Chapter 14: Moral Development
Studied by 0 people
Call Kai
Learn
Practice Test
Spaced Repetition
Match
Flashcards
Knowt Play1/146
There's no tags or description
Looks like no tags are added yet.
Name | Mastery | Learn | Test | Matching | Spaced |
|---|
No study sessions yet.
147 Terms
Q: What is not always obvious when judging morality?
A: Morality of a given action is not always obvious.
Q: What is morality of a behaviour partly based on?
A: The thinking (conscious intentions and goals) that underlies the behaviour.
Q: What is critical to determine if a behaviour is moral or immoral?
A: Reasoning behind a given behaviour.
Q: What forms the basis of moral development?
A: Changes in moral reasoning.
Q: How many stages did Piaget define in children's moral reasoning?
A: Piaget defined two stages in children's moral reasoning.
Q: According to Piaget, what do moral reasoning changes shift from and to?
A: Moral reasoning changes from rigid acceptance of rules of authorities to modifiable moral rules related to social interactions.
Q: For younger children, what is more important: outcome or intention?
A: Outcome is more important than the intention.
Q: For older children, what is seen as important?
A: Intention is seen as important.
Q: What exists among children regarding Piaget’s stages of moral reasoning?
A: Individual differences.
Q: How are rules and duties to others regarded in the stage of heteronomous morality?
A: Rules and duties to others are regarded as unchangeable due to social and cognitive influence.
Q: What type of rule acceptance characterizes the stage of heteronomous morality?
A: Rigid acceptance of authorities' rules.
Q: What do children enter that involves changes in their moral reasoning?
A: A transition period.
Q: During the transition period, what do interactions with peers lead children to develop?
A: The ability to take one another's perspective and to develop beliefs about fairness.
Q: In the stage of autonomous morality, what do children no longer accept as the basis of moral decisions?
A: They no longer accept blind obedience to authority as the basis of moral decisions.
Q: What do children fully understand about rules in the stage of autonomous morality?
A: That rules are the product of social agreement; changed by majority agreement.
Q: What do children consider in rule construction and in evaluating behaviour during the stage of autonomous morality?
A: Fairness and equality in rule construction and individual motives and intentions in behaviour evaluation.
Q: What is one contribution of Piaget's theory?
A: Developmental systematic changes in moral reasoning.
Q: What is another contribution of Piaget's theory regarding moral reasoning?
A: Role of cognitive development in moral reasoning.
Q: What is one critique of Piaget's theory?
A: Overall rejection of the theory.
Q: What did Piaget's theory underestimate in morality?
A: Underestimation of intentionality in morality.
Q: What was Kohlberg interested in regarding children’s development?
A: Sequences through which children develop moral reasoning.
Q: How does moral reasoning develop according to Kohlberg?
A: Develops over time.
Q: How does moral reasoning proceed according to Kohlberg?
A: Proceeds through specific stages.
Q: What are the characteristics of Kohlberg’s stages?
A: Discontinuous and hierarchical.
Q: What happens with each new stage of moral reasoning in Kohlberg’s theory?
A: Advanced thinking with each new stage.
Q: What was used to assess moral reasoning in Kohlberg’s theory?
A: Heinz dilemma.
Q: What characterizes the preconventional level?
A: Self centered, focusing on getting rewards and avoiding punishment.
Q: What is stage 1 of the preconventional level?
A: Punishment and obedience orientation.
Q: What is stage 2 of the preconventional level?
A: Instrumental and exchange orientation.
Q: What characterizes the conventional level?
A: Centered on social relationships, focusing on compliance with social duties and laws.
Q: What is stage 3 of the conventional level?
A: Mutual interpersonal expectations, relationships, and interpersonal conformity.
Q: What is stage 4 of the conventional level?
A: Social system and conscience orientation.
Q: How do most children and adolescents engage in moral reasoning?
A: Most children and adolescents engage in only basic moral reasoning.
Q: What might happen even if a person's reasoning is at a higher level?
A: They sometimes act in ways that do not reflect their highest level of moral reasoning.
Q: What is an example given of acting below one’s highest level of moral reasoning?
A: The person in the photo, who knows stealing is immoral.
Q: What is the post conventional level centered on?
A: Centred on ideals, focusing on moral principles.
Q: What is stage 5 of the post conventional level?
A: Social contract or individual rights orientation.
Q: What is stage 6 of the post conventional level?
A: Universal ethical principles.
Q: What is one contribution of Kohlberg's theory?
A: Contribution of cognitive processes to moral behaviour.
Q: What is another contribution of Kohlberg's theory related to development?
A: Developmental systematic changes in moral reasoning.
Q: What does Kohlberg’s theory say about individuals’ levels of moral reasoning and behaviour?
A: Individual's levels of moral reasoning and moral behaviour, especially for people reasoning at higher levels.
Q: What is one critique of Kohlberg's theory regarding types of issues?
A: No sufficient distinction between moral issues and social convention.
Q: What is another critique related to reasoning?
A: Reasoning not continuous.
Q: What critique concerns Kohlberg’s use of dilemmas?
A: Use of dilemmas not valid across cultures.
Q: What critique relates to gender in Kohlberg’s theory?
A: Gender differences not indicated; theory based on studies of boys.
Q: According to Gilligan's theory, why are there differences in the way males and females reason morally?
A: Differences in the way males and females reason morally because of the way they are socialized.
Q: What do males tend to value in moral reasoning?
A: Males tend to value principles of justice and rights.
Q: What do females tend to value in moral reasoning?
A: Females tend to value caring, responsibility for others, and avoidance of exploiting or hurting others.
Q: How does moral reasoning grow according to the social domain theory of moral development?
A: Moral reasoning grows gradually through social interactions with peers and adults and parental guidance.
Q: How do parents transmit values explicitly?
A: Explicitly through teaching and discipline.
Q: How do parents transmit values implicitly?
A: Implicitly by example.
Q: Why do differences occur in moral judgment?
A: Differences occur in moral judgment from diverse environments with bidirectional relationship influences.
Q: What do peer relationships involve that influences moral development?
A: Peer relationships involve equal power.
Q: What does equal power in peer relationships allow in moral situations?
A: More behavioural agency in moral situations.
Q: What do peers provide in terms of moral behaviour?
A: Observation and initiation of moral behaviour in numerous settings with peers.
Q: Who feels that parents have authority: children or adolescents?
A: Children, but fewer adolescents.
Q: What do parents feel regarding their authority?
A: Parents feel otherwise.
Q: What does this disagreement about authority lead to?
A: This leads to adolescent–parent conflicts.
Q: What does successful negotiation of social worlds require?
A: Understanding principles in three social knowledge domains.
Q: What is one of the social knowledge domains?
A: Moral domain.
Q: What is the second social knowledge domain?
A: Societal domain.
Q: What is the third social knowledge domain?
A: Personal domain.
Q: What shapes social judgment?
A: Culture shapes social judgment.
Q: How is meeting others' needs viewed?
A: Meeting others' needs is seen as a moral duty, not just a personal choice.
Q: Which children may struggle to distinguish between moral and social conventional actions?
A: Lower SES children may struggle to distinguish between moral and social conventional actions compared to middle class children.
Q: What is conscience described as?
A: An integral regulatory mechanism that increases individual's ability to conform to standards of conduct accepted in their culture.
Q: What does conscience restrain?
A: Conscience restrains antisocial behaviour or destructive impulses.
Q: What does conscience promote?
A: Conscience promotes compliance with adults' rules and standards and adherence to cultural standards.
Q: What does conscience foster?
A: Conscience fosters prosocial behaviour.
Q: How has conscience historically been viewed in terms of nature vs. nurture?
A: Conscience is tied to cultural standards, historically seen as learned (nurture) rather than innate (nature).
Q: What do studies with infants indicate regarding moral behaviour?
A: Studies with infants indicate an innate preference for helping over hindering actions.
Q: What do infants show before parental teaching?
A: Infants show early signs of a moral sense before parental teaching.
Q: What may innate preferences for prosocial behaviour form?
A: Innate preferences for prosocial behaviour may form the foundation upon which learned morality from family and culture is built.
Q: How does conscience develop over time?
A: Conscience develops slowly.
Q: What happens with age regarding children’s moral values?
A: With age, children take on parents' moral values.
Q: How do temperaments matter in conscience development?
A: Fearless children show less guilt than do fearful children, even with gentle discipline.
Q: What does the allele variant of the gene SLC6A4 do?
A: The allele variant of the gene SLC6A4 makes children reactive to their rearing environment; goodness of fit.
Q: What is prosocial behaviour?
A: Voluntary behaviour intended to benefit another; helping, sharing with, and comforting others.
Q: What is empathy?
A: Emotional responses to another's state or condition that reflects other person's state or condition.
Q: What is sympathy?
A: Feeling of concern for another in response to other's emotional state or condition.
Q: What is required to sympathize or empathize?
A: The perspective of others is required to sympathize or empathize.
Q: By 14 months, what drives cooperation?
A: Cooperation driven by sympathy and sense of fairness.
Q: What influences helping, sharing, and donating in middle childhood and adolescence?
A: Moral reasoning and perspective taking influence helping, sharing, and donating.
Q: What is cooperation considered?
A: Another form of prosocial behaviour.
Q: What may drive cooperation?
A: Sympathy and child's sense of fairness.
Q: What is suggested about the origins of cooperation?
A: Cooperation may have evolved.
Q: What biological factor contributes to prosocial behaviour?
A: Humans have a biological (evolutionary) predisposition for prosocial behaviour; necessary for the survival of the species.
Q: What do twin studies show about prosocial behaviour?
A: Identical twins are more similar in prosocial behaviour than fraternal twins.
Q: What has been identified regarding genes and prosocial tendencies?
A: Specific genes identified that might contribute to individualized, prosocial tendencies.
Q: How does temperament contribute to individual differences in prosocial behaviour?
A: Temperament contributes to individual differences in social cognition.
Q: What are the three ways parents socialize children's prosocial behaviour?
A: Modelling and teaching prosocial behaviour; arranging opportunities for their children to engage in prosocial behaviour; disciplining their children and eliciting prosocial behaviour from them.
Q: What is one way parents socialize prosocial behaviour?
A: Modelling and teaching prosocial behaviour.
Q: What is another way parents socialize prosocial behaviour?
A: Arranging opportunities for their children to engage in prosocial behaviour.
Q: What is the third way parents socialize prosocial behaviour?
A: Disciplining their children and eliciting prosocial behaviour from them.
Q: What affects modelling and communication of values in prosocial behaviour?
A: Imitation of adult and positive relationship.
Q: What reflects similarity in prosocial behaviour between parents and children?
A: Similarity of parent child prosocial behaviour levels.
Q: What provides opportunities for prosocial activities?
A: Performance in household tasks.
Q: What additional opportunities support prosocial development?
A: Voluntary community services and activities; community learning.
Q: What type of parenting supports prosocial behaviour through discipline?
A: Constructive and supportive, authoritative parenting; reasoning.
Q: What disciplinary approaches are less supportive of prosocial behaviour?
A: Physical punishment, threats and authoritarian approach.