Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYC 304 > Lecture 11: Moral Development and Wrap-Up > Flashcards

Lecture 11: Moral Development and Wrap-Up Flashcards

1
Q

moral judgment

A

How people should interact with each other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what is moral judgment based on?

A

principles concerning the distinction between right/wrong

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

examples of principles concerning the distinction between right/wrong

A

justice, welfare, and fairness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Piaget’s theory of moral reasoning

A
  • The development of moral judgment relies on cognitive development
  • Children pass through 3 qualitatively different stages of moral development
  • Assessed moral judgment with short stories
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

how does moral judgment change with cognitive development?

A

children are increasingly able to take intentions into account

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

properties of Piaget’s stages of moral development

A
  • All thinking about right and wrong is determined by the stage
  • Order is fixed
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

assessing moral judgment with short stories

A

Interested in explanations for why an action is viewed as right or wrong

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Piaget’s 3 stages of moral reasoning

A
  • premoral stage
  • heteronomous stage
  • autonomous stage
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

premoral stage

A
  • 0-5 years old
  • Little understanding of rules, so they can’t make judgments about right and wrong
  • Their behaviour is regulated by their caregivers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

heteronomous stage

A
  • 5-10 years old
  • Rules are fixed and can never be broken
  • Morality: obeying the rules of authority figures, like parents
  • The outcomes of an action are more important than the intentions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

autonomous stage

A
  • 10+ years old
  • Rules are not absolute and can be changed
  • Consider moral principles, like fairness, when deciding what is right and wrong
  • Intentions matter
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Kohlberg’s theory of moral reasoning

A
  • A cognitive theory of moral development
  • Divided moral development into three stages
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Kohlberg’s 3 stages of moral reasoning

A
  • preconventional stage
  • conventional stage
  • postconventional stage
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

preconventional stage

A
  • 3-7 years old
  • Focus on avoiding punishment and getting rewards from authority figures
  • Intentions don’t matter
  • No personal sense of right and wrong
  • Rules are fixed and absolutely
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

which of Piaget’s stages is the preconventional stage most similar to?

A

the heteronomous stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

how do children in the preconventional stage react to the Heinz dilemma?

A
  • Heinz should not steal the drug because stealing is illegal and he could get caught
  • Heinz should steal the drug because if his wife dies, Heinz will be blamed and will go to jail
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

conventional stage

A
  • 8-13 years old
  • Focus on compliance with social expectations, conventions, and duties
  • Good behaviour is doing what is approved of by the social group and maintaining good social relationships
  • Capable of considering intentions
  • Good behaviour is upholding one’s duty to follow the rules and laws of society
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

which of Piaget’s stages is the conventional stage most similar to?

A

the autonomous stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

how do children in the conventional stage respond to the Heinz dilemma?

A
  • It’s right to steal because Heinz means well by trying to help his dying wife
  • It’s wrong for kids to steal because it’s against the law. If everyone was stealing, society would fall apart
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

postconventional stage

A
  • 13 years old +
  • The morality of an action is judged based on what’s in the best interest of society or based on maintaining universal ethical principles
  • Rules are viewed as social contracts that can be changed to meet the needs of society
  • People may disobey rules that are inconsistent with their moral principles
  • Rules are viewed as useful but not absolute
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

does everyone reach the postconventional stage?

A

no

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

what are the basic universal ethical principles?

A

Life, liberty, basic human rights

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

how do children in the postconventional stage respond to the Heinz dilemma?

A

It’s not wrong for Heinz to steal because human life must be preserved and life is worth more than money or personal property.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Piaget and Kohlberg’s contributions

A
  • First to acknowledge that moral reasoning changes systematically as children grow older due to cognitive development
  • Recognizing that children are increasingly able to take intentions into account as they age
  • Cross-cultural universality of changes in moral reasoning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

weaknesses of of Piaget and Kohlberg’s theories

A
  • Assumed that infants and very young children are incapable of judgment about right and wrong
  • Underestimated children’s ability to appreciate intentions
  • Children and adults show inconsistencies in their moral reasoning
  • People often reason at different levels on different occasions
  • More likely to reason at lower levels if they can personally benefit
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

moral judgment study question

A

is moral judgment innate?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

moral judgment study method

A
  • 6-month-olds watched a morality play in which a red puppet is trying to climb up a hill but fails
  • Helper: The yellow puppet comes and helps the red puppet
  • Hinderer: The blue puppet pushes the red puppet down
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

moral judgment study results

A

depending on the study, 75-100% of babies prefer the helper vs. the hinderer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

moral judgment follow-up study

A

used the preferential looking paradigm with 3-month-olds, which found that they prefer the helper over the hinderer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

takeaway of moral judgment studies

A

this suggests that rudimentary moral judgment is innate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

infants and intentions study question

A

can children appreciate intentions around 2 years of age?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

infants and intentions study method

A
  • 21-month-olds participated in a lab task with two adults
  • Infants stood at a table with both adults
  • Both adults offered to give the infant a toy by placing it at the edge of the table but ultimately the child didn’t get the toy
  • Negative intention: The adult pulled the toy away
  • Positive intention: The adult watched in surprise as the toy rolled away from the infant
  • Then, the experimenter presents both adults with a single new toy
  • The toy falls to the floor and both adults reach for it
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

infants and intentions study test

A

Does the infant help? If so, which adult do they help?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

infants and intentions study results

A

most infants helped the adult with positive intentions (evidence of selective helping)

35
Q

infants and intentions study takeaway

A

contrary to Piaget’s theory, suggests that 2-year-olds can appreciate intentions when judging others’ actions

36
Q

infants and intentions follow-up study

A

But what if there are different outcomes of action? Will infants still base decisions to help on intentions?

37
Q

infants and intentions follow-up study method

A
  • the same procedure except:
  • Positive intention but negative outcome: The adult clearly offered the toy to the infant and watched in surprise as the toy rolled away
  • Positive intention and positive outcome: The adult clearly offered the toy to the infant and the child was able to examine it
  • Then, the experimenter presented both adults with a single new toy
  • The toy falls to the floor and both adults reach for it
38
Q

infants and intentions follow-up study findings

A

2-year-olds helped the adults equally, suggesting that infants care more about intentions than outcomes of actions

39
Q

appreciating intentions study question

A

how does theory of mind influence children’s ability to take intentions into account when making moral judgments?

40
Q

appreciating intentions study method

A

tested 3-8-year-olds children on a standard false belief task and a moral false belief task

41
Q

appreciating intentions study findings

A
  • Children’s attribution of positive intentions (wasn’t doing something wrong) increased with age
  • Children who failed standard false belief tasks interpreted the character’s intention as negative and were more likely to recommend punishing them
42
Q

appreciating intentions study takeaway

A

this suggests that maturing theory of mind enables children to give others the benefit of the doubt when they act out of ignorance

43
Q

what is the current dominant theory of moral development?

A

the social domain theory

44
Q

social domain theory of moral development

A
  • As they age, children are simultaneously developing knowledge about moral, societal, and personal domains
  • Implies that what children view as right and wrong depends on the domain
  • Challenge to Piaget and Kohlberg who viewed children’s thinking about right and wrong as determined by stage and consistent across situations
45
Q

what are the social domains?

A

moral, societal, and personal domain

46
Q

moral domains

A

reasoning about issues related to others’ welfare about rights, fairness, and justice

47
Q

how is the moral domain learned?

A

through socialization from parents

48
Q

societal domain

A

understanding of social conventions that these conventions can be changed and are sometimes arbitrary

49
Q

personal domain

A
  • actions in which individual preferences are the main consideration
  • No right or wrong choices since choices don’t affect other people
50
Q

implications of social domains

A
  • Children can distinguish between moral, societal, and personal domains from a young age
  • View of right and wrong depends on the domain
  • Children can make moral-based judgments much younger than Piaget and Kohlberg thought
51
Q

evidence for distinctions between domains

A
  • 3- and 4-year-olds can distinguish between issues in 3 domains
  • They generally believe that violations of moral rules are more wrong than violations of societal conventions
  • They believe that they should have control in the personal domain but understand that they don’t decide in moral and societal domains
  • But, they struggle to make moral judgments in complex situations, especially those involved in group identity
52
Q

social domains across cultures

A

All cultures distinguish between issues of morality, societal conventions, and personal preferences

53
Q

Similarity in the moral domain across cultures

A

All cultures view judgments about behaviours related to fairness and others’ welfare as in the moral domain

54
Q

differences across cultures in what falls within the moral, societal, and personal domain

A

helping parents in old age is a moral judgment in collectivistic cultures but more of a personal judgment in individualistic cultures

55
Q

prosocial behaviour

A
  • Voluntary behaviour intended to benefit others
  • Includes helping, sharing, and comforting others
56
Q

how does prosocial behaviour happen?

A

Empathy and sympathy are important motivators of prosocial behaviour

57
Q

trajectory to prosocial behaviour

A

Perspective-taking -> empathy -> sympathy -> prosocial behaviour

58
Q

empathy

A

understanding and sharing the emotional state of another person

59
Q

sympathy

A

feeling of concern for another person in response to their emotional state

60
Q

prosocial behaviour before 18 months

A

children tend to react to others’ distress with self-focused distress rather than prosocial behaviour

61
Q

prosocial behaviour from 18-24 months

A
  • prosocial behaviour appears and increases throughout the second year of life
  • They readily help others without the need for encouragement
62
Q

examples of prosocial behaviour in 18-24-month-olds

A
  • Comfort others in distress
  • Share belongings
  • Help others achieve goals
63
Q

why do 18-24-month-olds develop prosocial behaviour?

A

Due to the capacity to feel empathy and sympathy, facilitated by the emergence of the sense of self around 18 months

64
Q

prosocial behaviour in toddlers study question

A

how do toddlers react in an empathy-inducing situation?

65
Q

prosocial behaviour in toddlers study method

A
  • 18-24-month-olds introduced to 2 experimenters
  • E1 was wearing a necklace that she visibly likes and takes it off and one point
  • Coded infant’s facial expression in reaction to the events
66
Q

prosocial behaviour in toddlers study conditions

A
  • Harm: E2 aggressively takes the necklace, but E1 shows no emotional reaction
  • Neutral: E2 takes another necklace that’s close by (not E1’s necklace) in a neutral way, and E1 shows no emotional reaction
67
Q

prosocial behaviour in toddlers study results

A
  • infants showed more sympathy in the harm vs. neutral condition
  • They were more likely to sympathize with a seemingly victimized adult
68
Q

prosocial behaviour in toddlers study takeaway

A

this suggests that infants can feel sympathy even in the absence of adult’s reactions of distress

69
Q

prosocial behaviour in toddlers second part of the study method

A
  • In the next part of the study, infants had the opportunity to help E1 after her balloon flew away
  • E1 pretends to not be able to retrieve it
70
Q

prosocial behaviour in toddlers second part of the study findings

A
  • there was a positive correlation between sympathy and helping behaviour
  • Children who showed more sympathy during the necklace portion of the study were more likely to help her retrieve the balloon
71
Q

prosocial behaviour in toddlers second part of the study takeaway

A

this shows that sympathy motivates helping in infants as young as 18-24 months

72
Q

selective helping in toddlers

A

Toddlers help selectively depending on:
How trustworthy, friendly, and helpful the other person is
The type of help required
They struggle to engage in helping that requires self-sacrifice

73
Q

prosocial behaviour beyond toddlerhood

A
  • Prosocial behaviour continues to increase throughout childhood, particularly emotional helping and helping that requires self-sacrifice
  • This is due to the more sophisticated moral reasoning and improved perspective-taking
74
Q

individual differences in prosocial behaviour

A
  • Genetics (nature)
  • Socialization by parents (nurture)
75
Q

twin prosocial behaviour studies

A
  • Identical twins are more similar in their level of prosocial behaviour than fraternal twins
  • This suggests that there is a genetic basis for prosocial behaviour
76
Q

possible genetic basis for prosocial behaviour

A

Possible involvement of individual differences in the oxytocin gene

77
Q

Oxytocin

A

neuro-hormone involved in social bonding and childbirth

78
Q

how do genetic differences in prosocial behaviour manifest themselves?

A

as differences in temperament

79
Q

2 key temperament differences associated with prosocial behaviour

A

emotional regulation & behavioural inhibition

80
Q

emotional regulation and prosocial behaviour

A
  • The ability to experience emotion without getting overwhelmed by it is associated with empathy
  • Better emotional regulation is positively associated with helping
81
Q

behavioural inhibition and prosocial behaviour

A

high levels of shyness are negatively associated with helping

82
Q

2 ways that parents impact prosocial behaviour

A
  • Modelling of prosocial behaviour and teaching prosocial values
  • Providing opportunities for a child to engage in prosocial behaviour
83
Q

modelling of prosocial behaviour

A
  • Children tend to be similar to their parents in terms of prosocial behaviour because they copy their behaviour
  • Sympathy-inducing rationales are most likely to lead to the internalization of prosocial behaviours
  • Authoritative parenting is positively associated with kids’ prosocial behaviour
84
Q

providing opportunities for children to engage in prosocial behaviour

A
  • Ex. performing household chores, community service hours in high schools
  • Increases children’s willingness to take on prosocial tasks in the future because they feel competent to do it
  • Fosters perspective-taking

PSYC 304 (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions