chp 9-13 (new material)

Question 1

what is infinite generativity?

Answer 1

The ability to produce an endless number of meaningful sentences using a finite set of words and rules.

Question 2

what is a phoneme?

Answer 2

the basic unit of sound in a

language; the smallest unit of sound that affects meaning.

Question 3

what is a morpheme?

Answer 3

A morpheme is a word or a part of a word that cannot

be broken into smaller meaningful parts. ex: tree

Question 4

what is syntax?

Answer 4

Involves the way words are combined to form
acceptable phrases and sentences.
• The term syntax is often used interchangeably
with the term grammar.

Question 5

what is semantics?

Answer 5

• Refers to the meaning of words and sentences.

Question 6

define 2 word utterances

Answer 6

By the time children are 18 to 24 mos of age, they usually utter two-word utterances.
• To convey meaning with just two words, the child relies heavily on gesture, tone, and context. ex: want milk

Question 7

define telegraphic speech

Answer 7

is the use of short and precise words without grammatical markers such as articles, auxiliary verbs, and other connectives. ex: where ball

Question 8

what is a common mistake preschool aged children make with language?

Answer 8

Children overgeneralize morphological rules, applying them to words that do not follow the rules as when a preschool child say “foots” instead of “feet” or “goed” instead of “went.”

Question 9

define fast mapping

Answer 9

children’s ability to make an initial connection between a word and its referent after only limited exposure to the word
• Exposure to words on multiple occasions over several days results in more successful word learning than the same number of exposures in a single day
• Children benefit from hearing the words mature speakers use to test and revise their word-referent connections

Question 10

what are the areas of the brain predisposed to be used for language

Answer 10

Broca’s area - speech production and grammatical processing

• Wernicke’s area - language comprehension

Question 11

what was chomsky’s language theory (LAD)

Answer 11

proposed that humans are biologically prewired to learn language at a certain time and in a certain way.
• Chomsky said that children are born into the world with a language acquisition device (LAD)
• A biological endowment that enables the child to detect certain features and rules of language, including phonology, syntax, and semantics.
• LAD is a theoretical construct, not a physical part of the brain.

Question 12

what role does evolution/culture have in emotions?

Answer 12

biological evolution has endowed human beings to be emotional, but culture and relationships with others provide diversity in emotional experiences.

Question 13

what is the functionalist view of emotion?

Answer 13

Functionalist view emotions as relational rather than strictly internal, intrapsychic phenomena
Emotions are linked with an individual’s goals in a variety of ways
The specific nature of the goal can affect the experience of a given emotion.

Question 14

what is the developmentalist view of emotion?

Answer 14

Developmentalists view emotions as the result of individuals’ attempts to adapt to specific contextual demands
A child’s emotional responses cannot be separated from the situations in which they are evoked.
In many instances, emotions are elicited in interpersonal contexts.

Question 15

explain the primary emotions that develop in infancy

Answer 15

Appear in the first six months of the human infant’s
development.
Include surprise, interest, joy, anger, sadness, fear, and
disgust.

Question 16

explain “self conscious” emotions

Answer 16

Require self-awareness that involves consciousness and a
sense of “me.”
Self-conscious emotions include jealousy, empathy,
embarrassment, pride, shame, and guilt
Occurs for the first time at some point in the second half
of the first year through the second year.

Question 17

What is the most important mechanism newborns have for communicating?

Answer 17

crying

Question 18

what are the 3 types of cries babies use to communicate?

Answer 18

Basic cry - A rhythmic pattern usually consisting of a cry, a briefer silence, a shorter whistle that is higher pitched than the main cry, then a brief rest before the next cry.
Anger cry - A variation of the basic cry, with more excess air forced through the vocal cords.
Pain cry - A sudden, long, initial loud cry followed by breath holding; stimulated by a high-intensity stimulus.

Question 19

smiling is a key social sign, what are the 2 types of smiling?

Answer 19

Reflexive smile - A smile that does not occur in response to external stimuli. It appears during the month after birth, usually during sleep.
Social smile - A smile in response to an external stimulus, typically in response to a face. Occurs as early as 4 to 6 weeks of age

Question 20

when does stranger anxiety first appear in infants?

Answer 20

First appears at about 6 months of age as wary reactions, and by 9 months is more intense. Effected by behavior of stranger and feeling of security

Question 21

define seperation protest

Answer 21

Crying when the caregiver leaves.

Peaks at about 15 months

Question 22

what is an important change that occurs in early childhood relating to emotion?

Answer 22

An important change in emotional development in early childhood is an increased understanding of emotion.
Young children increasingly understand that certain situations are likely to evoke particular emotions, facial expressions indicate specific emotions, and emotions affect behaviour and emotions can be used to influence others’ emotions
Between 2 and 4 years of age, children considerably increase the number of terms they use to describe emotions. They are also learning about the causes and consequences of feelings

Question 23

at what age are children better able to reflect on emotions?

Answer 23

When they are 4 to 5 years of age, children show an increased ability to reflect on emotions.
By 5 years of age, most children can accurately determine emotions that are produced by challenging circumstances and describe strategies they might call on to cope with everyday stress

Question 24

regulating emotions is significant for children, parents play a role in this, explain the 2 types of parents in regards to this

Answer 24

Emotion-coaching parents:
Interact with their children in a less rejecting manner, Use more nurturant than are emotion-dismissing
parents
Emotion-dismissing parents: view their role as to deny, ignore, or change negative emotions.

Question 25

what are the recommendations for dealing with children who have experienced stress or trauma?

Answer 25

Reassure children (numerous times, if necessary) of their safety/security.
Allow children to retell events and be patient in listening to them.
Encourage children to talk about any disturbing or confusing feelings, reassuring them that such feelings are normal after a stressful event.
Protect children from re-exposure to frightening situations and reminders of the trauma – by limiting discussion of the event in front of the children.
Help children make sense of what happened, keeping in mind that children may misunderstand what took place.

Question 26

What are Chess and Thomas’ Classification
Identified three basic types, or clusters, of
temperament:

Answer 26

Easy child - Generally in a positive mood, quickly establishes regular routines in infancy, and adapts easily to new experiences.
Difficult child - Reacts negatively and cries frequently, engages in irregular daily routines, and is slow to accept change.
Slow-to-warm-up child - Has a low activity level, is somewhat negative, and displays a low intensity of mood.

Question 27

what is Kagan’s Behavioural Inhibition

Answer 27

Another way of classifying temperament focuses on the differences between a shy, subdued, timid child and a sociable, extraverted, bold child
Jerome Kagan regards shyness with strangers (peers or adults) as one feature of a broad temperament category called inhibition to the unfamiliar.
Can be improved with training

Question 28

Mary Rothbart and John Bates (2006) argue that that three broad dimensions best represent what researchers have found to characterize the structure of temperament:, what are they

Answer 28

Extraversion/surgency – positive anticipation, impulsivity, activity level, sensation seeking
Negative affectivity – fear, frustration, sadness, discomfort
Effortful control (self-regulation) – attentional focusing and shifting, inhibitory control, perceptual sensitivity, low-intensity pleasure

Question 29

what should you never do in regards to children and classifying temperament?

Answer 29

An important point about temperament classifications is that children should not be pigeon-holed as having only one temperament dimension, such as “difficult” or “negative affectivity.”

Question 30

What is heredity’s role in the biological foundations of temperament?

Answer 30

Twin and adoption studies suggest that heredity has a moderate influence on differences in temperament within a group of people
The contemporary view is that temperament is a biologically based but evolving aspect of behaviour; it evolves as the child’s experiences are incorporated into a network of self-perceptions and behavioural preferences that characterize the child’s personality

Question 31

define social referencing

Answer 31

The term used to describe “reading” emotional cues in others to help determine how to act in a particular situation.
infants become better at social referencing at age 2

Question 32

define joint attention

Answer 32

overtly focused by two or more people on the same object, person, or action at the same time, with each being aware of the other’s interest. Joint attention is an important developmental tool.

Question 33

define attachment

Answer 33

A close emotional bond between two people.

Question 34

list the 3 theories of attachment

Answer 34

Freud - Oral satisfaction. Harlow - Contact comfort.

Erikson - Physical comfort and sensitivity. (key to establish trust)

Question 35

explain Bowlby’s theory of attachment

Answer 35

Stresses the importance of attachment in the first year of life and the responsiveness of the caregiver.
Points out that both infants and their primary caregivers are biologically predisposed to form attachments.
Argues that the newborn is biologically equipped to elicit attachment behaviour.

Question 36

Bowlby Four phases of Attachment:

Answer 36

Phase 1: From birth to 2 months.
Infants instinctively direct their attachment to human
figures. Strangers, siblings, and parents are equally likely to elicit smiling or crying from the infant.
Phase 2: From 2 to 7 months.
Attachment becomes focused on one figure, usually
the primary caregiver, as the baby gradually learns to distinguish familiar from unfamiliar people.
Phase 3: From 7 to 24 months.
Specific attachments develop.
With increased locomotor skills, babies actively seek
contact with regular caregivers, such as the mother or father.
Phase 4: From 24 months on.
Children become aware of others’ feelings, goals, and
plans and begin to take these into account in forming their own actions.

Question 37

what are the attachment styles?

Answer 37

Securely attached - Babies use the caregiver as a
secure base from which to explore the environment. Insecure avoidant - Babies show insecurity by avoiding
the mother.
Insecure resistant - Babies often cling to the caregiver,
then resist her by fighting against the closeness, perhaps by kicking or pushing away.
Insecure disorganized - Babies are disorganized and disoriented.

Question 38

what are the 3 factors that influence effects of child care?

Answer 38

Number of child care arrangements.
• Quantity of (time spent in) child care.
• Quality of program.

Question 39

high quality child care has the following

Answer 39

Frequent, positive interactions (smiling, holding, speaking at child’s level); responding properly to child; encouraging child to talk about experiences, feelings, ideas
A safe environment.
Access to age-appropriate toys.
Participation in a variety of age-appropriate activities.
Low caregiver-child ratio that allows caregivers to spend considerable time with children on an individual basis.

Question 40

define self understanding

Answer 40

A child’s cognitive representation of the self, the substance and content of the child’s self-conceptions.

Question 41

when does self awareness emerge

Answer 41

Self-awareness and the awareness of others emerge together during the mid-to-latter part of 2nd yr.

Question 42

One strategy to test infants’ visual self-recognition is the use of a mirror technique, explain

Answer 42

An infant’s mother first puts a dot of rouge on the infant’s nose.
▪Then an observer watches to see how often the infant touches its nose.
▪Next, the infant is placed in front of a mirror, and observers detect whether nose touching increases.
▪Increased touching indicates that the infant realizes that it is the self in the mirror but that something is not right since the real self does not have a dot of rouge on it.

Question 43

Five main characteristics of self-understanding in early childhood: (self-identity)

Answer 43

Confusion of self, mind, and body. - Most young children
conceiveoftheselfaspartofthe body,whichusuallymeansthe head. For them, the self can be described along many material dimensions, such as size, shape, and colour.
2. Concrete descriptions - Preschool children mainly think of themselves and define themselves in concrete terms. At about 4 to 5 yrs, as children hear others use psychological trait and emotion terms, they begin to include these in their own self- descriptions.
3. Physical descriptions - Young children also distinguish themselves from others through many physical and material attributes.
4. Active descriptions - A central component of the self in early childhood. For example, preschool children often describe themselves in terms of activities such as play.
5. Unrealistic positive overestimations – Self evaluations during early childhood are often unrealistically positive and represent an overestimation of personal attributes

Question 44

what are the developmental changes in middle/late childhood? (self identity)

Answer 44

▪Psychological characteristics and traits - children
increasingly describe themselves with psychological characteristics and traits in contrast to the more concrete self-descriptions of younger children. Older children are more likely to describe themselves as popular, nice, helpful, mean, smart, and dumb
▪Social descriptions - Children begin to include social aspects such as references to social groups in their self- descriptions
Social comparison - Children’s self-understanding includes increasing reference to social comparison.
▪ Children begin to distinguish between their real and ideal selves. Children’s self-evaluations become more realistic

Question 45

what is the developmental changes in adolescence (self identity)

Answer 45

▪ The development of self-understanding in adolescence is complex and involves a number of aspects of the self
▪ Adolescents have a tendency to compare themselves with others. However, most deny it because they are aware that it is somewhat socially undesirable to do so.
▪ Youth who effectively navigate their various worlds can develop bicultural or multicultural selves and become “culture brokers” for others.
Other ways adolescent’s self-understanding differs: ▪ Abstract and idealistic
▪ Self-consciousness - egocentrism
▪ Contradictions within the self
▪ The fluctuating self
▪ Real and ideal selves (‘possible self’)
▪ Self-integration – detect inconsistencies

Question 46

define social cognition

Answer 46

Social Cognition - Refers to the processes involved in understanding the world around us, especially how we think and reason about other people.

Question 47

explain prosocial vs antisocial behaviour

Answer 47

Prosocial behaviour - Taking another’s perspective improves children’s likelihood of understanding and sympathizing with others when they are distressed or in need
▪Antisocial behaviour - Some researchers have found that children who have a low level of perspective taking skills engage in more antisocial behaviour than children at higher levels

Question 48

explain the difference between self esteem and self concept

Answer 48

Self-Esteem - A person’s self-worth or self-image, a person’s global evaluation of the self.
Self-Concept - Domain-specific evaluations of the self.
▪ Self-esteem refers to global self-evaluations, self- concept to more domain-specific evaluations.

Question 49

what are the 5 Harter’s (1985) Self-Perception Profile for Children

Answer 49

▪Scholastic competence ▪Athletic competence ▪Social acceptance ▪Physical appearance ▪Behavioural conduct

Question 50

Harter also developed a separate scale for adolescents: Self-Perception Profile for Adolescents, what does it access?

Answer 50

It assesses global self-worth and the five domains
tested for children plus three additional domains— close friendship, romantic appeal, and job competence.
▪Self-esteem appears to have an especially strong tie with physical appearance.

Question 51

what are some correlations between good self esteem and children

Answer 51

Researchers have also found strong links between self- esteem and happiness
High self-esteem children are prone to both prosocial and antisocial actions
Children with high self-esteem show greater initiative, but this can produce positive or negative outcomes

Question 52

Identity is a self-portrait composed of: ▪ Vocational/career identity

Answer 52

▪ Vocational/career identity
▪Political identity
▪Religious identity
▪Relationship identity ▪Achievement/Intellectual identity ▪Sexual identity
▪Cultural/Ethnic identity
▪Interest, personality, and physical identity

Question 53

define Psychosocial moratorium

Answer 53

Erikson’s term for the gap between childhood security and
adult autonomy during which society leaves adolescents relatively free of responsibility and free to try out different identities.

Question 54

what is a current concern about the development of identity was voiced by Damon

Answer 54

What concerns Damon is that too many of today’s youth aren’t moving toward any identity resolution.

Question 55

explain crisis in identity

Answer 55

Crisis - A period of identity development during

which the individual is exploring alternatives (most researchers use the term exploration rather than crisis).

Question 56

what are Marcia’s Four Statuses of Identity

Answer 56

Identity diffusion - Individuals who have not yet experienced a crisis or made any commitments.
▪ Identity foreclosure - Individuals who have made a commitment but not experienced a crisis.
▪ Identity moratorium - Individuals who are in the midst of a crisis but whose commitments are either absent or only vaguely defined.
▪ Identity achievement - Individuals who have undergone a crisis and made a commitment.

Question 57

define gender role

Answer 57

A set of expectations that prescribes how females or males should think, act, and feel.

Question 58

define gender identity

Answer 58

The sense of being male or female, which most children acquire by the time they are 2 years old.

Question 59

define gender typing

Answer 59

Acquisition of a traditional masculine or feminine role.

Question 60

define gender dysphoria

Answer 60

The experience of extreme discomfort with one’s gender assigned at birth

Question 61

what are the hormones that influence gender development

Answer 61

– Estrogens
• Primarily influence the development of female physical sex
characteristics.
• Help regulate the menstrual cycle.
• Estrogens are a general class of hormones.
• In females, estrogens are produced mainly by the ovaries.
– Androgens
• Primarily promote the development of male genitals and
secondary sex characteristics.
• One important androgen is testosterone.
• Produced by the adrenal glands in males and females, and by the
testes in males.

Question 62

Unusual levels of sex hormones early in development may result in problems such as:

Answer 62

Congenitaladrenalhyperplasia(CAH) • Androgen-insensitivemales
• Pelvic field defect
• In addition, inappropriate sex reassignment may also occur after birth.

Question 63

what does evolutionary psychology say about gender development

Answer 63

Emphasizes that evolutionary adaptation during the evolution of humans produced psychological differences between males and females
• Males evolved dispositions that favor violence, competition, and risk taking.
• Females evolved dispositions devoted to parenting and choosing mates who can provide their offspring with resources and protection.

Question 64

explain social role theory

Answer 64

Social Role Theory
–Gender differences result from the contrasting roles of
women and men.
–In most cultures around the world, women have less power
and status than men have, and they control fewer resources –In Eagly’s view, as women adapted to roles with less power
and less status in society, they showed more cooperative,
less dominant profiles than men.
–The social hierarchy and division of labour are important
causes of gender differences in power, assertiveness, and nurture

Question 65

explain psychoanalytic theory in terms of gender development

Answer 65

Stems from Freud’s view that the pre-school child develops erotic feelings toward the opposite-sex parent.
• At 5 or 6 years of age, the child renounces these feelings and identifies with the same-sex parent, unconsciously adopting the same-sex parent’s characteristics.
• Developmentalists do not believe gender development proceeds as Freud proposed

Question 66

explain social cognitive theory in terms of development

Answer 66

Children’s gender development occurs through observation and imitation, and through the rewards and punishments children experience for gender-appropriate and gender-inappropriate behaviour
• Even children’s drawings of themselves differ for boys and girls
–Girls’ drawings focus on the social and psychological aspects;
–Boys’ drawings focus on physical activities

Question 67

explain Gender Schema Theory

Answer 67

Gender-typing emerges as children gradually develop

gender schemas of what is gender-appropriate and gender- inappropriate in their culture

Question 68

What is the reality behind gender stereotypes?

Answer 68

1. The differences are averages and do not apply to all
   females or all males.
2. Even when gender differences occur, there often is
   considerable overlap between males and females.
3. The differences may be due primarily to biological factors, sociocultural factors, or both.

Question 69

what are the gender differences cognitively between males and females

Answer 69

• A recent research review revealed that boys have better visuospatial skills than girls.
Research has shown that, in general, girls and women have slightly better verbal skills than boys and men, although in some verbal skills areas the differences are substantial

Question 70

What is Gender-Role Classification?

Answer 70

Instead of describing masculinity and femininity as a continuum in which more of one means less of the other, it is proposed that individuals can have both masculine and feminine traits.

Question 71

define androgyny

Answer 71

hepresenceofmasculineandfeminine characteristics in the same person
• Gender experts argue that androgynous individuals are more
flexible, competent, and mentally healthy than their masculine or feminine counterparts.

Question 72

define Gender-Role Transcendence

Answer 72

An alternative to androgyny.
• The view that when an individual’s competence is at
issue, it should be conceptualized on a personal basis rather than on the basis of masculinity, femininity, or androgyny
• We should think about ourselves as people, not as masculine, feminine, or androgynous.

Question 73

What is Moral Development?

Answer 73

Thoughts, feelings, and behaviours regarding standards of right and wrong.
– Intrapersonal dimension: Regulates a person’s activities when s/he is not engaged in social interaction.
– Interpersonal dimension: Regulates social interactions and arbitrates conflict

Question 74

what is Moral Thought - Piaget’s Theory

Answer 74

Piaget (1932) concluded that children go through two distinct stages, separated by a transition period, in how they think about morality.
Heteronomous morality
– Occurs from 4 to 7 yrs of age.
– Justice and rules are conceived of as
unchangeable properties of the world, removed from the control of people.Judges the rightness or goodness of behaviour by considering its consequences, not the intentions of the actor.
– Believes that rules are unchangeable and are handed down by all-powerful authorities.
– Believes in immanent justice - If a rule is broken, punishment will be dealt out immediately.
– The young child believes that a violation is connected automatically to its punishment.

There is a transitional period from 7 to 10 years of age
– Children show features of both the first and second stages of moral development.
Autonomous Morality
– Children about 10 yrs of age and older.
– They become aware that rules and laws are
created by people and that, in judging an action, one should consider the actor’s intentions as well as the consequences.
– Older children recognize that punishment occurs only if someone witnesses the wrongdoing and that, even then, punishment is not inevitable.

Question 75

explain Moral Thought - The Kohlberg theory 6 Stages

Answer 75

level one- pre conventional level

Stage 1 (punishment and obedience orientation)
children obey bc adults tell them too, obey for fear of punishment

Stage 2 (individualism, purpose, exchange)
individuals pursue own interests and let others do the same what is right involves equal exchange

Level two- conventional level

stage 3 (mutual interpersonal expectations,  relationships, interpersonal conformity)
individuals value trust, caring and loyalty to others as basis for moral judgement

stage 4 (social system morality)
moral judgements based social order law justice and duty

level three- post conventional level

stage 5 (social contract utility and individual rights)
individuals reason that values rights and principles transcend the law

stage 6(universal ethical principles)
moral judgements based on universal human rights, dilemma between law and conscious

Question 76

explain Moral Behaviour - Social Cognitive Theory

Answer 76

Social Cognitive Theory - Distinguishes between moral competence (the ability to perform moral behaviours) and moral performance (performing those behaviours in specific situations)
– Moral competencies - What individuals are capable of doing. The outgrowth of cognitive-sensory processes.
– Moral performance - Determined by motivation and the rewards/incentives to act in a moral way.• Stresses that moral development is best understood by considering a combination of social and cognitive factors, especially those involving self control.
• Self-regulation (not abstract reasoning) is the key to positive moral development.

Question 77

explain Moral Feeling - Psychoanalytic Theory

Answer 77

n Freud’s view, guilt and the desire to avoid feeling guilty are the foundations of moral behaviour.
• In Freud’s theory, the superego is the moral branch of personality.
• According to Freud, children fear losing their parent’s love and being punished for their unacceptable sexual wishes toward the opposite-sex parent. To reduce anxiety, avoid punishment, and maintain parental affection, children identify with the same-sex parent.
• Through this identification, children internalize the parent’s standards of right and wrong, which reflect societal prohibitions, and hence develop the superego.
• Children conform to societal standards to avoid guilt.

Question 78

Damon’s Description of Developmental Changes in Empathy

Answer 78

early infancy- global empathy young infants empathetic response doesn’t distinguish between feelings and needs of self and others
1-2 yrs- more genuine feelings of concern for others distress, cannotbtranslate feelings into effective action
early childhood- become aware that every person’s perspective is unique, allows child to respond more appropriately
10-12yrs- develop empathy for others that live in unfortunate circumstances

Question 79

Three aspects of moral personality that have recently been emphasized are:

Answer 79

• Moral identity

* Moral character • Moral exemplars

Question 80

what role does parenting play in moral development

Answer 80

• Both Piaget and Kohlberg held that parents do not provide unique or essential inputs to children’s moral development.
• Parents, in their view, are responsible for providing role-taking opportunities and cognitive conflict.
• Peers play the primary role in moral development.

Question 81

what are The most important aspects of the relationship between parents and children that contribute to children’s moral development are:

Answer 81

1. Relational Quality
   • Parent-child relationships introduce
   children to the mutual obligations of close relationships
   • Parents’ obligations include engaging in positive caregiving and guiding children to become competent human beings.
   • Children’s obligations include responding appropriately to parents’ initiatives and maintaining a positive relationship with parents.
2. Parental Discipline
   • Discipline techniques used by parents
   can be classified as: – Love withdrawal – Power assertion – Induction3. Proactive Strategies
   – Avert potential misbehaviour by children
   before it takes place
   – With younger children, being proactive
   means using diversion, such as distracting their attention or moving them to alternative activities.
   – With older children, being proactive may involve talking with them about values that the parents deem important.
3. Proactive Strategies
   – Avert potential misbehaviour by children
   before it takes place
   – With younger children, being proactive
   means using diversion, such as distracting their attention or moving them to alternative activities.
   – With older children, being proactive may involve talking with them about values that the parents deem important.

Question 82

Children who behave morally tend to have parents who:

Answer 82

Are warm and supportive, not punitive
– Use inductive discipline
– Provide opportunities for learning about others’ perspectives and feelings
– Involvechildreninfamilydecisionmakingandinthe process of thinking about moral discussion
– Model moral behaviours and thinking
– Provide information about what behaviours are expected
and why
– Foster an internal rather than an external sense of morality

Question 83

what role does school have in moral development

Answer 83

Moral atmosphere that is part of every school.
• Created by school and classroom rules, moral orientation of teachers and school administrators, text materials.

Character Education
• A direct approach that involves teaching
students a basic “moral literacy” to prevent them from engaging in immoral behaviour and doing harm to themselves or others

Values Clarification - Helping people clarify what their lives are for and what is worth working for.

Cognitive Moral Education - A concept based on the belief that students should learn to value things like democracy and justice as their moral reasoning develops.

Question 84

what are the Preventative measures for decreasing academic cheating:

Answer 84

Making sure students are aware of what constitutes cheating
• What the consequences will be if they cheat
• Closely monitoring student’s behaviour while
they are taking tests
• Stress the importance of being a moral, responsible individual who engages in academic integrity

Question 85

define Altruism

Answer 85

An unselfish interest in helping another person.

Question 86

what are the 3 aspects of prosocial behaviour

Answer 86

Equality - Everyone is treated the same.
• Merit - Giving extra rewards for hard work, a talented
performance, or other laudatory behaviour.
• Benevolence - Giving special consideration to individuals in a disadvantaged condition.

Question 87

what is a conduct disorder

Answer 87

Age-inappropriate actions and attitudes that violate family expectations, society’s norms, and the personal or property rights of others.
• About 5% of children show serious conduct problems, also called an externalizing or under controlled pattern of behaviour.
• Possible causes are genetic inheritance of a difficult temperament, ineffective parenting, and living in a neighborhood where violence is the norm.

Question 88

what are the Three developmental pathways to delinquency:

Answer 88

Authority conflict - Stubbornness prior to age 12, then defiance and avoidance of authority.
– Covert - Minor covert acts (e.g., lying) followed by property damage and moderately serious delinquency, then serious delinquency.
– Overt - Minor aggression followed by fighting and violence.