E. Mavis Hetherington,
University of Virginia
Ross D. Parke,
University of California
Mark Schmuckler,
University of Toronto at Scarborough
Below are this chapter's featured key terms. The textbook's full glossary is also available for online searching.
| aggression | Behaviour that intentionally harms other people by inflicting pain or injury on them.
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| altruism | An unselfish concern for the welfare of others.
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| altruistic behaviour | Intrinsically motivated behaviour that is intended to help others without expectation of acknowledgment or concrete reward.
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| catharsis | Presumably, discharging aggressive impulses by engaging in actual or symbolic aggressive acts that do not impinge on another person.
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| conscience | The child's internalized values and standards of behaviour.
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| control phase | According to Kopp, the first phase in learning self-regulation, when children are highly dependent on caregivers to remind them about acceptable behaviours.
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| conventional level | Kohlberg's second level of moral development, in which the child's behaviour is designed to solicit others' approval and maintain good relations with them. The child accepts societal regulations unquestioningly and judges behaviour as good if it conforms to these rules.
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| delay of gratification | Putting off until another time possessing or doing something that gives one pleasure.
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| empathy | The capacity to experience the same emotion that someone else is experiencing.
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| hedonistic reasoning | Basing one's decision to perform a prosocial act on the basis of expected material reward.
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| hostile aggression | Aggressive behaviour directed at another person, including criticizing, ridiculing, and name calling.
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| immanent justice | The notion that any deviation from rules will inevitably result in punishment or retribution.
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| instrumental aggression | Quarrelling and fighting over toys and possessions.
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| moral realism | Piaget's second stage of moral development, in which the child shows great respect for rules but applies them quite inflexibly.
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| morality of reciprocity | Piaget's third stage of moral development, in which the child recognizes that rules may be questioned and altered, considers the feelings and views of others, and believes in equal justice for all.
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| needs-oriented reasoning | Reasoning in which children express concern for others' needs even though their own needs may conflict with those needs.
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| personal domain | An area of rules and conventions distinct from moral rules; involves such issues as choice of friends and styles of dress.
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| postconventional level | Kohlberg's third level of moral development, in which the child's judgments are rational and his conduct is controlled by an internalized ethical code that is relatively independent of the approval or disapproval of others.
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| preconventional level | Kohlberg's first level of moral development, in which he sees the child's behaviour as based on the desire to avoid punishment and gain rewards.
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| premoral stage | Piaget's first stage of moral development, in which the child shows little concern for rules.
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| proactive aggression | The use of force to dominate another person or to bully or threaten others.
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| prosocial behaviour | Behaviour that is designed to help or benefit other people.
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| prosocial reasoning | Thinking and making judgments about prosocial issues.
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| reactive aggression | Aggressive behaviour that is responsive to attack, threat, or frustration.
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| relational aggression | Damaging or destroying interpersonal relationships by such means as excluding another or gossiping about or spoiling another's reputation.
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| self-control phase | According to Kopp, the second phase in learning self-regulation, when the child becomes able to comply with caregiver expectations in the absence of the caregiver.
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| self-regulation | The child's ability to regulate his behaviour on his own, without parental reminder (Chapter 12). Also his ability to inhibit or direct his actions to conform to social and moral rules (Chapter 16).
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| self-regulation phase | According to Kopp, the third phase in learning self-regulation, when children become able to use strategies and plans in directing their own behaviour and capable of delaying gratification.
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| social-convention rules | Socially based rules about everyday conduct.
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| socially unskilled | Being unskilled at solving interpersonal problems.
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2002 McGraw-Hill Higher Education