KEY TERMS—Chapters 13-15
Chapter 13
Identification—the Freudian notion that children acquire gender identity by identifying with
and imitating their same-sex partners
Gender typing—the process by which children acquire the values, motives and behaviours
considered appropriate for their gender in their particular culture
Gender based beliefs—ideas and expectations about what is appropriate behaviour for males
and females
Gender stereotypes—beliefs that members of a culture hold about how females and males
ought to behave, that is, what behaviours are acceptable and appropriate for each
Gender roles—composites of the behaviours actually exhibited by a typical male or female in a
given culture; the reflection of a gender stereotype in everyday life
Gender identity—the perception of oneself as either masculine or feminine
Gender-role preferences—desires to possess certain gender-typical characteristics
Sexual preferences—the preference for same or opposite sex romantic partners
Expressive characteristics—presumably typical of females, these characteristics include
nurturance and concern with feelings
Instrumental characteristics—presumably typical of males, these characteristics include task
and occupation orientation
Cognitive developmental theory of gender typing—Kohlberg’s theory that children use physical
and behavioural clues to differentiate gender roles and to gender type themselves very early in
life
Gender stability—the notion that gender does not change; males remain males and females
remain females Gender constancy—the awareness that superficial alterations in appearance or activity do not
alter gender
Gender-schema theory—the notion that children develop schemas, or naïve theories, that help
them to organize and structure their experience related to gender differences and gender roles
Self-socialization—the child’s spontaneous adoption of conventionally gender-appropriate
behaviour
Androgyny—a normal state of being for many people who possess a notable number of both
masculine and feminine psychological characteristics. Children who are more androgynous
make less stereotypical play and activity choices
Multi-schematic children—children who hold more than one gender schema for responding to
the world
Chapter 14
Empathy—the capacity to experience the same emotion that someone else is experiencing
Premoral stage—Piaget’s first stage of moral development in which the child shows little
concern for rules
Moral realism—Piaget’s second stage of moral development, in which the child shows great
respect for rules but applies them quite inflexibly
Immanent justice—the notion that any deviation from rules will inevitably result in punishment
or retribution
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,
ad believes in equal justice for all
Pre-conventional level—Kohlberg’s first level of moral development, in which he views the
child’s behaviour as based on the desire to avoid punishment and gain rewards 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 social regulations unquestioningly and judges behaviour as good if it conforms to
these rules
Post-conventional 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
Social-convention rules—socially based rules about everyday conduct
Self-regulation—children’s ability to control behaviour on their own without reminders from
others
Control phase—according to Kopp, the first phase in learning self-regulatin when children are
highly dependent on caregivers to remind them about acceptable behaviours
Self-control phase—Kopp’s second phase in learning self-regulation, when the child becomes
able to comply with caregiver expectations in the absence of the caregiver
Self-regulation phase—the third phase of Kopp’s model of learning self-regulation, when
children become able to use strategies and plans in directing their own behaviour and capable
of delaying gratification
Delay gratification—putting off until another time possessing or doing something that gives one
pleasure
Conscience—the child’s internalized values and standards of behaviour
Prosocial behaviour—behaviour that is designed to help or benefit other people
Altruistic behaviour—intrinsically motivated behaviour that is intended to help others without
expectation of acknowledgment or concrete reward
Altruism—an unselfish concern for the welfare of others
Empathic—able to experience the same emotion that someone else is experiencing Prosocial reasoning—thinking and making judgments about prosocial issues
Hedonistic reasoning—making a decision to perform a prosocial act on the basis o
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