Term
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Definition
| Aggressive acts for which the perpetrator's major goal is to gain access to objects, space, or priveleges |
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Definition
| Aggressive acts elicited by real or imagined provocations |
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Term
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Definition
| Aggressive acts for which the perpetrator's major goal is to harm or injure a victim |
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Term
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Definition
| Highly aggressive children who find aggressive acts easy to perform and who rely heavily on aggression as a means of solving social problems or achieving other personal objectives |
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Term
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Definition
| Tends to be stable after age 3, aggressive kids tend to stay aggressive (more boys than girls) |
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Term
| Types of aggression most common in men |
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Definition
| Physical aggression, verbal, twice as likely to violate rights of others, school rules or norms |
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Term
| Types of aggression most common in women |
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Definition
| Tends to be more covert, snubbing, exclusion, withdraw acceptance. Hurting self-esteem |
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Term
| Dodge’s social information processing theory |
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Definition
| Children come into social situation with a set of neural capacities that are reinforced over time and are represented in memory |
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Term
| Coercive family environments |
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Definition
| Kids scream to get what they want. Parents give in. So kids keep sreming to get what they want. Need parental monitoring. |
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Term
| Endogenous contributors to aggression |
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Definition
| Genetics, Temperament, Serotonin, Testosterone |
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| Exogenous contributors to aggression |
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Definition
Parents: Warmth responsiveness, Negative, harshness, physical discipline
Peers: Rejection leads to aggression which leads to rejection
Neighborhoods: Low SES increased physical punishment/punitive parents increased aggression violence aggression.
Culture: Individualism
Media: More media more aggression ? |
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Term
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Definition
Children actively construct their knowledge from their social experiences
Make judgments and engage in actions as a result of that understanding
Different at different ages; revolves around rules and reciprocity |
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Term
| What are Piaget's stages/types of morality? |
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Definition
| Heteronomous Morality--> Shifts away from heteronomy--> Autonomous Morality |
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Term
| What is Heteronomous Morality and when does it occur? |
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Definition
| 5-10 yrs. Heteronomous: subject to external or foreign laws or domination. Rules stem from authority and are sacred, absolute, unalterable; must be obeyed. Two sources: Social: Unequal Relationships; power assertion and compliance. Cognitive Level: Egocentrism: failure to distinguish objective reality from subjective experience |
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Term
| Identify the shift away from heteronomy |
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Definition
| Social: Relationships become more equal. Adult-child--> peer-peer. Cooperation becomes dominant social interaction. Cognitive: Increased perspective taking ability. Start to understand the other person's point of view |
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Term
| What is Autonomous Morality and when does it occur? |
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Definition
| ~8-11 to adult. Autonomous- self-governing; independent; subject to its own laws only. "True” morality. Based on notions of reciprocity (justice) and mutual respect: Rules, authority and duty are bound by these concepts, rules can now change to achieve these ends. Moral relativism- no absolute right and wrong. ‘Naughtiness’ based on intentions of actors, not simply consequences. Helps to account for how individuals can (and often do) take a critical stance towards their social norms and practices |
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Term
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Definition
| Immature. Purely external, transmitted by adults, grounded in affective processes (fear, love, respect) |
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Term
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Definition
| Mature. Based on enduring principles/ ideal reciprocity (golden rule), grounded in reason and rationality |
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Term
| Kohlberg’s levels of moral development |
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Definition
| Pre-conventional, conventional, post-conventional |
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Term
| What are the pre-conventional stages (1 and 2) |
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Definition
| 1: punishment/obedience 2: Instrumental (naiive hedonism) |
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Term
| What are the conventional stages (3 and 4) |
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Definition
| 3: Good boy, Bad girl 4: Law and Order (social order maintaining) |
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Term
| What are the Post-conventional stages (5 and 6) |
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Definition
| 5: social contract. 6: Universal Ethical Principles |
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Term
| What is immanent Justice? |
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Definition
| Wrong doings are always automatically punished (heteronomous child) |
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Term
| What is Moral relativism? |
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Definition
| What is right and wrong is based solely on the circumstances/ conequences. |
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Term
| What is Freud's view on morality? |
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Definition
| Morality is determined by the Super-ego. The super-ego is synonomous with societal beliefs in Frued’s jawn. The super-ego drives the ego to distinguish right from wrong. Our instincts (ID) must be tamed by society (Super-Ego/ conscious). |
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Term
| Turiel’s social domain theory |
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Definition
| Morality is one of 3 different ‘domains’ of knowledge – Moral, conventional, personal. |
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Term
| What age do rules form according to Turiel's social domain theory? |
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Definition
| By 3-4 years of age, children say that moral transgressions are wrong across contexts, regardless of rules or authority, and that moral rules cannot be changed |
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Term
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Definition
| Said that morality comes from trying to justify our actions. Not the other way around. |
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Term
| What is the trolley problem? |
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Definition
| Kill by switching the lever. One by pushing onto the track. Same but different. Person has the right to life but is overridden by . |
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Term
| Kochanska’s views on conscience |
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Definition
| Makes kid think that he broke the toy. Seeing of kids feel bad about doing certain things. Conscience as a self regulatory system. In the beginning your parents tell you what to do. It evolves into you regulating yourself. Obedience then compliance. She didn’t focus on thinking. You feel bad when you fuck up. Conscience is internal, self-regulating system. Conscience leads to compliance. Focuses on behaviors and compliance. Doesn’t talk about moral reasoning. |
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Term
| Mechanisms of influence of peers as socializing agents by age. |
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Definition
0-6 mo. Touches and looks at other infants,
6-12 mo. Interacts in a friendly way, but can push or hit cries in response to another’s cries. 1-2 yrs. Complementary behavior, social play, imaginative play. 2-3 yrs. More complex play, social play, begins to prefer same sex peers. 4-5 yrs. Shares more, enjoys play more, can play longer. 6-7 yrs. Peak in imaginative play, preference for same gender playmates. 7-9 yrs. Expects friends to share activities, to be physically available, seeks to be included, avoid rejection. 9-11 yrs. Expects acceptance, admiration, loyalty, commitment, esp. by same-sex peers. 11-13 yrs. Expects genuineness, intimacy, self-disclosure, common interests, attitudes, values. 13-17 yrs. Friendships are critical part of understanding self; begin romantic relationships. 17+ yrs. Friends provide emotional support, Romantic partners provide intimacy, social & emotional support. |
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Term
| Effects of peer rejection (short term) |
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Definition
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Term
| Effects of peer rejection (long term) |
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Definition
| Peer difficulties, poor academic performance, poor relationship with teachers, anxiety/depression |
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Term
| Types of social and cognitive play (from Rubin) |
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Definition
| Solitary play, parallel play, group play, functional play, constructive play, dramatic play, games with rules, exploration |
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Term
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Definition
| Child is apart from other children at a distance greater than 3 feet. Usually playing with different toys than others around. Centered on own activity and paying no attention to others. |
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Term
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Definition
Child plays independently, but is playing near others Often playing with the same type of toys.
Aware of the children around and engauges in parallel speech |
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Term
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Definition
| Child plays with others children and there is a common goal or purpose to their activity. May be organized into making a product or trying to accomplish a common goal. |
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Term
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Definition
| done for the simple enjoyment of the physical sensation it creates. Singing, dancing, climbing on gym equipment, pouring water from one thing to another. |
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Term
| What is constructive play? |
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Definition
| manipulation of objects for a purpose. Pounding on play dough for sensory experience is functional (feels cool) Pounding on play dough to make a pancake is constructive. One major difference is that there is a goal in constructive play other than sensory enjoyment. Could be a child teaching something to someone else. |
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Term
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Definition
| taking on the role of someone else. Or taking part in pretend activity ‘drinking’ form tea cups. Making a doll ‘speak’ |
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Term
| What are games with rules? |
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Definition
| child accepts prearranged rules prior to the start of the game. |
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Term
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Definition
| Focused on examining an object. Looking at something in hand, listening to something. |
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Term
| How many hours a day (on average) to preschoolers/gradeschoolers watch TV? |
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Definition
| Preschool 3-4, Gradeschool peaks |
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Term
| At what age does TV viewing peak? |
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Definition
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Term
| What is the relation between TV violence and demonstrated aggression? |
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Definition
| Violent kids watch violent TV. They are more readily to expose themsevles to tv of violent nature and expose themselves to a nature of violence. Violent game content increases aggressive thoughts and behaviors. |
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Term
| The desensitization hypothesis |
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Definition
| More exposure to violence reduces the salience to negative reactions. Violence becomes assumed to be natural and establishes a violent mental frame to an individual. |
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Term
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Definition
The more videos they watched, the fewer words they knew," says Christakis. "These babies scored about 10% lower on language skills than infants who had not watched these videos."
TV accounted for significant variance in teacher ratings of inattentive/ hyperactive behaviors. |
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Term
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Definition
| PBS programming shows TV shows that are pro-social in the after-school time slots. Only 13% of kids ‘got’ the message of tolerance in Clifford (Mares et al.), most thought you should just ‘be kind to 3 legged dogs’. Seasme Street: Teach a curriculum- not just entertainment. School readiness. Literacy. Numbers. Prosocial behavior. Self confidence |
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Term
| What is the major criticism of video games? |
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Definition
| Kids are able to obtain mature video games through parents or older sibling. Kids are exposed to mature games in a covert way (sitting in background as older sibling plays game.) Video games also suggest aggression. Video games also may stunt social development in the subject becomes too absorbed in game playing. |
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Term
| According to the Cassidy article- origins of cyber bullying |
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Definition
| Origin 64 % say that bullying would start at school and move home. Where normal harassment begins |
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Term
| What is the proportion of the population that cyber bullies (by age) |
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Definition
| ¼ age 12-14. 17% age 11. 19% age 15. Overall-about ¼ partake in cyber bullying. |
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Term
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Definition
| Kids showed increased prosocial justification to resolve conflicts with other group members. Children who watched showed more time reading and engaging in educational activities. Performed better of language math and school readiness assessments. Children who watched needed less remedial help. Predicted better performance in high school. |
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Term
| Academic outcomes of sesame st. |
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Definition
| performed better on language, math, and school readiness assessments. better able to recognize letters and connect stories. required less remedial instruction. better performance in high school. |
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Term
| Social outcomes of sesame st. |
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Definition
| more cooperative, more prosocial and less aggressive. developmental theories that can explain how media may influence development |
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