Final exam definitions Flashcards
Altruism
behaviours that benefit another but may cost the person
Kin selection
a person will act to aid persons who share their genes (e.g., other is more likely to act to save her child than her husband; child has more of her genes)
Reciprocal altruism
members of a group reciprocate in their altruism so that all members are more likely to survive and pass on their genes
Categorical self
the objective “me” seen and evaluated in the world
Committed compliance
when a child embraces the caregiver’s agenda and internalizes their instruction
Empathy
ability to vicariously experience another’s emotional state - can be observed in infants (cry when hearing another infant cry)
Entity model
intelligence is seen as fixed or unchangeable quantity
Incremental model
intelligence is believed to be expanded with learning and experience
Prosocial behaviours
socially desirable behaviours, include helping, sharing, and conflict resolution
**moral emotions (ex. empathy & sympathy) are the roots of prosocial behaviours
Sympathy
feelings of concern for another - is related to children’s ability to understand other’s mental states
Theory of mind
the individual imputes mental states to himself and to others (either to conspecifics or to other species as well). A system of inferences of this kind is properly viewed as a theory, first because such states are not directly observable, and second because the system can be used to make predictions, specifically about the behaviour of other organisms.
Premack & Woodruff
Existential self
the subjective “I” who experiences the world
False belief
An indicator that the child differentiates between mind and world, and that someone can have a belief that differs from reality
Helpless pattern
those who response to failure with doubt and avoidance
patterns of persistence or helplessness evident in 4 year olds
Conventional level
Kohlberg
moral reasoning based on the view that a social system must be based on laws and regulations
Immanent justice
inherent justice
Evaluative self reactions
Consequences people apply to themselves as a result of meeting (or not) personal standards
- motivates children to behave in accordance with their internal standards
Looking-glass self
individual’s beliefs about how others feel about us
Mastery-oriented pattern
children who, in the face of failure, express positive expectations and persist at the task
Moral Domain
Social domain theory
- have “intrinsic effects” on other’s welfare
- obligatory, universally applicable
Personal domain
(individual choice)
- knowledge of self, personality, and identity
Self schema
an internal cognitive portrait of the self used to organize information about the self
Situational compliance
when the child cooperates but does not involve any behavioural change in the child
- often temporary
Social-conventional domain
- violate norms and expectations
- inappropriate, but not malicious or victim-based
- contingent on authority commands; can be altered
Preconventional
Kohlberg’s model
moral reasoning based on the assumption that individuals must serve their own needs
Postconventional
Kohlberg’s model
moral reasoning based on the assumption that the value, dignity, and rights of each individual person must be maintained
Precursors of ToM
- joint attention and gaze following
- intention-reading
- imitation
- pretend play
- use of internal state language e.g. “I think” “I feel”
- perspective-taking
Moral realism
moral facts and moral values, and that these are objective and independent of our perception of them or our beliefs, feelings or other attitudes towards them
Moral relativism
moral or ethical propositions do not reflect objective and/or universal moral truths, but instead make claims relative to social, cultural, historical or personal circumstances.
