Chapter 8 Flashcards
Kohlberg’s 3 levels of moral reasoning
- pre-conventional
- conventional
- post-conventional
pre-conventional level
- stage 1-2
- have not yet internalized social norms; rely on external sources like adults, police, etc.
conventional level
- stage 3-4
- accepted and internalized social norms/rules for what is right and wrong
post-conventional level
- stage 5-6
- questions and rejects some social norms, uses self-chosen principles that benefit most people, not necessarily them
stage 1
- moral reasoning is based on what is or is not punished (consequences)
- most kids are here (or stage 2)
stage 2
- moral reasoning based on whether following rules is in one’s best interest (hedonistic stage -> what benefits or inconveniences me?)
- most kids are here (or stage 1)
stage 3
- moral rules based on rules held by family members, peers, teachers, etc. (people in your local environment)
- most teens are here
stage 4
- moral rules are based on laws
- most adults are here
- typically highest level found in agricultural societies
stage 5
- moral rules reflect general principles that are in humanity’s best interest (self-chosen, but on basis of greater good for all, not hedonistic)
- rare, but can be found in well-educated adults
- typically highest level found in urban societies
stage 6
- realize that moral decisions typically involve a conflict between 2 general principles and that they must prioritize one principle over another (ie. spanking laws -> clash between parent’s rights and children’s rights)
- rare, but can be found in well-educated adults
subjective self in infancy
- awareness that you are active and separate from caregiver
- fully acquired at 8 months
- learned from everyday interactions with objects -> learn that they can have an effect on something
subjective self in middle childhood
- 2 new aspects of self-concept emerge:
- 1) psychological self: awareness of unobservable/internal properties of self (ex. personality)
- 2) valued self: ability to judge/evaluate the self (ex. self-esteem)
2 aspects of the valued self
- discrepancy between desired and actual goals/accomplishments
- level of perceived support from others (encouragement)
objective self in infancy
- aka: categorical self
- awareness of physical properties of the self
- infant has objective self if they touch their own nose during the mirror test (rather than touching the mirror -> believes it’s another baby)
- other evidence of objective self: referring to themselves, using pronouns to describe themselves
objective self in early childhood
- at 2-2 1/2, kids can label their own gender/sex
- at 2 1/2-3, kids can label another’s sex/gender
emotional self in infancy
- babies don’t like neutral faces and will try to get caregivers to change their faces from neutral expressions
- self-conscious emotions (or moral emotions) emerge around 2 1/2 years (ex. hiding behind couch to poop in diaper because they’re embarrassed to do it in public)
emotional self in early childhood
- improvements in emotional regulation (impulse control)
- M&M test (originally marshmallow test) used to test this -> 1/3 fail
- early predictor of emotional intelligence
psychological self in adolescence
ability to contemplate self-identity (beliefs, values, worldview) -> ie. are you a feminist, a liberal, etc?
James Marcia’s 2 dimensions of identity formation
- crisis (not knowing what you want to do)
- commitment (making a decision)
- part of psychological self in adolescence
James Marcia’s 4 identity types
- identity achievement: crisis and commitment
- foreclosure: commitment, no crisis
- moratorium: crisis, no commitment
- identity diffusion: no crisis, no commitment
- all part of psychological self in adolescence
