Week 13 - Moral Judgement

Question 1

Morality

Answer 1

fairness - rights, equality, justice
others welfare - care and abstaining from harm

Question 2

moral development

Answer 2

how children construct knowledge about the rules that govern how we ought to treat each other

Question 3

moral judgement

Answer 3

deciding whether an action is morally right or wrong

is it okay to hit someone?

Question 4

moral reasoning

Answer 4

justification for ones moral decisions

why is it not okay to hit someone?

Question 5

moral emotions

Answer 5

emotions that reflect internalized moral principles

how do i feel after i hit someone?

Question 6

moral behaviours

Answer 6

actions consistent with moral principles

how am i going to treat this person?

Question 7

moral identity

Answer 7

the importance of being a moral person to ones identity

am i a kind person?

Question 8

conscience

Answer 8

moral compass

internal regulatory mechanism which tries to guide a person to behave in accord with their internalized moral norms

how do i make sure that i am leading my life in a way that is morally good?

Question 9

facets of morality

Answer 9

emotion: how do i feel about this
cognition: is this right or wrong and why
identity: am i a good person
behaviour: how should i treat others

Question 10

Piagets theory of moral judgement

Answer 10

moral rules are products of social interactions and therefore develop over time
discussions and interactions with peers are more important for moral reasoning than interactions with adults

Question 11

Piagets method

Answer 11

observed children playing games
interviewed children about what
- constitutes a transgression
- the importance of intention
- whether some punishments were fair

Question 12

interview method

Answer 12

scenarios where there is a transgression without intention - accidents

Question 13

piaget - two stages of morality

Answer 13

heteronomous morality - acting in accordance with ones desires rather than reason or moral duty

transitional period

autonomous morality - acting in accordance with ones moral duty rather than ones desires

Question 14

stages of heteronomous morality

Answer 14

younger than 7 years - preoperational stage (see world through own perspective)
children see rules and obedience to authority just as they do concrete objects in the world
dont consider motives or intentions
justice = is the action consistent with the wants of authority

Question 15

transitional period

Answer 15

7 or 8-10 years
appraoching concrete operations = reason logically, better at perspectives, no systematic testing
through peer interactions - learn to cooperate, negotiate and construct rules - leads to more value to fairness and equality

Question 16

stage of autonomous morality

Answer 16

11-12
no longer blindly obedient to authority - formal operations - abstract thought
rules based on social agreement - can be changed
consider intentions, punishment should fit the crime
most children achieve stage - depends on opportunities with peers, cognitive maturity, how punitive or authoritarian their parents are

Question 17

support for piagets theory

Answer 17

children increasingly take morals into account
parental punitiveness negatively related to moral development
perspective taking, logical skills, IQ associated with moral judgement

Question 18

criticisms of piagets theory

Answer 18

peer interaction doesnt automatically stimulate moral development - quality, not quantity
when intentions are made more obvious children consider them earlier - 4-5
young children arent so blind to authority - dont think harming is right when adults say

Question 19

kohlberg’s theory of moral reasoning

Answer 19

built upon piagets theory
how we reason about morality is key
6 hierarchial stages - 3 levels
- progressively less self centred
- progressively less reliant on external authority

Question 20

heinz dilemme

Answer 20

woman near death, one drug to save her
drug too expensive
broke into store to steal drug

Question 21

preconventional level

Answer 21

justification for behaviour is based on desire to avoid punishment and gain rewards
stage 1 - avoid punishment - punishment and obedience orientation
stage 2 - seek rewards - instrumental and exchange orientation - tit for tat

Question 22

conventional level

Answer 22

moral judgement centred on social relationshisps with a motive to conform to either get approval from others or follow societies rules

stage 3 - conform to get approval - expectations, relationships, conformity
stage 4 - confirm with society’s rules, laws, conventions such as duty to family, vows, the country - social system and conscience orientation - law and order

Question 23

post-conventional level

Answer 23

judgements are controlled by an internalized ethical code that is relatively indepdent of the approval or disapproval of others

stage 5: morality is based on societys consensus about human rights - social contract or individual rights
stage 6: morality is based on abstract principles of justice and equality - universal ethical principles

Question 24

kohlberg reasoning over the lifespan

Answer 24

followed 58 boys into adulthood - moral reasoning changes systematically with age

only a few achieved stage 5 and nobody reached stage 6

peaks
stage 2: age 10
stage 3: age 16
stage 4: adulthood

Question 25

heinz dilemma results

Answer 25

6yo - its wrong 9yo - should steal it

Question 26

critique of kohlbergs theory

Answer 26

moral reasoning as discontinuous - people move in and out of moral orders sample only consisted of male participants - women value principle of care unreliable coding system for categorizing reasoning - did not differentiate moral from social conventional issues well cross culture generalizability? some issues like group cohesion are more important in some cultures

Question 27

social domain theory

Answer 27

three domains of social knowledge moral - justice, fairness, equality, rights, welfare of others, not harming others societal domain - conventions, traditions, rituals psychological domain - autonomy, individual choice and preference, physical/health consequences to the self

Question 28

criteria for differentiation of rules

Answer 28

authority jurisdiction - what if teacher says its okay? punishment avoidance - what if you dont get in trouble? rule contigency - what if there is no rule about it? moral domain - rules still stand regardless of differentiation social domain - fluid

Question 29

reasons and justifications - moral

Answer 29

fairness - its not fair if he doesnt get a turn equal treatment - they should be treated the same others' welfare - he'll be hurt and cry and that's wrong

Question 30

reasons and justifications - social conventional

Answer 30

traditions - it's always been done that way before customs/authority - thats how my school does it group regulations - if youre not quiet nobody learns

Question 31

reasons and justifications - psychological

Answer 31

personal choice - she decides cause shes free to do so

Question 32

childrens use of social judgement

Answer 32

differentiate between social and moral issues at age 3 view moral transgressions as more serious offences - low SES children less likely than middle SES - aggressive children confsuse moral and social conventional domains believe parents have no authority over personal judgement

Question 33

social domain theory - judgements about complex issues

Answer 33

conflict between rules in different domains might lead to ambiguities and uncertainties - disobeying a parent to help someone social exclusion is unique - children consider norms, identity, traditions as a basis for exclusion - adolescents think its okay to exclude when identity of group is preserved apply range of reasons from different domains, make decisions based on age and experience

Question 34

how children learn the rules and distinguish between social domains

Answer 34

parents and teachers roles - moral judgements/reasoning advances when parents inititate discussions about other people's feelings - emotional responses of others - breaking moral rules > anger compared to breaking conventional rules

Question 35

timing of parents and teachers roles

Answer 35

effectiveness of socialization depends on how well the message fits the child's developmental level and timing of discussion - 1 yr - physical interventions - 2 yr - verbal brief explanations - 3 yr - rationalize about behaviour - early-late childhood - introduce abstract concepts - fairnesss, care should wait until child is calm to discuss

Question 36

teacher specific roles

Answer 36

learn from classroom values and reasoning when rules are broken children view teachers' authority as limited to rules at school

Question 37

moral emotions

Answer 37

emotions that reflect moral principles vary by valence and orientation affective and cognitive components underlie our values, beliefs, and goals

Question 38

valence and orientation

Answer 38

orientation - self/other valence - positive/negative pride - positive self respect - positive other guilt - negative self sympathy - negative other

Question 39

empathy

Answer 39

shared emotional response that parallel's other's feelings a capacity - panaffective affective empathy (feeling) and cognitive empathy (understanding)

Question 40

development of empathy in infancy and toddlerhood

Answer 40

emotion contagion - newborn - rudimentary empathtic responding - share affect w/o understanding egocentric empathic concern - age 1 - catch emotion and consoles self quasi-egocentric empathic concern - 14-24mo - help in way they would want to be helped verdical empathic concern - 24mo onward - feel and understand, help more adaptively

Question 41

sympathy

Answer 41

feeling of concern for another more morally relevant than empathy - empathy can lead to personal distress: overwhelming feeling of concern for another that inhibits ability to help increases in sympathy ages 5-7 - peer interaction, seperation of self, more understanding

Question 42

compassion

Answer 42

suffering with another and a desire to help - a bit deeper than sympathy involves tolerance and non-judgement

Question 43

guilt

Answer 43

feeling of regret after wrongdoing - behaviour precursors of guilt in first two years of life moral guilt: increases from 4-6 years happy victimizer phenomenon: children may not feel guilt over wrongdoing as they may focus on the gains

Question 44

happy victimizer findings

Answer 44

50% of 3-4yo report feeling happy in response to hypothetically victimizing another 10% of 8yo feel the same way this is despite understanding that what they did was wrong, the other child will feel bad, and they would feel bad if someone did this to them

Question 45

shame

Answer 45

feeling of regret the individual directs at the self related to status, reputation maladaptive - related to depression - not in all cultures

Question 46

pride

Answer 46

feeling pleased with ones accomplishments succeeding on a difficult task elicits pride 7yo - use word proud to reflect good outcomes regardless of whether they succeeded through own efforts 10yo - only own efforts

Question 47

moral pride

Answer 47

positive feelings about the self after acting in accordance with ethical principles moral pride -> prosocial behaviour intrinsically rewarding and encourages future actions increases in moral pride from early-late childhood

Question 48

two types of moral pride

Answer 48

authentic pride - relate to genuine self esteem and linked to more favourable outcomes - proud because its the right thing to do hubristic pride - related to narcissism and one's global self concept - thinking one is a good person

Question 49

jealousy

Answer 49

immoral emotion competition between resources relationships -> jealousy objects/achievements -> envy as early as age 1 express jealousy when mother directs atttention away from them younger children show jealousy with expressions of distress, older children with anger and sadness

Question 50

schadenfreude

Answer 50

immoral emotion feeling joy at anothers misfortune as young as 4 in contexts that involve a peer with immoral intentions suffering a harm - deservingness when an envied suffers misfortune - upward social comparison turns into downward social comparison in competitive contexts when opponent loses

Question 51

antecedents of moral emotions

Answer 51

parental factors that predict moral development mother-infant synchrony - empathy responsiveness to childrens stress (parental sensitivity) - empathy involvement and closeness, support - sympathy, moral reasoning

Question 52

martin hoffman's theory of inductive discipline

Answer 52

three main disciplinary techniques power assertion, love withdrawal, induction

Question 53

why might induction not always work?

Answer 53

efficacy of discipline moderated by several factors - children need to be able to accurately interpret parental messages - more likely to comply with messages that are reasonable, non-threatening - timing is important

Question 54

measuring moral emotions

Answer 54

vignette approach - scenario where child accidentally breaks an adults tower, adult feigns harm - coders rate childs responses how would you feel if you did X? how strongly would you feel X? why would you feel X?