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CA Social & Emoti
Question | Answer |
---|---|
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 |