Final

Question 1

What is prosocial behavior?

Answer 1

Behavior intended to benefit someone else at the expense of one’s own resources that is voluntary.

• Prosocial behavior doesn’t always come from the same motivation. Can be to gain reward, avoid punishment, for social acceptance etc.

Question 2

What is altruistic prosocial behavior?

Answer 2

Pro social behavior coming from a capacity to have empathy and sympathy. The ability for perspective taking is required.

Question 3

At what age do we begin to see evidence of prosocial behavior in kids?

Answer 3

Around 2-3 they can differ their emotions from others. It is very inconsistent but starts here. Sometimes they will share toys, console others, but often they are driven by egocentric motives.

Question 4

What are Eisenberg’s stages of moral development based on?

Answer 4

Eisenberg got many children to answer hypothetical questions where they must choose between meeting the needs of another vs meeting their own needs.

Stages are based on the kids of explanations and reasoning that children provide, not based on the final decision. Final decision does not matter but how they got there does.

Question 5

What are all the stages of Eisenberg’s moral reasoning mode?

Answer 5

Level 1) Hedonistic self focused orientation

Level 2) Needs Based orientation

Level 3) Approval and/or stereotyped orientation

Level 4a) Self-reflective empathic orientation

Level 4b) Transitional level

Level 5) Strongly internalized stage

Question 6

What is the Hedonistic self focused orientation level? What does the reasoning look like and what age is typical for this level?

Answer 6

Kids in this stage are 3-4 years old or preschool age.

They are primarily focused with their own egocentric interests. They have the capacity to be pro social but it is uncommon.

Question 7

What is the Needs Based orientation level? What does the reasoning look like and what age is typical for this level?

Answer 7

This level had kids aged 6-7 years old.

Concerned with what the needs of other people are, even when conflicting with their own. Doing something because they feel it is what they are supposed to do.

“That child is sad; I should help”

Question 8

What is the Approval and/or stereotyped orientation level? What does the reasoning look like and what age is typical for this level?

Answer 8

Starts in elementary school

Decision to help is based on ideas of what is a good behavior or bad behavior. They schema’s of what is right and wrong and act according to how they think others expect them to act.

Question 9

What is the Self-reflective empathic orientation level? What does the reasoning look like and what age is typical for this level?

Answer 9

This stage starts in late elementary school and high school.

Sympathetic responsiveness and role taking, start to show generalized concern for people in society. Seeing their own actions not only specific to themselves but in a border context.

Question 10

What is the Transitional level? What does the reasoning look like and what age is typical for this level?

Answer 10

Same ages as 4a.

larger society. This stage is further building on stage 4, more articulated concerns for society.

Question 11

What is the Strongly internalized level? What does the reasoning look like and what age is typical for this level? Does everyone make it to this level?

Answer 11

Starts in middle to late adolescents and goes into adulthood.

Concerned with society and the well fair of people, conviction is much greater than the transitional stage, desire to maintain obligations and improve society. The difference between this stage and 4b is that the internalized level has a stronger desire and convictions.

Not everyone makes it to the internalized stage, however those who do typically exhibit much more prosocial behavior.

Question 12

What is the correlation between authoritative vs authoritarian parenting and pro social behavior?

Answer 12

Authoritative parenting typically leads to higher pro-social behavior due to having more conversations about rules, explanations for expectations etc.

Authoritarian parenting is related to lower sympathy and pro social behavior.

Question 13

Does rewarding pro social behavior help increase pro social behavior?

Answer 13

Rewards for prosocial behavior often leads to decreased motivation later for prosocial behavior if rewards are not present.

Punishment for not being prosocial often leads kids to only engage in prosocial behavior just to not get in trouble, when they know there are no consequences for behavior, they wont be prosocial.

Question 14

What are the 3 ways parents can socialize prosocial behavior?

Answer 14

Modeling and teaching

Arranging opportunities for their children to engage in prosocial behavior

Eliciting prosocial behavior from them

Question 15

What does modeling and teaching prosocial behavior look like?

Answer 15

Explicitly teach and model, show the kids
Encouraging perspective taking and emphasizing the consequences of the child’s behavior, try to get the child to perspective take. This leads to more prosocial behavior

Question 16

What does arranging opportunities for prosocial behavior look like?

Answer 16

Creating opportunities for the child to practice being prosocial. EX: having friends over. Even if the arrangement doesn’t go well, it makes an opportunity to talk about it.

Question 17

What does eliciting prosocial behavior look like?

Answer 17

Eliciting kids to make up for their actions. For example making your kid do an apology video for their mean actions.

Question 18

What are the effects of prosocial behavior in TV and gaming?

Answer 18

Nothing long term but there are short lasting immediate effects after watching content with pro social behavior. The effects are increased when parents are participating in the content.

Question 19

What impact does culture have on pro social behavior?

Answer 19

Collectivistic cultures with larger extended families seem to show more pro social behavior.

Question 20

What impacts do genetics have on prosocial behavior?

Answer 20

Gene with differences in oxytocin levels lead to more or less prosocial behavior

Temperament has an influence on prosocial behavior

Identical twins typically have more similarity in pro social behavior than fraternal.

Temperament comes from genes and socialization so poor temperament kids typically have poor temperament parents.

Question 21

What impact does emotional regulation have on prosocial behavior?

Answer 21

Difficulty regulating emotions leads to: More likely be aggressive when appraising situations, more likely to have hostile attribution bias which invites more aggressive behavior.

Better emotional regulation leads to more prosocial behavior.

Differences in emotional regulation come from temperament and modelling from parents.

Question 22

What are the 3 domains of reasoning?

Answer 22

Moral judgements

Social conventional judgments

personal judgments.

Question 23

What are moral judgements?

Answer 23

Actions where you feel there is generally a right or a wrong action to be done. An internal sense or feeling of right vs wrong.

Question 24

What are social conventional judgements?

Answer 24

The norms within a culture or community. The ways of acting that are considered appropriate, clothes, manners, etc. How you should behave in your society.

Question 25

What are personal judgements?

Answer 25

Things that have to do with the self, preferences, hobbies etc. Independent of what society says people should be doing.

Question 26

What age can children differentiate the 3 types of moral judgements?

Answer 26

By age 3 kids can differentiate these and typically feel that violating moral judgments is worse than social conventional. They think they should have authority for personal judgements only. By age 4: believe moral violations but not social conventional ones are wrong even if adults are unaware OR when authorities haven’t prohibited it. Strict to moral conventions The idea is that they can differentiate these domains in early childhood.

Question 27

What are the stages of Piaget's moral reasoning? Where does the basis of his ideas come from?

Answer 27

Heteronomous Morality Transitional period Autonomous Morality His stages and thinking is based on observation of kids in schools, in real life. He notes how kids go from ridged acceptance of rules to an appreciation that more rules are products of social interaction and modifiable.

Question 28

What is the heteronomous morality stage? What ages does it include and characteristics?

Answer 28

(2-7, until preoperational): Kids think you must do what an adult says because they said so. The effect of your result is the biggest thing that matters, not the motive. Children think what adults say is an unchanging rule you must abide by. Good or bad behavior based on consequence of action.

Question 29

What is the transitional period? What ages and characteristics does it include?

Answer 29

(7-10): Due to increased peer interaction, children learn that rules can be constructed by groups, more autonomous in thinking of moral issues. Leaning how to take others perspectives.

Question 30

What is the autonomous morality stage? What ages and characteristics does it include?

Answer 30

(11or 12): Understanding that rules can be changed if a group aggresses to change them, fairness and equality among people are important in making rules, and motives are now considered when evaluating actions. Intention is salient and important now. At this stage kids can distinguish the intent from consequence. Important difference between Autonomous and transitional morality is in this stage they are much more consistent in their ideas/behavior.

Question 31

What are some limitations of Piaget's moral reasoning stages?

Answer 31

Limitations: His time line is very ridgid, studies show that depending on a situation children can show understanding of intention much earlier than he thought.

Question 32

What are the stages in Kohlberg's theory of moral judgement?

Question 33

What did Kohlberg base his theory of moral reasoning from?

Answer 33

Presented children with hypothetical moral dilemmas and then questioned them about the issues involved in their moral judgments. His thinking is based on the rational from hypothetical situations involving people you know. His classic scenario is to steal drugs for dying wife or not too when the druggist wont sell them for cheaper.

Question 34

What is Preconventional Stage 1: Punishment and Obedience Orientation?

Answer 34

What is seen as right is obedience to authority, egocentric, not wanting to get into trouble. Fear and avoidance of punishment, thinking about primarily themselves. “Don’t steal, you could get caught” but an alternative could be “You will get in trouble for not helping your wife enough”. This stage occurs in childhood. The result of the question does not matter, its the thought process of avoiding punishment and getting reward.

Question 35

What is Preconventional Stage 2: Instrumental and exchange orientation?

Answer 35

Thinking of what is in ones own best interest, with a cost benefit analysis. Child is still focused on themselves and their own consequences, but there is more calculus around trade offs.

Question 36

What is Conventional Stage 1: Mutual interpersonal expectations, relationships and interpersonal conformity?

Answer 36

Focused on social roles and responsibilities, the emphasis of consequences is now on the relationships for people you care about. How would others respond who are in the same role and situation as me, what effect would any action have on my family? Ages are older kids, adolescents and most adults. EX: EX: Varsity blues scandal. “I felt like I would be a bad mother if I did not cheat my kid into university”. This is an example of how not everyone progresses to every level of reasoning, some get stuck at particular levels.

Question 37

What is Conventional Stage 2: Social system and conscience (Law and order)?

Answer 37

Focus on fulfilling one’s duties, upholding laws and contributing to society or one's group. Thinking of consequences on a societal level if individuals could not fulfil their responsibilities to other people in their role. What happens at a society level if you can not trust people to support each other.

Question 38

What is Postconventional Stage 1: Social contract of individual rights?

Answer 38

Focus on upholding rules agreed upon by the group but some values and rights, like life or death, are exceptions to the rules. So rules are good to follow but there should be exceptions for those rules around fairness and justice.

Question 39

What is Postconventional Stage 2: Universal ethical principles?

Answer 39

Commitment to self chosen ethical principles that reflect universal principles of justice, when laws violate these principles, the individual should act within the principles, not the law.

Question 40

What are Kohlberg's thoughts on the universality of these stages?

Answer 40

He thinks cross culturally the order is the same, they differ with the final stage that they make it too. He thought that the level of cognitive development in particular perspective taking was the biggest factor in determining stage progress. No evidence that cross culturally is the same however.

Question 41

What are the results from the Warneken and Tomasello paper?

Answer 41

Question: Which forms of altruistic behavior are shared between young children and chimpanzees, and which are uniquely or more strongly developed in humans? Methods: Compared chimps and humans in various different prosocial behavior tasks: Helping tasks, Sharing tasks, and informing tasks. Helping: Instrumental helping appears to be shared across species (SAME) Sharing: Children are substantially more altruistic than chimpanzees when it comes to sharing (DIFFER) Informing: Informing others for their benefit is uniquely developed in humans (DIFFER)