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Psych 350: Exam 3
Moral
| Term | Definition |
|---|---|
| Moral Development | Approaches to morality: moral reasoning, moral feelings & moral action Moral judgements are not always straightforward |
| Piaget's Task | Younger children ( 6 years) more about the damage (outcome) more heavily than intentions Older children (10 years) weighted intention |
| Bobo Doll Study | Albert Bandura conducted an observational learning study. majority mimicked the behavior they had seen in the video 1st group: observed aggressive behavior model 2nd group: Non- aggressive behavior model 3rd group: Not exposed to any behavior model Re |
| Bobo Doll Results | Children who saw aggressive behavior mimicked. Boys imitate physical acts while girls imitate verbal aggression. Children exposed to violent model tend to imitate the exact behavior when adult was no longer there. |
| Moral dumfounding | Phenomenon when someone will flatly say that something is immoral, yet will not be able to justify with words "why". ex: why is incest bad? |
| Moral intuitions in infancy | 3 months are representing whether an actor is good or bad. Violence coding may provide foundation for moral intuitions later in life. |
| Prosocial Precursors | Physical comfort Verbal comfort Verbal abuse Helping |
| Species level | Humans are predisposed to be prosocial. Kin altruism (family) Reciprocal altruism (community; i help you, you help me) |
| Individual level | Twin studies of prosocial behaviors: identical > fraternal Temperament differences |
| Environmental Factors in raising children | Socialization: values conveyed by parents/cultures Family factors are influenced by socialization Model & communicate values (explain positive consequences Provide opportunities (volunteering) Discipline & parenting style |
| Helping study demo | Children are naturally motivated to help others without request or reward. Child helps experimenter open door to put books in |
| Authoritative parent style | Relies on the use of forceful commands, physical punishment, & removal of material objects or privileges influence behavior. Power assertion |
| Social learning theory | Developmental relies on learned through the interactions with the environment, observation & imitation rather than reinforcement |
| Piaget's theory on moral development | Observed children's games, marbles -> right or wrong to break rules Conducted open-ended interviews with children. Rigid acceptance of the rules of authorities: product of social interaction & modifiable 2 developmental stages: Moral realism: Conseque |
| Kohlberg's Theory of Moral Development | Strongly influences by Piaget Studies moral reasoning in response Reflects moral reasoning 3 stages: pre-conventional, conventional, post-conventional/principled |
| Preconventional | 6-10 years Kohlberg's stage of moral development in which rewards and punishments dominate moral thinking. Self-centered reasoning. |
| Conventional | 14 years (early adolescence) Intentions & motives more salient. Centered on social relationships Conform to norms of majority ( do right so you're considered good) |
| Postconventional/principled | Centered on ideals (life and liberty) Recognize relative arbitrary nature of rules Abstract thinking |
Created by:
lnamugenyi
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