Chapter 15 Flashcards
(33 cards)
Pre conventional morality
Kohlberg’s term for the first 2 stages of moral reasoning, in which moral judgements are based on the tangible punitive consequences (stage one) or rewarding consequences (stage two) of an act for the actor rather than on the relationship of that act to society’s rules and customs.
What are the names of the two stages in preconventional morality?
Punishment- and-obedience orientation (stage 1)
Naive hedonism (stage two)
Conventional morality
Kohlberg’s term for the third and fourth stages of moral measuring, in which moral judgements are based on a desire to gain approval (stage three) or to uphold laws that maintain social order
What are the names of the two stages of conventional morality?
Good boy or good girl orientation (stage 3)
Social - order- maintaining morality (stage 4)
Post conventional morality
Kohlberg’s term for the 5th and 6th stages of moral reasoning, in which moral judgements are based on social contracts and democratic law (stage 5) or on universal principles of ethics and justice (stage 6)
What are the names of the two stages in post conventional / principled morality?
Social -contract orientation (stage 5)
Morality of individual principles of conscience (stage 6)
Transactive interactions:
Verbal exchanges in which individuals perform mental operations on the reasoning of their discussion partners.
Mechanisms of moral disengagement
Cognitive reframing of harmful behaviour as being morally acceptable.
Moral identity
Degree to which being a moral person is important to one’s identity.
A story moral identity renders mechanisms of moral disengagement less effective
Internal moral motivation:
Slowly emerges in childhood; increases during adolescence and early adulthood. Predicts feelings of authentic pride for doing what is right good, helps accept responsibility for past mistakes. Requires successful rule internalization in childhood, development of a mature understanding of morality, and a social environment that supports moral self-regulation.
Three categories for aggressive acts:
Reactive aggression: impulsive and a response to perceived offences. Perpetrators main goal = harm or injure a victim.
Proactive aggression: aggressive acts for which he perpetrators major goal is to gain access to objects, spaces, or privileges.
Relational aggression: acts such as snubbing, exclusion, withdrawing acceptance, spreading rumours; aimed at damaging a victim’s self-esteen, friendships, or social status.
Goodenough found that preschooler’s fights were usually:
Proactive
Dodge’s social Information-processing theory of aggression:
Child who is harmed first encodes and interprets the available social cues, then formulates a goal, generates and evaluates possible strategies for achieving this goal, and finally selects + enacts a response.
A child’s mental state (past social experiences, social expectancies, emotional reactivity, ability to regulate emotions) can influence any of the phases.
Hostile attributional bias:
Tenderly to view harm done under ambiguous circumstances as having stenned from a hostile intent on the part of the harmdoer; characterizes reactive aggressors.
Social class differences:
Kids + teens from lower socioeconomic strata exhibit more aggressive behavier and higher levels of delinquency than their age-mates from the middle class.
What do Gerald Patterson and his colleagues think about why there are such dramatic individual differences in aggression within a given culture or subculture?
Highly aggressive children often live in homes that can be described as “breeding grounds” for hostile, antisocial conduct.
Key findings re: parental conflict and children’s aggression
Continuing conflict at home increases the likelihood that children will have hostile, aggressive interactions with siblings and peers.
Increases over time in parental conflict and marital distress predict similar increases in children’s and adolescent’s aggression + other problem behaviours.
Parental detachment and withdrawal in the face of conflict is a better predictor of children’s future problem behaviors than parental conflict.
Coercive home environments
A home in which family members often annoy one another and use aggressive or otherwise antisocial tactics as a method of coping with these aversive experiences
Negative reinforcer
Any stimulus whose removal or termination as the consequence of an act will increase the probability that the act will recur.
3 methods of controlling aggression in young children:
Creating nonaggressive environments
Eliminating the payoffs for aggression
Social-cognitive interventions
Incompatible -response technique
Ignoring all but the most serious of aggressive antics (denying ‘attentional” reward) while reinforcing such acts as cooperation and sharing that are incompatible with aggression.
Highly aggressive children, especially those high in reactive aggression, can benefit from social-cognitive interventions that help them:
Regulate their anger
&
Become more skilled at empathizing with and taking others’ perspectives so they will not be so likely to overattrible hostile intentions to their peers.
How can parents of highly aggressive children foster empathy in their kids?
By modelling empathic concern and by using disciplinary techniques that 1) point out the harmful consequences of their child’s aggressive acts while 2) encouraging him or her to put him or herself in the victim’s place ad imagine how the victim feels.
How does Piaget’s theory view moral reasoning?
As progressing through a sequence of 3 levels:
Premoral period, heteronomous morality, autonomous morality
