Chapter 11: Moral Development and Aggression (copy)

Exam 3 covers chapters 11-15

Moral development

changes in people’s sense of justice and what is right and wrong, and in their behavior related to moral issues

altruism

unselfish concern for the welfare of others

prosocial behavior

helping behavior that benefits others

values

the qualities people see as most desirable and important, affecting people’s thinking and behavior

modeling

by observing others’ behavior, children begin to learn society’s norms

abstract modeling

the process in which modeling paves the way for the development of more general rules and principles

empathy

the understanding of what another individual feels, lies at the heart of some kinds of moral behavior

rights based reasoning

expects individual rights for every citizen

duty based reasoning

expects that individuals behave in a certain ways due to their responsibility to the group

social exchange theory

we seek to maximize our benefits and minimize our costs with interacting with others

reciprocity norm

expectation that those who are helped will return the favor

social-responsibility norm

expectation that we should help those who are dependent on us

parenting styles

Authoritarian

Permissive

Negligent

Authoritative

Authoritarian

parents are coercive, they impose rules and expect obedience

Permissive

parents are un-restraining, they make few demands, set few limits, and use little punishment

Negligent

parents are uninvolved, they are neither demanding nor responsive, these careless and inattentive parents

authoritative

parents are confrontive, they are demanding and responsive, they exert control by setting rules but, especially with older children, encourage open discussion and allow exceptions

Spirituality

a sense of attachment to some higher power, such as God, nature or a sacred entity

individuative-reflective stage of faith

early and middle adulthood

conjunctive stage of faith

late adulthood

aggression

intentional injury or harm to another person

emotional self-regulation

the capacity to adjust emotions to a desired state and level of intensity

instrumental aggression

aggression motivated by the desire to obtain a concrete goal, such as playing with a desirable toy that another child is playing with

relational aggression

nonphysical aggression that is intended to hurt another person’s feelings

social learning theory/social-cognitive perspective

aggression is based on prior learning, and especially on how social and environmental conditions and models teach individuals to be aggressive

cycle of violence hypothesis

the theory that the abuse and neglect that children suffer predispose them as adults to abuse and neglect their own children

elder abuse

the physical or psychological mistreatment or neglect of elderly individuals, may affect 11% of the elderly