Schweder identify as the three ethical orientations found worldwide? |
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Definition
| 1. Autonomy (individualistic countries), 2. Community (collectivistic countries), and 3. Divinity (religion-based countries) |
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Term
| According to Carol Gilligan, how is the "care perspective" important for moral development? |
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Definition
| emphasis on interpersonal communication, relationships/concern for others, gender differences |
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Term
| What are the domains of social conventional reasoning identified by Elliot Turieland colleagues? |
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Definition
| 1. Moral rules (obligatory, widely accepted, impersonal; justice, fairness), 2. conventional rules (control behavior and maintain social organizations (eating food w/ utensils vs. hands or type of clothing worn]), 3. personal issues (subject to individual choice and discretion (body/privacy/friends) |
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Term
| What role does self-regulation play in Bandura's Social-cognitive theory of moral development? |
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Definition
| people monitor their conduct and the conditions under which it occurs, jedge it in relation to moral standards, and regulate their actions by the consequences they apply to themselves. Self-sanctions keep conduct in line with internal standards. |
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Term
| What is altruism? How do adolescents demonstrate prosocial behavior? |
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Definition
| Altruism = unselfish interest in helping another person. Prosocial Behavior = charity work, taking care of a wounded animal, forgiveness, etc. |
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Term
| What is a defining characteristic of forgiveness? |
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Definition
| injured person releases the injurer from possible retaliation |
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Term
| In Erikson's theory of moral development, what is a primary concern for adolescents? |
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Definition
| development of identity (idealogical concerns in adolescence) --> suggested that childhood is a period of moral learning; adolescents might reject this and turn more to black and white ideology |
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Term
| What is empathy, and what form does it commonly take early in early adolescence? |
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Definition
| "emotional resonance," empathy is reacting to another's feelings with a similar emtoinal response,; 10 to 12 year olds develop empathy for less fortunate persons; concerns expanded to general problem of poor and handi-capped later on. |
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Term
| What are the moral emotions? |
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Definition
| negative emotions resulting from immoral behavior or transgressions (shame, disgust, guilt, remorse) |
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Term
| What is the happy victimizer effect? |
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Definition
| judgement that a victimizer will feel happy rather than sad (before age 7-8); response pattern decreases in middle to late childhood. |
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Term
| What aspects of moral identity did Blasi emphasize? |
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Definition
| 1. willpower (self-regulation), 2. integrity (taking responsibility), 3. desire (motivation) |
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Term
| What are the characteristics of moral parenting? |
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Definition
| warm and supportive interaction, open communication; perspective taking, modeling moral behavior |
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Term
| What did John Dewey think about moral development in the context of education? |
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Definition
| 1. Hidden Curriculum: moral atmosphere created by school/classroom rules, 2. character education -- directly teaching students the basics of moral literacy, 3. values clarification -- students encouraged to define own values understand values of others |
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Term
| How is Fowler's theory of religious development influenced by Piaget and Kohlberg? |
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Definition
| stages, based on cognitive development (magical/concrete/abstract) |
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Term
| What are some of the dangers of becoming involved in a cult for adolescents? |
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Definition
| 1. members must surrender money or property, 2. members sever ties with family and former friends, 3. potential for abuse is high in physically, socially, isolated cults |
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Term
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Definition
| type of reasoning; think about how one's actions will make another feel big and perspective-y. |
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Term
| What is reciprocal socialization? |
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Definition
| children and adolescents socialize parents, as parents socialize them (circle of friends, involvement in sports/music/drama/etc.) |
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Term
| How does marital satisfaction influence the effectiveness of parenting? |
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Definition
| the better/worse the marriage, the better/worse the relationship between parent and child |
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Term
| In terms of the developmental construction of relationships how does the continuity view differ from discontinuity view? |
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Definition
| continuity view = early parent-child relationship influences relationships later in life. discontinuity view = different modes of relaxing at different points in life; change and growth in different types of relationships through life |
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Term
| What maturation changes in adolescents influence their relationships with parents? |
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Definition
| (biological/cognitive/social) adolescents are pushing for independence; socialization (greater reliance on peers, friendships, moving in larger social circle) - (early-maturing adolescents experience more conflict with parents) - reasoning |
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Term
| What important maturational changes in parents influence their relations with adolescents? |
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Definition
| marital satisfaction, economic/career considerations; parents may go through their own identity crisis; timing of parenting; health concerns (body integrity/sexual attractiveness) |
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Term
| What are characteristics of the different parenting styles identified by Baumrind? |
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Definition
| 1. authoritarian = controlling ,punitive, firm limits, very little discussion, 2. authoritative = warm, firm limits, verbal give-and-take, bi-dirrectional communication, 3. indulgent = over-involved, poor boundaries, 4. neglectful = uninvolved, low control |
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Term
| How have gender roles and parenting changed over the past several decades? |
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Definition
| traditionally, fathers were involved in values, guidance, discipline; contemporary fathers share nurturing role in child-rearing |
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Term
| What are the important characteristics of coparenting? |
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Definition
| parental cooperation and warmth linked to child's social competence; respect/communication helps adolescents develop positive attitudes; poor parental coordination can put children at developmental risk |
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Term
| How does parent-adolescent conflict change over the course of adolescent development? |
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Definition
| parent-child conflict peaks in early adolescence, declines afterwards |
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Term
| What are the major topics of conflict between adolescents and parents? |
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Definition
| everyday events, curfews, leisure activities, clothing, cleaning room |
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Term
| Why is autonomy important for adolescent development? |
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Definition
| autonomy (or self-determination) is important because adolescents are capable of decision-making in some areas and are pushing for independence |
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Term
| How can parents influence adolescents' need for autonomy? |
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Definition
| healthy families treat adolescents in more adult ways (decision-making) while unhealthy families often remain locked into parent-oriented control |
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Term
| What are the characteristics of emotional autonomy? |
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Definition
| capacity to relinquish childlike dependence upon parents, perceiving parents as people rather than flawless parental figures, and becoming less dependent for immediate emotional support |
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Term
| How does an individual's pattern of attachement influence relationships later in life? |
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Definition
| secure attachment = foundation for development of social competence / insecure attachment = related to difficulties in relationships, problems in later development |
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Term
| What are three styles of insecure attachment in emerging adults? |
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Definition
| 1. dismissing/avoidant attachment = deemphasize importance of attachment, 2. preocupied/ambivalent attachment = hyperattuned to attachment experiences, inconsistent caregiving, 3. unresolved/disorganized attachment = unusually high level of fear, disoriented, traumatic experiences |
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Term
| What are three important characteristics of sibling relationships? |
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Definition
| 1. emotional quality (intense positive/negative emotions expressed toward sibling), 2.-3. familiarity and intimacy (can provide support or tease and undermine each other) |
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Term
| What types of adjustment problems do adolescents in divorced families experience? |
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Definition
| 20% of emerging adults from divorced families have emotional problems, 10% from non-divorced families high in conflict; most cope competently with divorce |
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Term
| What are the characteristics of the three patterns of relationships in stepfamilies? |
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Definition
| Neotraditional = both adults want family and are able to cope with demands / Matriarchal = mother has custody, manages family by herself, marginal partner role / Romantic = adult remarries with highly unrealistic expectations for stepfamily |
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Term
| How does boundary ambiguity influence adjustment in stepfamilies? |
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Definition
| uncertainty about who is "in" or "out" of the family; deciding who is responsible for performing certain tasks in family system |
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Term
| What factors influence adjustments in families with working parents? |
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Definition
| long hours, overtime,stresful work, lack of autonomy -- parents are more irritable and engage in less effective parenting |
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Term
| Who are "latchkey" adolescents? What are consequences of adolescent self-care? |
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Definition
| carry house key to let themselves in for 2-4 unsupervised hours after school while parents work -- lack of limits on behavior with lack of supervision; linked to problems in school, risky behavior, and delinquency |
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Term
| What conditions of adoption are most beneficial for adolescent adjustment? |
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Definition
| be supportive and caring, open communication, be involved and monitor the adolescent's behavior and whereabouts, help adolescent learn to develop self-control |
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Term
| What are the major functions of peer groups? |
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Definition
| 1. peers provide source of information about the world outside the family, and 2. a basis of comparison for adolescents |
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Term
| In terms of family-peer linkages, how do parents influence peer relations? |
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Definition
| 1. choice of neighborhood, social circle, 2. parents model or coach ways of relating to peers |
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Term
| What factors influence peer conformity in adolescence? |
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Definition
| positive conformity: prosocial, affiliative, similar interests or activities / negative conformity: antisocial, influences, swearing, acting out |
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Term
| How is 'sociometric status' typically measured? |
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Definition
| 1. popular (frequently named best friend, rarely disliked by peers), 2. neglected (infrequently named best friend, but still rarely disliked by peers), 3. controversial (actively disliked by peers, but frequently named best friend), and 4. rejected (infrequently named best friend, actively disliked by peers) |
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Term
| How does social cognition contribute to peer relations? |
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Definition
| 1. popular = good social cognitive skills contribute to being well-liked, 2. neglected = engage in low levels of interaction with peers, described as "shy," 3. rejected = more impulsive, attention problems, emotionally reactive |
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Term
| According to Dogge, what is the hostile attribution bias in aggressive boys? |
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Definition
| "biased social cognition" -- aggressive boys interpret ambiguous actions as hostile |
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Term
| How does emotion regulation influence peer relations? |
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Definition
| acceptance/rejections: adolescents with good self-regulatory skills modulate emotions; aggressive boys = generate less adaptive emotion-regulation strategies |
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Term
| What are conglomerate strategies for improving social skills of adolescents? |
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Definition
| "coaching" -- combination of techniques: modeling/discussion/reasoning/reinforcement |
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Term
| What is the symmetrical reciprocal mode of friendship described by Harry Stack Sullivan? |
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Definition
| adolescents explore the principles of fairness and justice by working through disagreements with peers; they also learn to be keen observers of peers' interests and perspectives in order to smoothly integrate themselves into ongoing peer activities |
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Term
| What are the major changes in friendship that take place in adolescence? |
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Definition
| (playful companionship - meaningful interaction - intimacy) adolescents rely more on friends than adults for companionship and self-worth |
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Term
| What changes take place in the friendships of emerging adults? |
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Definition
| close relationships more integrated than in adolescence / number of friendships declines at the end of adolescence |
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Term
| What role does intimacy play in adolescent friendships? |
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Definition
| self-disclosure, sharing problems, mutual understanding |
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Term
| How important is similarity to friendship? |
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Definition
| friends generally similar in age, sex, ethnicity, attitudes, and beliefs |
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Term
| What are the psychological effects of loneliness for adolescents? |
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Definition
| higher levels of stress hormone cotisol and poor sleep patterns |
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Term
| What are the important functions of adolescent groups? |
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Definition
| personal needs, affiliation, self-esteem, identity |
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Term
| How do norms and roles influence peer groups? |
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Definition
| norms = social rules or conventions that apply to members of a group / roles = positions in a group governed by rules or expectations |
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Term
| In terms of adolescent groups, what is the difference between a clique and a crowd? |
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Definition
| clique = (2-12 members, average of 6) small groups who engage in similar activities or shared friendships (same age/sex) / crowds = large group structure, less personal, reputation-based, group norms (ex: nerds, jocks, musicians, artists, popular, etc.) |
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Term
| What are some problems associated with early dating in adolescence? |
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Definition
| lower grades, less participation in school, early sexual activity |
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Term
| How does attachment relations influence dating and relationships? |
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Definition
| 1. securely attached = higher self-esteem and intimacy, expect warmth/closeness, 2. dismissing/avoidant = distance themselves, expect partners to be absent and unreliable, 3. preoccupied/ambivalent = high expectations, easily disappointed and frustrated with/in relationships |
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Term
| What are the characteristics of romantic love? |
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Definition
| passionate love (eros); predominates in early part of love relationship |
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Term
| What are the characteristics of affectionate love? |
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Definition
| companionate love, caring affection, characteristic of adult love |
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Term
| How do the dating scripts for male and female roles differ? |
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Definition
| (expectations for respective roles in dating) stereotypical view that male script is active, female script is receptive |
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Term
| How does the breakup of romantic relationships influence males and females differently? |
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Definition
| "unrequited love" can lead to depression, obsessive thoughts, romantic breakup can lead to positive change and personal growth in females |
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