Application: Moral Development (LEC) Flashcards

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1
Q

A child is faced with the Heinz dilemma and reasons, “He should steal the drug because his wife will die without it, and it’s important to help people in need.” This reasoning best aligns with which stage of Kohlberg’s theory?

A. Stage 1: Obedience and Punishment Orientation

B. Stage 3: Good Interpersonal Relationships

C. Stage 4: Maintaining Social Order

D. Stage 5: Social Contract and Individual Rights

A

B. Stage 3: Good Interpersonal Relationships

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2
Q

According to Piaget’s theory, a 6-year-old child judges a person who accidentally broke 15 cups as naughtier than someone who intentionally broke 1 cup. This reflects:

A. Autonomous morality
B. Morality of cooperation
C. Heteronomous morality
D. Preconventional reasoning

A

C. Heteronomous morality

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3
Q

In induced guilt experiments, children who experience guilt after violating a moral standard are more likely to:

A. Rationalize their behavior.

B. Avoid repeating the behavior in the future.

C. Develop external moral reasoning.

D. Reject their parents’ moral standards.

A

B. Avoid repeating the behavior in the future.

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4
Q

A child believes breaking the rules is wrong because adults say so and punishes rule-breakers without considering intent. This view aligns with:

A. Stage 2: Instrumental and Exchange Orientation

B. Stage 4: Social System and Conscience Orientation

C. Morality of constraint

D. Morality of cooperation

A

C. Morality of constraint (Heteronomous)

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5
Q

Which parenting style is most likely to encourage autonomous morality, confession, and empathy in children?

A. Power assertion
B. Affection
C. Induction
D. Authoritarian

A

C. Induction

Autonomous Morality (Piaget):

Involves understanding that rules are flexible, based on mutual agreements, and considering intentions rather than just outcomes. It reflects higher levels of moral reasoning.

Parenting Styles:

Power Assertion: Uses authority or punishment to enforce rules, often leading to lower levels of moral development. Children may follow rules out of fear rather than internal understanding.

Affection: Provides emotional warmth and support, promoting trust. While helpful, affection alone is less effective than reasoning when fostering advanced moral understanding.

Induction: Involves explaining the consequences of a child’s actions on others, promoting empathy and moral reasoning. For example, saying, “Hitting your friend hurt their feelings; how do you think that made them feel?”

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6
Q

Research on cheating behavior suggests that individuals at which moral reasoning level are most likely to resist cheating?

A. Preconventional
B. Conventional
C. Postconventional
D. Transitional

A

C. Postconventional

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7
Q

According to Kohlberg, most adults exhibit moral reasoning at which level?

A. Preconventional
B. Conventional
C. Postconventional
D. Transitional

A

B. Conventional

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8
Q

A teacher tells a child that their actions hurt a friend, and the child feels guilty for the harm caused. This aligns most closely with:

A. Piaget’s theory of moral reasoning

B. Induction as a parenting strategy

C. Kohlberg’s stage of mutual interpersonal expectations

D. Power assertion in parenting

A

B. Induction as a parenting strategy

Induction: Explaining consequences of actions on others to promote empathy and moral reasoning.
Higher levels of moral development (when parents provide reason for their punishment)

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9
Q

A young child consistently avoids misbehaving in class because they do not want to be punished by the teacher. This reflects which stage of moral reasoning?

A. Stage 1: Obedience and Punishment Orientation

B. Stage 2: Instrumental and Exchange Orientation

C. Stage 3: Good Interpersonal Relationships

D. Stage 4: Social System and Conscience Orientation

A

A. Stage 1: Obedience and Punishment Orientation

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10
Q

According to Piaget, which of the following is critical for children to transition from heteronomous to autonomous morality?

A. Adult-imposed rules and punishments
B. Cognitive maturity and peer interactions
C. Internalized guilt and shame
D. Strict adherence to social systems

A

B. Cognitive maturity and peer interactions

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11
Q

A parent uses punishment and strict authority to enforce rules, such as grounding their child for lying. What is the likely impact of this approach on the child’s moral development? (Power Assertion)

A. The child develops autonomous morality.

B. The child shows lower levels of moral reasoning and responsibility.

C. The child feels empathy and guilt toward others.

D. The child becomes more honest and communicative.

A

B. The child shows lower levels of moral reasoning and responsibility.

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12
Q

A parent frequently expresses warmth, trust, and emotional support toward their child. How might this parenting style influence the child’s moral development? (Affection)

A. The child is more likely to experience trust and open communication.

B. The child consistently develops preconventional reasoning.

C. The child shows less concern for peer relationships.

D. The child is less likely to consider the feelings of others.

A

A. The child is more likely to experience trust and open communication.

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13
Q

When a child pushes a peer during play, their parent calmly explains, “Pushing someone can hurt their feelings. How would you feel if someone pushed you?” What effect does this have on the child’s moral development? (Induction)

A. The child becomes more focused on external consequences than internal standards.

B. The child develops empathy and moral reasoning, leading to autonomous morality.

C. The child feels resentment toward the parent and becomes more rebellious.

D. The child avoids breaking rules out of fear of punishment.

A

B. The child develops empathy and moral reasoning, leading to autonomous morality.

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14
Q

A child says, “Breaking 15 cups by accident is worse than breaking 1 cup on purpose because more cups were broken.” According to Piaget, this reflects which stage of moral development?

A. Autonomous morality
B. Heteronomous morality
C. Morality of cooperation
D. Transitional morality

A

B. Heteronomous morality

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15
Q

According to Piaget, which factor contributes most to a child’s transition from heteronomous morality to autonomous morality?

A. Strict parental discipline
B. Peer interactions and cognitive maturity
C. Emotional attachment to parents
D. Increased fear of punishment

A

B. Peer interactions and cognitive maturity

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16
Q

In Piaget’s morality of constraint (heteronomous morality), what determines whether an action is judged as right or wrong?

A. The individual’s intentions
B. The consequences of the action
C. Mutual agreements among peers
D. Universal ethical principles

A

B. The consequences of the action

17
Q

Piaget observed that children in the transitional period begin to:

A. Blindly obey authority without questioning.

B. Believe that rules are rigid and unchangeable.

C. Take others’ perspectives and understand fairness.

D. View moral rules as dictated solely by adults.

A

C. Take others’ perspectives and understand fairness.

18
Q

A child at the autonomous morality stage is most likely to believe:

A. Rules are absolute and set by adults.

B. Punishment is justified no matter the intention.

C. Rules can be changed through group agreement.

D. Consequences matter more than intent in moral decisions.

A

C. Rules can be changed through group agreement.

19
Q

According to Piaget, why do children in the heteronomous stage view rules as unchangeable?

A. Parental control is coercive and unilateral.

B. Children are motivated by social relationships.

C. Children believe fairness is a shared responsibility.

D. Cognitive maturity leads to a rigid view of morality

A

A. Parental control is coercive and unilateral.

20
Q

When asked who is naughtier, a younger child says John (who accidentally broke 15 cups) instead of Henry (who intentionally broke 1 cup). What explains this response according to Piaget?

A. The child focuses on fairness and intent.

B. The child is using autonomous moral reasoning.

C. The child focuses on consequences over intentions.

D. The child is in Kohlberg’s preconventional stage.

A

C. The child focuses on consequences over intentions.

21
Q

What is the primary distinction between heteronomous and autonomous morality?

A. Heteronomous morality is focused on intentions, while autonomous morality focuses on rules.

B. Heteronomous morality is authority-driven, while autonomous morality involves mutual agreements.

C. Heteronomous morality is based on social contracts, while autonomous morality is rigid and rule-based.

D. Heteronomous morality is influenced by peers, while autonomous morality is influenced by adults.

A

B. Heteronomous morality is authority-driven, while autonomous morality involves mutual agreements.

22
Q

In Kohlberg’s preconventional level of moral reasoning, decisions are primarily based on:

A. Avoiding punishment or gaining rewards.

B. Upholding social duties and laws.

C. Adhering to universal ethical principles.

D. Maintaining good interpersonal relationships.

A

A. Avoiding punishment or gaining rewards.

23
Q

Which of the following best describes Stage 3 of Kohlberg’s moral development?

A. Morality is driven by obedience to authority to avoid punishment.

B. Moral reasoning is focused on fulfilling social duties and laws.

C. Good behavior is defined by meeting expectations and maintaining relationships.

D. Moral behavior aligns with self-chosen universal ethical principles.

A

C. Good behavior is defined by meeting expectations and maintaining relationships.

24
Q

In the Heinz dilemma, a person reasoning at the postconventional level might say Heinz should steal the drug because:

A. He would be punished if he didn’t try to save his wife.

B. It would make him look like a good husband to others.

C. The value of saving a life outweighs the law against stealing.

D. Breaking the law is always justified if the outcome benefits oneself.

A

C. The value of saving a life outweighs the law against stealing.

25
Q

What is a primary characteristic of Stage 4 (Social System and Conscience Orientation) in Kohlberg’s theory?

A. Obedience to laws is seen as necessary to maintain social order.

B. Morality is based on avoiding punishment or gaining rewards.

C. Decisions are guided by principles of justice and equality.

D. Moral reasoning is primarily focused on personal relationships.

A

A. Obedience to laws is seen as necessary to maintain social order.

26
Q

Which of the following is true about Kohlberg’s postconventional level of moral reasoning?

A. It is common among adolescents.

B. Most adults achieve this level.

C. It involves reasoning based on universal moral principles.

D. It is primarily concerned with obeying social rules and expectations.

A

C. It involves reasoning based on universal moral principles.

27
Q

A child says, “It’s okay to break the rules if it helps more people than it hurts.” This reasoning reflects which stage of Kohlberg’s theory?

A. Stage 2: Instrumental and Exchange Orientation

B. Stage 4: Social System and Conscience Orientation

C. Stage 5: Social Contract and Individual Rights Orientation

D. Stage 6: Universal Ethical Principles

A

C. Stage 5: Social Contract and Individual Rights Orientation

28
Q

According to Kohlberg, most adults operate at which level of moral reasoning?

A. Preconventional
B. Conventional
C. Postconventional
D. Universal

A

B. Conventional

29
Q

What is the primary criticism of Kohlberg’s theory highlighted by Carol Gilligan?

A. Kohlberg’s theory fails to account for cross-cultural differences in moral reasoning.

B. Kohlberg’s stages are too rigid and hierarchical.

C. Kohlberg’s theory places greater emphasis on justice than on care and interpersonal relationships.

D. Kohlberg’s research focused too much on younger children rather than adults.

A

C. Kohlberg’s theory places greater emphasis on justice than on care and interpersonal relationships.

30
Q

In Stage 1 (Punishment and Obedience Orientation), how would a child likely justify not stealing the drug in the Heinz dilemma?

A. Stealing is wrong because it hurts society.

B. Stealing is wrong because Heinz could go to jail.

C. Stealing is wrong because it violates the store owner’s rights.

D. Stealing is wrong because laws should be based on fairness and justice.

A

B. Stealing is wrong because Heinz could go to jail.

31
Q

Which of the following is a limitation of Kohlberg’s theory?

A. It fails to explain how peer interactions influence moral reasoning.

B. It does not recognize the impact of emotions on moral decisions.

C. It shows no correlation between moral reasoning and moral behavior.

D. It suggests that cultural values do not impact moral reasoning stages.

A

B. It does not recognize the impact of emotions on moral decisions.

32
Q

What is the role of the superego in moral development according to Freudian theory?

A. It encourages adherence to internalized societal standards and generates guilt when violated.

B. It motivates behavior through rewards and punishments.

C. It creates moral rules through peer interactions.

D. It is the part of the mind that controls logical decision-making.

A

A. It encourages adherence to internalized societal standards and generates guilt when violated.

33
Q

According to Piaget, what characterizes the stage of heteronomous morality?

A. Rules are seen as flexible and mutually agreed upon.

B. Moral reasoning is based on intentions rather than consequences.

C. Rules are viewed as unchangeable and defined by authority figures.

D. Justice is determined by fairness and equality among individuals.

A

C. Rules are viewed as unchangeable and defined by authority figures.

34
Q

What does the term “autonomous morality” refer to in Piaget’s theory?

A. Moral reasoning based solely on external authority.

B. The belief that rules are unchangeable and absolute.

C. Moral reasoning based on mutual agreements, fairness, and intentions.

D. Strict adherence to societal rules without question.

A

C. Moral reasoning based on mutual agreements, fairness, and intentions.

35
Q

What is the focus of moral emotions in development?

A. They are unrelated to morality and focus on social rewards.

B. They arise as children internalize societal standards and generate feelings like guilt or pride.

C. They are based on logical reasoning about right and wrong.

D. They primarily involve observing others’ behaviors.

A

B. They arise as children internalize societal standards and generate feelings like guilt or pride.

36
Q

What does the term “instrumental and exchange orientation” in Kohlberg’s theory mean?

A. Following rules to avoid punishment.

B. Acting based on mutual benefits or what is in one’s best interest.

C. Upholding laws and social systems.

D. Acting based on universal ethical principles.

A

B. Acting based on mutual benefits or what is in one’s best interest.

37
Q

What is the concept of “morality of constraint” according to Piaget?

A. Morality is guided by an internalized sense of fairness.

B. Right and wrong are determined by the consequences of actions.

C. Moral rules are seen as changeable agreements between peers.

D. Children base decisions on empathy for others.

A

B. Right and wrong are determined by the consequences of actions.