Chapter 10

Question 1

Perspective taking

Answer 1

The social cognitive process involved in assuming the perspective of others and understanding their thoughts and feelings.

Question 2

self-esteem

Answer 2

The global evaluative dimension of the self. Self-esteem is also referred to as self-worth or self-image.

Question 3

Self concept

Answer 3

Domain-specific evaluations of the self.

Question 4

Self-efficacy

Answer 4

The belief that one can master a situation and produce favorable outcomes.

Question 5

preconventional reasoning

Answer 5

• The lowest level in Kohlberg’s theory of moral development.
• The individual’s moral reasoning is controlled primarily by external rewards and punishment.

Question 6

conventional reasoning

Answer 6

• The second, or intermediate, level in Kohlberg’s theory of moral development.
• At this level, individuals abide by certain standards, but these are standards set by others such as parents or society.

Question 7

postconventional reasoning

Answer 7

• The highest level in Kohlberg’s theory of moral development.
• At this level, the individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code.

Question 8

justice perspective

Answer 8

A moral perspective that focuses on the rights of the individual and in which individuals independently make moral decisions.

Question 9

care perspective

Answer 9

The moral perspective of Carol Gilligan, which views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others.

Question 10

Domain theory of moral development

Answer 10

Theory that identifies different domains of social knowledge and reasoning, including moral, social conventional, and personal domains. These domains arise from children’s and adolescents’ attempts to understand and deal with different forms of social experience.

Question 11

Social conventional reasoning

Answer 11

Thoughts about social consensus and convention, in contrast with moral reasoning, which stresses ethical issues.

Question 12

Gender stereotypes

Answer 12

Broad categories that reflect our impressions and beliefs about females and males

Question 13

Populair children

Answer 13

Children who are frequently nominated as a best friend and are rarely disliked by their peers.

Question 14

Average children

Answer 14

Children who receive an average number of both positive and negative nominations from peers.

Question 15

Neglected children

Answer 15

Children who are infrequently nominated as a best friend but are not disliked by their peers.

Question 16

Rejected children

Answer 16

Children who are infrequently nominated as a best friend and are actively disliked by their peers.

Question 17

Controversial children

Answer 17

Children who are frequently nominated both as a best friend and as being disliked by their peers.

Question 18

Intimacy in friendships

Answer 18

Self-disclosure and the sharing of private thoughts

Question 19

Constructivist approach

Answer 19

A learner-centered educational approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher.

Question 20

Direct instruction approach

Answer 20

A structured, teacher-centered educational approach that is characterized by teacher direction and control, mastery of academic skills, high expectations for students’ progress, maximum time spent on learning tasks, and efforts to keep negative affect to a minimum.

Question 21

Industry versus inferiority

Answer 21

Erikson’s fourth stage. Children become interested in how things are made and how they work.

Question 22

Developmental changes during the middle and late childhood

Answer 22

• Improved emotional understanding.
• Increased understanding that more than one emotion can be experienced in a particular situation.
• Increased tendency to be aware of the events leading to emotional reactions.
• Ability to suppress or conceal negative emotional reactions.
• Use of self-initiated strategies for redirecting feelings.
• A capacity for genuine empathy.

Question 23

Which outcomes may experience disasters on children are?

Answer 23

• Acute stress reactions
• Depression
• Panic disorder
• post-traumatic disorder

Question 24

Dose-response effect

Answer 24

The more severe the disaster/trauma, the worse the adaptation and adjustment

Question 25

How to care for children after a disaster

Answer 25

• Reassure children.
• Allow children to retell events; and be patient listening.
• Encourage children to talk about feelings, and reassure them that such feelings are normal.
• Protect children from re-exposure and reminders.
• Help children make sense of what happened.

Question 26

Piaget’s theory for late childhood

Answer 26

The autonomous morality.

Children come to consider the intentions, believe rules are subject to change and know that punishment may not follow.

Question 27

Critics about Kohlberg’s theory

Answer 27

• Level 3 thinking hasn’t been found in all cultures
• Narváez and Gleason point out that postconventional moral reasoning has been declining in Western cultures.

Question 28

What are the components of moral personality

Answer 28

• Moral identity: people’s identity when moral notions and moral commitments are central to their lives
• Moral character: having the willpower, desire, and integrity to stand up to pressure, overcome distractions and disappointments, and behave morally.
• Moral exemplars: people whose moral personality, identity, character, and set of virtues reflect moral excellence and commitment