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EDUC 161 Exam 2

Terms in this set (73)

Premoral
- preschoolers (first five years)
- don't know about social rules
- not systematic of their understanding of the world
- play games for fun
committed compliance
child's eagerness to cooperate with a responsive parent who has been willing to cooperate with him or her
situational compliance
compliance based primarily on a parent's power to control the child's conduct
components of conscious in toddlers
- moral emotions
- rule compatible conduct
Moral Realism
- 6-10 years
- focused on the rules to determine right or wrong
- punishment if you break the rules
Moral Relativism
- 10 & above
- social rules are arbitrary agreements (flexible)
- understand intentions
- punishment fits the crime
three moral components
1. affective: emotional component
2. cognitive (reasoning): how we conceptualize right and wrong to make decisions about how to behave
3. behavioral: reflects how we behave
internalization
process of adopting the attributes or standards of other people
-taking these standards as one's own
morality
set of principles or ideals that help an individual distinguish right from wrong
Realism
confusing your experience for reality
- looking at outside world based on your emotions/ feelings
Consequence vs. Intentionally
looking at how people are making the moral judgement
Absolute vs. Relative Judgement
Black-and-white view of right and wrong
Tied vs. Independent of Sanction
- if they get in trouble, then they did something wrong
- they determine if they are wrong when they get caught/punished
Retribution vs. Reciprocity
Retribution: doing unto others what they would do to you
Reciprocity: turning the other cheek when someone hurts
Punishment vs. Reform/Restitution
- if you did something bad, you get in trouble
- Reform: how can we make the situation better
-Restitution: making good of the bad things you did
Insight into moral development
focused on the justification of the decision between right and wrong
Preconventional Morality
- punishment and rewards are very important
- avoid punishment
- self-interest
stage one of kohlberg's theory of moral development
-greater harm or more severe punishment = more bad the act is
- goodness or badness of an act depends on consequences
stage 2 of kohlberg's theory of moral development
- conforms to rules in order to gain rewards or satisfy personal objectives
- some concern for the perspective of others if you benefit in return (i scratch your back, you scratch mine)
Conventional Morality
- people start to look at rules based on social order
- do things to be admired by society
- "Good Boy/Girl"
stage 3 of kohlberg's theory of moral development
- pleases, helps, or is approved by others
- actions evaluated based on the person's intent
stage 4 of kohlberg's theory of moral development
- considers perspective of the generalized other
- what is right conforms to the rules of legal authority
- rules maintain social order
Postconventional Morality/ Principled
- people have a set of standards they are personally committed to
- make judgements based on these standards
- social contract
- universal principles
parents disciplinary techniques affect on moral & mature children
1. love withdrawal (no)
2. power assertion (no)
3. induction (yes)
level 5 of kohlberg's theory of moral development
- laws as instruments fro expressing the will of the majority and furthering human values (social contracts)
- laws that compromise human rights or dignity considered unjust & challenged
level 6 of kohlberg's theory of moral development
individual defines right and wrong basis on self-chosen ethical principles
Intrinsic motivation
a desire to achieve to satisfy one's personal needs for competence or mastery
- prefer challenging problems
extrinsic motivation
desire to achieve in order to earn external incentives such as grades, prizes, or approval of others
- get bored and lose interest
mindsets
way that people interpret their own intelligence
growth
confront some intellectual challenge and have the ability to get smarter
fixed
they cannot solve the problem if they get it wrong
- you are just as smart as you are
fluid intelligence
how fast kids learn things
- working memory
crystallized intelligence
knowledge that you have stored in your brain
- long term memory
mastery motivation
inborn motive to explore, understand, and control one's environment
achievement
willingness to strive to succeed at challenging tasks and meet high standards of accomplishment
- learn to use the standards to evaluate her accomplishments
external locus of control
do not have any way of controlling
- tend to have lower grades
stress high performance
low- low resilience (better with less stress)

high- low resilience (perform the same no matter what)
resilience
war torn area children, look forward and are not totally hopeless, easy temperament leads to be good with adjustment (some are some are not could be genetic)
learned helplessness
experiment with dogs in shock cages, eventually did not even try to get out even when they were given a chance
internal locus of control
control of change
Western culture on achievement motivation
- individualistic/ competitive
- comparing against some standard of excellence
collectivist societies on achievement motivation
- willingness to strive to succeed at objectives that promote social welfare or maximize the goals of the groups which they belong
achievement based on parent's caretaking
- motivation is lost when parents criticize & never says anything good
- higher achievement by parents who tell kids good job
- strict parenting style WITH strong emphasis on education & high achievement standards = academic success
sex differences on achievement
very small
- little higher men in men
- woman language and verbal [talks a lot]
- what we expect out of little boys/girls
- how to be grown up (kids get the message) [bragging about how well your kid is doing]
culture differences on achievement
- some stress college more
- families that stress college = kid more likely go to college
need for achievement
McClelland's depiction of achievement motivation as a learned motive to compete and strive for success in situations in which one's performance can be evaluated against some standard of excellence
- high need achievers: pride in work, self-fulfillment
- school systems set up this way
Crandall Behaviorism
achievement behaviors are simply a class of instrumental responses designed to win the approval of significant others
- conditioned to get positive or negative reinforcement
- directed to external rewards
Deborah Stipek (stages to evaluate performances)
Phase 1: Joy in mastery (not defining outcome as success or failure)
Phase 2: Approval seeking (recognition)
Phase 3: Use of Standards (self-focused pride or shame)
reasons for ethnic variation in achievement
- subtle cultural differences in parenting styles
- difference in peer endorsement of academics
- negative influence of social stereotypes on academic performances
stereotype threat
fear that one will be judged to have traits associated with negative social stereotypes about his or her ethnic group
socioeconomic status (SES)
one's position within a society that is stratified according to status and power
independence training
encouraging children to become self-reliant by accomplishing goals without others' assistance
achievement training
encouraging children to do things well- meet or exceed high standards as they strive to accomplish various objectives
- don't be too directive so the child knows they are mastering (give hints)
patterns of praise
high levels of achievement when parents praise successes and not overly critical of failures
low levels: parents slow to acknowledge and critical of failures
authoritative parenting
democratic style of parenting (warm), accepting parents to provide guidance and unintrusive control, flexible
behavioral definition of aggression
behavior causing harm or pain
intentional definition of aggression
any action intended to harm or injure another living being
hostile aggression
perpetrator's major goal is to harm or injure a victim
instrumental aggression
perpetrator's major goal is to gain access to objects, space, or privileges
1-2 years old (aggression)
• Emerging interest in their own personal items
◦ Takes things, might go confront if something is taken
2-5 years old (aggression)
• Begins to be more verbal, still little hostile/instrumental aggression
6+ years old (aggression)
• Cognitive, language, and social change
• Better at not becoming furious and just walk away
relational aggression
damaging an adversary's self-esteem, friendships, or social status
chronic persistence trajectory
children who are highly aggressive early in life and who display the same high levels of aggression throughout childhood and adolescence
high level desister trajectory
children who are highly aggressive early in life but gradually become less aggressive throughout childhood and adolescence
moderate level desister trajectory
children who are moderately aggressive early in life but gradually become less aggressive throughout childhood and adolescence
no problem trajectory
children who are low in aggression throughout childhood and adolescence
late onset trajectory
individuals who become more aggressive, usually for a limited time, during adolescence or young adulthood after having been relatively nonaggressive during childhood
2 major dimensions of parenting
1. acceptance/responsiveness: amount of affection parent to child
2. demandingness/control: restrictive and demanding parents are
parenting styles (Baumrind)
1. authoritarian: restrictive pattern (adult set rules for their children)
2. authoritative: flexible, democratic
3. permissive: accepting adults make few demands of children
family paradigm
shared beliefs within the family
3 dimensions of family paradigm
1. configuration: world is either highly predictable or not
2. coordination: world treats every family member the same or differently
3. closure: how much the family is closed off from the society around them
types of play
1. nonsocial: solitary
2. parallel: noninteractive but close proximity to players
3. associative: children pursue their own interests but can swap toys
4. cooperative: children cooperate or assume reciprocal roles while pursuing shared goals
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