PSY210: 7. Guest Lecture Flashcards

1
Q

Erikson: Identity versus Role Confusion

A

Identity major personality achievement of adolescence

in complex societies teenagers experience identity crisis, period of distress

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2
Q

Erikson: Identity versus Role Confusion

A

Process of inner self searching that builds on characteristics
Combined with emerging traits/capacities/commitments
Can be hindered → results in sense of confusion
Society expose pressure to find adult role
Sexual maturation also press towards different role of maturation

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3
Q

Identity

A

defining who you are, your values, your direction in life
choices about vocation, relationships, expression of one’s sexual orientation, moral ideals, religion
identity crisis

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4
Q

Identity

A

Necessary for adolescents to experience some kind of role confusion while undergoing identity process
Sobering task – resulting in sense of loss and confusion
Encountering new ways learning/ recognizing who are + will be/ actualizing self goals

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5
Q

Identity

A

2 polarities – ideally at end tilted towards more positive edge
constriction in identity → constriction in style of relationships as adult
corner stone on which healthy personality is formed

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6
Q

Role confusion

A

confusion about identity, uncertainty about direction societal constraints
earlier conflicts unresolved inner void, inability to move towards defining commitments
Issues with relationships in all levels
Inability to gain satisfaction of any activity
Lived passively rather than by own motivations

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7
Q

Erikson: Identity versus Role Confusion

A

Resolution lays ground-work for entry into adult life: sets the quality of resolution that is possible for subsequent psychosocial stages
formulation of identity cornerstone of healthy personality

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8
Q

Self-Concept and Self-Esteem

A

more abstract, generalized description of personality traits social work extends - social pressures on different scenarios
self esteem rising in adolescence

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9
Q

Self-Concept and Self-Esteem

A

self-descriptions may depend on situational context which could result in contradictory descriptors
use of qualifiers (“fairly quick temper’)

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10
Q

Self-Concept and Self-Esteem

A

in parallel, self-esteem rises (exception: school transitions)
authoritative parenting, encouragement from teachers predict high self- esteem; high self-esteem individuals tend to be well-adjusted, sociable and conscientious

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11
Q

Self-Concept and Self-Esteem

A

overly critical parenting, inconsistent and negative feedback from teachers predict low self-esteem; indiv tend to be anxious, unfocused + show adjustment difficulties or actually insulting parenting
teenagers may rely on peers not adults to affirm self esteem - make them more vulnerable

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12
Q

Marcia: Theory of Identity Achievement

A

all adolescents need room to grow - safe places to test newly emerging self
questioning values/priorities - is it a crisis? instead identity development a process of periods:
key factors in development of identity
need both processes - contribute differences in outcomes

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13
Q

Marcia: Theory of Identity Achievement

A

similarity with Erikson’s theory:
-certain events (“crises”) prompt movement along continuum
difference to Erikson’s theory: - mul)direc)onal movement between and among the iden)ty statuses
this drives development of identity

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14
Q

Marcia: Theory of Identity Achievement

A

each identity status represents a par)cular configura)on of youth’s progress with regard to iden)ty explora)on and commitment to the values, beliefs, and goals that contribute to iden)ty
-youth may have different iden)ty statues across different iden*ty domains such as work, religion, friendships, gender roles and poli)cs

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15
Q

Marcia: Theory of Identity Achievement

A

identity in variety life events - may vary which identity you are, life events/trigger this processes
4 unique identity points/statuses/stations
acounts for multidirectional movement between the stations - can reevaluate understanding of world and value systems - may cause retreat, more fluid movement

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16
Q

Marcia: Theory of Identity Achievement

A

not necessarily pass through/ experience all 4 - may only do 1 or 2
no assumption of uniform status across different domain’s (family/ work/ religion/ etc) –> can have more than 1 status at a time depending on domain
represent pts along continium from confused unclear sense of identity towards solid strong sense of self

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17
Q

Identity diffusion

A

pathetic state characterized by lack of both exploration and commitment
- may have some explora)ons but more of a “meandering” rather than inten)onal explora)on

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18
Q

Identity diffusion

A

-seem to be more of a carefree doing than explora)on.
haven’t considered identity at all
no meaningful life goals – reactive and passive
least developed – go along with the crowd/short term pressures, avoidant cog style
put trust in fate – time planning problems, sense of hopelessness

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19
Q

Identity foreclosure

A

commitment in absence of exploration
focused on well defined goals
- behavior conforms to expectations of authority
- lack flexibility + can be defensive
- adopt values, beliefs, etc. of authority figures

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20
Q

Identity foreclosure

A

not thought about it/explored any other school/career options
resist information that will contradict, dogmatic/inflexible cog style
not questioning
passively accept identity assigned to them
“good enough”

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21
Q

Identity moratorium

A

exploration without having reached commitment
engaged in explora)on of roles, values, etc.
tend to move between conformity and rebellion
tend to be more anxious than other statuses
healthy trajectory
crisis –> explore different goals

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22
Q

Identity achievement

A

commitment to the values beliefs + goals following a period of expiration
tend to have resolved questions about their own values, norms, etc.
more thoughtful and introspective
can explain their explorations and choices
perform well under stress

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23
Q

Identity achievement

A

tend to resolve moral dilemmas at high levels of moral reasoning
youth must feel positive and confident about identity values
assumption that mature and well adjusted person possess a well defined sense of self

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24
Q

Identity achievement

A

should be able to proritize what’s important to them, sorted out who want to be
experiemnted and amalyzed pathway in life
youth must feel positive and confident about values
health routes to mature self identification

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25
Q

Identity Status and Psychological Well-Being

A

identity achievement/moratorium: healthy trajectories; information- gathering cognitive style, high goals + aspiration
identity foreclosure/diffusion: maladaptive: fear rejection
short term pleasures - trust fate/luck
foreclosure: dogmatic, inflexible cognitive style
diffused: diffuse-avoidant cognitive style
high correlation drug abuse and anti social acts

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26
Q

Factors Affecting Identity Development

A

enhanced when family serves as “secure base”
parenting styles:
democratic parenting fosters identity achievement (teenagers feel free to voice their own opinion)
autocra)c paren)ng fosters iden)ty foreclosure (insufficient opportuni)es for healthy separa)on)
permissive paren)ng foster iden)ty diffusion (lack of certainty)

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27
Q

Kohlberg: Moral Development

A

building on Piaget’s Theory of Moral Development
used Piaget’s story-telling approach to tell people stories involving moral dilemmas
moral maturity is determined by the way an individual reasons about the dilemma, not so much the content of the response

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28
Q

Kohlberg: Heinz dilemma

A

Qualitatively different between stages
consequently in series of invariant sequences
3 levels of development each with 2 stages
principal everyone given full and equal respect – otherways just soloution could no be reached

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29
Q

Kohlberg: Heinz dilemma

A

important = reasoning behind response
different par)cipants might choose the same solu)on to Heinz’s moral dilemma, but for different reasons that revealed the differing founda)ons of their moral thinking
let wife die, so that Heinz would not go to prison
steal the drug because fate/God would punish Heinz for letting his wife die

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30
Q

Kohlberg: Heinz dilemma

A

let wife die because stealing is against the law
steal the drug because failing to help someone who is in danger is punishable by law
reach just decisions by looking at a situa)on through one another’s eyes (perspec)ve taking)

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31
Q

Kohlberg: Heinz dilemma

A

same solution but for different reasons
these reason show moral thinking level
reach just/moral decisions by looking at dilemma through all peoples povs
assume “bane of ignorance” - acting as if you do not know which role you will eventually occupy
all individuals must be given full and equal respect
-no life can be valued over another

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32
Q

Factors Affecting Identity Development

A

cause and consequence as identity development

  • identity development enhanced when family serves as “secure base”
  • paren)ng styles:
  • democra)c paren)ng fosters iden)ty achievement (teenagers feel free to voice their own opinion)
  • autocra)c paren)ng fosters iden)ty foreclosure (insufficient opportuni)es for healthy separa)on)
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33
Q

Factors Affecting Identity Development

A
  • permissive paren)ng foster iden)ty diffusion (lack of certainty)
    identity development enhance when family serves as secure base
    how do people learn to make morally sound decisions?
    How children develop ability?
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34
Q

Kohlberg: Moral Development

A

how do people larn to make morally sound desicions

  • building on Piaget’s Theory of Moral Development
  • used Piaget’s story-telling approach to tell people stories involving moral dilemmas
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35
Q

Kohlberg: Moral Development

A
  • moral maturity is determined by the way an individual reasons about the dilemma, not so much the content of the response
  • arrived at three levels of moral development, each with two stages
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36
Q

Kohlberg: Moral Development

A

consequently in series of invariant sequences

diff modes thinking/problem solvings at each level - qualitatively different

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37
Q

Kohlberg: Moral Development

A

get bike if saves enough money - lauren saves up money tells father and father reverses desision
and says to give him money for faster car - torn between obeying him and not supporting his destrictive
driving habts

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38
Q

Kohlberg: Moral Development

A

how make descision in moral develeopment - especially in children
moral maturity about way deal with moral development not actual content of response

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39
Q

Kohlberg: Stages of Moral Development: Level 2: The conventional level

A

Stage 4: Social-order-maintaining orientation (The Good Citizen)
conventions that guide behaviour expand to include wider rule of society
justice demands wrong doers be punished, precedant/consistancy must be maintained
following laws is rewarded
right = maintain order for its own sake
**most adults this is the max they attain

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40
Q

Kohlberg: Stages of Moral Development: Level 3: The post-conventional or principled level

A

Stage 5: social contract orientation (the philosopher)
Question: What is the just things to do given all the circumstances? What will bring the most good to the greatest number of people?
Heinz Dilemma: steal, the law needs to be reinterpreted; no anti stealing response

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41
Q

Kohlberg: Stages of Moral Development: Level 3: The post-conventional or principled level

A

Stage 5: social contract orientation (the philosopher)
applies to 10-15% of adults some teenagers but usually not till mid 30s or 40s
freely entire commitment
clear awareness of relativeness of personal values
right action is a matter of personal action and opinions
additional emphasis on changing law in terms of changing – outside free agreement/ free contract these are the binding elements (the official level of morality)

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42
Q

Kohlberg: Heinz dilemma

A

Kohlberg – agreed with piaget but wanted to further develop
Qualitatively different between stages
3 levels of development each with 2 stages
principal everyone given full and equal respect – otherways just soloution could no be reached
must be impartial

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43
Q

Kohlberg: Stages of Moral Development: Level 3: The post-conventional or principled level

A

Stage 6: universal ethical principle orientation (the prophet)
individual judgments of good and bad influenced by universal moral principals
consciousness – self chosen ethical principles appeal to universality
categorical imperative – not concrete moral rules
principals of justice, respect of human beings as individual persons

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44
Q

Kohlberg: Stages of Moral Development

A

people go through stages in above order
only 20-25% of the adult popula)on aWain the post-conven)onal level; in fact, even the conven)onal levels are already quite mature

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45
Q

Kohlberg: Stages of Moral Development

A

People reason below levels capable (e.g., emotional factors, situational context) – discussion can encourage development because these higher levels can be reasoned
As gains traction also gains criticism

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46
Q

Kohlberg: Stages of Moral Development: Problems with Methods

A

dilemmas are ar)ficial and hypothe)cal:
Most of the dilemmas are unfamiliar to most people. never been married and never been placed in a situa)on remotely like the one in the story. How should they know whether Heinz should steal the drug? dilemmas lack ecological validity.

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47
Q

Kohlberg: Stages of Moral Development: Problems with Methods

A

lack general validity: In a real situa)on what course of ac)on a person takes will have real consequences – and some)mes very unpleasant ones for themselves. Would par)cipants reason in the same way if they were placed in a real situa)on? We just don’t know.

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48
Q

Kohlberg: Stages of Moral Development: Problems with Methods

A

sample is biased:
Gilligan noted that all par)cipants in Kohlberg’s study were male; reflect male defini)on of morality (i.e., it is androcentric); abstract principles of law and jus)ce versus principles of compassion and care

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49
Q

Kohlberg: Stages of Moral Development: Problems with Methods

A

Need other variables to clarify the relationship – moral identity (moral reasoning integrated into moral behavior)
claims moral of male advanced to females – girls tend to be at stage 3 boys at stage 4
gender debate has large impacts - cannot be ignored
vs principals of passion/care 9may be found more in females?)

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50
Q

Kohlberg: Stages of Moral Development: Problems with Theory

A

-Dis)nct stages?: situa)onal, emo)onal, cultural factors
-moral reasoning equals moral behaviour
only modest connec)on to action; moral iden)ty as modulator
keep in mind: powerful theory, influen)al findings

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51
Q

Kohlberg: Stages of Moral Development: Problems with Theory

A

evidence doesn’t always support
cultural bias - main stream North American moral values
moral behavior more consistent more predictable at higher stages

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52
Q

Kohlberg: Stages of Moral Development: Problems with Theory

A

identity (how central morality central to self construct) –> driving decision making
Capable of great reasoning – but do you see it in actions?
scale or moral thinking not moral actions – may not behave accordingly to talk at high moral level

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53
Q

Kohlberg: Stages of Moral Development: Problems with Theory

A

jus)ce as most fundamental moral principle?
principle of compassion versus principle of jus)ce
women prioritize ethics of care over ethics of justice - challenges fundemental assumptions
central assumption that with age gain moral prowess - strong concept

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54
Q

Early adulthood: cognitive development

A

postformal thought:

  • more flexible + logical; integra)ng moral and intellectual complexities
  • researchers have observed that cogni)ve development occurs beyond Piaget’s formal opera)ons
  • as personal effort and social experiences spark, increasingly ra)onal, flexible, and prac)cal ways of thinking
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55
Q

Perry: epistemic cognition

A

relativistic thinking and dualistic thinking
refers to our reflections on how we arrive at facts, beliefs, and ideas
-when mature, rational thinkers reach conclusions that differ from those of others, they consider the justifiability of their conclusions
-when they cannot justify their approach, they revise it, seeking a more balanced, adequate route to acquiring knowledge

56
Q

Kohlberg: Heinz dilemma

A

important = reasoning behind eavh response
different par)cipants might choose the same solu)on to Heinz’s moral dilemma, but for different reasons that revealed the differing founda)ons of their moral thinking
- let wife die, so that Heinz - steal the drug because fate/God
would not go to prison

57
Q

Kohlberg: Heinz dilemma

A
  • let wife die because stealing is against the law
    would punish Heinz for lexng his wife die
  • steal the drug because failing to help someone who is in danger is punishable by law
    Kohlberg: we reach just decisions by looking at a situa)on through one another’s eyes (perspec)ve taking)
58
Q

Perry: epistemic cognition

A
  • younger students regarded knowledge as made up of separate units (beliefs and preposi)ons)
  • they believed the truth of these separate units could be determined by comparing them to objective standards:
    these standards exist apart from the thinking person and his/her current situation
59
Q

Perry: epistemic cognition

A

engaged in dualis’c thinking – dividing information,
values, and authority into right and wrong, good and bad, we and they
ex. College freshman: “When I went to my first lecture, what the man said was just like God’s word. I believed everything he said because he is a professor… and this is a respected posi)on.”

60
Q

Kohlberg: Heinz dilemma

A

same solution but for different reasons
these reason show moral thinking level
reach just/moral decisions by looking at dilemna through all peoples povs
assume “bane of ignorance” - acting as if you do not know which role you will eventually occupy
all individuals must be given full and equal respect
-no life can be valued over another

61
Q

Perry: epistemic cognition

A

older students moved toward rela’vis’c thinking – viewing all knowledge as embedded in a framework of thought
being aware of a diversity of opinions on many topics, they gave up the possibility of absolute truth in favor of mul)ple truths, each rela)ve to its context

62
Q

Perry: epistemic cognition

A

one’s own beliefs are often subjec)ve, since several frameworks satisfy the criterion of internal logical consistency
acutely aware that each person, in arriving at a posi)on, creates his/her own “truth”
if amongst equals discussions made lead to resolutions not concurrent to absolute truth
process of thinking through soloutions may go deeper - don’t accept pov because they have authority

63
Q

Perry: epistemic cognition

A

commitment within rela’vis’c thinking – instead of choosing between opposing views, they try to formulate a more sa)sfying perspec)ve that synthesizes contradic)ons
the individual moves beyond the stance that everything is a maWer of opinion and generates ra)onal criteria against which op)ons can be evaluated

64
Q

Perry: epistemic cognition

A

few college students reach this extension of rela)vism
adults who aWain it generally display a more sophis)cated approach to learning
they ac)vely seek out differing perspec)ves to advance their knowledge and understanding

65
Q

Perry: epistemic cognition

A

advances in epistemic cogni)on depend on further gains in metacogni)on
more likely to occur in situa)ons that challenge young peoples’ perspec)ves and induce them to consider ra)onality of their thought processes

66
Q

Perry: epistemic cognition

A

interac)on among individuals who are roughly equal in knowledge and authority is beneficial
prevents acceptance of another’s reasoning simply because of greater power or exper)se
movement from dualism to rela)vism is probably limited to people who are college educated

67
Q

Labouvie-Vief: pragmatic thought and cognitive- affective complexity

A

theory needs to be testable/falseifiable
like Perry, points out that whereas adolescents operate within a world of possibility, adulthood involves movement from hypothe)cal to pragmatic thought
pragma’c thought – a structural advance in which logic becomes a tool for solving real-world problems

68
Q

Labouvie-Vief: pragmatic thought and cognitive- affective complexity

A

need to specialize motivates this change
as adults select one path out of many alterna)ves, they become more aware of the constraints of everyday life; in the course of balancing various roles, they accept contradic)ons as part of existence and develop ways of thinking that thrive on imperfec)on and compromise
viewing of this stage of life

69
Q

Labouvie-Vief: pragmatic thought and cognitive- affective complexity

A

enhanced reflec)ve capaci)es alter the dynamics of their emo)onal lives
young adults become more adept in integra)ng cogni)on with emo)on which allows for making sense of discrepancies
discrepancies not ignored but dealt with development of thought and integrated

70
Q

Labouvie-Vief: pragmatic thought and cognitive- affective complexity

A

from adolescence through middle adulthood, people gain in cognitive-affective complexity – awareness of positive and negative feelings and coordination of them into a complex organized structure
34 year old combined roles and traits into coherent description - with birth of 1st child more prepared than ever but more struggles - temper their needs with fuflilling needs of child while maintain self as individual **adults emotional intelligence - very important

71
Q

Labouvie-Vief: pragmatic thought and cognitive- affective complexity

A

cogni)ve-affec)ve complexity promotes greater awareness of one’s own and others’ perspec)ves and mo)va)ons
it is a vital aspect of adult emo)onal intelligence and is valuable in solving many pragma)c problems
makes sense of positive and negative feelings, allows thinking rational about real world dilemma even those containing lots of negative information

72
Q

Kohlberg: Stages of Moral Development

A
  • several dilemmas
  • three levels, two stages in each
  • par)cipants: school-aged boys, some included in follow-up
    asked many question - analyzed
73
Q

Expertise and Creativity

A

expertise–acquisition of extensive knowledge in a field or endeavor
because it takes many years to master any complex domain, expertise is supported by the specializa)on that begins with selec)ng a college major or an occupa)on
cognitively dealng with information different ways
chess players cognitively chunking information where as novices - slower and less efective

74
Q

Expertise and Creativity

A

once attained, exper’se has a profound impact on informa’on processing
characteris)cs of experts
experts remember + reason more quickly and effec)vely
experts know more domain-specific concepts, and represent them at a deeper and more abstract level and as having more features that can be linked to other concepts

75
Q

Kohlberg: Stages of Moral Development: Level 1: Pre-conventional morality

A

Stage 1: Punishment and Obedience (Might Makes Right)
Ques)on: What must I do to avoid punishment? What can I do to force my will upon others?
Heinz Dilemma: don’t steal because you will go to jail; steal the drug because if you let your wife die, there will be an inves)ga)on

76
Q

Expertise and Creativity

A

exper)se is necessary for crea)vity + problem solving
besides just being original, the crea)ve products of adults must be directed at a social or aesthe)c need
5 yr old creative in drawngs - different kind of creativity (about being original)

77
Q

Expertise and Creativity

A

mature crea)vity requires the ability to formulate new, culturally meaningful problems and to ask significant ques)ons that have not been posed before
this movement from problem solving to problem finding is a core feature of postformal thought evident in highly accomplished ar)sts and scien)sts

78
Q

Expertise and Creativity

A

case studies support the 10-year rule in development of master-level crea)vity
decade between ini)al exposure to a field and sufficient exper)se to produce a crea)ve work
crea)ve accomplishment rises in early adulthood, peaks in the late 30s or early 40s, and gradually declines

79
Q

Expertise and Creativity

A

early start in crea)vity tend to peak and drop off sooner, while “late bloomers” hit their stride at older ages
this suggests that crea’vity is more a func’on of “career age” than of chronological age

80
Q

Expertise and Creativity

A

course of crea)vity also varies across disciplines
artists + musicians typically show an early rise in creativity, maybe because they do not need extensive formal education before they begin to produce
academic scholars and scientists, who must earn higher academic degrees and spend years doing research to make worthwhile contributions, usually display their achievements later and over a longer time

81
Q

Expertise and Creativity

A

creativity requires other quali)es in addi)on to exper)se
an innova)ve thinking style, tolerance of ambiguity, a special drive to succeed, and a willingness to experiment and try again after failure
crea)vity is determined by mul)ple factors and, when promoted by personal situa)onal factors, can con)nue many decades

82
Q

Expertise and Creativity

A

creativity requires other quali)es in addi)on to exper)se
an innova)ve thinking style, tolerance of ambiguity, a special drive to succeed, and a willingness to experiment and try again after failure
crea)vity is determined by mul)ple factors and, when promoted by personal situa)onal factors, can con)nue many decades
level of resilience and openness

83
Q

Kohlberg: Stages of Moral Development: Level 1: Pre-conventional morality

A

Stage 1: Punishment and Obedience (Might Makes Right)
avoid consequences usually from parents
avoidance of punishment and unvarying deference to power/authority
very little perspective taking

84
Q

Kohlberg: Stages of Moral Development: Level 1: Pre-conventional morality

A

Stage 2: Instrumental Purpose (The Egoist)
Ques)on: What’s in it for me? What must I do to avoid pain, gain pleasure?
Heinz Dilemma: don’t steal, more risk than it is worth; steal even when you risk going to jail, aoer all it is your life and thus your choice

85
Q

Kohlberg: Stages of Moral Development: Level 1: Pre-conventional morality

A

Stage 2: Instrumental Purpose (The Egoist)
market place exchange of favors or blows - do unto others as they do unto you
satisfy own needs and maybe occasionally needs of others
elements of fairness/sharing but all in a physical understanding (you scratch my back ill scath yours)
not loyalty/gratitude/justice

86
Q

Kohlberg: Stages of Moral Development: Level 2: The conventional level

A

Stage 3: interpersonal cooperation (good boy – good girl orientation)
Question: What must I do to be seen as a good girl/boy (socially acceptable)?
Heinz Dilemma: steal because you will never be able to look anyone in the face again if you won’t; don’t steal, you will bring dishonour to you and your family

87
Q

Kohlberg: Stages of Moral Development: Level 2: The conventional level

A

Stage 3: interpersonal cooperation (good boy – good girl orientation)
conform to personal expectations and loyalty - actively maintaining(social groups not individuals as source of authority)/supporting the order established
age 7 to age 12
seek acceptance from members of other group - good behaviour is what approved by others/ how majority behaves (conformity)

88
Q

Kohlberg: Stages of Moral Development: Level 2: The conventional level

A

Stage 4: Social-order-maintaining orientation (The Good Citizen)
Ques)on: What if everyone did that?
Heinz Dilemma: steal the drug with the idea of paying later and accep)ng the penalty; don’t steal, if everyone starts breaking the law in a jam, civiliza)on will break down
age more blurry 10 to about 15 or older on average

89
Q

Kohlberg: Stages of Moral Development: Level 2: The conventional level

A

Stage 4: Social-order-maintaining orientation (The Good Citizen)
conventions that guide behaviour expand to include wider rule of society
justice demans wrong doers be punished, precedant/consistancy must be maintained
following laws is rewarded
right = miatingiant order for its own sake
**most adults this is the max they attain

90
Q

Kohlberg: Stages of Moral Development: Level 3: The post-conventional or principled level

A

Stage 5: social contract orientation (the philosopher)
Question: What is the just things to do given all the circumstances? What will bring the most good to the greatest number of people?
Heinz Dilemma: steal, the law needs to be reinterpreted; no an)stealing response

91
Q

Kohlberg: Stages of Moral Development: Level 3: The post-conventional or principled level

A

Stage 5: social contract orientation (the philosopher)
applies to 10-15% of adults some teenagers but usually not till mid 3s or 40s
freely entire commitment
clear awareness of relativeness of personal values
right action is a matter of personal action and opinions
additional emphasis on changing law in terms of changing – outside free agreement/ free contract these are the binding elements (the official level of morality)

92
Q

Kohlberg: Stages of Moral Development: Level 3: The post-conventional or principled level

A

Stage 6: universal ethical principle orientation (the prophet) Question: What if everyone did that?
Heinz Dilemma: steal, respect for human life is absolute and as such, we have a mutual duty to save one another

93
Q

Kohlberg: Stages of Moral Development: Level 3: The post-conventional or principled level

A

Stage 6: universal ethical principle orientation (the prophet)
individual judgments of good and bad influenced by universal moral principals
consciousness – self chosen ethical prinicplas appeal to universality
categorical imperative – not concrete moral rules
principals of justice, respect of human beings as individual persons

94
Q

Kohlberg: Stages of Moral Development

A
  • people go through stages in above order
  • only 20-25% of the adult popula)on aWain the post-conven)onal level; in fact, even the conven)onal levels are already quite mature
  • in real life, people ooen reason below levels of which they are capable (e.g., emo)onal factors, situa)onal context)
95
Q

Kohlberg: Stages of Moral Development

A

People reason below levels capable – discussion can encourage development because these higher levels can be reasoned
As gains traction also gains criticism

96
Q

Kohlberg: Stages of Moral Development: Problems with Methods

A
  • The dilemmas are ar)ficial and hypothe)cal:
    Most of the dilemmas are unfamiliar to most people. For example, in the Heinz dilemma Kohlberg’s par)cipants were aged between 7 and 16. They have never been married and never been placed in a situa)on remotely like the one in the story. How should they know whether Heinz should steal the drug? As such, the dilemmas lack ecological validity.
97
Q

Kohlberg: Stages of Moral Development: Problems with Methods

A

They may also lack general validity: In a real situa)on what course of ac)on a person takes will have real consequences – and some)mes very unpleasant ones for themselves. Would par)cipants reason in the same way if they were placed in a real situa)on? We just don’t know.

98
Q

Kohlberg: Stages of Moral Development: Problems with Methods

A

Most people never been married – how should they know how Hienz should act in moral dilemma
In real life what course of action a person decided to take has real life consequences – can be very unpleasant
Would the reason in same way if placed in real life situation? General validity?

99
Q

Kohlberg: Stages of Moral Development: Problems with Methods

A
  • The sample is biased:
    Gilligan noted that all par)cipants in Kohlberg’s study were male; reflect male defini)on of morality (i.e., it is androcentric); abstract principles of law and jus)ce versus principles of compassion and care
    chicago school boys all male sample
100
Q

Kohlberg: Stages of Moral Development: Problems with Methods

A

Need other variables to clarify the relationship – moral identity (moral reasoning integrated into moral behavior)
Kohlberg claims moral of male advanced to females – girls tend to be at stage 3 boys at stage 4
gender debate has large impacts - cannot be ignored
vs principals of passion/care 9may be found more in females?)

101
Q

Kohlberg: Stages of Moral Development: Problems with Theory

A
  • Dis)nct stages?
    situa)onal, emo)onal, cultural factors
  • moral reasoning equals moral behaviour?
    only modest connec)on; moral iden)ty as modulator
  • jus)ce as most fundamental moral principle?
    principle of compassion versus principle of jus)ce (Gilligan’s point, see earlier slide)
    keep in mind: powerful theory, influen)al findings
102
Q

Kohlberg: Stages of Moral Development: Problems with Theory

A

evidence doesn’t always support
Behind theory culturally biased POV – north American perspective
Capable of great reasoning – but do you see it in actions?
Kohlberg is a scale or moral thinking not moral actions – may not behave accordingly to talk at high moral level

103
Q

Kohlberg: Stages of Moral Development: Problems with Theory

A

cultural bias - main stream North American moral values
moral behavior more consistent more predictable at higher stages
satge 3 = feelings ;vary
stage 4 = laws; more consistent
more research to support but not clear cut - there is a relationship between moral behaviour
and action but need other variables to clarify ie moral identity (how central morality central to
self construct) –> driving decision making
is justice most fundemental moral principal (kohlberg clearly thinks so) - Gilenberg : caring is equally important

104
Q

Kohlberg: Stages of Moral Development: Problems with Theory

A

women prioritize ethics of care over ethics of justice - challenges fundemental assumptions
central assumption that with age gain moral prowess - strong concept

105
Q

Early adulthood: cognitive development

A

pospormal thought:

  • more flexible and logical; integra)ng moral and intellectual complexities
  • researchers studying pospormal thought have observed that cogni)ve development occurs beyond Piaget’s formal opera)ons
  • as personal effort and social experiences spark, increasingly ra)onal, flexible, and prac)cal ways of thinking
106
Q

Perry: epistemic cogni)on

A

relativistic thinking and dualistic thinking
refers to our reflec)ons on how we arrive at facts, beliefs, and
ideas
- when mature, ra)onal thinkers reach conclusions that differ from
those of others, they consider the jus)fiability of their conclusions
- when they cannot jus)fy their approach, they revise it, seeking a more balanced, adequate route to acquiring knowledge

107
Q

Perry: epistemic cognition

A

what stood out for you during this previous year?
responses indicated that students reflection on knowing changed as experience complexity
of college life and moved closer to adulthood

108
Q

Perry: epistemic cognition

A
  • Perry interviewed university students to discover why they respond in drama)cally different ways to the diversity of ideas they encounter in college
  • at the end of each of their 4 years, he asked students “what stood out” during the previous year
109
Q

Perry: epistemic cognition

A
  • responses indicated that the students’ reflec)ons on “knowing” changed as they experienced the complexi)es of university life and moved closer to adult roles
110
Q

Perry: epistemic cognition

A
  • younger students regarded knowledge as made up of separate units (beliefs and preposi)ons)
  • they believed the truth of these separate units could be determined by comparing them to objec)ve standards:
    these standards exist apart from the thinking person and his/her
    current situa)on
111
Q

Perry: epistemic cognition

A
  • as a result, they engaged in dualis’c thinking – dividing informa)on,
    values, and authority into right and wrong, good and bad, we and they
    ex. College freshman: “When I went to my first lecture, what the man said was just like God’s word. I believed everything he said because he is a professor… and this is a respected posi)on.”
112
Q

Perry: epistemic cognition

A

Idea are very individualized – how great their thought could be without it being absolute
no absolute truth - instead multiple truths each realtive to context (more flexible/tolerant)

113
Q

Perry: epistemic cognition

A

older students moved toward rela’vis’c thinking – viewing all knowledge as embedded in a framework of thought
being aware of a diversity of opinions on many topics, they gave
up the possibility of absolute truth in favor of mul)ple truths, each rela)ve to its context

114
Q

Perry: epistemic cognition

A

as a result, their thinking becomes more flexible and tolerant
ex. College senior: “Just seeing how [famous philosophers] fell short of an all-encompassing answer, [you realize] that ideas are really individualized. And you begin to have respect for how great their thought could be, without its being absolute.”

115
Q

Perry: epistemic cognition

A
  • rela)vis)c thinking leads to the realiza)on that one’s own beliefs are ooen subjec)ve, since several frameworks sa)sfy the criterion of internal logical consistency
    thus, the rela)vis)c thinker is acutely aware that each person, in arriving at a posi)on, creates his/her own “truth”
    if amongst equals discussions made lead to resolutions not concurrent to absolute truth
    process of thinking through soloutions may go deeper - don’t accept pov because they have authority
116
Q

Perry: epistemic cognition

A
  • eventually, the most mature individuals progress to commitment within rela’vis’c thinking – instead of choosing between opposing views, they try to formulate a more sa)sfying perspec)ve that synthesizes contradic)ons
  • when considering which of two theories studied in a college course is beWer, or which of several movies most deserves an Oscar
    the individual moves beyond the stance that everything is a maWer of opinion and generates ra)onal criteria against which op)ons can be evaluated
117
Q

Perry: epistemic cognition

A
  • few college students reach this extension of rela)vism
  • adults who aWain it generally display a more sophis)cated approach to learning
    they ac)vely seek out differing perspec)ves to advance their knowledge and understanding
118
Q

Perry: epistemic cognition

A
  • importance of peer interac)on and reflec)on
  • advances in epistemic cogni)on depend on further gains in metacogni)on
    more likely to occur in situa)ons that challenge young peoples’ perspec)ves and induce them to consider the ra)onality of their thought processes
119
Q

Perry: epistemic cognition

A
  • interac)on among individuals who are roughly equal in knowledge and authority is beneficial
    prevents acceptance of another’s reasoning simply because of greater power or exper)se
  • movement from dualism to rela)vism is probably limited to people who are college educated
120
Q

Perry: epistemic cognition

A

because of the many viewpoints encountered in the course of college study; the most advanced aWainment – commitment within rela.vism – may require advanced graduate study
may not see kinds of thinking in anyone

121
Q

Labouvie-Vief: pragmatic thought and cognitive- affective complexity

A

theory needs to be testable/falseifiable
- like Perry, Labouvie-Vief points out that whereas adolescents operate within a world of possibility, adulthood involves movement from hypothe)cal to pragma*c thought
pragma’c thought – a structural advance in which logic becomes a tool for solving real-world problems

122
Q

Labouvie-Vief: pragmatic thought and cognitive- affective complexity

A
  • the need to specialize mo)vates this change
    as adults select one path out of many alterna)ves, they become more aware of the constraints of everyday life; in the course of balancing various roles, they accept contradic)ons as part of existence and develop ways of thinking that thrive on imperfec)on and compromise
    viewing of this stage of life
123
Q

Labouvie-Vief: pragmatic thought and cognitive- affective complexity

A
  • these enhanced reflec)ve capaci)es alter the dynamics of their emo)onal
    lives
    young adults become more adept in integra)ng cogni)on with emo)on which allows for making sense of discrepancies
    discrepancies not ignored but dealt with development of thought and integrated
124
Q

Labouvie-Vief: pragmatic thought and cognitive- affective complexity

A
  • Labovie-Vief found that from adolescence through middle adulthood, people gain in cogni’ve-affec’ve complexity – awareness of posi)ve and nega)ve feelings and coordina)on of them into a complex organized structure
    34 year old combined roles and traits into coherent description - with birth of 1st child more prepared than ever but more struggles - temper their needs with fuflilling needs of child while maintain self as individual **adults emotional intelligence - very important
125
Q

Labouvie-Vief: pragmatic thought and cognitive- affective complexity

A

cogni)ve-affec)ve complexity promotes greater awareness of one’s own and others’ perspec)ves and mo)va)ons
it is a vital aspect of adult emo)onal intelligence and is valuable in solving many pragma)c problems
makes sense of positive and negative feelings, allows thinking rational about real world dilemma even those containing lots of negative information

126
Q

Labouvie-Vief: pragmatic thought and cognitive- affective complexity

A

it helps people regulate intense emo)on and, therefore, think ra)onally about real-world dilemmas, even those that are full of nega)ve informa)on
more specialized and context bound thought
may be saying bye to some parts and opens new doors to higher levels of confidence

127
Q

Expertise and Creativity

A
  • exper’se – acquisi)on of extensive knowledge in a field or endeavor
  • because it takes many years to master any complex domain, exper)se is supported by the specializa)on that begins with selec)ng a college major or an occupa)on
    cognitively dealng with information different ways
    chess players cognitively chunking information where as novices - slower and less efective
128
Q

Expertise and Creativity

A
  • once aWained, exper’se has a profound impact on informa’on processing
  • characteris)cs of experts
    experts remember and reason more quickly and effec)vely
    experts know more domain-specific concepts, and represent them at a deeper and more abstract level and as having more features that can be linked to other concepts
129
Q

Expertise and Creativity

A

when faced with a complicated problem
novices tend to use a trial and error approach
experts tend to plan ahead, systema)cally analyzing and categorizing elements and selec)ng the best from many possibili)es

130
Q

Expertise and Creativity

A

exper)se is necessary for crea)vity , as well as problem solving
besides just being original, the crea)ve products of adults must be
directed at a social or aesthe)c need
5 yr old creative in drawngs - different kind of creativity (about being original)

131
Q

Expertise and Creativity

A

mature crea)vity requires the ability to formulate new, culturally meaningful problems and to ask significant ques)ons that have not been posed before
this movement from problem solving to problem finding is a core feature of pospormal thought evident in highly accomplished ar)sts and scien)sts
not about problem solving but problem finding - process of problem finding is core feature of thought

132
Q

Expertise and Creativity

A
  • case studies support the 10-year rule in development of master-level crea)vity
    a decade between ini)al exposure to a field and sufficient exper)se to produce a crea)ve work
  • crea)ve accomplishment rises in early adulthood, peaks in the late 30s or early 40s, and gradually declines
133
Q

Expertise and Creativity

A
  • those who get an early start in crea)vity tend to peak and drop off sooner, while “late bloomers” hit their stride at older ages
    this suggests that crea’vity is more a func’on of “career age” than of chronological age
134
Q

Expertise and Creativity

A
  • the course of crea)vity also varies across disciplines
    ar)sts and musicians typically show an early rise in crea)vity, maybe because they do not need extensive formal educa)on before they begin to produce
    academic scholars and scien)sts, who must earn higher academic degrees and spend years doing research to make worthwhile contribu)ons, usually display their achievements later and over a longer )me
    different time for it depending on domain
135
Q

Expertise and Creativity

A
  • crea)vity requires other quali)es in addi)on to exper)se
    an innova)ve thinking style, tolerance of ambiguity, a special drive to
    succeed, and a willingness to experiment and try again aoer failure
  • crea)vity is determined by mul)ple factors and, when promoted by personal situa)onal factors, can con)nue many decades
    level of resilience and openness