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- socially withdrawn, anxious children with low self-esteem whom bullies torment, even though they appear to have done little to trigger such abuse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