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Problem 9 - DONE Flashcards

moral development

1
Q

Piaget’s theory of moral judgment

A 
= moral reasoning changes from (1) rigid acceptance of dictates and rules of authorities to (2) appreciation that moral rules are a product of social interaction and are therefore modifiable
stages:
1. morality of constraint
- transitional period
2. autonomous morality
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2
Q

stage of the morality of constraint

A

before 7 years (not achieved stage of concrete operations)
=> justice = what authorities say is right
- punishment: for noncompliance to authorities is justified
- evaluating behaviour (whether action is good/bad): only consider consequences of action–> not motives + intentions
- rules = are unchangeable
–> social factor: no questioning of rules from adults (parental control is coercive and unilateral)
–> cognitive factor: cognitive immaturity makes them believe that rules are real things

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3
Q

transitional period

A

from 7/8 - 10 years

  • -> more interactions with peers ( more egalitarian/give-and-take than with adults)
  • active role: using information from their social interactions
  • -> learn that rules can be constructed + changed by group
  • -> learn to take one another’s perspective and cooperate
  • -> start valuing fairness + equality –> become more autonomous in thinking about moral issues
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4
Q

stage of autonomous morality

A

by 11/12 years
=> no longer accept blind obedience to authority as basis of moral decisions
- rules = product of social agreement –> can be changed if majority of group agrees.
- fairness + equality: important factors to consider when constructing rules
- evaluating behaviour: consider motives and intentions
- punishments: should ‘fit the crime’, can be unfair

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5
Q

criticism of Piaget’s theory

A
  • quality of peer interactions > quantity
  • underestimation of ability to appreciate role of intention of morality
  • -> make intentions more salient in tests
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6
Q

Kohlberg’s theory of moral judgment

A

= moral reasoning develops through sequences; each new stage reflects qualitatively different, more adequate way of thinking

  • influenced by Piaget
  • three levels of moral judgment
  • -> each involves two stages
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7
Q

pre-conventional moral reasoning

A
  • self-centred: getting rewards and avoiding punishment
  • -> mainly 10 year old boys

stage 1: punishment and obedience orientation
stage 2: instrumental and exchange orientation

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8
Q

stage 1

A

= punishment and obedience orientation

  • right behaviour: obedience to authorities
  • conscience (what makes them decide what is good or wrong) = fear of punishment
  • -> no consideration of others’ interests
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9
Q

stage 2

A

= instrumental and exchange orientation

- right behaviour = doing what is in one’s own best interest; involves equal exchange between people

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10
Q

conventional moral reasoning

A
  • centred on social relationships: compliance with social duties/laws
  • -> mainly 14 years and older boys

stage 3: mutual interpersonal expectations, relationships and interpersonal conformity (good girl, nice boy) orientation
stage 4: social system and conscience (law and order) orientation

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11
Q

stage 3

A

= mutual interpersonal expectations, relationships and interpersonal conformity (good girl, nice boy) orientation

  • right behaviour = doing what is generally expected by people close to you + society
  • being good = important; having good motives, showing concern about others and maintaining good relationships
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12
Q

stage 4

A

= social system and conscience (law and order) orientation

  • right behaviour = fulfilling one’s duties, upholding laws, contributing to society/one’s group
  • -> motivated to keep social system + avoid breakdown in its functioning
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13
Q

post-conventional moral reasoning

A
  • centred on ideals: moral principles
  • -> only a small number ever achieves these

stage 5: social contract or individual rights orientation
stage 6: universal ethical principles

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14
Q

stage 5

A

= social contract or individual rights orientation

  • right behaviour = upholding rules in best interest of group, impartial + agreed upon by group
  • -> exceptions: life and liberty are universally right –> must be upheld regardless of majority opinion
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15
Q

stage 6

A

= universal ethical principles

  • right behaviour = commitment to self-chosen ethical principles –> reflect universal principles of justice (equality of human rights, respect for dignity)
  • only few that ever attained this stage
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16
Q

criticism of Kohlberg’s theory

A
  • no sufficient differentiation between truly moral issues + issues of social convention
  • cultural differences: stories and scoring system reflect an intellectualised conception of morality
  • -> biased by Western values
  • discontinuity: should be considered continuous
  • -> gradually acquire cognitive skills to sue increasingly higher stages of moral reasoning + use lower stage motives/beliefs in different situations
  • gender differences: only males in experiment (biased against females)
  • -> no recognition of gender differences in moral reasoning
    (males: value principles of justice + rights; females: value caring, responsibility for others)
17
Q

prosocial moral judgment

A
  • prosocial dilemmas = choice between personal advantage vs. fairness to/welfare of others
  • -> levels of prosocial moral reasoning (Eisenberg)
18
Q

levels of prosocial moral reasoning (Eisenberg)

level 1

A

= hedonistic, self-focused orientation

  • concerned with own interests rather than moral considerations.
  • reasons for (not) assisting include:
  • -> expectation of direct personal gain/future reciprocation
  • -> whether one needs/likes another person
19
Q

levels of prosocial moral reasoning (Eisenberg)

level 2

A

= needs-based orientation

  • concerned with physical, material, and psychological needs of others even when these conflict with own needs.
  • -> verbal expressions of sympathy or reference to emotions (pride or guilt)
20
Q

levels of prosocial moral reasoning (Eisenberg)

level 3

A

= approval and/or stereotyped orientation
- justifies engagement (or not) in prosocial behaviour on basis of others’ approval and/or on stereotyped images of good and bad behaviour

21
Q

levels of prosocial moral reasoning (Eisenberg)

level 4a

A

= self-reflective empathic orientation

  • judgements include:
  • -> evidence of self-reflective sympathetic responding/role-taking
  • -> concern with other’s humanness
  • -> guilt or positive emotion related to consequences of one’s actions
22
Q

levels of prosocial moral reasoning (Eisenberg)

level 4b

A

= transitional level

  • justifications for helping/not helping involve
  • -> internalised values, duties or responsibilities
  • reflect concerns for condition of larger society
  • refer to necessity of protecting rights and dignities of other people
  • -> ideals are not strongly stated
23
Q

levels of prosocial moral reasoning (Eisenberg)

level 5

A

= strongly internalised stage

  • positive/negative emotions related to whether one succeeds in living up to own values and accepted norms
  • justifications for helping/not helping are based on:
  • -> internalised values, duties, norms or responsibilities
  • -> desire to maintain individual and societal contractual obligations
  • -> improve condition of society
  • -> belief in rights, dignity, equality of all individuals
24
Q

domains of social judgment

A

moral judgments = decisions that pertain to issues of right and wrong, fairness, and justice

social conventional judgments = decisions that pertain to customs or regulations intended to secure social coordination and social organisation (choices about modes of dress, table manners, and forms of greeting)

personal judgments = decisions that refer to actions in which individual preferences are the main consideration

25
Q

early development of conscience

A

conscience = internal regulatory mechanism that increases individual’s ability to conform to standards of conduct accepted in his or her culture

  • restrains: antisocial behaviour/destructive impulses
  • promotes: compliance with adults’ rules/standards; prosocial behaviour
  • -> components: desire to comply with rules + feelings of guilt if failing to do so
  • secure, positive parent-child relationship: facilitates adoption of moral values
26
Q

prosocial behaviour

A

kinds of prosocial behaviour:

(1) reciprocal acts: get something in return (gain social acceptance from peers, avoid anger)
(2) altruistic motives: helping others for reasons that include empathy + sympathy for others; desire to act in ways consistent with one’s own conscience + moral principles

27
Q

development of prosocial behaviour

A
  • empathy = emotional reaction to another’s emotional state/condition that is highly similar to the other’s person’s state/condition
    need:
  • ability to identify emotions of others (ToM)
  • understand that another person is feeling an emotion/some kind of need
    –> 18-25 months
  • sympathy = feeling of concern for another in reaction to the other’s emotional state/condition
  • often outcome of empathy
    –> 18-25 months

difference:
- element of concern: experiencing sympathy for another person –> not merely feeling the same emotion ad other person

28
Q

individual differences in prosocial behaviour

A

biological factors

  • genes
  • hormones (oxytocin)
  • temperament

socialisation

  • modelling + communication of values
  • participation
  • discipline + parenting style
29
Q

varieties of altruism

A
  • biological predisposition to altruistic behaviour
  • altruism ≠ single homogeneous trait
  • organisms have greater/lesser altruistic tendencies in different domains of activity
  • -> depends on costs, benefits, contexts involved
  • domains of activity:
    (1) helping others achieve goals
    (2) sharing valuable goods (food)
    (3) informing others of things they need/want to know
30
Q

helping

A

= provide needed help,

  • need: understand goal of other; be motivated to help achieving it
  • 6 months: discriminate shapes that ‘help’ others from those ‘hindering’ them
  • 14-18 months: pick up objects on the floor + return it
  • 20 months: when promised material reward, helping decreased
  • -> overjustification effect = when expected external reward person’s motivation to perform task decreases
31
Q

sharing

A

= sharing valuable resources

  • -> more tolerant + altruistic behaviour towards others
  • mutualistic cooperation = young children share food rewards equally (regardless if pre-divided or not)
  • big differences between children + chimpanzees
    (1) due to social-cognitive differences = need for altruistic intervention is more salient in situations where individual actively struggles with problem
    (2) due to different forms of foraging = humans more cooperative way of living
32
Q

informing

A

= free exchange of information in communication
–> humans engage constantly
- cooperative act = communication is based on assumption that act provides useful information for listener
–> chimpanzees only offer information if self-serving
–> 12 months = show directions with finger
=> explanation = humans see helping as helping both toward a common goal

development (9 decks)

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