Chapter 15

Question 1

Pre conventional morality

Answer 1

Kohlberg’s term for the first 2 stages of moral reasoning, in which moral judgements are based on the tangible punitive consequences (stage one) or rewarding consequences (stage two) of an act for the actor rather than on the relationship of that act to society’s rules and customs.

Question 2

What are the names of the two stages in preconventional morality?

Answer 2

Punishment- and-obedience orientation (stage 1)

Naive hedonism (stage two)

Question 3

Conventional morality

Answer 3

Kohlberg’s term for the third and fourth stages of moral measuring, in which moral judgements are based on a desire to gain approval (stage three) or to uphold laws that maintain social order

Question 4

What are the names of the two stages of conventional morality?

Answer 4

Good boy or good girl orientation (stage 3)

Social - order- maintaining morality (stage 4)

Question 5

Post conventional morality

Answer 5

Kohlberg’s term for the 5th and 6th stages of moral reasoning, in which moral judgements are based on social contracts and democratic law (stage 5) or on universal principles of ethics and justice (stage 6)

Question 6

What are the names of the two stages in post conventional / principled morality?

Answer 6

Social -contract orientation (stage 5)

Morality of individual principles of conscience (stage 6)

Question 7

Transactive interactions:

Answer 7

Verbal exchanges in which individuals perform mental operations on the reasoning of their discussion partners.

Question 8

Mechanisms of moral disengagement

Answer 8

Cognitive reframing of harmful behaviour as being morally acceptable.

Question 9

Moral identity

Answer 9

Degree to which being a moral person is important to one’s identity.

A story moral identity renders mechanisms of moral disengagement less effective

Question 10

Internal moral motivation:

Answer 10

Slowly emerges in childhood; increases during adolescence and early adulthood. Predicts feelings of authentic pride for doing what is right good, helps accept responsibility for past mistakes. Requires successful rule internalization in childhood, development of a mature understanding of morality, and a social environment that supports moral self-regulation.

Question 11

Three categories for aggressive acts:

Answer 11

Reactive aggression: impulsive and a response to perceived offences. Perpetrators main goal = harm or injure a victim.

Proactive aggression: aggressive acts for which he perpetrators major goal is to gain access to objects, spaces, or privileges.

Relational aggression: acts such as snubbing, exclusion, withdrawing acceptance, spreading rumours; aimed at damaging a victim’s self-esteen, friendships, or social status.

Question 12

Goodenough found that preschooler’s fights were usually:

Answer 12

Proactive

Question 13

Dodge’s social Information-processing theory of aggression:

Answer 13

Child who is harmed first encodes and interprets the available social cues, then formulates a goal, generates and evaluates possible strategies for achieving this goal, and finally selects + enacts a response.

A child’s mental state (past social experiences, social expectancies, emotional reactivity, ability to regulate emotions) can influence any of the phases.

Question 14

Hostile attributional bias:

Answer 14

Tenderly to view harm done under ambiguous circumstances as having stenned from a hostile intent on the part of the harmdoer; characterizes reactive aggressors.

Question 15

Social class differences:

Answer 15

Kids + teens from lower socioeconomic strata exhibit more aggressive behavier and higher levels of delinquency than their age-mates from the middle class.

Question 16

What do Gerald Patterson and his colleagues think about why there are such dramatic individual differences in aggression within a given culture or subculture?

Answer 16

Highly aggressive children often live in homes that can be described as “breeding grounds” for hostile, antisocial conduct.

Question 17

Key findings re: parental conflict and children’s aggression

Answer 17

Continuing conflict at home increases the likelihood that children will have hostile, aggressive interactions with siblings and peers.

Increases over time in parental conflict and marital distress predict similar increases in children’s and adolescent’s aggression + other problem behaviours.

Parental detachment and withdrawal in the face of conflict is a better predictor of children’s future problem behaviors than parental conflict.

Question 18

Coercive home environments

Answer 18

A home in which family members often annoy one another and use aggressive or otherwise antisocial tactics as a method of coping with these aversive experiences

Question 19

Negative reinforcer

Answer 19

Any stimulus whose removal or termination as the consequence of an act will increase the probability that the act will recur.

Question 20

3 methods of controlling aggression in young children:

Answer 20

Creating nonaggressive environments

Eliminating the payoffs for aggression

Social-cognitive interventions

Question 21

Incompatible -response technique

Answer 21

Ignoring all but the most serious of aggressive antics (denying ‘attentional” reward) while reinforcing such acts as cooperation and sharing that are incompatible with aggression.

Question 22

Highly aggressive children, especially those high in reactive aggression, can benefit from social-cognitive interventions that help them:

Answer 22

Regulate their anger
&
Become more skilled at empathizing with and taking others’ perspectives so they will not be so likely to overattrible hostile intentions to their peers.

Question 23

How can parents of highly aggressive children foster empathy in their kids?

Answer 23

By modelling empathic concern and by using disciplinary techniques that 1) point out the harmful consequences of their child’s aggressive acts while 2) encouraging him or her to put him or herself in the victim’s place ad imagine how the victim feels.

Question 24

How does Piaget’s theory view moral reasoning?

Answer 24

As progressing through a sequence of 3 levels:
Premoral period, heteronomous morality, autonomous morality

Question 25

How does kohlberg view moral reasoning development?

Answer 25

As progressing through an invariant sequence of 3 levels:
Preconventional, conventional, post-conventional; each composed of 2 distinct stages.

Question 26

When does reactive aggression appear?

Answer 26

By the end of the first year as infants have conflicts over toys and other possessions.

Question 27

During childhood, aggression becomes:

Answer 27

Less physical and increasingly verbal

Somewhat less proactive and increasingly retaliatory

Question 28

How stable is aggressiveness?

Answer 28

Overt aggression declines with age, whereas more covert forms of antisocial conduct increase with age.

Aggressiveness is a quite stable attribute for both males + females

Question 29

Cultural differences in what is included in the moral domain:

Answer 29

Individualistic cultures from the West emphasize fairness + care, collectivistic cultures have a broader conception of morality including loyalty, authority, and sanctity/purity

Question 30

How do we know humans are born to become moral beings?

Answer 30

Evident in their capacity for empathy feelings and compassion, social preference for helpfulness, spontaneous helping behaviour.

Question 31

Use of ________ discipline promotes moral maturity; __________ has little effect, _________ _______ is associated with moral immaturity.

Answer 31

Inductive

Love withdrawal

Power assertion

Question 32

__________ ___________ leads to immediate complicate but impedes ________ _______ _______

Answer 32

Corporal punishment

Moral rule internalization

Question 33

Effectiveness of induction may vary depending on:

Answer 33

Child’s temperament