Psychology Chapter 3 Vocabulary

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Across
  1. 2. The lowest level in Kohlberg’s theory. At this level, morality is often focused on reward and punishment. The two stages in preconventional reasoning are punishment and obedience orientation (stage 1) and individualism, instrumental purpose, and exchange (stage 2).
  2. 6. Development with respect to the rules and conventions of just interactions between people.
  3. 10. A form of education that promotes social responsibility and service to the community.
  4. 12. A moral perspective that focuses on the rights of the individual; Kohlberg’s theory is a justice perspective.
  5. 15. An educational philosophy in which children are given considerable freedom and spontaneity in choosing activities and are allowed to move from one activity to another as they desire.
  6. 18. An approach to moral education that emphasizes helping people clarify what their lives are for and what is worth working for; students are encouraged to define their own values and understand the ­values of others.
  7. 20. The third and highest level in Kohlberg’s theory of moral development. At this level, morality is more internal. The postconventional level consists of two stages: social contract or utility and individual rights (stage 5) and universal ethical principles (stage 6).
  8. 21. A positive parenting style that encourages children to be independent but still places limits and controls on their actions, allows extensive verbal give-and-take, and is associated with children’s social competence.
  9. 22. The second, or intermediate, level in Kohlberg’s theory of moral development. At this level, individuals abide by certain standards (internal), but they are the standards of others such as parents or the laws of society (external). The conventional level consists of two stages: mutual interpersonal expectations, relationships, and interpersonal conformity (stage 3) and social systems morality (stage 4).
  10. 23. Dewey’s concept that every school has a pervasive moral atmosphere even if it does not have a program of moral education.
  11. 24. The identity status in which individuals have neither explored meaningful alternatives nor made a commitment.
  12. 25. Acting to help someone else at some cost to oneself
  13. 26. A feeling of thankfulness and appreciation, especially in response to someone doing something kind or helpful.
  14. 28. Education that focuses on the typical developmental patterns of children (age appropriateness) and the uniqueness of each child (individual appropriateness).
Down
  1. 1. Also called self-image and self-worth, the individual’s overall conception of herself or himself.
  2. 3. Bronfenbrenner’s theory that development is influenced by five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem.
  3. 4. The identity status in which individuals have explored meaningful alternatives and made a commitment.
  4. 5. Theory that moral development includes the domains of social knowledge and reasoning.
  5. 7. premature commitment to an identity or set of values without exploring other options or ideas
  6. 8. A parenting style that includes parental involvement but places few limits or restrictions on children’s behavior; linked with children’s social incompetence.
  7. 9. A parenting style of Un involvement in which parents spend little time with their children; associated with children’s social incompetence.
  8. 11. A direct approach to moral education that involves teaching students basic moral literacy to prevent them from engaging in immoral behavior and doing harm to themselves or others.
  9. 13. An approach to moral education based on the belief that students should value things such as democracy and justice as their moral reasoning develops; Kohlberg’s theory has served as the foundation for many cognitive moral education efforts.
  10. 14. Focuses on conventional rules that have been established by social consensus to control behavior and maintain the social system.
  11. 16. A restrictive and punitive parenting style in which there is little verbal exchange between parents and children; this style is associated with children’s social incompetence.
  12. 17. A moral perspective that focuses on connectedness and relationships among people; Gilligan’s approach reflects a care perspective.
  13. 19. The identity status in which individuals are in the midst of exploring alternatives but have not yet made a commitment.
  14. 27. Feelings, or affect, that occur when an individual is engaged in an interaction that is important to him or her, especially to his or her well-being.