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Developmental Psychology Final

Terms in this set (58)

Cognitive Development Theory of Moral Reasoning
Thinking process is involved in deciding whether an act is right or wrong, moral development is assumed to depend on social cognitive development, moral reasoning is said to progress through universal stages
Kohlberg's Theory of Moral Development
Pre-conventional morality, Conventional morality, Post-conventional morality
pre-conventional morality
rules are external to the self rather than internalized, "don't want to get in trouble"
Conventional morality
individual has internalized many moral values, conscience
Post-conventional morality
individual defines what is right in terms of broad principles of justice, looking beyond themselves and putting themselves in others shoes
Criticisms of Kohlberg's Theory of Moral Development
No cultural component and he did not "test" on females
What is Theory of Mind?
Understanding that people have mental states such as desires, beliefs, and intentions and that these mental states guide their behavior
Uses Mirror neurons
Abilities considered important early steps in theory of mind
Joint attention
Understanding intentions
Pretend play
imitation
Emotional Understanding
Social Cognition
thinking about the perceptions, thoughts, emotions, motives, and behaviors of self, other people, groups and even whole social systems
Wellman: Children's Theory of Mind
Develop in two phases- desire psychology and belief-desire
Driven by desire and belief
Trait Perception
young children perceive others in terms of their physical appearance, possessions, and activities
Age 7-8 children's descriptions of people show that they think about others in terms of psychological traits
Adolescents see people as unique individuals
What happens in the social cognitive ability over the course of the life span?
Social cognitive skills continue to improve after adolescence
Elderly people continue to display the sophisticated social cognitive skills
When elderly adults do show declines they are due to declines in fluid intelligence, executive control processes, information processing speed, and memory
Basic Component of Morality
Emotional, Cognitive, Behvioral
Emotional Component of Morality
feeling regarding right or wrong actions that motivate moral thoughts
Cognitive component of Morality
how we think about right and wrong and making decisions about how to behave
Behavioral component of Morality
how we behave when we experience the temptation or cheat or are called upon to help a needy person
Empathy
Vicarious experiencing of another person's feelings, can motivate prosocial behavior, keeps us from engaging in antisocial behavior, understand and share the feelings of another. Not a specific emotions
Social Learning Theory of Moral Reasoning
Moral behavior learning through observational learning and reinforcement and punishment principles, moral behavior influenced by situational factors
Moral cognition is linked to moral action through self-regulatory mechanisms- involve monitoring and evaluating our own actions
Evolutional Theory of Moral Reasoning
Evolutionary theorist focus on how moral emotion, thought, and behavior may have helped human adapt to their environments over the course of evolution
Early Moral Training
Kochanska has studied development of conscience involves moral emotion and self-control
Kochanska- Moral Emotion
associating negative emotions with violating rules and learning to empathize with people who are in distress
Kochanska- self-control
being about to inhabit one's impulses when tempted to violate internalized rules
Moral Rules
standards that focus on the welfare and basic rights of individuals
only moral rules as absolute, sacred, and unchangeable
Social-conventional rules
standard determined by social consensus that tell us what is appropriate in particular social settings
Moral Socialization
approaches to disciple
love withdrawal, power assertion, induction
Kochanska research shows that children are likely to be easiest to socialize if they are...
by temperament fearful or inhibited(people pleasers) and capable of effortful control (why you did or didn't do something)
Moral Identity
adolescents who develop a sense of moral identity tend to be more capable of advanced moral reasoning and able to translate moral values into moral actions
Development of moral identity
fostered by parents and involvement in community service
Changes in moral reasoning
Ten- pre-conventional
teen- conventional reasoning
adulthood- post-conventional(if it emerges at all)
Dodge's Social Information Processing Model
Our reaction to frustration, anger, or provocation depends on the way in which we process and interpret cues in situation
Aggressive youth develop hostile attribution bias
6 step model
Religion and Spirituality as it realites to Morality
Religiousness and Spirituality may be especially beneficial in late adulthood- linked to have a sense in meaning and purpose in life, provides participation in a caring community
Religiousness
sharing the belief and participating in the practices of an organized religion
Spirituality
involves a quest for ultimate meaning and for a connection with something greater than oneself
Develop emotional competence
patterns of emotional expression, greater understanding of emotion and better emotional regulation skills
Emotions and Aging
Older adults did not experience more negative emotions, emotions were not any less important older adults seem to live more positive emotional lives
Socioemotional Selectivity Theory
Perception that one has little time left to live, prompts more emphasis on the goal of fulfilling current emotional needs
Positivity Effect
tendency for older adults to place more priority on positive information
Attachment Theorists(2)
Ainsworth- strange situation(elaborated on attachment theory)
Bowlby- formulated attachment theory
Attachment theory
based primarily on ethology, asked how attachment might have helped our ancestors adapt to their environment and the evolution of that behavior
Babies and attachment
sucking, smiling, cooing, crying
Attachment-Secure
upset by separation but greets mother warmly and quickly comforted
Attachment- Resistant
does not venture off to play even with mother
distressed when mother departs, often showing stronger separation anxiety than securely attached infants
Attachment- Avoidant
play alone, not venture off, shows little apparent distress when separated from mother, avoids contact when mothers returns
Attachment- Disorganized
confused
act dazed when returned to parent and freeze or lie on the ground
Attachment forms
Undiscriminating social responsiveness(0-2m)
Discriminating social responsiveness(2m-6m)
true attachment(6m-3yr)
Goal -corrected partnership (3yr+)
Play
children spend much time playing through locomotor play, object play, social play, pretend play
Play is associated with the development of motor, cognitive, language, social, and emotional skills
Types of Play
Unoccupied play, solitary play, onlooker play, parallel play, associative play, cooperative play
Adult attachment style
related to the quality of their romantic relationship and wellbeing, physical and mental health later in life
quality of the parent-child relationship that an adult experiences earlier in life predicts adult attachment style and the romantic relationship quality
Sternberg's Love Theory
Passion, Intimacy, Commitment
Consummate Love
high levels of passion, intimacy and commitment
Companionate love
high intimacy, commitment but not passion
Myths about "older adults"
brain doesn't work, mental health, not relevant
Stereotypes of "older adults"
gross, old, death
Challenges in Later Life
stereotypes, ageism, modest disruptions when someone loses a spouse, lonely, lost of role identity, regrets, giving up independance
What is death?
biological death-complex process
to be judged dead totally unresponsive to stimuli including painful ones, no reflexes, no electrical activity in brain
Kubler Ross's five stages
Denial, Anger, Bargaining, Depression, Acceptance
Criticism of Kubler Ross's five stages
says emotions are not stage like, nature of an illness, people vary on response due to age
How is death perceived across the lifespan?
Infant- do not grasp death
Young children- highly curious about death, think about it with some frequency, build it into their play, can talk about it
Mature understanding of death in western society- finality, irreversibility, universality, biological causality
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