quiz 19: lectures 24 and 25 Flashcards
Altruism
selfless concern for the welfare of others expressed through social acts
internalization
adopting societal standars for right action as one’s own
induction
an adult helps the child otice others’ feelings by pointing out the effects of the child’s misbehavior on others
moral identity
endorsement of moral values as central to their self-concept
construction
children make moral evaluations and decisions on the basis of concepts they construct about justice and fairness
heternomous morality
suggests children view rules as handed down by authorities
having permanent existence
unchangeable
realism
tendency to view mental phenomena, as fixed external features of reality
morality of cooperation
no longer view rules as fixed but see them as flexible socially agreed on principles that can be revised to suit the will of the majority
ideal reciprocity
the idea expressed in the golden rule
preconventional level
morality is externally controlled
self-centered
focus on own rewards
avoid own punishment
stages:
- -punishment and obedience orientation
- -instrumental and exchange orientation
Conventional
regard conformity and social rules as important
approval of others
often developmental stopping point for adolescence and adults
stages:
- -law and order orientation
- -good girl/ nice boy
post - conventional
broader principle of justice even when conflict with written laws
internal moral compass
define morality in terms of abstract principles and values that apply to all situations and societies
delay of gratification
waiting for an appropriate time and place to engage in a tempting act
moral self-regulation
the ability to monitor one’s own conduct
prosocial across development
1yr–> offer toys
toddlers–> try to comfort who is distressed
altruistic prosocial behavior across development
infants–> can respond to distress but can’t discriminate between theirs and someone else’s distress
age 2–> children start to more clearly differentiate between another’s emotional distress an their own responses
age 2/3–> frequency/variety prosocial behavior increases
do not regularly act in prosocial ways
metacognition
ability to think about thinking
age 3–> thinking takes place inside their heads
younger than 6–> focus on outcomes of thought and not process of thinking
theory of mind
ability to infer mental states of others
prerequisite for recognizing other’s emotions
don’t exhibit thoery of mind until about 4 years old
false-belief task
do children have ability to understand what someone else thinks
1st orer false belief task
thinking about somebody false belief with regard to real events
strengthens over pre-school years
2nd order false belief task
thinking about somebody else’s thinking about someone’s thoughts
helps us understand someone’s motives
longer to devleop
large improvement across childhood
promotion of theory of mind
language and verbal
reasoning
cognitive function
attachment quality
make-believe play
parent-child convos about mental states
social unite with siblings, friends, and other adults
development of empathy
affective explanations from caregiver
force child to see relation between his/her acts and consequences
kohlberg
in depth interviews to assess moral reasoning
hypothetical situations
heiz moral dilemma
logic used determines the level
moral reasoning proceeds through the stages in invariant sequence
cognitive skills also contribute to our moral reasoning
trends in moral reasoning
preconventional–> highest at youngest ages
conventional –> increase in frequency as age increases
post-conventional–> non-existent early, increases late adolescence early adulthood
similar to information processing overlapping waves theory
critiques of kohlberg
reflecting biased to western, intellectualized , conception of morality
sex differences
view that morality is discontinuous
