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Psych 223 > Chapter 13: Moral Development, Values, and Religion > Flashcards

Chapter 13: Moral Development, Values, and Religion Flashcards

1
Q

What does moral development involve?

A

Changes in thoughts, feelings, and behaviors regarding standards of right and wrong

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2
Q

What is the interpersonal dimension of morality?

A

How the person regulates their activities when alone or not engaged with another

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3
Q

What is the intrapersonal dimension of morality?

A

How the person regulates social interactions and deals with conflict.

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4
Q

How do Piaget and Kohlberg’s theories differ from the Domain Theory Approach?

A

While Piaget and Kohlberg argue that people pass through levels of morality in stages, the DTA argues that the process isn’t sequential, but rather that all conceptualizations of morality occur in parallel.

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5
Q

What did Piaget believe about moral development?

A

Children go through two distinct states about how they view morality.

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6
Q

What is heteronormous morality (Piaget)? When does it occur?

A

4-7 years. Children view justice and rules as unchangeable and uncontrollable elements. They believe in immanent justice.

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7
Q

What is autonomous morality (Piaget)? When does it occur?

A

10+ years. Children become aware that rules and laws are created by people, and in judging an action, they consider the actor’s intentions as well as the consequences. They understand that justice is not imminent or inevitable.

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8
Q

Are parent-child or peer relationships more influential on a child’s understanding of autonomous morality? Why?

A

Peer, because with authority figures the rules are typically non-negotiable. With people of similar status, insight is gained through the cooperative process of negotiating.

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9
Q

What is stage 1 of Kohlberg’s Theory of Moral Development?

A

Part of the Preconventional Level, “heteronormous morality.” Obeying because you fear punishment and want rewards. Most children under 9 years are in this stage.

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10
Q

What is stage 2 of Kohlberg’s Theory of Moral Development?

A

Part of the Preconventional Level, “individualism, instrumental purpose and exchange.” Pursuing your own interests and letting others do the same. Respecting the Golden Rule.

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11
Q

What is stage 3 of Kohlberg’s Theory of Moral Development?

A

Part of the Conventional Level, “mutual interpersonal expectations, relationships and interpersonal conformity.” Most adolescents are in this stage.

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12
Q

What is stage 4 of Kohlberg’s Theory of Moral Development?

A

Part of the Conventional Level, “social systems morality.” Focus on duties as a citizen, obeying social order.

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13
Q

What is stage 5 of Kohlberg’s Theory of Moral Development?

A

Part of the Postconventional Level, “social contract or utility and individual rights.” Establishing a personal moral code, not based on expectation, due to critical thinking and introspection about personal values. This transcends the law.

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14
Q

What is stage 6 of Kohlberg’s Theory of Moral Development?

A

Part of the Postconventional Level, “universal ethical principles.” This stage has recently been removed from the theory as it is unattainable.

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15
Q

What is the recent trend among young adults in their journey through Kohlberg’s stages?

A

Many are reverting back to stage 1, rewards vs. punishments, particularly college students.

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16
Q

What is the difference between Kohlberg’s justice perspective and Gilligan’s care perspective?

A

The justice perspective is male-centered, claiming people tend to move through stages to a higher sense of justice. The care perspective is more focused on fostering positive relationships, making it female-centered.

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17
Q

What is the psychoanalytic theory of moral development?

A

Based on the motivation to avoid feelings of guilt. The superego is made up of the EGO IDEAL, which conveys a sense of pride and personal value when actions align with ideal standards, and the CONSCIENCE, which conveys a sense of guilt when those standards are acted against.

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18
Q

What is empathy?

A

Reacting to the feelings of another person with an emotional response that approximates those feelings.

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19
Q

What are the basic processes of moral behaviour?

A

Reinforcement, punishment and imitation

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20
Q

What does Bandura emphasize in his Social Cognitive Theory?

A

There is a distinction between an individual’s moral competence and moral performance.

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21
Q

What are moral exemplars?

A

People who have a highly moral identity, personality and character. These individuals have virtues that reflect moral excellence and commitment to moral thought and behavior.

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22
Q

What does Daemon believe about moral development in childhood?

A

Not much morality is observed in early infancy, but unclear feelings of distress and discomfort at another’s displeasure grows into genuine feelings of concern, eventually recognizing that each individual has their own reaction (which allows them to respond more appropriately). Eventually, they garner global empathy towards those in unfortunate circumstances.

23
Q

What is the moral domain of the Domain Theory?

A

Obligatory and widely accepted rules.

24
Q

What is the social conventional domain of the Domain Theory?

A

Conventional and somewhat arbitrary rules established by social consensus.

25
Q

What is the personal domain of the Domain Theory?

A

It is subject to independent decision making and personal discretion.

26
Q

Are parent-child or peer relationships more influential on a child’s understanding of autonomous morality according to Piaget/Kohlberg? Why? Is this true?

A

Peer, because with authority figures the rules are typically non-negotiable. With people of similar status, insight is gained through the cooperative process of negotiating. Current research shows that both parent and peer relationships are equally influential.

27
Q

What is the personal domain of the Domain Theory?

A

It is subject to independent decision making and personal discretion.

28
Q

What is altruism?

A

A prosocial behaviour, unselfish interest and voluntary effort in helping others. Some people argue that it doesn’t exist.

29
Q

What is reciprocity?

A

Doing a good deed expecting to be rewarded from it. Guilt and anger emerge when there are imbalances.

30
Q

Until what age is sharing nonempathetic?

A

3

31
Q

When do children begin to realize the importance of merit and benevolence?

A

By the start of elementary school.

32
Q

What is conduct disorder?

A

Age-inappropriate actions/attitudes that violate family/society norms, and personal/property rights of others.

33
Q

What percentage of children show serious conduct problems?

A

5%

34
Q

What percentage of children cheat/steal/lie/disobey?

A

50%

35
Q

What is juvenile delinquency?

A

Adolescent behaviour that breaks the law/is illegal.

36
Q

__/__ juvenile crimes are committed by males.

A

8/10

37
Q

What is the difference between early- and late-onset antisocial behaviour?

A

Early = before age 11. Associated with more negative developmental outcomes.

38
Q

What are the best ways for a parent to deal with misbehaviour?

A

To proactively avert it before it happens, and to have conversational dialogue about moral development.

39
Q

Adolescent’s moral motivation is _____ _____ to the quality of the relationship with their parents.

A

Positively linked

40
Q

What is the “hidden curriculum” of schools?

A

The pervasive moral atmosphere.

41
Q

What was Narvaez’s view on “sustaining climates”?

A

That a sustaining classroom environment involves focusing on sense of purpose, social communications, community connections, and ethics.

42
Q

What is character education?

A

Teaching students moral literacy to prevent them from engaging in moral behaviour.

43
Q

What is values clarification?

A

Helping students clarify their purpose in life, define their values and understand the values of others.

44
Q

What is cognitive moral education?

A

An approach based on teaching the value of democracy and justice.

45
Q

What is service learning?

A

Form of education that promotes social responsibility and community service.

46
Q

What is Narvaez’s integrative approach to moral education?

A

It encompasses both reflective moral thinking and developing virtues – essentially, integrates Kohlberg’s theory and the character education approach.

47
Q

What was found in the Pittsburgh Youth Study?

A

That there are three pathways towards delinquency –

  1. Authority conflict (stubbornness in childhood, eventually becoming defiance and avoidance)
  2. Covert (begins with minor acts, getting progressively more serious)
  3. Overt (minor aggression followed by fighting and violence)
48
Q

What is the difference between religion and religiousness?

A

Religion is the organization itself – religiousness is a person’s affiliation with the religious community

49
Q

What is spirituality?

A

Experiencing something beyond oneself in a transcendent manner

50
Q

What percentage of parents pray or read scripture with their children? What percentage send their children to religious education programs?

A

63%, 60%

51
Q

What is meaning-making coping?

A

Drawing on beliefs, values, and goals to change the meaning of a stressful situation, especially in times of high levels of stress such as when a loved one dies.

52
Q

What 3 qualities did Frankl believed were the most distinctly human?

A

Spirituality, freedom, responsibility

53
Q

What 4 main needs do Baumeister and Vohs believe giuide people to make sense of their lives?

A

Need for purpose, values, sense of efficacy, self-worth.

Psych 223 (16 decks)

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