Special Topics in Dev Psych FINAL

Reward-cost stage

• grades 2-3

• children expect friends to offer help, share common activities, provide stimulating ideas, be able to join in organized play, offer judgments, be physically nearby, and be demographically similar to them 

Normative Stage

• grades 4-5

• children expect friends to accept and admire them, bring loyalty and commitment to the friendship, and express similar values and attitudes toward rules and sanctions 

Empathic stage

• grades 6-7

• children begin to expect genuineness and the potential for intimacy in their friends they expect friends to understand them and be willing to engage in self-disclosure

• They want friends to accept their help, share common interests, and hold similar attitudes and values across a range of topics (not just rules)

Peer group network

the cluster of peer acquaintances who are familiar with and interact with one another at different times for common play or task-oriented purposes 

gang

 a group of adolescents or adults who form an allegiance for a common purpose

crowd

a collection of people who others have stereotypes on the basis of their perceived shared attitudes or activities (ex: populars or nerds)

Collective efficacy

People's shared beliefs in their collective power to achieve a goal or produce a desired result 

Pygmalion effect

a phenomenon in which teachers’ expectations that students will do well are realized 

natural mentors

include extended family members, family friends, neighbors, teachers, coaches, after-school program staff, and religious group leaders

formal mentors

mentors associated with programs such as Big Brothers/Big Sisters 

premoral stage

children show little concern or awareness for rules (under age 5)

Moral realism

when children are about 5 years old, they show great respect for rules, especially if they come from an authority figure, and apply them quite inflexibly (ex: it’s right because my dad said so)

Moral absolutism

rigid application of rules to all individuals regardless of culture or circumstance (ex: If asked whether kids in other countries could play marbles with different rules, children are sure they could not)

immanent justice

the notion that any deviation from rules will inevitably result in punishment or retribution 

moral reciprocity

begins at 11 years old: children recognize that rules may be questioned and changed; in judging others’ behavior children consider the feelings and views of others, and believe in equal justice  

Level 1 Preconventional Level

justification for behavior/moral judgment is based on the desire to avoid punishment and gain rewards

Stage 1 of Preconventional Level

avoid punishment

Stage 2 of Preconventional Level

seek rewards

Level 2 Conventional Level

 moral judgment is based on the motive to conform, either to get approval from others or to follow society’s rules and conventions 

Stage 3 Conventional Level

conform to get approval from others

Stage 4 Conventional Level

Conform with society’s rules, laws, and conventions such as duty to family, marriage vows, or the country 

Level 3 Postconventional Level

moral judgments are controlled by an internalized ethical code that is relatively independent of approval of disapproval of others 

Stage 5 of Postconventional level

morality is based on society’s consensus about human rights

Stage 6 Postconventional level

morality is based on abstract principles of justice and equality

Social Conventional Domain

An area of social judgment focused on social expectations, norms, and regularities that help facilitate smooth and efficient functioning in society

Psychological Domain

An area of social judgment focused on beliefs and knowledge of self and others 

self-regulation

the ability to use strategies and plans to control one’s behavior in the absence of external surveillance including inhibiting inappropriate behavior and delaying gratification 

Passive inhibition

resulting from fear and anxiety; unconscious

active inhibition

resulting from effortful control; conscious and deliberate 

Level 1 Hedonistic

• concerned with self-oriented consequences

• decision to help or not help someone is based on consideration of direct gain to self, future reciprocity, and concern for people to whom the person is bound by affectional tied

Level 2 Needs-Oriented

• Expresses concern for physical, material, and psychological needs of others even if they conflict with own needs

• concern is expressed in the simplest terms without verbal expressions of sympathy, evidence of self-reflective role-taking, or guilt

Level 3 Approval Oriented

• uses stereotypes images of good and bad persons and behaviors

• consideration of others’ approval and acceptance in justifying prosocial or nonhelping behaviors

Level 4 Empathic

judgments include evidence of sympathetic responding, self-reflective role taking, concern with the other’s humanness, and guilt or positive affect related to the consequences of actions

Level 5 internalized

• justifications for helping or not are based on internalized values, norms or responsibilities

• the desire to maintain individual and societal contractual obligations, and the belief in dignity, rights, and equality of all individuals