Developmental Psychology Midterm Exam 2025

Preconventional (a) - -stage 1: deference to authority, fear of punishment Preconventional (b) - -stage 2: reciprocity, mutual satisfaction Conventional (a) - -stage 3: virtues trust, loyalty, kindess Conventional (b) - -stage 4: attention to justice, authority Postconventional (a) - -stage 5: higher principles Postconventional (b) - -stage 6: "universal" human rights Morals - -thinking (about what to do), feeling (about what to do or what was done), and behaving based on rules and customs about how people interact with others Moral development - -children develop an internalize moral standards and develop an evolving more capacity that influences how they think about moral issues, feel about moral matters and behave in complex situations Piaget's theory of moral development - -stage based, explained from cognitive perspective, determined from watching kids play a marble game, 3 stages Piaget up to 4 years - -no rules, children are not concerned with morality, rules are meaning less Piaget 4 to 7 years - -absolute rules, children believe rules are fixed and unchangeable, they come from authority figures and are meant to be obeyed, judgements on right and wrong are based on consequences, break rules = punishment Piaget 7 to 11 years - -children realize rules are made by people and can be changed, punishment should be linked to intent of violator, realize that opinions and feelings of others matter Kohlberg's theory of moral development - -influenced by piaget and more elaborative, children must overcome egocentrism before they can make true moral judgements Preconventional (a) example - -children follow rules because adults tell me, fear of punishment motivates action PSYCHOLOGY PSYCHOLOGY Preconventional (b) example - -children develop and pursue own interests, notions of reciprocity and mutual satisfaction emerge Conventional (a) example - -people value trust, loyalty, and kindness, impacts their their judgement Conventional (b) example - -moral judgements include attention to justice and authority Postconventional (a) example - -people realize that there are greater rights and principles that support or are above the law Postconventional (b) example - -people consider universal human rights and follow their own conscience Gilligan 's critique of kohlberg - -critic of kohlberg, kohlberg research on males. Gender bias, kohlberg focused on justice and not interpersonal relationships Gilligan 's ethics of care - -male and female have different sequence of moral development, justice (male concern) versus interpersonal relationships (female concern) Gilligan: nonviolence - -nonviolence is guiding principle, women resolve conflict between concern for self and concern for others because of their maturing ability to view relationships Gilligan: girl moral decisions - -initially a girl's moral decisions center on self and related concerns Gilligan: loyalty - -loyalty promotes a balance between one's won needs and the needs of others, attachment to parents strengthens and loyalty develops, sense of responsibility for others appears, goodness equated with self- sacrifice and concern for others Temperament classifications - -easy, difficult, slow to warm up children Easy child - -activity level: varies, positive approach, very adaptable, positive mood, 40% Difficult child - -low to moderate activity level, withdrawals, slow to adapt, negative mood, 10% Slow-to-warm up child - -varies activity level, initial withdrawal, adaptable, slightly negative, 15% Goodness of fit - -respond appropriately for individual child PSYCHOLOGY PSYCHOLOGY Stage vs. Trait theorists - -(stability vs. Change), traits are stability and stage is change, stage: 5 traits are not enough Traits - -stability argument: ocean. Personality is relatively stable throughout childhood Ocean - -openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism, Fear temperament -- - -- impulsivity, activity, aggression, fear personality Approach/positive affect temperament -- - -- extraversion Proneness to anger -- - -- activity, anger, impulsivity, aggression Associations between temperament and personality - -temperament dimensions and measures of later personality, some longitudinal predictions, in support of stability Cognitive development theory - -gender is inevitable Cog. Development theory: work to actively comprehend world -- - -- schemas make this easier, gender is perceptually salient Cog. Development theory: need for cognitive consistency -- - -- self-categorization as motivation, gender congruent activities, attributes and peers Cog. Development theory: children - -children first acquire their sense of gender identity and then display and identify appropriate behaviors Psychoanalysis - -freud: focus on the unconscious: inner world of feelings, impulses and fantasies, 3 levels Ego - -logical, rational, reality: conscious Superego - -moral system: devil vs. Angel: preconscious Id - -life and death instincts, pleasure principle libido-- driving force of personality: unconscious Conscious - -all things we are aware of at any given moment Preconscious - -everything that can, with little effort, can be brought to conscious Unconscious - -inaccessible hold of anxiety producing thoughts and drives PSYCHOLOGY PSYCHOLOGY Psychoanalysis: sex type rooted -- - -- discovery of genital sex differences, anatomy=destiny; oedipal/elecktra complex; defense mechanisms, identification with same sex parent Critique of freud/psychoanalysis - -best known explanation of sex-typing, but culturally biased, sexist and unable to empirically support Social cognitive (learning) theory - -rewards and punishments receive for sex appropriate and inappropriate behaviors (parents reinforce), vicarious learning (learning through observation), child is passive recipient (evidence that children can interpret and apply gender rules) Gender schema theory (bem) - -cognitive developmental theory, we categorize and have a schema for gender that is derived from sex-differentiated practices Bem recommendation - -teach children sex education (male-female differences and bodies) without teaching cultural stereotypes, teach skepticism about gender messages Things that aid in gender-typing - -unconscious bias, cultural issues, peers and media influences Gender typing: peers - -preference for same sex interaction partners (starts at age 2 and increases until adolescence), learn skills and rules of interactions, reward and punish based on peers you hang out with (boy don't hang out with girls), play in ways that reinforce masculine and feminine interaction styles Gender typing: cultural issues - -collectivism and more shared parenting, other adults will offer gendered toys to children Gender typing: media influences - -commercials or the way stores set up colors, types of books and characters and what we teach and buy our children Gender constancy - -emerges by ages 5-6, realization you can't change gender like you can change cloths/behavior, actively seek out info about gender and behave according to it, increase interest in same sex models/peers, avoid playing with opposite sex toys Gender neutrality vs. Gender appreciation - -we should recognize and respect differences, very hard because of all the outside forces to raise a gender neutral child Life-course persistent offenders - -begins in childhood and worsens throughout lifespan: few, persistent, pathological Adolescence-limited offenders - -begins in adolescence, desists in young childhood: common, relatively transient, near normative PSYCHOLOGY PSYCHOLOGY Socioemotional selectivity theory - -basic time awareness (universal, forever), structure from which we plan and implement all long term and short term goal Limited/constrained vs. Expansive/open-ended time - -plays a central role in social goals and preferences in social partners Limited/constrained time - -old people but also end of high school/college Limited/constrained time priorities - -emphasis on feelings and emotional states (positive and meaningful), focus on present, reduced interest in new information. Expansive/open-ended time - -the young people, open future Prioritization of social goals - -people often hold multiple-sometimes opposing goals, goal selection precedes action Two categories of social goals - -acquisition of knowledge (information seeking) and emotional motives (deriving emotional meaning and experiencing emotional satisfaction) Ethology - -study of animals and human behavior within an evolutionary context Bowlby - -father of attachment theory, observed children in orphanages/experienced prolonged separation from primary care givers. Bowlby: child observation - -the children had a variety of emotional problems, mother infant bond is very important, theoretical, differed f