Chapter 8

Question 1

social comparison

Answer 1

The process of learning about one’s abilities and characteristics by observing how they compare with others’.

Question 2

self-concept

Answer 2

One’s multidimensional impression of one’s own personality, of the attributes, abilities, and attitudes that define one’s self.

Question 3

self-esteem

Answer 3

Judgements of worth that children make about themselves and the feelings that those judgements elicit.

Question 4

self-efficacy

Answer 4

One’s perceived ability to be successful in accomplishing specific goals.

Question 5

moral realism

Answer 5

The idea that there are moral facts that refer to objective, rather than subjective, features of the world.

Question 6

heteronomous morality

Answer 6

Piaget’s description of a child’s first idea of what is right and wrong and the sense that morality is an external, unchangeable set of rules with a focus on consequences of behaviour.

Question 7

moral relativism

Answer 7

The idea that morality is subjectively grounded and contextually dependent.
behaviour.

Question 8

autonomous morality

Answer 8

Piaget’s observation that as children get older they begin to see morality as more flexible and consider the intentions of other people’s

Question 9

preconventional morality

Answer 9

Level 1 of Kohlberg’s theory of moral development, in which moral reasoning is guided by personal rewards and punishments.

Question 10

conventional morality

Answer 10

Level 2 of Kohlberg’s theory of moral development, in which moral reasoning is guided by laws and social norms.

Question 11

postconventional morality

Answer 11

Level 3 of Kohlberg’s theory of moral development, in which moral reasoning is guided by universal ethical principles.

Question 12

industry versus inferiority

Answer 12

stage Erikson’s fourth stage of psychosocial development, leading to a sense of competence or a move away from social interactions.

Question 13

tween

Answer 13

A term used in the popular media to describe a preadolescent, or a young person who shares characteristics of both children and teenagers.

Question 14

collaborative divorce

Answer 14

A process in which a team of psychological and legal experts works with families undergoing divorce to protect the child(ren) and resolve roadblocks, facilitating an amicable divorce with minimal legal entanglements.

Question 15

sociometric measurement

Answer 15

A type of measurement of interpersonal relationships through social group survey.

Question 16

popular children

Answer 16

Children with high numbers of positive nominations and low negative nominations in a sociometric analysis.

Question 17

rejected children

Answer 17

Children with high numbers of negative nominations and low positive nominations in a sociometric analysis.

Question 18

neglected children

Answer 18

Children with few negative or positive nominations in a sociometric analysis.

Question 19

controversial children

Answer 19

Children with high numbers of positive nominations and high negative nominations in a sociometric analysis.

Question 20

average children

Answer 20

Children who get slightly more nominations in a sociometric analysis than neglected children but not enough to rank in one of the categories.

Question 21

rejected-aggressive

Answer 21

Children who are rejected by peers for their aggressive behaviour.

Question 22

rejected-withdrawn

Answer 22

Children who are rejected by peers for their withdrawn behaviour

Question 23

perspective taking

Answer 23

The increasing ability to take on other people’s viewpoints.

Question 24

co-rumination

Answer 24

The act of dwelling on negative occurrences and feelings.

Question 25

emotional vocabulary

Answer 25

The increasing ability to identify and label complex emotions.

Question 26

emotional regulation

Answer 26

The ability to adapt to changing situations with a range of constructive emotional responses.

Question 27

self-conscious emotions

Answer 27

Emotions that involve internal and external evaluations of the self.

Question 28

resilience

Answer 28

Positive adjustment in the face of significant risk.

Question 29

1.Which self-description is LEAST likely to come from an elementary-school-aged child?

a. I like to play drums and sing.

b. I’m better at math than some of the other kids in my class.

c. I’m getting really good at bike jumps because I practise a lot.

d. I’m the strongest boy in the world.

Answer 29

d. I’m the strongest boy in the world.

Question 30

During Piaget’s stage of moral relativism, children are able to consider intentions when judging actions and can make up their own rules for games. These are characteristics of ________.

a. autonomous morality

b. heteronomous morality

c. absolutist morality

d. hegemonious morality

Answer 30

b. heteronomous morality

Question 31

. Aiden does a favour for his friend only when his friend does a favour for him. Aiden is reasoning using which of Kohlberg’s orientations?

a. universal ethics

b. instrumental-exchange

c. social contract

d. good-child

Answer 31

c. social contract

Question 32

Active coping

Answer 32

• Problem solving
• Seeking help/support

Question 33

Aggressive coping

Answer 33

• Teasing
• Retaliation

Question 34

Denial coping

Answer 34

• Pretending not to care
• Ignoring the issue

Question 35

Ruminative coping

Answer 35

• Worrying
• Withdrawal

Question 36

Piaget’s theory of moral development

1. Heteronomous Morality (Ages 4-7):

Answer 36

• Also known as the “morality of constraint.”
• Children in this stage believe that rules are absolute and unchangeable, established by authority figures.
• They view rules as external impositions, and breaking them leads to punishment, regardless of intentions.
• Egocentric thinking is prominent, and they struggle to consider others’ perspectives.

Question 37

Piaget’s theory of moral development

2. Autonomous Morality (Ages 7 and beyond):

Answer 37

• Also referred to as the “morality of cooperation.”
• Children begin to understand that rules are flexible and can be modified through social agreement.
• They recognize that intentions matter in determining the morality of an action, not just the consequences.
• Moral judgments become more based on fairness and reciprocity rather than fear of punishment.
• They develop a capacity for perspective-taking and understand that different individuals may have different perspectives on moral issues.