A. the word carries the same meaning in both the English and German languages Show B. to English speakers, angst means an extreme state of anxiety experienced because of social isolation and loneliness C. to German speakers, angst is equivalent to the term dread D. to German speakers, angst is a state of being with no known causes A. fear B. anxiety C. angst D. sadness A. Goleman B. Weschler C. Sternberg D. Ekman A. skills and abilities that help him understand people from another cultural heritage B. skills and abilities that help him process, understand, and regulate his emotions and those of others C. skills that help them problem solve D. skills and abilities that help them to acquire language A. experiencing love B. negotiating conflict C. being sensitive to others D. expressing pride and anger A. objective responses to experiences in our environment B. subjective responses to experiences in our environment C. physiological changes to experiences in our environment D. behavioral changes to experiences in our environment A. emotions are objective responses to experiences in our environment B. emotional experiences are dependent upon physiological responses C. emotional experiences are dependent upon physiological responses and how a person interprets those responses D. emotions are the result of an individual’s emotional intelligence A. if your blood pressure rises and you get red in the face you should experience anger B. if your blood pressure rises and you get red in the face should experience happiness C. if your blood pressure rises and you interpret this behavior positively you will experience happiness D. if your blood pressure rises and you get red in the face not all individuals will experience anger A. emotions are objective responses to experiences in our environment B. emotional experiences are dependent upon physiological responses C. emotional experiences are dependent upon physiological responses and how a person interprets those responses D. emotions are the result of an individual’s emotional intelligence A. emotional responses are universal B. if your heartbeats rapidly because you have to speak in public, you will experience fear C. situational and contextual factors shape our interpretations of our emotional experience D. cognitive interpretation has no place in emotional experience A. emotional intelligence B. the universal experience of emotion C. the cultural specific experience of emotion D. the embeddedness of emotions and social relationships A. emotional intelligence B. the James-Lange theory of emotions C. emoting D. the Two Factor theory of emotions A. an infant smiles at a caregiver and the caregiver continues playing with the infant B. a newborn cries because he or she is tired C. newborn laughs at a social stimulus D. a caregiver feeds and infant who is hungry A. observing adults B. conversations with adult partners C. childrearing practices D. their intuitive thinking about the world A. gender roles B. culture C. power D. language A. failure B. humility C. obedience D. interdependency A. emotions are subjective responses B. emotions are objective responses C. culture in mind D. culture and mind mutually constitute one another A. humility B. anger C. dominance D. weakness A. humility B. anger C. dominance D. weakness A. punishing the child B. teasing the child C. showing disproval D. showing the child how to express this emotion in appropriate ways A. punishing the child B. teasing the child C. ignoring the child D. showing the child how to express this emotion in appropriate ways A. punishing the child B. teasing the child C. showing approval D. showing the child how to express this emotion in appropriate ways A. observe emotional responses in people’s daily social interactions B. break emotions into smaller parts to compare these parts across cultural communities C. study the connection between physiological activity and emotional responses D. study the connection between emotions and social relationships A. emotional expressions are innate, inherited characteristics B. humans and non-human primates use different facial expressions to convey similar emotions C. humans and non-human primates communicate emotions in different ways D. there was no need to attend to variability in emotional expression A. real participants to convey emotional expression B. a single blind study C. electrical stimulation to move participants’ facial muscles D. both human and non-human participants A. Darwin B. Ekman C. Izard D. Matsumoto A. his finding suggested there are only several universal emotions B. he used a double blind study C. he used visual stimuli like photographs to show his participants D. he studied conducted research in several different cultural communities A. they all used a single blind study B. they all electrically stimulated facial movements C. they all used photographs of posed individuals displaying facial expressions D. they all studied numerous cultural communities A. not all participants viewed photographs, some heard a story B. literate participants received a list of emotions terms only in English C. they relied on still photographs D. they studied numerous cultural communities on different continents A. do we use our face to communicate emotions B. is there a universal set of emotions C. are emotional expressions culturally variable D. is there a biological basis to our ability to communicate emotions through facial expressions A. Ekman and Friesen B. Darwin C. Matsumoto and Willingham D. Izard and Ekman A. socially engaging negative emotion B. socially engaging positive emotion C. socially disengaging positive emotion D. socially disengaging negative emotion A. socially engaging negative emotion B. socially engaging positive emotion C. socially disengaging positive emotion D. socially disengaging negative emotion A. socially disengaging negative emotion B. socially engaging positive emotion C. socially disengaging positive emotion D. socially engaging negative emotion A. self-expression B. independence C. social harmony D. uniqueness A. Japanese participants experienced more socially disengaging emotions B. American participants experienced more socially disengaging emotions C. Japanese participants experienced more negative socially disengaging emotions D. American participants experienced less positive socially disengaging emotions A. emotional intelligence B. being sensitive to individuals from other cultural heritages C. the ability of cultural settings to evoke particular emotional responses D. cultural variability in universal emotion expression A. personal attributes, goals, wants, and needs B. other people’s needs and wants C. external traits and abilities D. physical and social settings A. socially engaging negative emotion B. socially engaging positive emotion C. ego-focused emotion D. other focused emotion A. socially engaging negative emotion B. socially engaging positive emotion C. ego-focused emotion D. other focused emotion A. socially disengaging positive emotion B. socially disengaging negative emotion C. ego-focused emotion D. other focused emotion A. guilt B. shame C. pride D. humility A. a sense of belonging B. pride C. shame D. anger A. pride is a desirable emotion in many social situations B. anger is a desirable emotion in many social situations C. humility is a desirable emotion in many social situations D. suppressing pride is never desirable A. help us make sense of our feelings, thoughts, and actions B. help us imitate adult role models C. help us acquire language D. help us learn particular skills A. humility B. self-expression C. sensitivity to others D. conformity A. humility B. self-expression C. uniqueness D. pride A. provide her with opportunities to learn these values B. ignore her when she displays negative emotions C. provide support when she displays negative emotions D. use indirect teaching approaches A. provide her with opportunities to learn these values B. ignore her when she displays negative emotions C. provide support when she displays emotions such as anger and pride D. use direct teaching approaches A. learning how to sew B. learning how to cook C. playful question and answering sessions D. learning how to hunt A. express feelings and impulses through symbols B. enjoy an altered state of reality where they could practice emotions C. reduce anxiety and cope with real life problems D. develop cognitive and social skills A. express feelings and impulses through symbols B. enjoy an altered state of reality where they could practice emotions C. reduce anxiety and cope with real life problems D. develop cognitive and social skills A. European American caregivers did not value children’s play B. Yucatec Mayan caregivers were their children’s play partners C. Yucatec Mayan children often played alone D. European American children often contributed to their family’s well-being through chores A. European American caregivers did not value children’s play B. Yucatec Mayan caregivers made sure their children had time for play C. Yucatec Mayan children played in large mixed aged groups D. European American caregivers structured their children’s play A. Yucatec Mayan children used fantasy for emotional expression in pretend play B. emotional expression in Yucatec Mayan pretend play reflected real life emotional responses C. European American children never used fantasy as a reference for emotional expression in pretend play D. European American children never used bedtime story material as a reference for emotional expression in pretend play A. European American children rarely display anger in their pretend play B. Yucatec children often pretend play in solitude C. pretend play helps Mayan children work through their emotional needs D. emotional expression in pretend play connects to cultural values and real life social interactions A. prescriptions for how we manage, adjust, and express emotions B. most likely innate C. context dependent D. similar to gender roles A. emotional expression B. facial muscle movement C. cultural competence D. behavioral responses to emotional experience A. most countries scored similarly on controlling emotions B. in-group member emotional expression was preferred over out-group members C. collectivist nations were more likely to favor control of emotions D. emotional control does not follow universal standards of behavior A. there was a great deal of variability for controlling emotions B. emotional processing and expressing emotions connects to cultural values and worldviews C. individualistic nations were more likely to favor control of emotions D. emotional control does not follow universal standards of behavior A. anger B. happiness C. shame D. sadness A. pride B. anger C. cultural values of humility and respect D. cultural values of autonomy and self-expression A. happiness connects to individual achievement B. happiness connects to being the best C. happiness connects to the relationships people have with others D. happiness connects to uniqueness A. it involves your ability to adjust your behavior to meet situational demands B. it involves controlling one’s emotions C. it involves paying attention D. it is not culture dependent A. parents believed preschool should be an extension of the home B. parents believed teachers should reinforce family values at preschool C. parents believed the child’s native language was useful in teaching children self-regulation D. parents believed teachers were better role models than caregivers A. pursuing goals that help the self adjust to the needs of others B. pursuing goals that foster self-esteem C. pursuing goals that foster independence D. pursuing goals that foster personal interests A. how we adjust our emotional experiences in particular situations B. how we adjust our behavior to particular situations C. how we process, manage, and adjust our emotions D. how we learn to act in context A. The independent self experiences shame when it fails to meet caregivers expectations B. The independent self strives to do well to bring honor and integrity to its in-group C. Shame motivates the interdependent self to persevere at difficult tasks D. The interdependent self openly expresses anger and pride A. anger B. love C. pride D. feelings A. humility B. pride C. honor code D. shame What are the 3 parts of selfRogers' Three Parts of Self-Concept. Ideal self: The ideal self is the person you want to be. ... . Self-image: Self-image refers to how you see yourself at this moment in time. ... . Self-esteem: How much you like, accept, and value yourself all contribute to your self-concept.. What are the 4 elements of selfThe components of self-concept are identity, body image, self-esteem, and role performance. Personal identity is the sense of what sets a person apart from others.
What are 3 factors that affect selfThere are various factors that can affect self-concept, these include: age, sexual orientation, gender and religion. The self-concept is also made up of a combination of self-esteem and self-image.
What are the 4 types of selfBandura (1997) proposed four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states.
|
Which of the following is not one of the ways the self concept functions to regulate affect
zusammenhängende Posts
Urheberrechte © © 2024 de.ketajaman Inc.
