Chapter 8 Flashcards
social comparison
The process of learning about one’s abilities and characteristics by observing how they compare with others’.
self-concept
One’s multidimensional impression of one’s own personality, of the attributes, abilities, and attitudes that define one’s self.
self-esteem
Judgements of worth that children make about themselves and the feelings that those judgements elicit.
self-efficacy
One’s perceived ability to be successful in accomplishing specific goals.
moral realism
The idea that there are moral facts that refer to objective, rather than subjective, features of the world.
heteronomous morality
Piaget’s description of a child’s first idea of what is right and wrong and the sense that morality is an external, unchangeable set of rules with a focus on consequences of behaviour.
moral relativism
The idea that morality is subjectively grounded and contextually dependent.
behaviour.
autonomous morality
Piaget’s observation that as children get older they begin to see morality as more flexible and consider the intentions of other people’s
preconventional morality
Level 1 of Kohlberg’s theory of moral development, in which moral reasoning is guided by personal rewards and punishments.
conventional morality
Level 2 of Kohlberg’s theory of moral development, in which moral reasoning is guided by laws and social norms.
postconventional morality
Level 3 of Kohlberg’s theory of moral development, in which moral reasoning is guided by universal ethical principles.
industry versus inferiority
stage Erikson’s fourth stage of psychosocial development, leading to a sense of competence or a move away from social interactions.
tween
A term used in the popular media to describe a preadolescent, or a young person who shares characteristics of both children and teenagers.
collaborative divorce
A process in which a team of psychological and legal experts works with families undergoing divorce to protect the child(ren) and resolve roadblocks, facilitating an amicable divorce with minimal legal entanglements.
sociometric measurement
A type of measurement of interpersonal relationships through social group survey.
popular children
Children with high numbers of positive nominations and low negative nominations in a sociometric analysis.
rejected children
Children with high numbers of negative nominations and low positive nominations in a sociometric analysis.
neglected children
Children with few negative or positive nominations in a sociometric analysis.
controversial children
Children with high numbers of positive nominations and high negative nominations in a sociometric analysis.
average children
Children who get slightly more nominations in a sociometric analysis than neglected children but not enough to rank in one of the categories.
rejected-aggressive
Children who are rejected by peers for their aggressive behaviour.
rejected-withdrawn
Children who are rejected by peers for their withdrawn behaviour
perspective taking
The increasing ability to take on other people’s viewpoints.
co-rumination
The act of dwelling on negative occurrences and feelings.
emotional vocabulary
The increasing ability to identify and label complex emotions.
emotional regulation
The ability to adapt to changing situations with a range of constructive emotional responses.
self-conscious emotions
Emotions that involve internal and external evaluations of the self.
resilience
Positive adjustment in the face of significant risk.
1.Which self-description is LEAST likely to come from an elementary-school-aged child?
a. I like to play drums and sing.
b. I’m better at math than some of the other kids in my class.
c. I’m getting really good at bike jumps because I practise a lot.
d. I’m the strongest boy in the world.
d. I’m the strongest boy in the world.
During Piaget’s stage of moral relativism, children are able to consider intentions when judging actions and can make up their own rules for games. These are characteristics of ________.
a. autonomous morality
b. heteronomous morality
c. absolutist morality
d. hegemonious morality
b. heteronomous morality
. Aiden does a favour for his friend only when his friend does a favour for him. Aiden is reasoning using which of Kohlberg’s orientations?
a. universal ethics
b. instrumental-exchange
c. social contract
d. good-child
c. social contract
Active coping
- Problem solving
- Seeking help/support
Aggressive coping
- Teasing
- Retaliation
Denial coping
- Pretending not to care
- Ignoring the issue
Ruminative coping
- Worrying
- Withdrawal
Piaget’s theory of moral development
- Heteronomous Morality (Ages 4-7):
- Also known as the “morality of constraint.”
- Children in this stage believe that rules are absolute and unchangeable, established by authority figures.
- They view rules as external impositions, and breaking them leads to punishment, regardless of intentions.
- Egocentric thinking is prominent, and they struggle to consider others’ perspectives.
Piaget’s theory of moral development
- Autonomous Morality (Ages 7 and beyond):
- Also referred to as the “morality of cooperation.”
- Children begin to understand that rules are flexible and can be modified through social agreement.
- They recognize that intentions matter in determining the morality of an action, not just the consequences.
- Moral judgments become more based on fairness and reciprocity rather than fear of punishment.
- They develop a capacity for perspective-taking and understand that different individuals may have different perspectives on moral issues.
