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quiz 4
lifespan development
| Question | Answer |
|---|---|
| Thinking about the perceptions, thoughts, emotions, motives, and behaviors of the self and others is known as what? | social cognition |
| ______ __ ____ refers to the ability to understand that others have their own thoughts, beliefs, desires, and perspectives, which may differ from one's own. | theory of mind |
| A child demonstrating ______ __ ____ understands that if their friend doesn’t know where a toy is hidden, the friend will look in the wrong place, even though the child knows the toy's location. | theory of mind |
| a _____ ______ ____ tests if a child can understand that others may hold incorrect beliefs. | false belief task |
| ______ psychology refers to a child's early understanding that people act based on their desires and wants. It is a foundational stage in the development of theory of mind, typically emerging around age _. | desire; 2 |
| ______-______ psychology is a stage in children's theory of mind development where they understand that both beliefs and desires influence actions. This typically emerges around age _ | belief-desire; 4 |
| at what age can we first detect empathy? | 1-2 |
| __________ empathy refers to the early stage of empathy development in young children, typically ages _-_, where they respond to others' distress by attempting to comfort them in ways that would soothe themselves. | egocentric; 3-6 |
| By ages _-__, children begin to develop _________ empathy and understand that others may have different perspectives or feelings from their own. | 8-10; cognitive |
| By age __ and beyond, adolescents begin to develop ______ empathy, which includes the ability to understand multiple perspectives simultaneously. | 12; mature |
| the emotional aspects of morality involves _______ for others and _____ and _____ | concern; shame; guilt |
| The ________ ______ is a stage where young children (typically _________ age) do not yet understand rules or concepts of right and wrong. Their behavior is guided by personal desires rather than moral reasoning. | premoral period; preschool |
| A child might take a toy from another child simply because they want it, without realizing it's unfair or wrong. They focus on their own wants rather than the implications of their actions on others. what moral stage is this child likely in? | premoral stage |
| in ____________ morality children understand rules as fixed and absolute, imposed by authority figures. They believe that moral judgments are based on consequences rather than intentions, viewing actions as right or wrong based on adherence to rules. | heteronomous |
| A child between the ages of 6-10 might say that breaking a vase is worse than stealing candy because the vase caused more damage, regardless of the intent behind the actions. what stage of morality is this child most likely in? | heteronomous morality |
| in __________ morality children recognize that rules are flexible and can be modified based on mutual consent and the context of the situation. this stage of morality is typically observed in ages __-__ | autonomous; 10-11 |
| A child might argue that a friend who accidentally breaks a toy while trying to help should not be punished as harshly as a friend who breaks it intentionally. what stage of morality is this child most likely in? | autonomous morality |
| _______________ refers to the first level in Kohlberg's stages of moral development, where moral reasoning is based primarily on individual needs and consequences. | preconventional |
| A child may say lying is acceptable if it helps them avoid punishment or gain a favor. according to kohlberg, this child is in the _______________ stage | preconventional |
| ____________ refers to the second level in kohlberg's stages of moral development, where individuals begin to value societal norms and the welfare of others in their moral reasoning. | conventional |
| A teenager might decide not to cheat on a test because they recognize it is unfair to their classmates and want to uphold the integrity of the school. according to kohlberg, what stage of moral development would this child likely be in? | conventional |
| ________________ is the highest level in Kohlberg's stages of moral development. At this stage, individuals base their moral reasoning on abstract principles and values that emphasize justice, human rights, and equality. | postconventional |
| An adult may advocate for social justice reforms, arguing that laws should be changed if they perpetuate inequality, even if such actions are unpopular or illegal. according to kohlberg, this individual is in what stage of moral development? | postconventional |
| moral thinking is linked to moral action through ____-__________ mechanisms that involve monitoring and evaluating our own actions. | self-regulatory |
| moral _____________ allows us to avoid condemning ourselves when we engage in immoral behavior. | disengagement |
| A corporate employee may justify unethical business practices by believing that everyone else is doing it or that it benefits the company, thereby minimizing the perceived harm of their actions. this is an example of _____ _____________ | moral disengagement |
| the ____________ theory posits how moral emotion, thought, and behavior may have helped humans adapt to their environments over the course of evolution | evolutionary |
| t/f: infant are born immoral. | true |
| between __ to __ months, empathy first develops | 12-24 |
| from ages __ to __ months, children display behavior like helping, cooperation, and altruistic. | 13-15 |
| from ages __ to __ months, children are beginning to internalize rules and anticipate disapproval. | 18-24 |
| from ages __ to __ months, children gain the ability to take the perspective of a friend. | 24-36 |
| there are two lessons to learn in infant morality. what are these two lessons? | moral emotions & self-control |
| _____ ________ are feelings that arise in relation to the moral evaluations of oneself or others, playing a crucial role in guiding moral behavior and decision-making. | moral emotions |
| Feeling guilt after lying to a friend can motivate someone to apologize and make amends, reflecting an awareness of their moral obligations. this is an example of _____ ________ | moral emotions |
| one lesson children have to learn to develop morality is ____-______, which controls impulses when tempted to violate internalized rules | self-control |
| A student chooses to study for an upcoming exam instead of playing video games, demonstrating ____-_______ to prioritize academic success. | self-control |
| t/f: Infants seem to have a sense of fairness, expecting goods to be shared equally between 2 people | true |
| t/f: Five-year-olds often use an equality rule regardless of the context | true |
| t/f: Children ages nine through thirteen develop more elaborations on ideas of fairness and justice | true |
| only about __% of 4 year olds able to delay gratification | 30% |
| the ______ ________ theory involves modeling moral behavior and punishing immoral behavior | social learning |
| according to hoffman, there are three approaches to raising moral children. what are these three approaches? | love withdrawal, power assertion, & induction |
| Dodge's ______ ___________ __________ theory focuses on how individuals interpret social cues and make decisions during social interactions, particularly in conflict situations. | social information processing |
| a child misinterpreting a peer's neutral expression as hostile may react aggressively instead of seeking clarification. according to dodge, this is an example of which theory? | social information processing |
| patterson's ________ ______ ____________ theory explains how negative interactions within families can contribute to the development of antisocial behavior in children | coercive family environments |
| A child who throws tantrums to get their way may learn that aggression effectively secures desired outcomes, leading to future behavioral problems. according to patterson, this is an example of his ________ ______ _____________ theory | coercive family environments |
| there are three cultural-developmental perspective on morality. name these three perspectives | ethics of autonomy, ethics of divinity, and ethics of community |
| the ethic of ________ emphasizes individual rights and personal freedom in moral decision-making | autonomy |
| A patient choosing to refuse medical treatment after understanding the consequences embodies the ethic of ________ | autonomy |
| the ethic of _________ emphasizes the importance of social relationships and collective responsibilities within a community | community |
| A community coming together to support a family in crisis reflects the ethic of _________, showcasing the value placed on collective welfare. | community |
| the ethic of ________ emphasizes moral principles grounded in religious or spiritual beliefs, focusing on the sanctity of life and the inherent worth of each individual as created by a higher power. | divinity |
| a person refusing to engage in practices they believe violate their religious teachings exemplifies the ethic of ________ | divinity |
| the ____ _______ ____ __ ________ proposes that moral decision-making involves two distinct cognitive processes: a fast, intuitive, emotional response (System 1) and a slower, rational, deliberative process (System 2) | dual process mode of morality |
| A person feeling immediate empathy for a suffering stranger (System 1) may decide to help them, while later reflecting on the broader implications of their actions (System 2). this is an example of the ____ _______ ____ __ ________ | dual process mode of morality |
| the ______ dilemma involves a moral choice where a person can pull a lever to redirect a runaway trolley onto a track where it will kill one person instead of five. | switch |
| The __________ dilemma presents a moral scenario where a person must decide whether to push a large individual off a footbridge to stop a runaway trolley, thereby saving five people on the track below. | footbridge |
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bellabarkley
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