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Lifespan and Development > (9) Moral Development > Flashcards

(9) Moral Development Flashcards

1
Q

What is morality?

A
  • Right and wrong
  • Cognitive – how people think
  • Behavioural – how people behave
  • Emotional – emotions to do with moral situations (e.g. guilt)
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2
Q

How it moral behaviour learnt through SLT?

A
  • Social conditioning (reinforcement), e.g. hitting is wrong
  • Observational learning, e.g. watching someone get in trouble
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3
Q

Should physical violence be used to reinforce behaviour?

A

Causes child to respond negatively, creating cycle of violence (Patterson, 1982)

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4
Q

What were Hoffman (1983, 2000) 3 components of discipline?

A

inductive, power-assertive and love-withdrawal

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5
Q

What is Inductive discipline? (Hoffman)

A

point out effect to others (e.g. how the other person might feel)

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6
Q

What is Power-assertive discipline? (Hoffman)

A

physical force, threats, taking away rewards (causes fear in child)

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7
Q

What is Love-withdrawal discipline? (Hoffman)

A

non-physical, disapproval, emotional aspect (e.g. ignoring child, turning away, verbal disappointment)

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8
Q

What did Durkheim (1897) investigate about moral education?

A
  • Moral rules relate to the social relations or ‘contracts’ that exist between individuals in society
  • Moral development involves learning the rules that maintain social relations, about other people
  • Children learn about morality through education
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9
Q

What are strengths of Durkheim (1879)

A
  • Moral rules are recognised as social (collective) rules

- ‘Society’ as the source of morality

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10
Q

What are weaknesses of Durkheim (1879)

A
  • All morality imposed on children from adults, doesn’t consider peer relationships
  • To act morally is to follow societies rules – but sometimes we have to break the rules
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11
Q

What did Piaget find in his study of Rules of the Game?

A
  • Noticed that children first practice the rules, then rules become meaningful, don’t really understand how the rule operate or other players, just want to win
  • Also learn ‘consciousness’ of rules: first they are flexible, then sacred, then can be changed if everyone agrees, forceful about rules, no one can break them
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12
Q

What is Piaget’s Premoral stage?

A

birth-5, unconcerned/unaware, little concern for rules (can be referred as the amoral stage)

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13
Q

What is Piaget’s Moral realism?

A

6-10, develop concern for the rules, simple judgments of good or bad, shows great respect for rules but applied quite inflexibly

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14
Q

What is Piaget’s Morality of reciprocity?

A

11+, understand subjective morality, appreciate equality/fairness, judgments should be made on the basis of equality and fairness, justice for all

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15
Q

How do children pass through Piaget’s moral stages?

A

Have to pass through in this order, can’t move onto next stage until previous is complete

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16
Q

What is the two moral worlds view?

A

The view that there is a fundamental shift from heteronomous morality (morality is determined by adults and authority figures) to an autonomous morality (morality where we all participate and agree on moral rules as members of society)

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17
Q

What are the problems with Piaget’s vignettes?

A
  • Armsby, 1971
  • Both incidents are accidental
  • Young children (age 6) can understand concept of intention
  • But seem to show preference for consequences, don’t focus on the intentions
18
Q

What is Kohlberg’s theory of moral development?

A
  • Cognitive-developmental theory
  • Development continues into adulthood
  • Three levels and six stages
  • Logic drives development
19
Q

What is Kohlberg’s Pre-Conventional stage?

A
  • Desire to avoid punishment and gain rewards
    1. Obedience and punishment orientation – ‘I don’t want to get in trouble’
    2. Self-interest orientation – ‘what’s in it for me?’
20
Q

What is Kohlberg’s Conventional stage?

A

Solicit others’ approval and maintain good relations with them. The child accepts societal regulations unquestionably and judges behaviour as good as if it conforms to these rules

  1. Interpersonal accord and conformity – good boy/girl
  2. Authority and maintaining social-order – ‘everyone must follow the rules’
21
Q

What is Kohlberg’s Post-Conventional stage?

A
  • Child’s judgements are rational and his conduct is controlled by an internalised ethical code that is relatively independent of the approval or disapproval of others
    5. Social contract orientation – internalised, but flexible, ethical code
    6. Universal ethical principles – abstract concepts (justice, compassion, equality) and human rights
22
Q

How do children go through Kohlberg’s stages?

A

-No set ages for these stages, some people may never reach the final stage

23
Q

What are the demands of Kohlberg’s model?

A
  1. An individual must follow the same order
  2. Individuals cannot ‘skip’ stages
  3. Thought cannot be ‘undeveloped’
  4. Can only reason at one stage at a time
  5. Sequence is universal
24
Q

What did Colby et al (1983) test

A
  • Large (all male) longitudinal study from 10-36 years
  • Patterns of development are consistent with Kohlberg’s model
  • Few participants skip a stage or backslide (regress)
  • 50% show reasoning across two stages at the same testing point
  • 9% show reasoning across more than two stages at the same testing point
25
Q

What did Snarery (1985) find

A
  • Some support for universality of the sequence across cultures
  • However, Western cultures have a far higher proportion of stage 4, 5 and 6 reasoners
26
Q

Who is Kohlberg’s model biased towards?

A

Kohlberg’s model is biased towards left-wing, liberal, Western, male values

27
Q

What is the difference between moral rules and social convention rules?

A
  • Moral rules: intrinsically bad
  • Social convention rules: only conventionally bad, e.g. using a knife and fork at the table, varies between cultures, socially based rules about everyday conduct
28
Q

Do different cultures think differently of rules?

A

Korean children have a greater understanding of social status and social rule differences than American children (Song, Smetana & Kim, 1987), care a lot about the group, fairness, American children focused more on punishment

29
Q

At what age is guilt developed by?

A

22 months Kochanska et al (2002)

30
Q

What did Subbotsky (1993) find about lying?

A
  • 3 to 11-year olds hear a story about a boy
  • Children asked if they would cheat in the same situation
  • Then given the game to play themselves
  • 40% of younger children cheated and lied (25% of older)
31
Q

What did Evans & Lee (2013) find?

A
  • 2 to 3-year olds told not to peek at a toy, experimenter leaves room
  • 80% peek
  • Most 2-year olds confessed
  • Most liars failed to hide lie
  • After 4 years old – understand what others know and do not know
  • After 7-8 years old – conceal lies more consistently
32
Q

What is self-regulation?

A

Children need to control own behaviour to act morally

33
Q

What are Kopp, 2002 phases of self-regulation?

A

control, self control and self regulation

34
Q

What is control? (Kopp)

A

depend on adults, highly dependent on caregivers to remind them of acceptable behaviours

35
Q

What is self control? (Kopp)

A

don’t need reminders, complies with caregivers expectations in the absence of the caregiver

36
Q

What is self regulation? (Kopp)

A

use strategies to resist temptation and delay gratification, controlling behaviour without reminders from others, direct own behaviour

37
Q

When do children share?

A

12-18 months

38
Q

When do children start to help and cooperate

A

14 months

39
Q

Anti-social may have been exposed to what at pregnancy?

A

Risk factors from pregnancy: antisocial children more likely to have been exposed to alcohol, stress, smoking

40
Q

More prosocial children are more likely to have what type of parents?

A

Parenting: warm, supportive and clear moral boundaries – more prosocial

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