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CA Social & Emoti

QuestionAnswer
self-concept says both positive and negative
self-esteem changes when reach school, dips at 3rd grade, stabilizes in 4th grade, compared with other
mastery-oriented attributes success is due to ability, internal locus of control
learned helplessness failures with ability, "it was luck", external locus of control
Rotter's locus of control test, how one attributes behavior, success from self vs. environment
influences on achievement-related attributions adult communications, teacher's message, adult feedback, culture
overcoming learned helplessness refocus on completing a task and less on grades
Games: 6-8 yrs rules are unchangeable
Games: 10-12 recognize rules can be changed with agreement from all
Paiget and games model of society, tell us how to behave, new level of moral understanding
Paiget's moral development younger than 10 or 11 rules seen as fixed, judge on consequences. older children know rules can change if all agree and look at motives behind action
Heinz moral dilemma given a scenario and asked to refute or justify answer, interested in the reasoning behind answer
Kohlberg's stages 3 levels, 6 stages
level 1, preconventional morality obedince & punishment, individualism and exchange
level 2, conventional morality good interpersonal relationship and maintaining social order
level 3, postconventional morality social contract and individual rights, universal principles
stage 1, obedience and punishment must obey authority without question, similar to Paiget, egocentric view, say its wrong to steal drugs
stage 2, individualism and exchange 7-8 yrs, see not just one point of view, everything relative to the individual, sees fair exchange, want to avoid punishment
stage 3, focus on intention, like paiget good child morality, live up to the expectation of family, golden rule, druggist wrong intentions
stage 4, adolescent emphasize obeying laws, respect authority, motives good but don't condone theft, take society's view
stage 5, postconventional morality good society is a social contract, all rational people agree on points, basic rights, democratic procedure, can break rules to live right
stage 6 democratice process not always fair, overall ethics, universal principles apply to all, civil disobedience
moral reasoning and theory of the mind consider mental state of the offender, subjective, people think differently than me, what the justice system is based on
punch and judy puppets, 2 scenarios, intentions vs. outcomes
objective view of responsibility only see outcome, younger kids
subjective view of responsibility see intentions, older kids
peer groups social units, with unqiue values and standards for behavior, social structure of leaders and followers
friendships similar ages, ses, races, magnify or antisocial acts
peer acceptance predictor of later psychological adjustment
peer rejection poor performance, absenteeism, dropping out, antisocial behavior, dropping out
peer acceptance categories popular kids, rejected kids, controversial kids, neglected kids
popular children admired or liked, prosocial- academic and social competence antisocial- tough boys or mean girls, enhance own status, may be rejected
rejected children actively disliked, impairs social info processing aggressive- high conflict level withdrawn- passive and awkward
controversial positive and negative votes, blend of good and bad social behaviors
neglected seldom mentioned, average skills, report being happy
retrospective studies later adults see self, what it was like then
prospective longitudinal studies, see changes
gender-stereotyped beliefs in mind think its biological but realize its social
personality age 11 stereotype personality, parent interaction, praise difference in that boys are praised more and girls praised for obedience
gender identity and behavior boys strengthen identity with masculinity girls decline identification with feminie traits
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