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48 Cards in this Set
- Front
- Back
Self-Concept: Preschool Years
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- Can't cognitively integrate aspects of self of several concepts
- No accommodating opposing aspects - No perspective-taking - Do not use observations guides for assessing own competencies - Self-evaluations overly positive |
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Self-Concept: Early Elementary Years
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Organizes characteristics of self into categories
- Still cannot accommodate opposing aspects - All or nothing self concept still overly positive Improved perspective-taking allow evaluations based on others |
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Self-Concept: Middle-childhood/Early Adolescence
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- Now integrate opposing characteristics
- Based on social feedback - Self-esteem may drop at this time |
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Self-Concept: Adolescence
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Struggle to integrate
abstract representations of self - work on unique identity |
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The Structure of Self-Concept
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• Academic self-concept: separate subject areas
• Nonacademic self-concept: o Social o Emotional o Physical:Ability/Appearance • Global sense of self coexists and shapes self-appraisals in specific domains • By middle childhood (elementary years) articulate their own assessments of competencies & self-perception |
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Structure of Self-Concept
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Structure of the Self-Concept: Middle Childhood
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1. Athletic and Academic Competence
2. Physical Appearance 3. Peer Acceptance 4. Behavioral Conduct |
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Are certain domains more important than others in a child’s self-esteem?
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Yes.
1. Strong association btw physical appearance & self-esteem (holds across life span) 2. More attractive = more positive attention, affection in infancy= more good qualities ascribed to them = generally more successful in life |
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How do children appraise their competencies?
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1. Concrete measures of performance
2. Social Influences |
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Types of Social Influences
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1. Social comparison
2. Downward social comparison: self esteem at risk |
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Risks Associated with Children with Low Self-Esteem
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1. More susceptible to external cues
2. More reactive to social feedback 3. More cautious and self-protective 4. Less likely to call attention 5. More to lose from negative evaluations 6. Prefer situations rich in positive reinforcement |
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Traits of Children with Higher Self-Esteem
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1. Demonstrate more self-enhancement strategies
2. More likely to call attention to themselves |
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Gender Differences in Self-Esteem/Self-Concept
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1. Current research= one’s “voice” is important for self-esteem, but girls do not “lose their voice” more than boys, actually strong among female peers
2. Self-esteem decline= late childhood, slow climb in young adulthood (peak 60s), then declines |
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Racial/Ethnic Differences in Self-Esteem/Self-Concept
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1. African-Americans have slightly higher self-esteem than White Americans
2. Ethnic minority groups – higher level of ethnocentrism – racial id more important 3. Strong ethnic ID=higher rates of global self-esteem NOTE: results cannot be generally applied to all ethnic minority groups |
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The Moral Self:
What is morality? |
1. Judgments are right vs. wrong
2. Prefer "right" 3. Part of normal development, despite religion 4. Concern for others, sense of justice & fairness, trustworthiness, self-control 5. Self-Control: Suppress selfish of aggressive impulses |
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The Moral Self: Freud’s Psychoanalytic Theory of Moral Development
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NOTE: Research does not support this theory
- Superego (preschool) emerges and is source of moral emotions - ID with same-sex parent is key, leads to internalized parent's moral value=superego - Conscience (18-24m to 3yo) prosocial bx not psychoanalytic self desire - Intimidating parents least successful to foster conscience |
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The Moral Self: Piaget’s Theory of Moral Development
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1. Premoral Period (Preschool)
2. Heteronomous (Age 5) 3. Autonomous (8-9 or 11-12 yo) |
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Piaget’s Theory of Moral Development: Premoral Period
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(Preschool)
1.Child is unconcerned about rules, make up own 2.Have little regard even for own rules |
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Piaget’s Theory of Moral Development: Heteronomous Morality
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(Age 5)
1.Rules are immutable, exist outside of self, require strict adherence 2.Rules should never be broken, even if greater good 3.Laws must be followed, if not then punished = immanent justice 4. Based on experiences w/ parents + authority figures |
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Piaget’s Theory of Moral Development: Autonomous Morality
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(8-9 or 11-12 y/o)
1. Social rules are arbitrary, social agreements. Can be changed by agreement or violated for a higher purpose 2.Advanced perspective-taking skills, experience with give-and-take of relationships (peers) 3.Understand rules should promote fair play, cooperation, justice |
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MAIN THEORY for Moral Self Development
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Kohlberg’s Theory of Moral Development
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The Moral Self: Kohlberg’s Theory of Moral Development
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1. Preconventional
- Stage 1: Punishment & Obedience Orientation (5-8 or 9 y/o) - Stage 2: Concrete, Individualistic Orientation (8- 9 to 11-12 y/o) 2. Conventional - Stage 3: Social-Relational Perspective (13-16 y/o) - Stage 4: Member-of –Society Perspective (late adolescents/young adults) 3. Postconventional - Stage 5: Prior Rights and Social Contract (some adults) - Stage 6: Universal Ethical Principles (some adults) |
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Kohlberg’s Theory of Moral Development: Preconventional
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Stage 1: Punishment and Obedience Orientation
(5-8 or 9 y/o) a. Obeys to avoid punishment and because authority is assumed to be right. Rules= literally Stage 2: Concrete, Individualistic Orientation (8- 9 to 11-12 y/o) a. Follows rules to serve own interests b. Follow principle of fair exchange |
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Kohlberg’s Theory of Moral Development: Conventional
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Stage 3: Social-Relational Perspective
(13-16 y/o) a. Shared feelings/needs= more important than self-interest. Helpfulness, generosity, and forgiveness idealized. Stage 4: Member-of –Society Perspective (late adolescents/young adults) a.Social order most important. |
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Kohlberg’s Theory of Moral Development: Postconventional
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Stage 5: Prior Rights and Social Contract
(some adults) a. Social contract is most valued. e.g. democratic principles, individual rights. Stage 6: Universal Ethical Principles (some adults) a.Certain abstract moral principles are valued over anything else (e.g. specific laws). Social order is also highly valued, unless it violates highest moral principles b.More theoretical stage – Subjects did not achieve this stage |
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Support for Piaget’s and Kohlberg’s Theories
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1. Young children pay more attention to consequences, Older children pay more attention to intentions in moral dilemmas
2. Young people progress through Kohlberg’s stages, but many adults do not achieve postconventional stages 3. Roles of perspective taking and peer interaction are crucial in growth of moral reasoning |
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Limitations of Piaget’s and Kohlberg’s Theories
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2. Young children do not treat all rules as equally important just because they are specified by parents or authority figures
a. Judge violations of moral rules more harshly than conventional rules (age 3) b. Age 4/5 - Believe moral rules should be obeyed, despite authority 3. Middle childhood - differentiate btw types of rules |
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Describe the Social Information-Processing Model?
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1. Encoding of Cues
2. Interpretation of Cues 3. Clarification of Goals 4. Response Access of Construction 5. Response Decision 6. Behavioral Enactment |
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What is prosocial behavior?
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Prosocial behavior or altruism: When a child voluntarily acts in ways that seem intended to benefit someone else
Emotions: i.Empathy:"Feeling with" another person ii.Sympathy:"Feeling for" another person |
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How does prosocial behavior improve in late childhood?
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Scope of empathy expands:
i. Increasing ability to think about abstractions ii. Now empathize with whole groups of people compared to individual people observed c. Individual temperament, parenting, and peer experiences all influence |
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Explain the cognitive development of prosocial behavior?
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i.Preschoolers: Hedonistic - own needs only
ii. Early school years: Needs oriented – often do not express sympathy/ guilt for not helping iii. Later elementary years: Recognition that helping is socially approved iv. Late elementary/adolescence: expressions of sympathy for others, guilt about inaction, and reference to duty v.Some adolescents: helping others becomes core of self-concept |
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What is needs-based reasoning?
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Reasoning about other people's needs
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How does shyness impact prosocial development?
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More likely to help others, especially when it involves initiating a social interaction
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How does popularity impact prosocial behavior?
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b. Socially competent children who are popular with peers tend to show greater empathy and prosocial behaviors, mutually causal
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What traits are associated with positive prosocial behavior?
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Shyness, socially competent popular children, older children and adolescents, assertiveness, Effort control
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What is effort control?
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- Helps child regulate or modulate emotional reactions
- More effortful control can moderate emotional reactions and engage in sympathetic prosocial behaviors |
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Social/Parenting influences on prosocial behavior?
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- Authoritative=promotes
- Authoritatian=interferes - Extreme Parenting (Abuse/Neglect)=suppressess NOTE: Creating the opportunity to practice is crucial |
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List types of Antisocial Behavior
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- Antisocial Behavior
- Aggression - Relational Aggression |
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Antisocial Behavior
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Intent to harm or injure another or disregard for harm your action may cause others.
i. Physical, verbal, or social attacks ii. Cheating, lying, stealing |
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Aggression
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Normal reaction in early childhood; linked with anger and frustration.
i. Physical aggression usually declines from age 2-4 as prosocial behaviors increase ii. Verbal aggression increases in school years |
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Relational Aggression
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Increases in elementary school - purposeful manipulation and damage of peer relationships.
i. Social rejection, spreading rumors, teasing. demeaning and humiliating others in front of peers |
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Factors of prosocial behavior that impact aggressive behavior?
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1. Empathy is linked to aggression
2. Perspective-taking - misattributing the intentions of others as hostile |
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Hostile attributional bias
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Tendency to perceive threats, even in neutral situations
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Antisocial Behavior
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Intent to harm or injure another or disregard for harm your action may cause others.
i. Physical, verbal, or social attacks ii. Cheating, lying, stealing |
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Aggression
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Normal reaction in early childhood; linked with anger and frustration.
i. Physical aggression usually declines from age 2-4 as prosocial behaviors increase ii. Verbal aggression increases in school years |
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Relational Aggression
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Increases in elementary school - purposeful manipulation and damage of peer relationships.
i. Social rejection, spreading rumors, teasing. demeaning and humiliating others in front of peers |
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Factors of prosocial behavior that impact aggressive behavior?
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1. Empathy is linked to aggression
2. Perspective-taking - misattributing the intentions of others as hostile |
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Hostile attributional bias
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Tendency to perceive threats, even in neutral situations
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