Malala and Moniba's Friendship

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Questions and Answers

Analyzing Malala's recurring concern about Moniba's potential displeasure and her proactive efforts to reconcile after disputes, which of the following theoretical constructs from interpersonal psychology most accurately characterizes the underlying dynamic governing their friendship, considering the described pattern of conflict and resolution?

Relational Dialectics Theory, highlighting the inherent tensions within their friendship, particularly the autonomy-connection dialectic, where conflicts arise from negotiating individual needs for independence against the desire for relational fusion.
Cognitive Dissonance Theory, suggesting that the frequent conflicts create psychological discomfort, prompting Malala to rationalize her role in the disputes and initiate reconciliation to reduce dissonance and maintain a positive self-perception as a friend.
Social Exchange Theory, positing that the friendship is maintained through a delicate balance of perceived rewards and costs, with Malala's reconciliation efforts serving to re-establish equitable exchange and prevent relational dissolution.
Attachment theory, specifically an anxious-preoccupied attachment style exhibited by both individuals, manifesting as heightened sensitivity to perceived relational threats and intense efforts to maintain proximity and approval. (correct)

The cyclical pattern of conflict initiation and subsequent reconciliation, predominantly driven by Malala's assumption of responsibility, suggests a specific dyadic interpersonal pattern. From a systems perspective, which of the following best describes the emergent property of this interactional dynamic, considering the repetitive nature and identified initiator of conflict resolution?

A symmetrical relationship characterized by escalating conflict and mutual blame avoidance, necessitating external intervention for conflict resolution and relational stability.
A complementary relationship wherein Malala and Moniba adopt reciprocal roles; Malala as the primary reconciliator and Moniba implicitly accepting this role, fostering a stable but potentially inequitable dynamic. (correct)
A meta-complementary relationship where a third party, implicitly or explicitly, mediates the conflict-resolution process, thereby shaping the dyadic interaction indirectly and maintaining relational homeostasis.
A parallel relationship where both individuals independently initiate conflict and reconciliation at different times, leading to unpredictable relational fluctuations and resilience to sustained discord.

Considering the stated etiology of the conflicts – 'when another girl came between us' – and interpreting this within the framework of adolescent social cognition, which of the following cognitive biases or heuristics is most likely mediating the emotional responses of both Malala and Moniba, precipitating these interpersonal disputes?

Confirmation bias, wherein both Malala and Moniba selectively attend to and interpret ambiguous social cues from other girls as evidence of relational displacement or betrayal, reinforcing pre-existing insecurities.
Availability heuristic, where the salience of immediate social interactions with other girls overshadows the established history and security of their primary friendship, leading to exaggerated threat perception.
Fundamental attribution error, leading both girls to overemphasize dispositional factors (e.g., the other girl's malicious intent) and underestimate situational factors (e.g., normative adolescent social exploration) in explaining perceived relational shifts.
Loss aversion, where the perceived potential loss of exclusive relational attention and intimacy with each other is psychologically weighted more heavily than the potential gains from broader social interactions. (correct)

The narrative structure culminates in the rhetorical question, 'How could so much be bad?', immediately following the description of recurring, emotionally charged conflicts. Interpreting this rhetorical device within a pragmatic linguistic framework, which of the following illocutionary acts is most likely intended by this concluding query, considering the preceding context?

<p>An expressive, conveying a complex emotional state of bewildered acceptance and implicit valuation of the friendship despite—or perhaps because of—its tumultuous nature. (C)</p> Signup and view all the answers

Considering the developmental stage of adolescence and the described intensity of the Malala-Moniba friendship, which of Erikson’s psychosocial stages is most saliently reflected in their relational dynamics, particularly concerning the conflicts arising from perceived exclusion and the intense emotionality associated with their bond?

<p>Identity vs. Role Confusion (Stage 5), where the intense friendship serves as a crucial context for self-exploration and identity formation, with conflicts arising from anxieties about relational security impacting self-concept. (C)</p> Signup and view all the answers

Flashcards

Friendship Dynamics

The interactions and emotional bonds between friends, often subject to conflicts.

Conflict Resolution

The process of resolving a disagreement between friends, often involving apologies and understanding.

Communication in Friendship

The exchange of thoughts and feelings that help maintain friendship, crucial for resolving issues.

Jealousy among Friends

A feeling of resentment when one friend feels replaced or neglected by another friend.

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Best Friend Characteristics

Traits shared by best friends, such as trust, laughter, and understanding despite conflicts.

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Study Notes

Malala's Relationship with Moniba

Malala preferred being first.
She worked hard to avoid repeating mistakes.
Malala and Moniba, her best friend, were often angry with each other due to classroom conflicts and trivial matters.
They fought over other girls coming between them.
They would make up with laughter and then repeat when another girl was present.

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Description

The passage describes the relationship between Malala and her best friend Moniba. They often fought due to classroom conflicts, trivial matters and other girls coming between them. Despite this they would always make up in the end.