Brainscape's Knowledge GenomeTM

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


See full index

PSYC 250 > Week 13 - Moral Judgement > Flashcards

Week 13 - Moral Judgement Flashcards

1
Q

Morality

A

fairness - rights, equality, justice
others welfare - care and abstaining from harm

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

moral development

A

how children construct knowledge about the rules that govern how we ought to treat each other

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

moral judgement

A

deciding whether an action is morally right or wrong

is it okay to hit someone?

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

moral reasoning

A

justification for ones moral decisions

why is it not okay to hit someone?

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

moral emotions

A

emotions that reflect internalized moral principles

how do i feel after i hit someone?

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

moral behaviours

A

actions consistent with moral principles

how am i going to treat this person?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

moral identity

A

the importance of being a moral person to ones identity

am i a kind person?

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

conscience

A

moral compass

internal regulatory mechanism which tries to guide a person to behave in accord with their internalized moral norms

how do i make sure that i am leading my life in a way that is morally good?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

facets of morality

A

emotion: how do i feel about this
cognition: is this right or wrong and why
identity: am i a good person
behaviour: how should i treat others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Piagets theory of moral judgement

A

moral rules are products of social interactions and therefore develop over time
discussions and interactions with peers are more important for moral reasoning than interactions with adults

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Piagets method

A

observed children playing games
interviewed children about what
- constitutes a transgression
- the importance of intention
- whether some punishments were fair

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

interview method

A

scenarios where there is a transgression without intention - accidents

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

piaget - two stages of morality

A

heteronomous morality - acting in accordance with ones desires rather than reason or moral duty

transitional period

autonomous morality - acting in accordance with ones moral duty rather than ones desires

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

stages of heteronomous morality

A

younger than 7 years - preoperational stage (see world through own perspective)
children see rules and obedience to authority just as they do concrete objects in the world
dont consider motives or intentions
justice = is the action consistent with the wants of authority

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

transitional period

A

7 or 8-10 years
appraoching concrete operations = reason logically, better at perspectives, no systematic testing
through peer interactions - learn to cooperate, negotiate and construct rules - leads to more value to fairness and equality

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

stage of autonomous morality

A

11-12
no longer blindly obedient to authority - formal operations - abstract thought
rules based on social agreement - can be changed
consider intentions, punishment should fit the crime
most children achieve stage - depends on opportunities with peers, cognitive maturity, how punitive or authoritarian their parents are

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

support for piagets theory

A

children increasingly take morals into account
parental punitiveness negatively related to moral development
perspective taking, logical skills, IQ associated with moral judgement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

criticisms of piagets theory

A

peer interaction doesnt automatically stimulate moral development - quality, not quantity
when intentions are made more obvious children consider them earlier - 4-5
young children arent so blind to authority - dont think harming is right when adults say

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

kohlberg’s theory of moral reasoning

A

built upon piagets theory
how we reason about morality is key
6 hierarchial stages - 3 levels
- progressively less self centred
- progressively less reliant on external authority

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

heinz dilemme

A

woman near death, one drug to save her
drug too expensive
broke into store to steal drug

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

preconventional level

A

justification for behaviour is based on desire to avoid punishment and gain rewards
stage 1 - avoid punishment - punishment and obedience orientation
stage 2 - seek rewards - instrumental and exchange orientation - tit for tat

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

conventional level

A

moral judgement centred on social relationshisps with a motive to conform to either get approval from others or follow societies rules

stage 3 - conform to get approval - expectations, relationships, conformity
stage 4 - confirm with society’s rules, laws, conventions such as duty to family, vows, the country - social system and conscience orientation - law and order

23
Q

post-conventional level

A

judgements are controlled by an internalized ethical code that is relatively indepdent of the approval or disapproval of others

stage 5: morality is based on societys consensus about human rights - social contract or individual rights
stage 6: morality is based on abstract principles of justice and equality - universal ethical principles

24
Q

kohlberg reasoning over the lifespan

A

followed 58 boys into adulthood - moral reasoning changes systematically with age

only a few achieved stage 5 and nobody reached stage 6

peaks
stage 2: age 10
stage 3: age 16
stage 4: adulthood

25
Q

heinz dilemma results

A

6yo - its wrong
9yo - should steal it

26
Q

critique of kohlbergs theory

A

moral reasoning as discontinuous - people move in and out of moral orders

sample only consisted of male participants - women value principle of care

unreliable coding system for categorizing reasoning - did not differentiate moral from social conventional issues well

cross culture generalizability? some issues like group cohesion are more important in some cultures

27
Q

social domain theory

A

three domains of social knowledge
moral - justice, fairness, equality, rights, welfare of others, not harming others
societal domain - conventions, traditions, rituals
psychological domain - autonomy, individual choice and preference, physical/health consequences to the self

28
Q

criteria for differentiation of rules

A

authority jurisdiction
- what if teacher says its okay?

punishment avoidance
- what if you dont get in trouble?

rule contigency
- what if there is no rule about it?

moral domain - rules still stand regardless of differentiation
social domain - fluid

29
Q

reasons and justifications - moral

A

fairness - its not fair if he doesnt get a turn
equal treatment - they should be treated the same
others’ welfare - he’ll be hurt and cry and that’s wrong

30
Q

reasons and justifications - social conventional

A

traditions - it’s always been done that way before
customs/authority - thats how my school does it
group regulations - if youre not quiet nobody learns

31
Q

reasons and justifications - psychological

A

personal choice - she decides cause shes free to do so

32
Q

childrens use of social judgement

A

differentiate between social and moral issues at age 3
view moral transgressions as more serious offences
- low SES children less likely than middle SES
- aggressive children confsuse moral and social conventional domains

believe parents have no authority over personal judgement

33
Q

social domain theory - judgements about complex issues

A

conflict between rules in different domains might lead to ambiguities and uncertainties - disobeying a parent to help someone
social exclusion is unique - children consider norms, identity, traditions as a basis for exclusion - adolescents think its okay to exclude when identity of group is preserved
apply range of reasons from different domains, make decisions based on age and experience

34
Q

how children learn the rules and distinguish between social domains

A

parents and teachers roles
- moral judgements/reasoning advances when parents inititate discussions about other people’s feelings
- emotional responses of others - breaking moral rules > anger compared to breaking conventional rules

35
Q

timing of parents and teachers roles

A

effectiveness of socialization depends on how well the message fits the child’s developmental level and timing of discussion
- 1 yr - physical interventions
- 2 yr - verbal brief explanations
- 3 yr - rationalize about behaviour
- early-late childhood - introduce abstract concepts - fairnesss, care

should wait until child is calm to discuss

36
Q

teacher specific roles

A

learn from classroom values and reasoning when rules are broken
children view teachers’ authority as limited to rules at school

37
Q

moral emotions

A

emotions that reflect moral principles
vary by valence and orientation
affective and cognitive components
underlie our values, beliefs, and goals

38
Q

valence and orientation

A

orientation - self/other
valence - positive/negative
pride - positive self
respect - positive other
guilt - negative self
sympathy - negative other

39
Q

empathy

A

shared emotional response that parallel’s other’s feelings
a capacity - panaffective
affective empathy (feeling) and cognitive empathy (understanding)

40
Q

development of empathy in infancy and toddlerhood

A

emotion contagion - newborn - rudimentary empathtic responding - share affect w/o understanding

egocentric empathic concern - age 1 - catch emotion and consoles self

quasi-egocentric empathic concern - 14-24mo - help in way they would want to be helped

verdical empathic concern - 24mo onward - feel and understand, help more adaptively

41
Q

sympathy

A

feeling of concern for another
more morally relevant than empathy - empathy can lead to personal distress: overwhelming feeling of concern for another that inhibits ability to help

increases in sympathy ages 5-7 - peer interaction, seperation of self, more understanding

42
Q

compassion

A

suffering with another and a desire to help - a bit deeper than sympathy
involves tolerance and non-judgement

43
Q

guilt

A

feeling of regret after wrongdoing - behaviour
precursors of guilt in first two years of life
moral guilt: increases from 4-6 years
happy victimizer phenomenon: children may not feel guilt over wrongdoing as they may focus on the gains

44
Q

happy victimizer findings

A

50% of 3-4yo report feeling happy in response to hypothetically victimizing another
10% of 8yo feel the same way

this is despite understanding that what they did was wrong, the other child will feel bad, and they would feel bad if someone did this to them

45
Q

shame

A

feeling of regret the individual directs at the self
related to status, reputation
maladaptive - related to depression - not in all cultures

46
Q

pride

A

feeling pleased with ones accomplishments
succeeding on a difficult task elicits pride
7yo - use word proud to reflect good outcomes regardless of whether they succeeded through own efforts
10yo - only own efforts

47
Q

moral pride

A

positive feelings about the self after acting in accordance with ethical principles
moral pride -> prosocial behaviour
intrinsically rewarding and encourages future actions
increases in moral pride from early-late childhood

48
Q

two types of moral pride

A

authentic pride - relate to genuine self esteem and linked to more favourable outcomes - proud because its the right thing to do

hubristic pride - related to narcissism and one’s global self concept - thinking one is a good person

49
Q

jealousy

A

immoral emotion
competition between resources
relationships -> jealousy
objects/achievements -> envy
as early as age 1
express jealousy when mother directs atttention away from them
younger children show jealousy with expressions of distress, older children with anger and sadness

50
Q

schadenfreude

A

immoral emotion
feeling joy at anothers misfortune
as young as 4
in contexts that involve a peer with immoral intentions suffering a harm - deservingness
when an envied suffers misfortune - upward social comparison turns into downward social comparison
in competitive contexts when opponent loses

51
Q

antecedents of moral emotions

A

parental factors that predict moral development
mother-infant synchrony - empathy
responsiveness to childrens stress (parental sensitivity) - empathy
involvement and closeness, support - sympathy, moral reasoning

52
Q

martin hoffman’s theory of inductive discipline

A

three main disciplinary techniques
power assertion, love withdrawal, induction

53
Q

why might induction not always work?

A

efficacy of discipline moderated by several factors
- children need to be able to accurately interpret parental messages
- more likely to comply with messages that are reasonable, non-threatening
- timing is important

54
Q

measuring moral emotions

A

vignette approach - scenario where child accidentally breaks an adults tower, adult feigns harm - coders rate childs responses

how would you feel if you did X?
how strongly would you feel X?
why would you feel X?

PSYC 250 (14 decks)

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