Chapter 13 Flashcards
Self concept
Domain- specific evaluations on the self
Self esteem
The global evaluative dimension of the self.
Preconventional reasoning
The lowest level of moral reasoning. The individuals concept of good and bad is interpreted primarily in terms of external rewards and punishment.
Heteronomous morality
Kohlbergs first stage in Preconventional reasoning in which moral thinking is tied to punishment.
Individualism, instrumental purpose, and exchange
The second Kohlberg stage in Preconventional reasoning. At this stage individuals pursue their own internets but also let others do the same.
Conventional reasoning
The second or intermediate level in khols ergs theory of moral development. This this level individuals abide by certain a standards, but they are standards of others such as parents of the government.
Mutual interpersonal expectations, relationships, and interpersonal conformity.
Kholbergs third stage of moral development. At this stage, individuals value trust, caring, and loyalty to others as a basis of moral judgment.
Social systems morality
The fourth stage in kohlbergs theory of moral development. Moral judgments are based on understanding the social order, law, justice, and duty
Post conventional reasoning
The highest level in kohlbergs theory of moral development. At this level, the individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code.
Social contract or utility and individual rights
The 5th stage, individuals reason that values, rights, and principles undergird or transcend the law.
Universal ethical principles
The 6th and highest stage in kohlbergs theory of moral development. Individuals develop a moral standard based on universals principle of human rights.
Justice perspective
A moral perspective that focuses on the rights of an individual; individuals independently make moral decisions.
Care perspective
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.
Domain theory of moral development
Theory that traces social knowledge and reasoning to 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.
Social conventional reasoning
Thoughts about social consensus and convention established in order to control behavior and maintain the social system.
Gender stereotypes
Broad categories that reflect our impressions and beliefs about females and males.
Rapport talk
The language of conversation and way of establishing connections and negotiating relationships more characteristics of females than of males.
Report talk
Talk that conveys information, more characteristic of males than females.
Popular children
Children who frequently nominated as best friend and are rarely disliked by their peers.
Average children
Children who receive an average number of both positive and negative nominations from peers.
Neglected children
Children who are infrequently nominated as a bestfriend but are not disliked by their peers.
Rejected children
Children who are infrequently nominated as a bestfriend and are actively disliked by their peers
Controversial children
Children who are frequently nominated both as someone’s bestfriend and as being disliked.
Intimacy in friendships
Self disclosure and the sharing of private thoughts
Constructivist approach
A learner- centered approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher.
Direct instruction approach
A structured teacher center approach that is characterized by teacher direction and control, mastery of academic skills, high expectation for students progress. Maximum time spent on learning tasks, and efforts to keep negative affect to a minimum.
