Moral Development and Self-Perception in Childhood Quiz

Conventional morality, stage 2, involves conforming to societal norms and laws to avoid punishment, showing limited concern for others.

Lev Vygotsky introduced the concept of the 'zone of proximal development,' highlighting the difference between what a learner can do independently and with guidance.

Industry vs. Inferiority stage in middle childhood focuses on developing competence and skills, influencing one's self-esteem and view of achievement.

Schemas are cognitive structures that organize one's understanding of the world and guide behavior, adapting as new information is acquired.

Children typically begin to develop a sense of morality and rules during Piaget's concrete operational stage, around ages 7 to 11, characterized by logical thinking.

The primary task of adolescence in the 'identity vs. role confusion' stage is to explore and establish a sense of self, forming a cohesive identity.

Children believe rules are fixed and handed down by authorities, lacking understanding of mutual agreements in moral rules.

Moral reflection is not considered a component of moral identity according to social domain theory.

The primary task of the 'autonomy vs. shame and doubt' stage is for children to develop autonomy and independence, overcoming doubt and shame.

Theory of mind refers to the understanding that people have thoughts, feelings, and beliefs that may differ from one's own, developing during childhood.

Authoritarian parenting style is characterized by high demandingness and low responsiveness, emphasizing strict rules and discipline.

Self-control refers to the ability to regulate one's emotions, behaviors, and thoughts in accordance with social and situational demands, crucial for adaptive functioning.

Attachment theory emphasizes the significance of the parent-child relationship in shaping moral values and self-concept.

Self-concept is the process through which individuals understand their own and others' behavior based on internal characteristics like traits, abilities, and beliefs.

Transconventional is not one of the stages of moral development proposed by Carol Gilligan, who identified pre-conventional, conventional, and post-conventional stages.

A criticism of Kohlberg's theory is its failure to account for cultural differences in moral reasoning, as moral values can vary across cultures.

Albert Bandura proposed the concept of 'moral disengagement' as a cognitive mechanism through which individuals justify unethical behavior by disengaging moral standards.

Warmth is not one of the dimensions of parenting identified by Diana Baumrind, who focused on parental demandingness and responsiveness as key dimensions.