moral development

Question 2

PIAGET’S THEORY in morality

Answer 2

* Premoral reasoning stage (<4 years old)

• Heteronomous Morality stage(4-7 years) :*
  * based in what the rules says
  * Rules from authority (parents)
  * Focus on consequences not in if u ment to or not
  * Moral realism, imminent justice

*** Autonomous Morality (morality of cooperation) **- 11/12 or older:
* Rules as social agreement
* Sensitive to fairness and equality
* Focus on motives and intentions
* Moral relativism

this change comes from Cognitive development and time with peers

Question 3

• Support:
  
  • Moral reasoning correlated with performance on tests of cognitive
    development

  * Children do increasingly consider       intentions and motives

• But, underestimated children
  * <4 years do think about morality!
  * Young children do consider intentions!

Question 4

KOHLBERG’S THEORY

Answer 4

• Posed moral dilemmas à focus on
  children’s reasoning, not on specific
  answers
• he posed moral development
• wanted to understand the reasoning for why something was morally wrong or right
• ex:sick women,man rob

Question 5

LEVEL 1:
PRECONVENTIONAL MORAL REASONING

punishment and reward

Answer 5

* Stage 1: Punishment and Obedience Orientation
* Right = obeying authority, avoiding
punishment
* external consequences
* ex:should not steal the drug because he will be punished

* Stage 2: Instrumental and Exchange Orientation
* Right = what will result in rewards
* “Tit for tat”/”quid pro quo”
* ex: he should steal because she will be alive - the reward of having her alive

external punishment and reward

Question 6

LEVEL 2:
CONVENTIONAL MORAL REASONING

social comparesion and social norms

Answer 6

• Stage 3: Mutual Interpersonal
  Expectations, Relationships, and
  Interpersonal Conformity Orientation
  
  • Right = what is expected by people/society
• Importance of being “good”, social acceptance
  *ex: he should steal the drug to save his life because a good husband would do that
• Stage 4: Social System and Conscience Orientation
• Right = doing one’s duty, adhering to authority, upholding social order
• “Law and order”
• ex: he shoul not staeal the drug because the law said no - (laws are important for the social order)

Question 7

LEVEL 3:
POSTCONVENTIONAL MORAL REASONING

rare,deeper moral principles

Answer 7

* Stage 5: Social Contract of Individual Rights Orientation
* Right = uphold rules in the best interest of the group or those agreed upon by the group
* Right = universal values of life, liberty
* Emphasis on law, but willingness to change with rational considerations
* ex: should steal the drug because althoug is wrong for social order, the right for life is more imporatnat then rules we have

* Stage 6: Universal Ethical Principles
* Right = self-chosen ethical principles that reflect
universal principles of justice
* Civil disobedience
* some principles are above the law

these two stages are now seen as one stage

Question 8

KOHLBERG’S THEORY#

Answer 8

• Not maturation, not directly taught
• Based on advances in cognition
• Own thinking
• Discussions with others
• Individual differences: influences of family, school, peers

Question 9

KOHLBERG’S THEORY:
CHALLENGES

Answer 9

• gender
  * he studied only boys and men
  * morallity of care more prominant in women?
  * but actually reserch havent found much difference in morality between genders

*

Question 10

ANTISOCIAL BEHAVIOUR:
AGGRESSION

Answer 10

*** Instrumental aggression: **
motivated by a desire to obtain goal
ex: i want their homework > i punch him

• **Reactive aggression: **in response to other’s behaviour
  ex:he called me a bitch so i slept him
• Physical aggression: intent to physically harm
• Verbal aggression: threats, name-calling, yelling
• Social/relational aggression: directed towards damaging
  reputation and/or relationships

Question 11

Physical aggression

Answer 11

high in toddlerhood/
early childhood, then
decreases

Question 12

Social/relational
aggression

Answer 12

increases in middle
childhood/
adolescence
* More for girls

Question 13

ANTISOCIAL BEHAVIOUR:
CHEATING

Answer 13

• Can take many forms
• Is common in youth: 80-
  90% report cheating during
  high school
• Appears lower in childhood,
  rapid increases in
  adolescence

Question 14

wh do kids and adolecents cheats

Answer 14

• Pressure for performance, high
  grades
• Social comparison
• Not enough time to prepare/study
• Lack of interest
• Perceive teacher to be unfair
  or uncaring

Question 15

CHEATING:
INFLUENCES

Answer 15

• **Situation: **more common
  when not being monitored
• **Peers: **more common when
  observe/perceive others to
  be cheating

* Mindset: more common for
fixed mindset about
intelligence.
*** Praise: **more common when
told you are “smart” (ability
praise)= cheating > to uphold that idea

Question 16

Does ability praise
increase cheating
when it’s indirect– ie,
just overheard about
another person?

Answer 16

Young children are
more likely to cheat after
overhearing that a classmate is smart
(social compareson?)

Question 17

PROSOCIAL BEHAVIOUR

Answer 17

actions that help other people

alturism motivation:helping others
not for external rewards or social
approval

Question 18

are we born to be pro-social?

Answer 18

to a certain degree
but socialization is also very important!

Question 19

infants show prosocial behaviour

Question 20

sociazilation

Answer 20

• family are the first ones to teach pro-social behaviour

Question 22

Young children are more likely to cheat after overhearing that a
classmate is smart(Li zhao)

Answer 22

results: 5years old but not 3years old cheated significally more often if they overheard classmate praised for being smart

implication:overhad evaluatieve comments can be an imporratnt force in shaping more development