PSYCH 130 - Moral Development

piaget’s theory of moral judgment

moral reasoning changes from rigid rule acceptance to modifiable rules based on social interaction

piaget’s theory - heteronomous morality

children younger than 7 who haven’t achieved concrete operation, rigid acceptance of authority’s rules

piaget’s theory - transitional period

children 7-10, reach concrete operational stage, perceive other perspectives and cooperate

piaget’s theory - autonomous morality

age 11-12, rules are based on social interactions and group agreements, moral relativism

critique of piaget’s theory

little research support that peer interaction stimulates moral judgment, younger children can incorporate intentionality into moral judgements

kohlberg’s theory of moral reasoning

develops over time, proceeds through specific stages

kohlberg stages: preconventional level

self-centered, focus on getting rewards and avoiding punishment

kohlberg stages: conventional level

social relationships, comply with social duties and laws

kohlberg stages: postconventional level

social contract, individual rights, universal ethical principles

critique of kohlberg’s theory

insufficient distinction between true moral issues and social convention, reasoning not continuous, theories based on studies of boys

gilligan’s theory of gender and moral development

males and females have different morals because of how they are socializedgil

gilligan: male moral development

value principles of justice and rights

gilligan: female moral development

value caring, responsibility for others, avoidance of exploiting or hurting others

social domain theory of moral development

moral reasoning based on social interactions with peers, socialization from parents, differences in moral reasoning result from environment

social domain theory: moral domain

children grasp universal concepts of right and wrong, fairness, justice

social domain theory: societal domain

children grasp concepts regarding societal rules and conventions

social domain theory: personal domain

children grasp individual preferences rather than right/wrong

conscience

internal regulatory mechanism, increases ability to conform to cultural standards, restrains antisocial behavior and promotes prosocial behavior

development of conscience

develops early, kids exhibit guilt by age 2, temperaments matter

prosocial behavior

voluntary behavior intended to benefit othersp

prosocial behavior: empathy

person A emotionally responds to person B’s state, A’s response reflects B’s state

prosocial behavior: sympathy

feeling of concern for another’s emotional state

individual differences in prosocial behavior: biology

humans predisposed for prosocial behavior, increases survivali

individual differences in prosocial behavior: genetics

genes and temperament contribute to prosocial behavior

individual differences in prosocial behavior: parent differences

parents model and teach prosocial behavior, discipline, elicit prosocial behavior

antisocial behavior/aggression

aimed at harming or injuring others

instrumental aggression

aggression motivated by desire to obtain a concrete goal

relational aggression

damaging peer relationships, talking behind each other’s backs, etc

development of aggression

over objects before 12 months, physical by 18 months, physical decreases as language is acquired

origins of aggression: biology

genetic risks, heredity, temperament, neurological differences, hormonal

origins of aggression: social cognition

aggressive children have hostile attribution bias

reactive aggression

emotionally driven antagonistic aggression caused by HAB

proactive aggression

unemotional aggression aimed to fulfill a need/desire

origins of aggression: family influence

bad parenting, abusive parents, cold, punitive parenting, bad monitoring, stress, poverty

origins of aggression: peer influence

aggressive friends, peer pressure

interventions for aggressive and antisocial children

therapy, drugs, parent education, school-based intervention, community based programs