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Developmental Psych > Chapters 13-15 > Flashcards

Chapters 13-15 Flashcards

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1
Q

moral development

A

changes in thoughts feelings and behaviours regarding standards of right and wrong

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2
Q

Piaget’s Theory of Moral Thought

A

4-7 heteronomous morality
7-10 transition phase
10+ autonomous morality

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3
Q

heteronomous morality

A

the first stage of moral development in piaget’s theory Age 4-7
Justice and rules are conceived of as unchangeable properties of the world, beyond the control of people

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4
Q

autonomous morality

A

second stage of moral development for Piaget.
10+ years
Child becomes aware that rules and laws are created by people and that in judging action, one should consider the actor’s intentions as well as the consequences

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5
Q

immanent justice

A

Piaget’s concept of the childhood expectation that if a rule is broken, punishment will be meted out immediately

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6
Q

Kohlberg’s Theory

A

Level 1 - Preconventional Reasoning

Stage 1 of level 1 - Punishment and obedience

Stage 2 of Level 1 - Individualism, instrumental purpose and exchange

Level 2 - Conventional reasoning

Stage 3 of level 2 mutual interpersonal expectations

Stage 4 - social systems morality

Level 3 Postconventional reasoning

Stage 5 social contract or utility and individual rights
Stage 6 universal ethical principles

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7
Q

preconventional reasoning

A

lowest level in Kohlberg’s theory - morality is focused on reward and punishment.

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8
Q

conventional reasoning

A

second level - individuals abide by certain standards (internal) but they are the standards of others such as parents or society (external)

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9
Q

postconventional reasoning

A

third and highest level for Kohlberg’s theory. Morality is more internal.

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10
Q

Critics of kohlberg say:

A
  • too much emphasis on moral thought and not enough on moral behaviour
  • Didn’t place enough emphasis on cultural influences - he said they are universal principles, but this has not been shown to be true
    *Kohlberg said family process is not important for moral development - peers more important - critics say family has more sway than Kohlberg allows
  • most public critique says kohlberg has a gender bias - Gilligan says that this is a male norm that puts principles above relationships
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11
Q

Kohlberg’s justice perspective

A

focuses on the rights of the individual

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12
Q

Gilligan’s care perspective

A

focuses on the moral perspective that views people in terms of their connectedness with others and quality of the interpersonal communication, relationships with others and concern for others

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13
Q

social cognitive theory

A

the theory that distinguishes between moral competence - the ability to produce moral behaviours - and moral performance use of those behaviours in specific situations

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14
Q

empathy

A

reacting to another’s feelings with an emotional response that is similar to the other’s feelings

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15
Q

moral identity

A

the aspect of personality that is present when individuals have moral notions and commitments that are central to their lives

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16
Q

moral exemplars

A

people who have lived extraordinary lives, having developed their personality, identity, character and virtue to a level that reflects moral excellence and commitment

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17
Q

social-cognitive domain theory

A

theory stating there are 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.

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18
Q

social conventional reasoning

A

focuses on conventional rules established by social consensus, as opposed to moral reasoning that stresses ethical issues

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19
Q

Discipline techniques

A

Love withdrawal
power assertion
induction

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20
Q

love withdrawal

A

a technique in which a parent withholds attention or love from the child, as when a parent refuses to talk to the child or states a dislike for the child. “i’m going to leave you if you do that again” or “I don’t like you when you do that”

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21
Q

power assertion

A

a technique where a parent attempts to gain control over the child or the child’s resources. e.g. spanking, threatening or removing priviliges

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22
Q

Induction

A

technique where the parent uses reasoning and explains how the child’s actions are likely to affect other people. “Don’t hit him, he is trying to help” “Why are you yelling at her, she didn’t mean to trip you”

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23
Q

hidden curriculum

A

pervasive moral atmosphere that characterizes each school

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24
Q

character education

A

a direct moral education approach that involves teaching students a basic moral literacy to prevent them from engaging in immoral behaviour or doing harm to themselves or others

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25
Q

values clarification

A

helping people clarify their sense of purpose in life and what is worth working for.

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26
Q

cognitive moral education

A

education based on the belief that students should learn to value things like democracy and justice as their moral reasoning. Kohlberg’s theory has been the basis for many cognitive moral approaches

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27
Q

service learning

A

a form of education that promotes social responsibility and service to the community

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28
Q

altruism

A

an unselfish interest in helping another person

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29
Q

forgiveness

A

an aspect of prosocial behaviour that occurs when an injured person releases the injurer from possible behavioural retaliation

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30
Q

gratitude

A

a feeling of thankfulness and appreciation in response to someone doing something kind or helpful

31
Q

conduct disorder

A

age-inappropriate actions and attitudes that violate family expectations, society’s norms and the personal or property rights of others

32
Q

juvenile delinquency

A

refers to a great variety of behaviours by an adolescent ranging from unacceptable behaviour to breaking the law

33
Q

index offenses

A

criminal acts such as robbery, rape, homicide

34
Q

reciprocal socialization

A

the bidirectional process by which children socialize parents just as parents socialize them e.g. peek a boof

35
Q

multiple developmental trajectories

A

concept that adults follow one trajectory and children and adolescents another one; understanding how these trajectories mesh is important. When people get married - how old they are when they have kids - how old their kids are when they are middle aged etc

36
Q

Baumrind’s Parenting Styles

A

Authoritarian
Authoritative
Neglectful
Indulgent

37
Q

Authoritarian Parenting according to Baumrind

A

restrictive, punitive in which parents exhort the child to follow their directions. Firm limits and controls. little verbal exchange “do it my way or else” spank, enforce rules rigidly not explain them, show rage
Children are often unhappy, fearful, anxious, fail to initiate activity, weak communication skills

38
Q

Authoritative parenting

A

encourages children to be independent but still places limits and controls
extensive verbal give and take
parents are warm and nurturant toward child
ex may put arm around child and say, “you know you should not have done that, let’s talk about to handle this differently next time”
show pleasure and support of children
expect mature, independent, age-appropriate behaviour

39
Q

neglectful parenting

A

parent is very uninvolved. parents lives. Parents lives more important then child’s life. children tend to have poor self control, low self-esteem, dont handle independence well

40
Q

indulgent parenting

A

parents are highly involved with their children but place few demands or controls on them. Associated with children’s social incompetence, lack of self-control and lack of respect for others

41
Q

Reasons to avoid spanking

A
  • children may imitate aggressive out of control behaviour
  • instills fear, rage, avoidance
  • tells children what not to do, but not what to do
  • abusive, can become some emotional they are abusive
42
Q

Types of child maltreatment

A

Physical abuse
Child neglect
sexual abuse
emotional abuse

43
Q

peers

A

Children who share the same age or maturity level

44
Q

popular children

A

children who are frequently identified as a best friend and are rarely disliked by their peers

45
Q

average children

A

children who receive an average number of both positive and negative nominations from their peers

46
Q

neglected children

A

children who are infrequently identified as a best friend but are not disliked by their peers

47
Q

rejected children

A

children who are infrequently identified as a best friend and are actively disliked by their peers

48
Q

controversial children

A

children who are frequently identified both as someone’s best friend and as being disliked

49
Q

Functions of play

A

*master anxieties and conflicts
* work off excess energy, release tension
* Help children cope with life’s problems
* important for cognitive development
* practice skills and competencies in relaxed environment
* satisfies curiosity and desire for new information/stimulation
*pleasurable
*development of language skills

50
Q

play therapy

A

therapy that allows the child to work through frustrations in a medium through which the therapist can analyze the child’s conflicts and ways of coping with them. May feel less threatened in play and more likely to express true feelings

51
Q

sensorimotor play

A

behaviour that allows infants to derive pleasure from exercising their existing sensorimotor schemes

52
Q

practice play

A

play that involves repetition of behaviour when new skills are being learned or when physical or mental master and coordination of skills are required

53
Q

pretense/symbolic play

A

play that occurs when the child transforms the physical environment into a symbol

54
Q

social play

A

play that involves interactions with their peers

55
Q

constructive play

A

combines sensorimotor/practice play with symbolic play - children engage in self-regulated creation or construction of a product or solutions

56
Q

games

A

activities engaged in for pleasure that include rules and often competition with one or more individual

57
Q

Name types of play

A

play therapy
sensorimotor play
practice play
pretense/symbolic play
social play
constructive play
games

58
Q

child centred kindergarten

A

education that involves the whole child by considering both the child’s physical cognitive and socioemotional development and the the child’s needs, interests and learning styles

59
Q

montessori approach

A

an educational philosophy in which children are given considerable freedom and spontaneity in choosing activities and are allowed to move from activity to another as they desire

60
Q

learning disabilities

A

disabilities involving understanding or using spoken language or written language.
can appear in reading, listening, thinking, writing, spelling or mathematics. The problem must not be primarily the result of visual or hearing or motor difficulties, emotional disorders, environment or cultural disadvantage

61
Q

dyslexia

A

category of learning disability involving a severe impairment in the ability to read and spell

62
Q

dysgraphia

A

involves difficulty handwriting

63
Q

dyscalculia

A

involves difficulty in math computation

64
Q

ADHD

A

a disability in which children consistently show one or more of the following characteristics - inattention, hyperactivity, impulsivity

65
Q

ASD

A

Autism - severe to milder called asperger’s syndrome. problems with interactions, verbal and nonverbal communication, repetitive behaviours

66
Q

extrinsic motivation

A

response to external incentives such as rewards and punishments

67
Q

intrinsic motivation

A

internal motivational factors such as self-determination, curiosity, challenge and effort

68
Q

mastery motivation

A

an approach to achievement where one is task oriented, focusing on learning and achievement process rather than the ability or the outcome

69
Q

helpless orientation

A

an orientation in which one seems trapped by the experience of difficulty and attributes ones difficulty to a lack of ability

70
Q

performance orientation

A

an orientation in which one focuses on winning rather than achievement outcomes, and happiness is thought to come from winning

71
Q

mindset

A

Dweck’s concept for referring to the cognitive view individual’s develop for themselves - fixed or growth

72
Q

self-efficacy

A

the belief that one can master a situation and produce favorable outcomes

73
Q
A

Developmental Psych (8 decks)

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