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| Stories used by Piaget and others to assess children’s levels of moral reasoning. |
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| Piaget’s second stage of moral development, in which children’s reasoning is based on objective and physical aspects of a situation and is often inflexible. |
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| Literally, inherent justice; refers to the expectation of children in Piaget’s stage of moral realism that punishment must follow any role violation, including those that appear to go undetected. |
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| Piaget’s 3rd stage of moral development, in which children view rules as agreements that can be altered and consider people’s motives or intentions when evaluating their moral conduct. |
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| Preconventional level of moral development: |
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| Kohlberg’s first two stages of moral development. Moral reasoning is based on the assumption that individuals must serve their own needs. |
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| Conventional level of moral development: |
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| Kohlberg’s third and fourth stages of moral development. Moral reasoning is based on the view that a social system must be based on laws and regulations. |
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| Postconventional level of moral development: |
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| Kohlberg’s final stages of moral development. Moral reasoning is based on the assumption that the value, dignity, and rights of each individual person must be maintained. |
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| Rules used by a society to govern everyday behaviour and maintain order. |
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| The logical dilemma faced by ethological theorists who try to reconcile self-sacrificial behaviour with the concepts of natural selection and survival of the fittest. |
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| A proposed mechanism by which an individual’s altruistic behaviour toward kin increases the likelihood of the survival of genes similar to those of the individual. |
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| A proposed mechanism by which an individual’s altruistic behaviour toward members of the social group may promote the survival of the individual’s genes, through reciprocation by others, or may ensure the survival of similar genes. |
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| A structured social group in which members higher on the dominance ladder control those who are lower, initially through aggression and conflict, but eventually simply through threats. |
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| The aspect of moral conduct that includes socially desirable behaviours, such as sharing, helping, and cooperating; often used interchangeably with altruism by modern researchers. |
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| The ability to vicariously experience another’s emotional state or condition. |
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| The feeling of concern for another in reaction to other’s situation or emotional state without necessarily sharing the same emotion. |
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| A friendly postconflict reunion between former opponents, often characterized by invitations to play, hugs, apologies, object sharing, and silliness. |
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| Behaviour that is intended to cause harm to persons or property and that is not socially justifiable. |
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| Hostile (retaliatory) aggression |
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| Aggression whose purpose is to cause pain or injury. |
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| Aggression whose purpose is to obtain something desired. |
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| Aggression designed to damage or disrupt social relationships. |
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| Gerald Patterson’s term for the method by which some families control one another through aggression and other coercive means. |
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| Retaliatory aggression directed at a person or object other than the one against whom retaliation is desired. |
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| The psychoanalytic belief that the likelihood of aggression can be reduced by viewing aggression or by engaging in high-energy behaviour. |
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Term
Piaget: Stage 1
Moral Development |
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Definition
| Age: 2-4 yrs: children have no real conception of morality. Much of their behaviour involves games or imaginary play, with no formal rules; however, they may invent certain restrictions as part of play. |
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Piaget: Stage 4
Moral Development |
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| Age: begins about 12 yrs: Children become capable of developing new rules as circumstances require. They begin to extend their moral reasoning beyond their personal level to larger societal and political concerns. |
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