Chapter 12 Flashcards
(30 cards)
1
Q
moral development
A
- changes in thoughts, feelings, behaviours regarding right or wrong
2
Q
self control and moral development
A
- one of first steps towards moral behavior
- cant do whatever is tempting
- extent to which an individual can resist violating moral norms even when punishment is unlikely
3
Q
beginnings of self control
A
- ability to control behaviour - 1y: aware that others impose demands
- 2y: internalized some controls
- 3y: able to self regulate
4
Q
development of self control
A
- develops gradually during elementary school
- delay of gratification task (marshmallow)
5
Q
early self control related to later outcomes
A
- at age 4 the longer the kid waited the better their SAT scores, coping with frustration, planfullness
- shorter time related to increased risk taking, novelty seeking, impulsivity
6
Q
dunedin study
A
- self control measured from 3-11, controlled SES and IQ
- poor self control in adolescence related to smoking, pregnancy, dropping out
- age 32 also related to health, wealth, crime
7
Q
influences on self control
A
- parents discipline style –> warm and loving with limits
- inductive reasoining –> explain situation to child, cant assume they understand
- strict parents hinder development of self control
- temperament: tempermentally fearless kids comply out of positive feelings for loved ones
- culture: cooperation and self restraint most highly valued may have self control earlier
8
Q
improving kids self control
A
- remind of need to resist temptation
- make tempting things less attractive
- kids who have a concrete way of handling temptation are better at resisting
9
Q
piagets stages
A
- until 4 kids are premoral
- between 5 and 7 kids are in moral realism stage - rules must be followed and cant change
- around 8 moral revelatism, kids understand that rules are created by people to help them get along, understand peoples intentions
- autonomous morality, people work together to create rules, based on free will and can change
10
Q
who is the naughtiest
A
- kids focus on objective outcome, not subjecting
- keeping 2 storeis, 2 intentions and 2 outcomes in mind can be hard
11
Q
piagets contribution
A
- moral reasoning progresses through stages driven by cognitive development and social interaction
12
Q
emotional component of moral development
A
- decision making is quite emotional
- repeated exposure to events cuased kids to form scripts of the emoitonal consequences of actions
- emotional response creates different categories of moral concepts
13
Q
role of emotion in moral development
A
- positive feels: empathy, sympathy, admiration
- negative: anger, outrage, shame
14
Q
promoting moral reasoning
A
- reasoning more sophisticated after discussions about moral issues
- hearing about problems can inspire to act for social change
15
Q
development of prosocial behavior
A
- prosocial: actions that benefit others
- altruism: prosocial behavior that has no direct benefit to the individual
- by 18mo start to see altruism
- preschool yeask kids understand others needs and do altruistic behavior when appropriate
- gets better with age
16
Q
skills underlying prosocial behavior
A
- perspective taking
- empathy
- moral reasoning –> as kids mature and make more moral decisions
17
Q
situational influences
A
- settings help determine whether kids are altruistic or not
- help when: feel responsible for person, feel competent to help, are in a good mood, cost is not a lot
18
Q
heredity
A
- twins are alike in prosocial behavior
- genes affect prosocial behaviour through influence on temperament
- kids who are less able to regulate emotions may help less
19
Q
socializing prosocial behaviour
A
- model prosocial beavior for kids
- engouraged by parents who are warm and supportive, set guidelines and provide feedback
- ids who are given opportunity to help ad cooperate with others sensitizes them
20
Q
aggression - changes and stability
A
- instrumental aggression: to achieve a specific goal
- hostile aggression: unprovoked with goal of intimidation or harassment
- reactive: one behavior leads to another aggression
- relational: try to hurt others by undermining social relationships
- forms change with age but aggression stable
21
Q
roots of aggressive behaviour: biology
A
- temperament, testosterone, neurotransmitters can make aggression more likely in certain conditions
22
Q
roots of aggressive behaviour: family experiences
A
- parents: controlling, harsh physical punishments, unresponsive or emotionally uninvested parents, lack of monitoring, neglect, conflict in home
- aggressive behavior leads to aggressive punishment and then aggressive behaviour escalates
- once a kid labelled aggressive theyre more likely to be accused of aggression
23
Q
roots of aggressive behaviour: media and society
A
- media contributes
- kids identify with aggressive characters
- exposure to a culture of violence contributes to aggressive attitudes and behavior
24
Q
other contributions to aggressive behaviour
A
- aggressive peers
- failure in school
- poverty
25
hostile attribution bias
- bias demonstrated by aggressive kids
| - aggressive kids jump to conclusion that behavior was on purpose, not an accident
26
youth aggression
- cascading rates: later risk factors build on prior risks
| - prevention: begin early, be maintained over childhood, involve kids and parents
27
victims of aggression
- chronic victims are often lonely, anxious, depressed, dislike school, low self esteem
- more likely to be victims when they are aggressive themselves, withdrawn, submissive, low self esteem
28
cyberbullying
- beyond school setting
| - continued ridicule overwhelming
29
bullying in canada
- us is 12th of 29 nations in the incidence of bullying, canada is ranked 21st
- canada lagging because laws and prevention programs must be in combination
30
how to help victims of aggression
- victims should be assertive
- adult support important
- prevention through creation of positive school communities
