prosocial development

Question 1

What is prosocial behaviour?

Answer 1

• Intended to benefit another person
  
  • Involves a risk or sacrifice to actor
  • Is voluntary

Question 2

two factors that make up prosocial behavior

Answer 2

Empathy and sympathy

Question 3

children at age 2 on prosocial behavior:

Answer 3

children start to more clearly differentiate between another’s emotional distress and their own (responses can still be egocentric

Question 4

children at age 2-3 on prosocial behavior:

Answer 4

frequency and variety of young children’s prosocial behaviours increase, although they don’t regularly act in prosocial ways

Question 5

children’s prosocial behavior in preschool to adolescence

Answer 5

increase

Question 6

young vs. old children on motivation for prosocial behavior

Answer 6

• Young children: prosocial behaviour motivated by empathy or sympathy for others
• Older children: drive by desire to act in ways consistent with one’s own conscience and moral principles

Question 7

Eisenberg’s stage of prosocial behavior

Answer 7

• Level1: hedonistic, self-focused orientation
• Level2: needs-based orientation
• Level3: approval and/or stereotyped orientation
• Level4a: self-reflective empathic orientation
• Level4b: transitional level
• Level5: strongly internalized stage

Question 8

Eisenberg’s level 1: hedonistic, self-focused orientation

Answer 8

• Concerned with own interests
  
  • Preschool age

Question 9

Eisenberg’s level 2: needs-based orientation

Answer 9

• Concerned with others’ needs even when they conflict with own needs
• some preschool and elementary school ages

Question 10

Eisenberg’s level 3: approval and/or stereotyped orientation

Answer 10

• Decision to help based on ideas of good and bad
• Elementary school age

Question 11

Eisenberg’s level 4a: self-reflective empathic orientation

Answer 11

• Sympathetic responsiveness or role-taking; concern for others’ humanness
• Older elementary school and high school age

Question 12

Eisenberg’s level 4b: transitional level

Answer 12

Internalize values, norms, responsibilities, concern for larger society

Question 13

Eisenberg’s level 5: strongly internalized stage

Answer 13

Everything based on values, norms and responsibilities; desire to maintain obligations and improve society; belief in dignity of all individuals

Question 14

supportive and constructive parenting related to…

Answer 14

higher prosocial behaviour

Question 15

Physical punishment, threats, authoritarian parenting related to…

Answer 15

lower sympathy and prosocial behaviour

Question 16

Physical rewards for prosocial behaviour…

Answer 16

decreases motivation later for prosocial behaviour if reward is not present

Question 17

Punishment for not using prosocial behaviours leads …

Answer 17

child to believe reason for helping is to avoid punishment

Question 18

3 primary ways parents can socialize prosocial behaviours:

Answer 18

1. Modelling and teaching prosocial behaviour
   
   2. Arranging opportunities for children to engage in prosocial behaviour
   3. By electing prosocial behaviour from them

Question 19

Modelling and teaching prosocial behaviour

Answer 19

Reasoning that points out consequences or child’s behaviour for others and encourages perspective taking, promotes voluntary prosocial behavior

Question 20

Television and video games influence on children:

Answer 20

children who watch prosocial TV tend to exhibit this behaviour immediately after the show
- Effects not lasting, but increased when parents role play prosocial behaviour seen on TV or provide child with play material that reinforces prosocial theme

Question 21

Cultural contributions to prosocial behavior

Answer 21

In more prosocial cultures, children often live in extended families —> may help them learn that they were responsible for others, and helping behaviour was valued

Question 22

Genetic contributions to prosocial behavior

Answer 22

• greater similarity in these behaviours between identical twins than fraternal twins
• Genetic effects on prosocial behaviour may be influenced by diffs in temperament

Question 23

Piaget’s stages of moral judgement

Answer 23

1. Heteronomous morality
2. Transitional period
3. Autonomous morality

Question 24

Piaget’s Heteronomous morality

Answer 24

• Characterizes moral reasoning of children who have not yet reached cognitive stage of concrete operations
  
  • See rules and duties as givens established by adult
  • What determines whether an action is good or bad is consequence of action, not motive behind it

Question 25

Piaget’s Transitional period

Answer 25

(age 7or8 to age 10)
- Increased peer interaction causes children to learn that rules can be constructed by groups
- Increasingly learn to take one another’s perspective, thereby becoming more autonomous in their thinking about moral issues

Question 26

Piaget’s Autonomous morality

Answer 26

(age 11/12, moral relativism emerged, with all typically developing children reaching this stage)
- Understand rules can be changed if group agrees to do so
- Consider fairness and equality among people as important factors in constructing rules
- Consider individuals’ motives when evaluating their crimes

Question 27

piaget’s rigidity of timeline

Answer 27

young children can consider intentions and disregard adults’ views when judging morality of some actions (e.g., hurting others)

Question 28

Kohlberg’s stages of moral judgement

Answer 28

1. Pre conventional
2. Conventional
3. Post conventional

Question 29

Kohlberg’s pre-conventional stage 1a

Answer 29

moral reasoning is self-centred, focusing on getting rewards and avoiding punishment

Pre convential level: Punishment and obedience orientation:
- What is seen as right is obedience to authorities
- Fear of and avoidance of punishment
- Does not consider interest of others or recognize that they differ

Question 30

Kohlberg’s pre-conventional stage 1b

Answer 30

Pre conventional level: Instrumental and exchange orientation:
- What is in one’s own best interest

Question 31

Kohlberg’s conventional stage 3

Answer 31

moral reasoning is centred on social relationships

Mutual interpersonal expectations, relationships, and interpersonal conformity (good girl, niece boy) orientation:
- Does what is expected by people who are close to the person or what people generally expect of someone in a given role (e.g. son)
- Being good is important in itself and means having good motives, showing concern about others and maintaining good relationships with others

Question 32

Kohlberg’s conventional stage 4

Answer 32

Social system and conscience (law and order) orientation:
- Focus on fulfilling one’s duties, upholding laws, and contributing to society or one’s group
- Motivated to keep the social system going and to avoid a breakdown in its functioning

Question 33

Kohlberg’s post-conventional stage 5

Answer 33

Social contract or individual rights orientation:
- Focus on upholding rules that were agreed upon by the group
- However, some values and rights, such as life and liberty, are universally right and must be upheld in any society, regardless of majority opinion

Question 34

Kohlberg’s post-conventional stage 6

Answer 34

Universal ethical principles:
- Commitment to self-chosen ethical principles that reflect universal principles of justice
- When laws violate these principles, the individual should act in accordance with these universal principles rather than the law

Question 35

Kohlberg’s theory of moral judgment

Answer 35

• Argued that people all over the world go through these stages ins ame order, although differ with regard to the final stage they attain
• Also contended that levels of cognitive development, especially individuals’ skills in perspective taking, determined their progress through the stages

Question 36

Warneken and Tomasello

Answer 36

• altruism is not solely taught by culture but has natural roots.
• External rewards can undermine children’s intrinsic motivation to help, demonstrating the “overjustification effect.”
• Chimpanzees engage in helping similar to humans, such as retrieving out-of-reach objects
• chimpanzees are less inclined to share resources altruistically and do not inform others helpfully without self-serving motives.
• Human infants naturally inform others of useful information, demonstrating prosocial communication.
• Chimpanzee communication is primarily self-serving, with few instances of altruistic information sharing.
• Children are more generous in sharing resources compared to chimpanzees, who often compete over food and lack trust in reciprocal exchanges.