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PYB203 > week 5 > Flashcards

week 5 Flashcards

1
Q

what are the 3 basic components of moral development

A

moral affect/feelings
- eg. feelings of guilt, concern for others feelings
moral reasoning/cognitive
- eg. how we conceptualise right and wrong
moral behaviour
- eg. how we behave when we experience the temptation to cheat

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2
Q

what is moral affect

A

pos or neg emotions related to matters of right and wrong, can motivate behaviour

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3
Q

how can negative impact moral affect

A

neg emotions (shame and guilt ) can keep us from doing what we know is wrong

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4
Q

how can positive emotions impact moral aaffect

A

positive emotions (pride self-satisfaction) can occur when we do the right thing

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5
Q

what is a key component to moral affect

A

empathy

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6
Q

what is empathy

A

the vicarious experiencing of another persons feelings, is an emotional process that is important in moral development

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7
Q

what does empathy motivate

A

prosocial behaviour
- positive social acts, such as helping or sharing that reflect concern for the welfare of others

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8
Q

cognitive moral reasoning

A

the thinking process involved in deciding whether an act is right or wrong

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9
Q

how does moral reasoning progress

A

through an invariant sequence
fixed universal order of stages, each of which represent a consistent way of thinking about moral issues that is different from the stage preceding or following it

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10
Q

what is the main focus on moral reasoning

A

how decisions are made rather than what decisions are made
what behaviours we engage in

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11
Q

piagets theory of moral development aspects

A

premoral period
heternomous morality
autonomous morality

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12
Q

what is the premoral period for piagets theory of moral development

A

during the preschool years, children show little awareness or understanding of rules and cannot be considered moral beings

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13
Q

what is the heteronomous morality for piagets theory of moral development

A

children between 6-10 take rules seriously, believing that they are handed down by parents and other authority figures and are sacred and unalterable
they judge rule violations as wrong based on the extent of damage done, not paying much attention to whether the violator had good or bad intentions

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14
Q

what is the autonomous morality stage of piagets theory of development

A

10/11 most children enter a final stage of moral development in which they begin to appreciate that rules are agreements between individuals, agreements that can be changed through a consensus of those individuals
in judging actions, they pay more attention to whether the persons intentions were good or bad than to the consequences of the act

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15
Q

levels of kohlbergs theory of moral reasoning

A

Level 1: preconventional morality
Stage 1: punishment-and-obedience orientation
Stage 2: instrumental hedonism
Level 2: conventional morality
Stage 3: “good boy” or “good girl” morality
Stage 4: authority and social order-maintaining morality
Level 3: postconventional morality
Stage 5: morality of contract, individual rights, and democratically accepted law
Stage 6: morality of individual principles of conscience

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16
Q

Influences on moral reasoning

A

Cognitive growth
Social interactions with equals/peers

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17
Q

Criticisms of Kohlberg’s theory

A

Scoring procedures not sufficiently objective or consistent
Content of dilemmas too narrow
Dilemmas not aligned with real-life
No distinction between moral knowledge and social conventions
Gender and culture bias

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18
Q

what is Moral Behaviour

A

what we actually do when faced with temptation or with an opportunity to behave prosocially

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19
Q

how is moral behaviour learnt

A

the same way that other social behaviors are learned: through observational learning and reinforcement and punishment principles

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20
Q

what is moral behaviour influenced by

A

the situation
eg. Due to situational influences, what we do (moral performance) is not always reflective of our internalised values and standards (moral competence)

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21
Q

Bandura emphasised that moral cognition is linked to moral action through self-regulatory mechanisms that involve:

A

Monitoring and evaluating our actions
Disapproving of ourselves when we contemplate doing wrong
Approving of ourselves when we behave responsibly or humanely

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22
Q

characteristics of Moral Behaviour in Adolescence

A

Moral self-relevance
Development of self and identity

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23
Q

what is Moral self-relevance

A

The extent to which a moral approach is part of the person’s self-concept.

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24
Q

types of memory

A

Explicit Memory
Implicit Memory

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25
Q

what is Explicit Memory

A

involves intentional recollection of previous experiences (conscious, accessed directly)

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26
Q

what is Implicit Memory

A

is apparent when retention is exhibited on a task that does not require intentional remembering. (unconscious, accessed indirectly)

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27
Q

what happens to explicit memory throughout the lifespan

A

Explicit memory capacity increases from infancy to adulthood

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28
Q

why does explicit memory capacity increase in age

A

Changes in basic capacities
Changes in memory strategies
Increased knowledge about memory
Increased knowledge about the world

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29
Q

Improvement in STM capacity and working memory capability thought to be driven by

A

increased speed and efficiency of processing
-Allows simultaneous mental operations
-Basic mental processes become automatic

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30
Q

what is the order of memory or encoding strategies

A

Rehearsal
Organisation
Elaboration

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31
Q

Four conclusions about development of explicit memory:

A

Older children are faster information processors; maturation of nervous system leads to improved short-term memory capacity and efficiency but age does not impact sensory register or long-term memory capacity
Older children use more effective memory strategies in encoding and retrieving information
Older children know more about memory
Older children know more in general and larger knowledge base improves ability to learn and remember

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32
Q

what is the preconventional level

A

emphasis on avoiding punishment and getting awards

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33
Q

what is the nature of stage 1 in preconventional level

A

good is what follows externally imposed rules and rewards and is whatever avoids punishment

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34
Q

what is the nature of stage 2 in preconventional level

A

good is whatever is agreeable to the individual and to anyone who gives or receives favours

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35
Q

what is the conventional level

A

emphasis on social rules

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36
Q

what is the nature of stage 3

A

good is whatever pleases or helps others and brings approval from friends and peer groups

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37
Q

what is the nature of stage 4

A

good is whatever conforms to exisiting laws, customs and authorities,
contributions for the good of society as a whole

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38
Q

what is postconventional level

A

emphasis on moral principles

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39
Q

what is the nature of stage 5

A

good depends upon consensus priciples in the face of various individual values; common principles should be uphelp for the ultimate welfare of society

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40
Q

what is the nature of stage 6

A

good is whatever is consistent with personal, general moral principles relating to universal justice and human rights that may be at odds with society laws

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41
Q

What is PsychosocialDevelopment?

A

the development of
the personality, and the acquisition of social
attitudes and skills, from infancy through
maturity.

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42
Q

what develops in regards to psychosocial development in early childhood

A

Relationships with Parents
Relationships with Siblings
Relationships with Peers
Gender Role Development

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43
Q

what are the 2 dimensions to parenting styles

A

Acceptance-responsiveness
Demandingness-control

44
Q

what is Demandingness-control (sometimes called permissiveness-restrictiveness) parenting style

A

refers to how much control over decisions lies with the parent rather than with the child

45
Q

what is Acceptance-responsiveness parenting style

A

refers to the extent to which parents are supportive, sensitive to their children’s needs, and willing to provide affection and praise when their children meet their expectations

46
Q

Four basic patterns of child rearing emerge from crossing the acceptance and demandingness dimensions:

A

Authoritarian
Authoritative
Permissive
Uninvolved (Neglectful)

47
Q

what is Authoritarian parenting

A

High demandingness-control and low acceptance-responsiveness
eg. Parents impose many rules, expect strict obedience, rarely explain why the child should comply with rules, and often rely on power tactics such as physical punishment to gain compliance

48
Q

what is Authoritative parenting

A

High demandingness-control and high acceptance-responsiveness
eg. Parents set clear rules and consistently enforce them, but they also explain the rationales for their rules and restrictions, are responsive to their children’s needs and points of view, and involve their children in family decision-making

49
Q

what is Permissive parenting

A

High in acceptance-responsiveness but low in demandingness-control

Permissive parents are indulgent with few rules and few demands

They encourage children to express their feelings and impulses and rarely exert control over their behavior

50
Q

what is Uninvolved parenting

A

Low demandingness-control and low acceptance-responsiveness

They seem not to care much about their children and may even reject them

Uninvolved parents may be so overwhelmed by their own problems that they cannot devote sufficient energy to expressing love and setting and enforcing rules

51
Q

what are the outcomes to authoritative parenting

A

high self-esteem, internalised moral standards, psychosocial maturity, academic success

52
Q

outcomes for authoritarian parenting

A

anxiety, withdrawal, low self esteem

53
Q

what are the outcomes for permissive parenting

A

impulsivity, disobedience, rebelliousness

54
Q

what are the outcomes of uninvolved parents

A

poor social-emotional development and self control, social alienation, low self-estee

55
Q

what parenting style leads to the less development for the child

A

uninvolved/neglectful

56
Q

what parenting style tend to become hostile and antisocial adolescents who abuse substances and engage in rule-breaking behaviour

A

uninvolved/neglectful

57
Q

what age do Children of neglectful parents display behavioural problems such as aggression and frequent temper tantrums

A

3

58
Q

Parenting style varies according to

A

Cultural background
Specific circumstances
Birth order
Number of children
Changes and stresses in family
Temperament of child

59
Q

Inconsistencies between parents can lead to

A

confusion

60
Q

what is Sibling rivalry

A

the spirit of competition, jealousy, and resentment between brothers and sisters

61
Q

is sibling rivalry normal

A

yeah

62
Q

what motivates siblings to compete

A

parents time and resources

63
Q

what is the most common cause of sibling conflict

A

possessions eg, toys and clothes

64
Q

why are siblings important

A

Siblings provide emotional support

Older siblings often provide caregiving services for younger siblings

Older siblings also serve as teachers

Siblings provide social experience

65
Q

what are often the outcomes of being an only child

A

higher in:
Self-esteem
Positive personality
Achievement motivation
Academic success

66
Q

why are peers important

A

Peer relationships have developmental value
Peers help children learn that relationships are reciprocal
Peers force children to hone their social perspective-taking skills
Peers contribute to social-cognitive and moral development in ways that parents cannot

67
Q

what percentage of toddlerhood is social interactions with peers

A

10%

68
Q

what percentage of middle age childrens socialisation is with peers

A

30%

69
Q

what does research tell us about peer relationships in middle childhood

A

Research indicates that peer groups typically contain children of different levels of competence
Gender segregation – play with same-sex companions – becomes increasingly strong with age

70
Q

Do Peers Matter in Early Childhood

A

Early childhood is now recognised as a critical period of social development

71
Q

why Do Peers Matter in Early Childhood

A

First time that children come in contact with peers outside of the family on a regular basis

72
Q

Contact with peers comes simultaneously with cognitive development including:

A

Major advances in language development
Major advances in perspective-taking abilities, and hence capacity for cooperative play, prosocial behaviour (and antisocial behaviour!) increases
Advances in problem-solving ability means improved capacity to tackle conflict

73
Q

From infancy to early childhood, children are also developing skills in…

A

Emotion regulation
Behaviour regulation

74
Q

Behaviour regulation linked with

A

inhibitory control, control of aggressive impulses

75
Q

Emotion regulation linked to

A

attachment and parent-child relationship

76
Q

Early childhood development in peer relations includes

A

Conversational skill
Cooperative and prosocial behaviour (helping, sharing, comforting etc.)
Conflict and aggression, including problem-solving
Shared pretend play
Establishment of social networks
Differences in peer status emerge
Emergence of dominance hierarchies – power differentials within peer groups
Friendships become more stable and meaningful

77
Q

Using sociometric techniques, children may be classified into the following categories of social status

A

popular
rejected
neglected
controversial
average

78
Q

what is the popular social status

A

well liked by most and rarely disliked

79
Q

what is the rejected social status

A

rarely liked and often disliked

80
Q

what is the neglected social status

A

neither liked nor disliked (isolated children who seem to be invisible to their classmates)

81
Q

what is the controversial social status

A

liked by many but also disliked by many (the fun-loving child with leadership skills who also bullies peers and starts fights)

82
Q

what is the average social status

A

in the middle on both the liked and disliked scales

83
Q

what is popularity affected by

A

personal characteristics that a child typically cannot change:
Physical attractiveness
Intelligence
Social competence
Well-regulated emotions

84
Q

Rejected children may be characterised by the following

A

High levels of aggression
Tendency to social isolation, submissiveness, over-sensitivity to teasing, seen as “easy to push around”

85
Q

Neglected children may be characterised as

A

Having reasonably good social skills
Nonaggressive
Tendency to be shy, withdrawn, and unassertive

86
Q

controversial children characteristics

A

Controversial children often show good social skills and leadership qualities, like popular children, but they are also viewed as aggressive bullies, like many rejected children

87
Q

what happens to popular childrens longterm social and psychological functioning

A

Popular children tend to be more prosocial, have higher quality friendships and better academic outcomes in the school years

88
Q

what happens to rejected childrens longterm social and psychological functioning

A

Rejected children tend to exhibit more behavioural and self-regulation difficulties, have poorer quality and less positive peer relationships, and poorer academic outcomes

89
Q

what happens to controversial childrens longterm social and psychological functioning

A

Controversial children have mixed trajectories – often admired and followed by their peers, but can cause social harm and elicit a mix of positive and negative reactions from teachers

90
Q

what can buffer the negative effects of rejection, peer victimization and loneliness

A

Having just one good friend in early childhood

91
Q

what impacts Gender-role development

A

sex and gender

92
Q

what is biological sex

A

physical characteristics that define male and female

93
Q

what is gender

A

the features that a society associates with or considers appropriate for men and women
the socially constructed categories of masculine and feminine

94
Q

what are Gender roles

A

Societal expectations of males and females
Different from each other
Conform to stereotypes

95
Q

what is Gender typing

A

Process of acquiring gender-consistent behaviours

96
Q

how do children first learn to recognise sex differences

A

through perception

97
Q

examples of sex perception

A

Female voice and female faces go together
Male voices go together with a male doll

98
Q

what happens at 2 for gender role development

A

By two years of age children have developed an expectation of what is ”typical” behaviour and attributes for women and men e.g.,
Are more surprised if a man puts on makeup

99
Q

at what age does gender labelling happen

A

2 but they lack the understanding of the stability of gender

100
Q

what age are children very focused on what is girl and boy behaviour

A

preschool age

101
Q

what is the gender role tragectary for preschool children

A

Rigidity about gender stereotypes is especially high during the preschool years (around ages 4 to 7), but decreases over the primary school years

102
Q

what are the consequences for children who don’t conform to gender stereotypes

A

social consequences

103
Q

what age do children begin to favour same-sex playmates

A

as early as 30 months old and strengthens during primary school years

104
Q

what does gender segregation lead to

A

separate boys’ and girls’ peer groups and greater levels of same-sex interaction

105
Q

why does gender segregation lead to greater levels of same sex interaction

A

Partly because of incompatibility between girls’ and boys’ play styles

PYB203 (11 decks)

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