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Developmental Psychology > Lecture 8: Social Cognition and Moral Development > Flashcards

Lecture 8: Social Cognition and Moral Development Flashcards

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1
Q

social cognition

A

thinking about perceptions, thoughts, emotions, motives and behaviors of oneself, other people, groups, and even entire social systems

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2
Q

false belief task

A

investigates the beliefs of a person and how they influence their behavior. used to measure theory of mind in children

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3
Q

theory of mind (TOM)

A

understanding that people have feelings, beliefs and intentions, and that this influences behavior

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4
Q

shared/joint attention

A

at around 9 months old, babies develop shared attention, where they can look the same object at the same time as the caregiver

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5
Q

understanding of intentions

A

in the first month after birth, babies understand that other people have intentions, set goals, and want to achieve them

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6
Q

pretending

A

between ages 1 and 2, children show the difference between pretending and reality

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7
Q

imitation

A

in the first year of life when they understand and imitate the actions of others

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8
Q

emotional understanding

A

in the second year of life, children show an understanding of other people’s emotions

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9
Q

TOM nature

A

having a TOM has been adaptive to natural selection. developing a TOM requires neurological and cognitive development

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10
Q

mirror neurons

A

needed for social cognition, through which we observe and imitate the behaviors of others. this stimulates observational learning and imitation, in children with autism, the mirror neurons are less active

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11
Q

TOM nurture

A

interactions with others is necessary for developing social cognitive skills such as TOM

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12
Q

language experience

A

deaf children who can communicate in sign language develop TOM at the same rate as hearing children

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13
Q

mind-mindedness

A

parents who provide a secure attachment to the child and are sensitive to their needs, together with parents who show mind mindedness, have children with better TOM skills. mind-mindedness is talking about mental states in comprehensive ways

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14
Q

interaction with siblings and peers

A

these children develop TOM earlier than children without siblings

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15
Q

cultural diferences

A

most children develop TOM skills around the same age, except cultures where there is little talk about mental states

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16
Q

morality

A

ability to distinguish right from wrong, and to experience such emotions as pride when we do something right and regret or shame when we do something wrong. there are 3 components of morality

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17
Q

emotional component of morality

A

contains the feelings that accompany right or wrong actions and that influence moral actions and thoughts

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18
Q

cognitive component of morality

A

focuses on how we think about right and wrong and how we make choices about our behavior based on social cognitive skills such as perspective taking

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19
Q

behavioral component of morality

A

is about how we behave when, for example, we see a person in need

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20
Q

moral reasoning

A

this is the thinking process that deals with deciding whether something is right or wrong

21
Q

stages of moral development (Kohlberg)

A

1 - pre-conventional morality
2 - conventional morality
3 - post-conventional morality

22
Q

pre-conventional morality

A

the rules are external and not internalised. there is an authority figure who sets the rules.
- stage 1: punishment and obedience orientation
- stage 2: instrumental hedonism; a person follows the rules to satisfy personal needs

23
Q

conventional morality

A

the individual has internalised moral values. they show respect for rules set by others in order to adhere to social norms. the perspective of others is important
- stage 3: good child morality; something is good if approved by others. it is mainly about reciprocity
- stage 4: authority and social order morality; something is good if it conforms to rules and helps society

24
Q

post-conventional morality

A

the individual judges what is good in terms of principles of justice, this is independent of authority figure. there may be a distinction between what is morally right and against the law.
- stage 5: morality of contract, individual rights and democratic laws
- stage 6: morality of individual principles and consciousness

25
Q

main influences on moral development

A

cognitive growth and social interactions with peers. includes understanding moral standards, taking perspectives, and being able to solve conflict

26
Q

moral identity

A

teenagers develop moral identity, seeing themselves as moral person who is honest and cares for others

27
Q

juvenille delinqucy

A

occurs when adolescents are still minors and commit criminal offence

28
Q

conduct disorder

A

involves a pattern of breaking rules and violating other people’s rights

29
Q

callous-unemotional traits

A

predictor of antisocial behavior. CU traits mean that adolescents experience less empathy, regret, distress and concern for others

30
Q

dodge’s social information processing model

A

offers an explanation for aggressive behavior. there are 6 steps to how information is processed when someone is provoked

31
Q

encoding cues

A

you start looking at cues in the situation and register them. an aggressive young person often has a hostile attribution bias and will interpret cues more quickly as hostile

32
Q

interpretation of cues

A

interpreting the situation and the motives of others. aggressive young people with hostile attribution bias, will assume that the other person wants to hurt them

33
Q

clarify goals

A

you formulate goals in the situation

34
Q

searching for responses

A

you are going to think of different responses to the situation

35
Q

choosing a response

A

from all the different responses you have thought of, choose the best one

36
Q

behavioral assessment

A

carrying out the chosen reaction

37
Q

coercive family environments

A

where family members seek power, and control and use negative and coercive tactics

38
Q

Positive Youth Development (PYD)

A

is an approach that emphasizes the strength of young people and it highlights the 5 C’s: competence (academic), confidence, character, connection and caring

39
Q

three levels of thought, from low to high

A
  • pre-conventional thinking: the person operates according to a punish or reward mentality, there is no moral reasoning
  • conventional thinking: morality revolves around the need to follow the rules of society
  • post-conventional thinking: the personal moral code transcends the rules of society
40
Q

empathy

A
  • affective empathy: being sensitive to the feelings of others (i understand and feel what you feel)
  • cognitive empathy: empathising with the perspective of another person/TOM (i understand how you feel)
41
Q

instrumental helping

A

12-14 months, helping with a goal oriented action

42
Q

empathetic helping

A

18-24 months, responding prosocially to another person’s grief or pain

43
Q

basis of prosocial behavior

A

1 - early interest in people (social motivation)
2 - development of the ability to distinguish one’s own emotions from those of others
3 - inborn biological basis for empathy and prosocial behavior

44
Q

proactive aggression (instrumental)

A

aggressive behavior is shown to achieve a certain goal

45
Q

active aggression (impulsive)

A

aggression in response to pain caused by another person

46
Q

direct aggression

A

physical violence and shouting, peaks around 2.5 years of age

47
Q

relational aggression

A

forms of aggression that seek to cause damage to a relationship, peaks in early adolescence

48
Q

two types of antisocial behavior (Moffit)

A

1 - life course persistent;
- small minority of male population
- high long-term stability
- growing up in difficult families and neighborhoods

2 - adolescence limited
- the majority of adolescence show antisocial behavior which disappears after puberty
- seems to imitate the life-cycle persistent category

Developmental Psychology (13 decks)

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