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114 Cards in this Set
- Front
- Back
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moral effect
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the emotional component of morality, including feelings such as guilt, shame and pride in ethical conduct
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moral reasoning
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the cognitive component of morality; the thinking that people display when deciding whether various acts are right or wrong
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moral behavior
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the behavioral component of morality; actions that are consistent with one's moral standards in situations in which one is tempted to violate them
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Oedipal moraltiy
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Freud's theory that moral development occurs during the phallic period (ages 3-6) when children internalize the moral standards of the same-sex parent as they resolve their Oedipus or Electra conflicts
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mutually responsive orientation
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parent-child relationship characterized by mutual responsiveness to each other's needs and goals and shared positive affect
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committed compliance
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compliance based on the child's eagerness to cooperate with a responsive parent who has been willing to cooperate with him or her
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Developmental Theories have centered on what three moral components?
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1. an effective or emotional component
2. a cognitive component that centers on the way we conceptualize right and wrong and make decisions 3. a behavioral component that reflects how we actually behave when we experience the temptation to violate moral rules |
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situational compliance
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compliance based primarily on a parent's power to control the child's conduct
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Piaget's Theory of Moral Development
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1. The Premoral Period
2. Heteronomous Morality 3. Autonomous Morality |
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premoral period
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in Piaget's theory, the first 5 years of life, when children are said to have little respect for or awareness of socially defined rules
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heteronomous morality
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Piaget's first stage or moral development, in which children view the rules of authority figures as sacred and unalterable
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immanent justice
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the notion that unacceptable conduct will invariably be punished and that justice is ever present in the world; ages 5-10; usually favor expiatory punishment- punishment for its own sake with no concern for its realtion to the nature of the forbidden act; a belief of heteronomous children
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autonomous morality
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Piaget's second stage of moral development, in which children realize that rules are arbitrary agreements that can be challenged and changed with the consent of the people they govern; by age 10-11; usually favor reciprocal punishments- treatments that tailor punitive consequences to the crime so that the rule breaker will understand the implications of a transgression and be less likely to repeat it
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How do children move from heteronomous to autonomous morality?
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1. cognitive advances including a decline in egotcentrism and the development of role-taking skills
2. social experience such as equal status contact with peers 3. unless parents relinquish some of their power, they may actually hinder the development |
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Elliot Turiel's two kinds of rules
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1. Moral
2.Social Conventional |
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Moral Rules
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standards of acceptable and unacceptable conduct that focus on the rights and privileges of individuals
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Social-Conventional Rules
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standards of conduct determined by social consensus that indicate what is appropriate within a particular social context
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Kohlberg's Theory of Moral Development
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1. Preconventional Morality
a. Punishment and Obedience Orientation b. Naive Hedonism 2. Conventional Morality a. Good boy or good girl orientation b. social order maintaining morality 3. Postconventional Morality a. social-contract orientation b.morality of individual principles of conscience |
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Preconventional Morality
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Kohlber's term for the first two stages of moral reasoning, in which moral judgments are based ont he tangible punitive consequences or rewarding consequences of an act for the actor rather than on the relationship of that act to society's rules and customs
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conventional morality
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Kohlber's term for the third and fourth stages of moral reasoning, in which moral judments are based on a desire to gain approval or to uphold laws that maintain social order
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punishment-and-obedience orientation
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the goodness or badness of an act depends on its consequences; first stage of preconventional morality
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naive hedonism
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stage 2 of preconventional morality; person at this stage conforms to rules in order to gain rewards or satisfy personal objectives
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good boy or good girl orientation
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first stage of conventional morality level(3rd stage overall) moral behavior is that which pleases, helps, or is approved of by others
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social order maintaining morality
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at this stage, the individual considers the perspectives of the generalized other; what is right is what confroms to the rules of legal authority (second conventional morality stage; 4th stage overall)
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social contract orientation
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stage 5, the individual views laws as instruments for expressing the will of the majority and futhering human welfare; laws are impartialy applied as social contracts that one has an obligation to follow; laws that compromise human rights are considered unjust and worthy or challenge; first stage of postconventional morality
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morality of individual principles of conscience
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at this highest moral stage, the individual defines right and wrong on the basis of the self-chosen ethical principles of his or her own conscience; abstract moral guidelines or principles of universal justice
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Postconventional Morality
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Kohlberg's term for the fifth and sixth stages of moral reasoning, in which moral judgments are based on social contracts and democratic law or on universal principles of ethics and justice
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morality of justice
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Gilligan's term for what she presumes to b the dominant moral orientation of males, focusing more on socially defined justice as administered through law than on compassionate concerns for human welfare
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morality of care
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Gilligan's term for what she prsumes to be the dominant moral orientation of females- an orientation focusing more on compassionate concerns for human welfare than on socially defined justice as administered through law
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doctrine of specificity
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a viewpoint shared by many social learning theorists which holds that moral affect, moral reasoning, and moral behavior may depend as much or more on the situation on faces than on an internalized set of moral principles
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inhibitory control
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an ability to display acceptable conduct by reesisting the tempatiation to commit a forbidden act
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love withdrawal
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a form of discipline in which an adult witholds attention, affection, or approval in order to modify or control a child's behavior
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power assertion
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a form of discipline in which an adult relies on his or her superior power (for example, by spanking or witholding privileges) to modify or control a child's behavior
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induction
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a nonpunitive form of discipline in which an adult explains why a child's behavior is wrong and should be changed by emphasizing its effects on others
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extrafamilial influences
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social agencies other than the family that influence a child's or an adolescent's cognitive, social and emotional development; television, computers, chools and the society of one's peers
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computer assisted instruction
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use of computers to teach new concepts and practice academic skills
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concerns about computer
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video games- divert children from schoolwork and peer activities
increase in aggressive behaviors social inequalities- economically disadvantaged students lag behind internet exposure |
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informal curriculum
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noncurricular objectives of schooling such as teaching children to cooperate, to respect authoriyt, to obey rules, and to become good citizens
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effective schools
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schools that are generally successful at achieving curricular and noncurricular objectives, regardless of the racial, ehtnic, or socioeconomic background of the student population
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Factors that Contribute to Effective Schooling
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-composition of the student body
-school climate-safety, support, encouragement -scholastic atmosphere- academic emphasis,challenging, developmentally appropriate curricula, classroom management, discipline, teamwork |
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aptitude-treatment interaction(ATI)
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phenomenon whereby characteristics of the student and of the school environment interact to affect student outcomes, such that any given educational practice may be effective with some students but not with others
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What make the differences in the educational experiences of ethnic minorities?
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-active parental involvement in the school
-parenting styles and peer group interactions -teacher expectancies, lower for lower income minority students |
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Why do declines in academic motivation and performance occur?
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when the fit between student and school environment goes from good to poor; this can be fixed by parents who recognixe difficult school transitions and communicate understanding, who recognize needs and foster autonomy, teachers who stress mastery over grades
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Why is their an achievement gap between cultures?
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-Asian classrooms devote more class time to core subjects, and children spend more time overall in school
-Asian parents have higher expectancies for their children -frequent communication between parents and teachers in Asian schools -students are assigned more homework than American students -Asian communities have a belief that all can achieve if they work hard enough |
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peers
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two or more persons who are operating at similar levels of behavioral complexity
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peers as equal-status contacts
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likely to contribute to the development of social competencies that are difficult to acquire in the unequal interactions with parents and other adults
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frequency of peer contacts
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between age 2 and 12, children spend more time with peers and less with adults; those peers are typically same sex children who are only roughly similar in age but who enjoy the same kinds of gender-typed activities
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sociability
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a person's willingness to engage others in social interaction and to seek their attention or approval
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social skills
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thoughts, actions, and emotional regulatory activites that enable children to achieve personal or social goals while maintaining harmony with their social partners
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nonsocial activity
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onlooker behavior and solitary play
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onlooker play
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children linger around other children, watching them play, but making no attempts to join in the play
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parallel play
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largely noninteractive play in which players are in close prozimity but do not often attempt to influence each other
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associative play
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form of social discourse in which children pursue their own interests but will swap toys or comment on each other's activities
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cooperative play
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true social play in which children cooperate or assume reciprocal roles while pursuing shared goals
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changes in the cognitive complexity of play activites from infancy through preschool
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parallel play(6-12 mos)
parallel aware play 1 yr simple pretend play 1-1.5 yr complementary and reciprocal play 1.5-2 yrs cooperative social pretend play 2.5-3 yrs complex social pretend play 3.5-4 yrs |
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Howes and Mattheson's three critical functions of pretend play
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1. helps children learn to communicate effectively with their social equals
2. provides opportunities for younger children to learn to compromise as they negotiate the roles they will take in their play and the rules that guide these pretend episodes 3. pretend play is a context that allows children to display feelings thay may bother them |
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peer group
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a confederation of peers that interact regularly, efines a sense of membership, and formulate norms that specify how members are supposed to look, think, act
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cliques
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a small group of friends that interacts frequently
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crowds
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a large, reputationally based peer group made up of individuals and cliques that share similar norms, interests, and values
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peer acceptance
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a measure of a person's liability in the eyes of the peers
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sociometric techniques
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procedures that sk children to identify those peers whom they like or dislik or to rate peers for their desirability as companions; used to measure children's peer acceptance (or nonacceptance)
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popular children
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children who are liked by many members of their peer group and disliked by very few
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rejected children
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children who are disliked by many peers and liked by few
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neglected children
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children who receive few nominations as either a liked or a disliked individual from members of their peer group
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controversial children
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children who receive many nominations as a liked and many as a disliked individual
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average-status children
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children who receive a average number of nominations as a liked and/or a disliked individual from members of their peer group
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rejected-aggressive children
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a subgroup of rejected children who display high levels of hostility and aggression in their interactions with peers
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rejected-withdrawn children
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a subgroup of rejected children who are often passive, socially anxious, socially unskilled, and insensitive to peer-group expectations
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family
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two or more persons related by birth, marriage, adoption or choice who have emotional ties and responsibilities to each other
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Direct effects of marital conflict
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(witnessing fights, getting caught in the middle, etc.)
children feel guilty, blame themselves, internalization problems(depression, anxiety), school problems |
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Indirect effects of marital conflict
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marital problems affect parenting behaviors- parents become more angry, inconsistent, unresponsive with children;
increased externalizing problem behaviors(especially in boys) due to less structure and less optimal parenting |
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Is all marital conflict bad?
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-unresolved conflict=bad
-problem solving, making resolutions, apologizing= good |
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Impact of New baby on the marital relationship
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-shift toward traditional division of labor
-marital satisfaction declines significantly in mothers -often the decline is permanent, marital satisfaction tends to remain lower than before the birth of the child |
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socialization
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process by which children acquire the values, beliefs and behaviors that are considered appropriate by their culture/ subculture
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Reciprocal socialization
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bidirectionality of parent-child interactions
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Parenting typologies
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-classification system used to categorixe parenting traits; originally developed by Diana Baumrind
Authoritative Authoritarian Permissive Neglecting |
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Dimensions of Parental Behavior
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-Emotionality- responsiveness, warmth, acceptance, support, etc
-Control- firmness, discipline, demandingness, etc |
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Authoritative
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High emotionality/responsiveness; High demandingness/control
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Authoritarian
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Low emotionality/responsiveness; High demandingness/control
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Permissive/ Indulgent
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High emotionality/responsiveness; Low demandingness/control
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Neglecting/Uninvolved
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Low emotionality/responsiveness; Low demandingness/control
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Hetherington's Research on Parenting Typologies and Child Outcomes
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authoritative= cheerful, self-controlled, good coping skills, cooperative, social competence, academic achievement
Authoritarian= moody, unhappy, fearful, withdrawn, hostile, vulnerable to stress, higher academic success but socially isolated Permissive= noncompliant, impulsive, lacks self control, cheerful, lower academic success but socially connected Neglectful= impulsive, aggressive, low self esteem, truancy, delinquency, academic failure |
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Child Effects
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Richard and Bell say Yes! Children do elicit parenting;
characteristics that elicit parenting include General:gender, age, birth order Physical:prematurity, health, attractiveness Behavioral: activity level, child's dependence on parent, type of misbehavior, etc. |
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Gershoff and Spanking
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spanking harms children; it is a risk factor for negative outcomes
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Baumrind and Spanking
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spanking is harmful only under certain conditions; otherwise, its ok
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Predictors of physical discipline
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conservative Protestants, African Americans, Lower SES, Southerners, History of spanking
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Deater-Deckard and Dodge on spanking
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spanking associated with negative effects in white children, not in black children; cultural thing
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Steinberg, Dornbush & Brown on spanking
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Authoritarian parenting related to lower academic performance for whites, not blacks or asians; harsh parenting is ok for ethnic minorities
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McLoyd and Smith on spanking
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relationship between spanking and behavior problems moderated by maternal emotional support; negative outcomes only found when emotional support was low; this finding was true for whites, blacks and hispanics
supports Baumrind's idea that spanking is not always harmful |
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social system
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the family is a holistic structure, complex network of relationsihps, interactions and patterns of influence that characterixe a family with 3+ members; each part contributes to functions of the whole
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coparenting
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parents support and function as a cooperative parenting team; difficult for couples with marital discord
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traditional nuclear family
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a family unit consisting of a wife/mother, a husband/father, and their dependent child or children
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extended family
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a group of blood relatives from more than one nuclear family who live together, forming a household
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psychological control
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attempts to regulate a child's or an adolescent's conduct by such psychological tactics as whitholding affection and/or inducing shame or guilt
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behavioral control
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attempts to regulate a child's or an adolescent's conduct through firm discipline and monitoritn of his or her conduct
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family distress model
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Conger's model of how economic distress affects family dynamics and developmental outcomes
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acculturation stress
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anxiety or uneasiness that new residents may feel upon attempting to assimilate a new culture and its traditions
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sibling rivalry
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the spirit of competition, jealousy, and resentment that may arise between two or more siblings
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Impact of Divorce
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-more negative effects on boys compared to girls
-more negative effects for teens compared to younger children |
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Impact of Remarriage
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-more negative effects for girls compared to boys
-teen girls especially at risk, compared to younger girls (issues of forming relationships, physical development, sexuality; older girls become parentified-given more responsibility, more regard as mature adult, mom's confidante, and then transition back to childlike role upon remarriage |
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Heatherington's 5 Marriage Types
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1. Pursuer-Distancer Marriage
2. The Disengaged marriage 3. The operatic marriage 4.The cohesive/individuated marriage 5. the traditional marriage |
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Pursuer-Distancer Marriage
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-most likely to end in divorce
-80% of cases, woman was pursuer -men may value emotional control, stoicism -divorce may result once woman stops "pursuing" |
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The Disengaged Marriage
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-second highest divorce rate
-marriage of convenience -don't have intimacy or passion, lack mutual interests, often couple "drifts apart" |
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The Operatic Marriage
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-sensation seeking, emotionally volatile, lots of fighting and making up
-likely quarreling is often a trigger for sex -third highest divorce rate |
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The Cohesive/Individuated Marriage
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-the classic "good marriage"
-lots of autonomy within the marriage, but lots of togetherness -gender equity -marriage is refuge; source or renewal, support, affection and companionship |
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The Traditional Marriage
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-lowest divorce rate
-male breadwinner, female homemaker roles -change is deadly! each partner must remain in traditional role in order for marriage to work (children leaving or loss of job causes problems) |
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Top Causes of Divorce
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1. Violence
2. Sexual Problems 3. Money/ Income 4. Relationship Problems |
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Divorce Pathways
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-Hetherington
1. The Enhancers 2.The Good Enoughs 3.The Seekers 4.The Libertines 5.The Competent Loners 6. The Defeated |
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The Enhancers
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largely women, life situation improved, become competent, well adjusted and self fulfilled people, experienced tremendous growth and resiliency
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The Good Enoughs
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largest group, both men and women, average adjustment following divorce, some strengths and some problems
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The Seekers
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mostly men, eager to find new mate, not interested in emotional growth/personal change, go from one pursuer-distancer marriage to another; often neglect children
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The Libertines
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go buck wild, sensation seeking, often depressed and unhappy, usually temporary-conventional behaviors returned after remarriage
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The Competent Loners
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well adjusted, self sufficient, active, little interest in remarriage
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The Defeated
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mire in despair, depressed, drift through life without purpose or happiness; some never recover from experience of divorce
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