Download Altruistic Emotion, Cognition, and Behavior (PLE Emotion) by Various PDF

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Emotion (or impact) is a cross-disciplinary topic in psychology. Psychology Library variants: Emotion (12 quantity set) brings jointly as one set, or person volumes, a chain of formerly out-of-print titles, released among 1976 and 1999. Written via a variety of authors from different backgrounds and spanning diversified parts of psychology, equivalent to scientific, cognitive, developmental and social, the set covers a number methods together with learn on childrens and teens. a good chance to achieve a wealth of information and heritage in a massive box of psychology.

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Sample text

In general, affect, especially prosocial affect, is relatively neglected in explanations of the development and maintenance of prosocial and other moral behaviors. The most obvious exceptions to this pattern are the accounts of morality based on respondent or classical conditioning. For example, anxiety and fear playamajor role in Eysenck's (1960) explanation of the development of conscience. Indeed, conscience is defined as a conditioned negative emotional response that is experienced when one anticipates wrongdoing.

According to von Cranach et al. (1982), action is cognitively organized behavior. " Conscious cognitions are viewed as controlling and regulating action. They do so via symbolic coding that forms an information processing system; a system for 28 2. PHILOSOPHICAL AND THEORETICAL ROOTS detennining which tasks are superior and superordinate to other systems of functioning. Actions are organized hierarchicaIly into the levels of goal determination, strategies to accomplish the goal, and operations (the level at which action steps are organized in minute detail through self-regulation).

Indeed, Piaget apparently became disenchanted with his early work on moral judgment because of its focus on content (thinking about specific topics) rather than structure. DEVELOPMENTAL THEORIES 23 Kohlberg (1969, 1971, 1976, 1981) expanded on and modified Piaget' s (1932/ 1965) early work on moral judgment. His goal was to construct true cognitivedevelopmental stages of reasoning, that is, stages with the characteristics listed previously. The result was a six-stage sequence (although the validity of the sixth stage has been questioned; Gibbs, 1977; Kohlberg, 1978).

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