Moral Development and Aggression

Moral Development

Refers to the changes in an individual's sense of justice and concepts of right and wrong, involving changes in behavior that relate to moral issues, partly influenced by societal norms.

Heteronomous Morality (Piaget)

Piaget's stage (age 4-7 years) where rules are perceived as unchangeable and absolute, understanding is not guided by intent (consequences matter), and there is a belief in immanent justice.

Incipient Cooperation (Piaget)

Piaget's stage (age 7-9 years) where games become structured and rely on shared rules, with increased social interaction and cooperation in play.

Autonomous Cooperation (Piaget)

Piaget's stage (age 10 years and older) where children recognize that rules can be modified through consensus among peers.

Social Learning Theory

Emphasizes the role of the environment in fostering prosocial behavior, where children acquire moral behaviors primarily through observation of others (models) who receive positive reinforcement.

Abstract Modeling

Children's learning that involves grasping broader moral principles underlying observed behaviors, rather than mere mimicry.

Empathy

An emotional response that resonates with and mirrors the feelings of another person, which alongside sympathy and admiration, is thought to encourage moral behavior in children.

Aggression

Refers to intentional acts that cause harm to others, often motivated by the pursuit of desired outcomes.

Instrumental Aggression

A form of aggression where motivation is driven by a clear goal, such as acquiring something.

Relational Aggression

Non-physical forms of aggression aimed at damaging emotional well-being (e.g., name-calling, exclusion), typically displayed more by girls.

Desensitization Effects (Violent Video Games)

Frequent engagement with violent video games may reduce empathy and increase aggression by dulling sensitivity to pain and suffering.