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Psych 223 Ch.14

Terms

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aggression
behaviour performed with the intention of harming a living being who is motivated to avoid this treatment
hostile aggression
aggressive acts for which the perpetrator\'s major goal is to harm or injure a victim
instrumental aggression
aggressive acts for which the perpetrator\'s major goal is to gain access to objects, space, or privileges
conflict
circumstances in which two (or more) persons have incompatible needs, desires, or goals
retaliatory aggression
aggressive acts elicited by real or imagined provocations
relational aggression
acts such as snubbing, exclusion, withdrawing acceptance, or spreading rumours that are aimed at damaging an adversary\'s self-esteem, friendships, or social status
proactive aggressors
highly aggressive children who find aggressive acts easy to perform and who rely heavily on aggression as a means of solving social problems or achieving other personal objectives
reactive aggressors
children who display high levels of hostile, retaliatory aggression because they overattribute hostile intent to other and can\'t control their anger long enough to seek nonaggressive solutions to social problems
hostile attributional bias
tendency to view harm done under ambiguous circumstances as having stemmed from a hostile intent on the part of the harmdoer; characterizes reactive aggressors
passive victims (of aggression)
socially withdrawn, anxious children with low self-esteem whom bullies torment, even though they appear to have done little to trigger such abuse
provocative victims (of aggression)
restless, hot-tempered, and oppositional children who are victimized because they often irritate their peers
coercive home environment
home in which family members often annoy one another and use aggressive or otherwise antisocial tactics as a method of coping with these aversive experiences
negative reinforcer
stimulus whose removal or termination as the consequence of an act increases the probability that the act will recur
incompatible-response technique
nonpunitive method of behaviour modification in which adults ignore undesirable conduct while reinforcing acts that are incompatible with these responses
time-out technique
form of discipline in which children who misbehave are removed from the setting until they are prepared to act more appropriately
empathy
ability to experience the same emotions that someone is experiencing
altruism
selfless concern for the welfare of others is expressed through prosocial acts such as sharing, cooperating, and helping
affective explanations
discipline that focuses a child\'s attention on the harm or distress that his or her conduct has caused others
prosocial moral reasoning
the thinking that people display when deciding whether to help, share with, or comfort others when these actions could prove costly to themselves
sympathetic empathic arousal
feeling or sympathy or compassion that may be elicited when one experiences the emotions of (that is, empathizes with) a distressed other; thought to become an important mediator of altruism
self-oriented distress
feeling of personal discomfort or distress that may be elicited when we experience the emotions of (that, empathize with) a distressed other; thought to inhibit altruism
\"felt responsibility\" hypothesis
theory that empathy may promote altruism by causing one to reflect on altruistic norms and thus to feel some obligation to help distressed others
morality
set of principles or ideals that help the individual to distinguish right from wrong, to act on this distinction, and to feel pride in virtuous conduct and guilt (or other unpleasant emotions) for conduct that violates one\'s standards
internalization
process of adopting the attributes or standards of other people; taking these standards as one\'s own
moral affect
emotional component of morality, including feelings such as guilt, shame, and pride in ethical conduct
moral reasoning
cognitive component of morality; the thinking that people demonstrate when deciding whether various acts are right or wrong
moral behaviour
behavioural component of morality; actions that are consistent with one\'s moral standards in situations in which one is tempted to violate them
oedipal morality
Freud\'s theory that moral development occurs during the phallic period (age 3 to 6) when children internalize the moral standards of the same-sex parent as they resolve the oedipus or electra conflict
mutually responsive relationship
parent-child relationship characterized by mutual responsiveness to each other\'s needs and goals and shared positive effect
committed compliance
compliance based on the child\'s eagerness to cooperate with a responsive parent who has been willing to cooperate with him or her
situational compliance
compliance based primarily on a parent\'s power to control the child\'s conduct
premoral period
in Piaget\'s theory, the first five years of life, when children have little respect for or awareness of socially defined rules
heteronomous morality
Piaget\'s first stage of moral development, in which children view the rules of authority figures as sacred and unalterable
immanent justice
notion that unacceptable conduct will invariably be punished and that justice is ever present in the world
autonomous morality
Piaget\'s second state of moral development, in which children realize that rules are arbitrary agreements that can be challenged and changed with the consent of the people they govern
moral rules
standards of acceptable and unacceptable conduct that focus on the rights and privileges of individuals
social-conventional rules
standards of conduct determined by social consensus that indicate what is appropriate within a particular social context
preconceived morality
Kohlberg\'s term for the first two stages of moral reasoning, in which moral judgments are based on the tangible punitive consequences (stage 1) or rewarding consequences (stage 2) of an act for the actor rather than on the relationship of that act to society\'s rules and customs
conventional morality
Kohlberg\'s term for the third and fourth stages of moral reasoning, in which moral judgments are based on a desire to gain approval (stage 3) or to uphold laws that maintain social order (stage 4)
postconventional morality
Kohlberg\'s term for the fifth and sixth stages of moral reasoning, in which moral judgments are based on social contracts and democratic law (stage 5) or on universal principles of ethics and justice (stage 6)
transactive interactions
verbal exchanges in which individuals perform mental operations on the reasoning of their discussion partners
morality of justice
Gilligan\'s term for what she presumes to e the dominant moral orientation of males, which focuses more on socially defined justice as administered through law than on compassionate concerns for human welfare
morality of care
Gilligan\'s term for what she presumes to be the dominant moral orientation of females, which focuses more on compassionate concerns for human welfare than on socially defined justice as administered through law
doctrine of specificity
viewpoint shared by many social learning theorists that holds that moral affect, reasoning and behaviour may depend more on the situation that one faces than on an internalized set of moral principles
inhibitory control
ability to display acceptable conduct by resisting the temptation to commit a forbidden act
love withdrawal
form of discipline in which an adult withholds attention, affection, or approval in order to modify or control a child\'s behaviour
power assertion
form of discipline in which an adult relies on his or her superior power (for example, by administering spankings or withholding privileges) to modify or control a child\'s behaviour
induction
nonpunitive form of discipline in which an adult explains why a child\'s behaviour is wrong and should be changed by emphasizing its effects on others

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