Moral & Prosocial Development (12)

Question 1

altruistic motives

Answer 1

empathy and sympathy for others, at later ages consistently acting on personal moral principles

Question 2

Empathy vs Sympathy

Answer 2

Empathy: emotional reaction to another’s emotions that is similar
Sympathy: feeling of concern for another in reaction to another’s emotion

Question 3

Nancy Eisenberg’s and prosocial behaviour

Answer 3

Prosocial moral dilemmas used to determine prosocial behaviour (choose between helping someone and meeting their own needs)
5 stages of prosocial moral reasoning

Question 4

Eisenberg Level 1

Answer 4

Hedonistic, self focused orientation

• preschool age
• concerned with own interests

Question 5

Eisenberg level 2

Answer 5

Needs-based orientation

• some preschool, elementary school age
• concerned with others’ needs even when they conflict with own needs

Question 6

Eisenberg level 3

Answer 6

Approval and/or stereotyped orientation

• elementary school
• decisions based on ideas of good vs bad

Question 7

Eisenberg lever 4

Answer 7

a) Self-reflective empathic orientation
- older elementary and high school
- sympathetic responsiveness or role-taking
- concern for others’ humanness
b) Transitional level
- internalize values, norms, responsibilities
- concern for larger society

Question 8

Eisenberg level 5

Answer 8

Strongly internalized stage

• everything based on values, norms, responsibilities
• belief in dignity & equality of all individuals
• desire to maintain obligations and improve society

Question 9

Factors that affect prosocial behaviour

Answer 9

rewards decrease motivation for prosocial behaviour
punishment = prosocial behaviour to avoid punishment
physical punishment, authoritarian parenting = decreased sympathy
discipline with reasoning increases voluntary prosocial behaviour
(environment) parents values, toward whom they are prosocial
Media, Culture, Opportunities/practicing

Question 10

What factors increase prosocial behaviour?

Answer 10

supportive and constructive parenting
discipline with reasoning and perspective taking
prosocial activities, opportunities to experience emotional rewards
School-based interventions

Question 11

What might account for differences in prosocial behaviour? Bio/Psycho/Social

Answer 11

Bio: genetic factors - temperament
Psycho: emotion regulation
Social: parents, teachers, peers, oppertunities

Question 12

What does Nancy Heisenberg say in the video

Answer 12

emotion regulation how that impacts peer relations, teacher reports, prosocial behaviour,
predicts social competency
cognitive skills to deal with and control emotion

Question 13

Summarize Piaget and moral reasoning

Answer 13

through observation and interviews Piaget described changes from rigid acceptance of rule to understanding moral rules are a product of social interaction
2 stages of moral development and a transition period (3 stages) from outcome > intention to intention > outcome

Question 14

Piaget moral reasoning stage 1

Answer 14

Morality of constraint (heteronomous morality)
< 7yrs
-moral reasoning before concrete operational
-rules unchangeable, established by adults
-outcome/consequence > motive/intention

Question 15

Piaget moral reasoning stage 2

Answer 15

Transitional period

• ages 7-10
• increased peer interaction leads to understanding that rules can be constructed by a group
• learning to take others perspectives leads to change in thinking about moral issues
• start to value fairness and equality

Question 16

Piaget moral reasoning stage 3

Answer 16

Autonomous morality

• by age 11 or 12
• understand rules can be changed if a group agrees
• fairness and equality among people
• punishment should fit the crime,
• can consider motives and intentions in behaviour

Question 17

Criticism of Piaget’s moral reasoning

Answer 17

timeline, young children can sometimes recognize intention (hurting)
sometimes disregard adults views
peer interaction doesn’t lead to moral development, cooperation does

Question 18

Summarize Kohlberg’s theory of moral reasoning

Answer 18

discontinuous series of stages that are hierarchacal
3 levels of reasoning, 2 stages (6)
presented children with moral dilemmas and questions them about issues in moral judgements and how they made them
not everyone attains stage 6

Question 19

Summarize Kohlberg’s 3 levels of moral reasoning

Answer 19

Preconventional - self centered, focus on rewards and avoiding punishment
Conventional - centered on social relationships, compliance with duties/laws
Postconventional - reasoning involves ideals, moral principles and universal rights

Question 20

Kohlberg moral reasoning stage 1

Answer 20

Preconventional

1. punishment & obedience orientation
   - does not consider/recognize interests of others
   - what is right is obedience to authorities

Question 21

Kohlberg moral reasoning stage 2

Answer 21

Preconventional

2. instrumental & exchange orientation
   - what is in one’s own best interest of involves an exchange for benefits

Question 22

Kohlberg moral reasoning stage 3

Answer 22

Conventional

3. mutual interpersonal expectations, relationships & interpersonal conformity orientation
   - does what is expected by people or in a given role
   - being “good” is important (good motives, care for others and good relationships)

Question 23

Kohlberg moral reasoning stage 4

Answer 23

Conventional

4. social system & conscience orientation (law & order)
   - focus on fulfilling duties, upholding laws, contributing to society
   - motivated to keep social system and avoid breakdown

Question 24

Kohlberg moral reasoning stage 5

Answer 24

Postconventional

5. social contract or individual rights orientation
   - focus on upholding rules that are in the best interest of the group or agreed upon rules
   - universal rights must be upheld regardless

Question 25

Kohlberg moral reasoning stage 6

Answer 25

Postconventional

6. universal ethical problems
   - committed to self chosen principles that reflect universal rights
   - act according to universal rights rather than laws

Question 26

criticisms of Kohlberg’s theory of moral reasoning

Answer 26

• reflects western concepts
• discontinuity
• sex differences, principles of justice and rights valued by men more than women

Question 27

conscience

Answer 27

internal regulatory mechanism that increases conformity to standards of conduct in a culture

Question 28

What did Warneken & Tomasello (2009) want to find out?

Answer 28

are people naturally helpful (and society corrupts) or naturally selfish (and society teaches)?
comparisons between chimps and young children

Question 29

What were the three forms of altruism that Warneken & Tomasello (2009) identified and what are the differences between children and chimps?

Answer 29

Helping - both help in situations where they understand the goal
Sharing - chimps don’t share, children do (social cognitive deficits? evolution?)
Informing - chimps communicate for self serving purposes, infants give helpful information

Question 30

What did Warneken & Tomasello (2009) conclude?

Answer 30

children are naturally helpful (like primates), generous and informative
altruism is not a single trait
culture mediates altruistic tendencies, social experiences motivate altruistic tendencies