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| Thinking about the perceptions, thought, emotions, motives, and behaviors of self, other people, groups, and even whole social systems |
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| Assess the understanding that people can hold incorrect beliefs and that beliefs, even though incorrect, can influence their behavior |
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| The uderstanding that people have mental states such as desires, beliefs, and intentions and that these mental states guide their behavior |
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| Toddlers talk about what they want and explain their own behavior and that of others in terms of wants or desires |
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| People do what they do because theiy desire certain things and because they believe that certain actions will help them fulfill their desires |
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| Neurons that are activated both when we perform an action and when we observe someone else perform the same action |
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| Social perspective-taking skills (Role-taking skills) |
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| The ability to adopt another person's perspective and understand her thought and feelings in relation to your own |
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| Emotion related to matters of right and wrong |
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| Positive social acts, such as helping or sharing, that reflect concern for the welfare of others |
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| Thinking process involved in deciding whether an act is right or wrong |
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| Equal give and take between the parties in a relationship that makes us ask whether what looks fair or just from our own point of view wouls look equally fair from other people's point of view |
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| Kohlberg's morality page 439 |
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| Allow us to avoid condemning ourselves when we engage in immoral behavior |
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| Comparison of theoretical perspectives on moral development p. 441 |
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| Lacking any sense of morality |
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| Mutually responsive orientation |
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| Close, emotionally positive, and cooperative relationship in which child and caregiver care about each other and are sensitive to each other's needs |
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| Standards that focus on the welfare and basic rights of individuals |
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| Social-conventional rules |
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| Standards determined by social consensus that tell us what is appropriate in particular social settings |
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| Moral socialization page 445 |
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| Proactive parenting strategies |
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| Tactics designed to prevent misbehavior and therefore reduce the need for correction or discipline |
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| A persistent pattern of violating the rights of others or age-appropriate societal norms through such beahviors as fighting, bullying, and cruelty |
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| Coercive family environments |
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| Family members are locked in power struggles, each trying to control the others through negative, coercive tactics |
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| Focused on laws and rules, individual rights, and fairness |
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| Focused on an obligation to be selfless and look after the welfare of other people |
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| Dual-process models of morality |
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Definition
| Both deliberate thought and emotion/intuition inform decisions about moral issues and motivate behavior |
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