Chp 12

Question 1

Social Cognition

Answer 1

Thinking about the thoughts, feelings, motives, and behavior of the self and other people.

Question 2

False-belief task

Answer 2

A research paradigm used to assess an important aspect of a theory of mind, mainly the understanding that people can hold incorrect beliefs and be influenced by them.

Question 3

Theory of Mind

Answer 3

The understanding that people have mental states (feelings, desires, beliefs, intentions) and that these states underlie and help explain their behavior.

Question 4

Desire Psychology

Answer 4

The earliest theory of mind; an understanding that desires guide behavior (e.g., that people seek things they like and avoid things they hate).

Question 5

Belief-Desire Psychology

Answer 5

The theory of mind reflecting an understanding that people’s desires and beliefs guide their behavior and that their beliefs are not always an accurate reflection of reality; evident by age 4.

Question 6

Mirror Neurons

Answer 6

Neural cells in several brain areas that are activated not only when we perform an action but also when we observe someone else performing it. Implicated in imitation, theory-of-mind skills, empathy, and language.

Question 7

Perspective-taking skills

Answer 7

The ability to assume other people’s perspectives and understand their thoughts, feelings, and behaviors; roletaking skills.

Question 8

Morality

Answer 8

The ability to distinguish right from wrong, to act on this distinction, and to experience pride when doing something right and to experience guilt or shame when doing something wrong. Morality has emotional, cognitive, and behavioral components.

Question 9

Moral Reasoning

Answer 9

The cognitive component of morality; the thinking that occurs when people decide whether acts are right or wrong.

Question 10

Preconventional Morality

Answer 10

Kohlberg’s term for the first two stages of moral reasoning, in which society’s rules are not yet internalized and judgments are based on the punishing or rewarding consequences of an act.

Question 11

Conventional Morality

Answer 11

Kohlberg’s term for the third and fourth stages of moral reasoning in which societal values are internalized and judgments are based on a desire to gain approval or uphold law and social order.

Question 12

Postconventional Morality

Answer 12

Kohlberg’s term for the fifth and sixth stages of moral reasoning, in which moral judgments are based on a more abstract understanding of democratic social contracts or on universal principles of justice that have validity apart from the views of particular authority figures.

Question 13

Empathy

Answer 13

The vicarious experiencing of another person’s feelings.

Question 14

Prosocial Behavior

Answer 14

Positive actions toward other people such as helping and cooperating.

Question 15

Antisocial Behavior

Answer 15

Behavior that violates social norms, rules, or laws and harms others or society (e.g., lying, stealing, behaving aggressively).

Question 16

Moral Disengagement

Answer 16

According to Bandura, the ability to avoid self-condemnation when engaged in immoral behavior by justifying, minimizing, or blaming others for one’s actions.

Question 17

Amoral

Answer 17

Lacking any sense of morality; without standards of right and wrong.

Question 18

Mutually Responsive Orientation

Answer 18

A close, affectively positive, and cooperative relationship in which child and parent are attached to each other and are sensitive to each other’s needs; a contributor to moral development.

Question 19

Moral Rules

Answer 19

Standards of conduct that focus on the basic rights and privileges of individuals.

Question 20

Social-Conventional Rules

Answer 20

Standards of conduct determined by social consensus that indicate what is appropriate within a particular social setting.

Question 21

Delay of Gratification

Answer 21

The willingness to give up a reward now for a more desirable reward later; related to self-control.

Question 22

Proactive Parenting Strategies

Answer 22

Parenting tactics that prevent misbehavior and therefore reduce the need for discipline (e.g., teaching values, removing temptations)

Question 23

Love Withdrawal

Answer 23

A form of discipline that involves withholding attention, affection, or approval after a child misbehaves

Question 24

Power Assertion

Answer 24

A form of discipline that involves the use of superior power to administer spankings, withhold privileges, and so on.

Question 25

Induction

Answer 25

A form of discipline that involves explaining why a child’s behavior is wrong and should be changed by emphasizing its effects on other people.

Question 26

Moral Identity

Answer 26

Viewing being caring, fair, honest, and otherwise moral as a central aspect of who you are.

Question 27

Juvenile Delinquency

Answer 27

Lawbreaking by a minor.

Question 28

Callous-Unemotional Traits

Answer 28

In children, a lack of empathy for others, absence of remorse or guilt, and shallow or blunted emotions that are sometimes a forerunner of conduct disorder and antisocial personality disorder.

Question 29

Conduct Disorder

Answer 29

A persistent pattern of behavior in which a child or adolescent violates the rights of others or age-appropriate societal norms, as through fighting, bullying, and cruelty.

Question 30

Antisocial Personality Disorder

Answer 30

A psychological disorder with origins in childhood in which the individual disregards and violates the rights of others with no remorse.

Question 31

Social Information Processing Model of Aggression

Answer 31

Dodge’s model of the steps in information processing involved when an individual is provoked and decides whether or not to react aggressively.

Question 32

Hostile Attribution Bias

Answer 32

The tendency of aggressive individuals to attribute hostile intentions to others, assuming that any harm to them was deliberate rather than accidental.

Question 33

Coercive Cycle

Answer 33

When parents increasingly lose control over their children’s behavior as both parent and child rely more and more on coercive tactics to avoid or escape unpleasant encounters.

Question 34

Bullying

Answer 34

Repeatedly inflicting harm through words or actions on weaker peers who cannot or do not defend themselves.

Question 35

Social and Emotional Learning (SEL)

Answer 35

Programs that aim to strengthen in students at all levels qualities such as understanding and managing emotions, setting and achieving goals, showing empathy, maintaining positive social relationships, and making responsible decisions.

Question 36

Dual-Process Model of Morality

Answer 36

The view that both deliberate thought and more automatic emotion-based intuitions can inform decisions about moral issues and motivate behavior.

Question 37

Religiosity

Answer 37

Sharing the beliefs and participating in the practices of an organized religion.

Question 38

Spirituality

Answer 38

A search for ultimate meaning in life that may or may not be carried out in the context of religion.