Week 12: Moral Development and Childhood Bullying

Question 1

What are the 3 types of moral development?

Answer 1

1. Cognitive
2. Affective
3. Behavioural

Question 2

Give 3 examples that fall under cognitive moral development

Answer 2

1. Moral Reasoning
2. Knowing what is right and wrong
3. Moral Judgement
4. Perspective taking
5. Understanding intentionality
6. Empathy

Question 3

Give 3 examples that fall under affective moral development

Answer 3

1. Feeling guilt, shame, and pride in morally-relevant context
2. Empathy and sympathy
3. Neurophysiological reactivity

Question 4

Give 3 examples that fall under behavioural moral development

Answer 4

1. Prosocial behaviour
2. Altruism, helping, volunteering, sharing and sacrificing
3. Aggression
4. Moral transgression
5. Cheating, lying, bullying and stealing…

Question 5

Do Chimpanzees conform to moral rules?

Answer 5

Yes, they conform to moral rules that are enforced by group members; and reciprocate favours such as grooming or sharing food. This mostly occurs in family kinships based on common reproductive interests.

Question 6

Do infants show preference of helping to hindering?

Answer 6

Yes, infants overwhelmingly chose the helper over the hinderer, suggesting an innate or early-emerging preference for prosocial behaviour.

Question 7

Does social learning theory regard morality as a special human capacity or an innate ability?

Answer 7

No

Question 8

What is Observational Learning in Bandura’s Social Learning Theory?

Answer 8

The process through which behavioral scripts, schemas about the world, and normative beliefs become encoded in a child’s mind by observing and imitating others who demonstrate morally appropriate behavior.

Question 9

What is the central focus of Social Learning Theory regarding learning?

Answer 9

Learning occurs mainly through observing and imitating others, rather than relying on rewards and punishments, which is the focus of behaviorism.

Question 10

What was the main aim of the Bobo Doll Experiment?

Answer 10

To investigate whether children imitate aggressive behavior after observing an adult model.

Question 11

What were the three experimental conditions in the Bobo Doll Experiment?

Answer 11

1. Aggressive model
2. Non-aggressive model
3. No model shown

Question 12

What were the results of the Bobo Doll Experiment?

Answer 12

Children who observed the aggressive adult model acted more aggressively toward the doll, relative to those who observed the non-aggressive model or had no model shown.

Question 13

What did the Bobo Doll Experiment demonstrate?

Answer 13

Children learn and imitate behaviors, including aggression, through observing others.

Question 14

How do school-age children express guilt?

Answer 14

Children express guilt when they intentionally harm others and feel responsible for the consequences of their actions.

Question 15

How does moral reasoning develop in early childhood?

Answer 15

Moral reasoning develops through induction, where adults help children notice others’ feelings and understand the consequences of their behavior.

Question 16

What is induction in the context of moral development?

Answer 16

Induction is when adults (e.g., parents and teachers) point out the effects of a child’s misbehavior on others and emphasize that the child caused the harm (e.g., “He is crying because you won’t give back his teddy bear”).

Question 17

How does induction help children understand morality?

Answer 17

Induction helps children understand moral scripts, promotes empathy and sympathy, and increases the internalization of moral standards.

Question 18

What is the effect of frequent corporal punishment on children’s behavior?

Answer 18

Frequent corporal punishment can promote immediate behavioral compliance but does not result in lasting changes in behavior.

Question 19

What are the emotional effects of harsh parental treatment for moral discipline?

Answer 19

Harsh parental treatment can elicit anger, resentment, and a chronic sense of threat and distress in children.

Question 20

What are some long-term consequences of corporal punishment in childhood?

Answer 20

Corporal punishment can lead to maladjusted life outcomes, including depression, aggression, antisocial behavior, alcohol abuse, criminality, and domestic violence in adulthood.

Question 21

What is the potential intergenerational effect of corporal punishment?

Answer 21

Corporal punishment may contribute to the intergenerational transfer of maladaptive behaviors, affecting parenting styles and potentially leading to further cycles of abuse.

Question 22

What are 5 alternative approaches in moral discipline?

Answer 22

1. Consistency
2. Warm parent-child relationships
3. Explanations
4. Use “time out” or a temporary withdrawal of privileges instead of corporal punishment
5. Positive, appropriate role modelling

Question 23

What is “Heteronomous Morality” in Piaget’s theory?

Answer 23

Heteronomous Morality (around 5 to 8 years old) is when children view moral rules as handed down by authority figures (e.g., God, parents, teachers) and believe these rules are unchangeable and require strict obedience.

Question 24

What factors limit children’s moral understanding during the “Heteronomous Morality” stage?

Answer 24

1. Cognitive immaturity (e.g., egocentrism, lack of perspective-taking)
2. Realism (viewing mental phenomena as fixed external features)
3. Power of adults (insisting on absolute compliance)

Question 25

What is the “Morality of Cooperation” in Piaget’s theory?

Answer 25

Morality of Cooperation (around 9 to 10 years and older) is when children view rules as flexible and socially agreed-upon principles, rather than fixed. They also develop a sense of fairness and understand that intentions matter more than consequences.

Question 26

What influences the transition to the “Morality of Cooperation” stage?

Answer 26

Gradual independence from adults’ control and increased peer interaction. Peer disagreements help children realize diverse perspectives.

Question 27

What is the development of fairness in the “Morality of Cooperation” stage?

Answer 27

Children move from simple reciprocity to ideal reciprocity, where fairness involves understanding mutual respect and the intentions behind actions.

Question 28

What did Helwig, Zelazo, & Wilson (2001) discover about young children’s moral judgment?

Answer 28

Even preschool and early school-age children are capable of judging ill-intentioned people as naughtier and more deserving of punishment.

Question 29

At what age can children begin to understand the difference between truthfulness and lying?

Answer 29

By age 4, children can understand the difference between truthfulness and lying.

Question 30

By what age do children start to integrate lying and truth-telling with prosocial intentions (e.g., white lies)?

Answer 30

By age 7-8, children can integrate lying and truth-telling with prosocial intentions.

Question 31

How do children view authority by age 4?

Answer 31

By age 4, children have differentiated notions about the legitimacy of authority figures and understand that adult status is not required for someone to have authority (e.g., knowledgeable peers).

Question 32

What is the main characteristic of morality at the Pre-conventional Level in Kohlberg’s theory?

Answer 32

Morality is externally controlled, with children accepting the rules of authority figures and judging actions by their consequences. Behaviors resulting in punishment are seen as bad, and those leading to rewards are seen as good.

Question 33

What are the two stages of the Pre-conventional Level in Kohlberg’s theory?

Answer 33

Stage 1: Avoiding Punishment
Stage 2: Self-interest

Question 34

What is the focus of Stage 1: Avoiding Punishment in Kohlberg’s theory?

Answer 34

Children focus on fear of authority and avoidance of punishment as reasons for behaving morally. They overlook people’s intentions and care mainly about the consequences.

Question 35

What is the focus of Stage 2: Self-interest in Kohlberg’s theory?

Answer 35

Children understand reciprocity as an equal exchange of favors, where moral actions are based on self-interest: “You do this for me, and I will do that for you.”

Question 36

What is the main characteristic of morality at the Conventional Level in Kohlberg’s theory?

Answer 36

Individuals continue to regard conformity to social rules as important, but not for reasons of self-interest. They believe maintaining the social system ensures positive relationships and societal order.

Question 37

What are the two stages of the Conventional Level in Kohlberg’s theory?

Answer 37

Stage 3: Good person attitude
Stage 4: Law and Order Morality

Question 38

What is the focus of Stage 3: Good person attitude in Kohlberg’s theory?

Answer 38

Behaving morally to maintain social harmony with close others. People want to maintain social approval and affection from others as a “good person.”

Question 39

What is the focus of Stage 4: Law and Order Morality in Kohlberg’s theory?

Answer 39

Moral choices no longer depend on close ties to others. Individuals believe that each member of society must uphold the equal moral duty to maintain societal order.

Question 40

What is the main characteristic of morality at the Post-conventional Level in Kohlberg’s theory?

Answer 40

Individuals move beyond unquestioning support for their society’s laws and rules. They define morality in terms of abstract principles and values that apply to all situations and societies.

Question 41

What are the two stages of the Post-conventional Level in Kohlberg’s theory?

Answer 41

Stage 5: Social contract
Stage 6: Universal ethical principles

Question 42

What is the focus of Stage 5: Social contract in Kohlberg’s theory?

Answer 42

Laws and rules are regarded as flexible instruments for furthering human purposes. Individuals participate freely and willingly in the system and can imagine alternatives to existing laws.

Question 43

What is the focus of Stage 6: Universal ethical principles in Kohlberg’s theory?

Answer 43

Moral decisions are based on self-chosen ethical principles of conscience that are valid for all humanity, regardless of law or social agreement. There is respect for the worth and dignity of each person.

Question 44

What is a challenge related to the development to Stage 5 and 6 (Post-conventional stages) in Kohlberg’s theory?

Answer 44

The development to Stage 5 and 6 is very slow and gradual, and empirical evidence supporting these stages is rare.

Question 45

What question arises about moral reasoning when presented with different situations and social contexts?

Answer 45

Do individuals apply the same logic for moral reasoning in all situations, or does moral reasoning largely depend on the situational context?

Question 46

What is a challenge related to Kohlberg’s argument that cognitive maturation and perspective taking are not enough for moral advancement?

Answer 46

It remains unclear how individuals construct advanced moral reasoning based on their social, cultural, and moral experiences.

Question 47

What are the two main forms of aggression that emerge by age 2-3?

Answer 47

Proactive (instrumental) aggression
Reactive (hostile) aggression

Question 48

What is proactive (instrumental) aggression?

Answer 48

Children act to fulfill a need or desire and unemotionally attack a person to achieve their goal.

Question 49

What is reactive (hostile) aggression?

Answer 49

Children display an angry, defensive response to provocation or a blocked goal, meant to hurt another person.

Question 50

What is relational aggression?

Answer 50

Relational aggression damages another person’s social reputation through social exclusion, malicious gossip, or friendship manipulation.

Question 51

What is the difference between direct and indirect aggression?

Answer 51

Direct aggression involves direct physical or verbal harm.
Indirect aggression involves more subtle harm, such as relational aggression or manipulation.

Question 52

How does anti-bullying intervention efficacy change with age, according to Yeager et al. (2015)?

Answer 52

The efficacy of anti-bullying interventions declines with age, especially among older adolescents.

Question 53

What form of bullying is more common in older adolescents?

Answer 53

Older adolescents are more likely to engage in indirect aggression, as opposed to direct aggression.