Core study four-Kohlberg (developmental area) Flashcards
(33 cards)
Background
Kohlberg looked at how other psychologists had thought about moral development before he created his own research.
He looked at the psychodynamic perspective which explains morals as a results of the superego (your conscience)
He looked at the behaviourist perspective which would say that people learn morals through their parents (e.g. bad behaviours get punished and good deeds are rewarded; or through observation and imitation of parents as role models).
Kohlberg based his theory of moral development on Piaget’s (A Swiss psychologist who said the children’s thinking (including morals) develops in stages), initial findings:
He said that in the 1st stage of moral development, children can’t see the world from anyone else’s point of view. If someone accidentally breaks a window, it is always wrong. They are unable to take into account the intention behind the act – only the consequences (Heteronomous Moral Reasoning).
However Piaget said that from age 8 children begins to understand that morals are more complex and that there are ‘grey areas’ of right and wrong (Autonomous Moral Reasoning).
Heteronomous Moral Reasoning
weighs the outcome of the action to determine how bad it is.
Autonomous Moral Reasoning
takes into account the intent of the person committing the action.
Aim
Kohlberg wanted to provide research that would back up his theory of moral development inspired by Piaget.
USA Sample
75 boys aged 10-16 until they were 22-28 years of age (he followed the same boys for 12 years)
Procedure
Kohlberg studied 75 American boys for 12 years (this is called a Longitudinal study)
When they started the research they were between 10 and 16 years old.
When they finished they were between 22 and 28 years old.
Every boy was presented with hypothetical moral dilemmas ( for example the Heinz dilemma) every 3 years during this time.
Using the answers the boys gave, Kohlberg ranked them in six categories (1 being the least morally developed to 6 – most morally developed)
This formed his theory of stages of moral development.
Longitudinal
A research method that follows a number of participants over an extended period of time.
Strength of longitudinal
As follows the same participants over time reduces the effects of participant variables
Can show development of individuals and how these differ by gender, culture, environment etc
A large amount of detailed qualitative and quantitative data can be collected
Researchers can see the precise moments when children change
Weaknesses of longitudinal
It takes a long time before all the results are in which may limit the replicability of the study and can make it expensive
Attrition (when participants drop out of the study) is a particular problem, especially if key participants are lost from the study.
Researchers can get emotionally attached to their participants, meaning they can lose objectivity
Demand characteristics may be a problem as participants work out what the researchers is looking for and adjust their behaviour accordingly
It is likely to be done with a relatively small sample, meaning results can be distorted by anomalous (atypical) individuals within the cohort being studied.
Other Samples (cross-cultural)
Kohlberg repeated the study on boys from Taiwan, Turkey, Mexico, Malaysia, Canada and the UK
Cross Cultural Research
When research is conducted in several different cultures.
Strengths of cross cultural
Reduces ethnocentrism
Comparisons can be made to help generalize the results
Weaknesses of cross cultural
Effort and time to conduct
Same procedure often not appropriate for different cultures
Pre-conventional level -
People (usually children) are well behaved but only because of the physical consequences to them of being good or bad. If there is no-one there to judge them, they are likely to be naughty.
Stage one
Orientation towards punishment
You listen to rules to avoid being punished.
“If I steal that textbook I could get in serious trouble”
Stage two
Orientation towards self-interest
You behave in a way that best benefits yourself (to obtain rewards/have favors returned/etc.)
“Stealing that textbook would make it easier for me to do my homework so I’ll take it.”
Conventional level
people conform to the social norms and expectations of their family, social group or nation. Rules must be followed.
Stage three
‘Good boy’ and ‘Good girl’ orientation
You worry about what other people will think about you. Want to be seen as good.
“Will my friends care if I steal that textbook?”
Stage four
Orientation towards authority
You think about what’s best for society rather than yourself. You follow rules and laws and see them as really important.
“If I take that textbook, other people won’t be able to use it in class”
Post-conventional level
people set their own personal moral principles which may differ from those of their social group.
Stage five
Social contract orientation
You understand that morals and laws are changeable over time and across cultures. What will benefit most people in the long term?
“If I take a textbook, some people may not do as well in their studies, they won’t get to university, learn and then use that learning to help others in the future”
Stage six
Universal ethical principles
You are capable of very abstract moral thinking (based on universal rules and can take into account all possible positions a person might make when making a moral decision. You ACT on your own morals.
“Education is vitally important and by taking the textbook I am denying someone’s right to education
Kohlberg conclusions
People’s moral development follows an invariant developmental sequence
This means everyone, regardless of culture, social background or religion moves through the same 6 stages in the same order.
They never skip a stage or move backwards through the stages (although not everyone reaches the last stage).
External reliability:
The fact that Kohlberg conducted his research on a relatively large sample (the 75 American boys and participants from other countries too) meant that he was not just seeing fluke, ‘one-off’ results.
However, Kohlberg’s research was conducted in the 1950s and 1960s, and it is arguable both that the world is quite a different place now and that parenting styles may have changed since then. It would need to be established that Kohlberg’s findings are still valid today
