Week 11: Moral Development

These flashcards cover key concepts from the lecture on moral development, including theories by Piaget and Kohlberg, social domain theory, prosocial and antisocial behavior, and related definitions.

Moral Development

The process by which individuals develop a sense of right and wrong, often influenced by societal norms and personal experiences.

Piaget's Stages of Moral Development

Piaget proposed two stages: Heteronomous morality (rules seen as fixed) and Autonomous morality (consideration of intentions).

Heteronomous Morality

The stage in which children view rules as unchangeable and focus on consequence rather than intent.

Autonomous Morality

The stage where children understand the importance of intentions and perspectives in moral reasoning.

Kohlberg's Theory of Moral Development

A theory that identifies three levels of moral reasoning: Pre-conventional, Conventional, and Post-conventional.

Pre-conventional Moral Reasoning

Stage of moral reasoning focused on self-interest, punishment avoidance, and reward maximization.

Conventional Moral Reasoning

Stage where moral judgments are based on social norms and relationships.

Post-conventional Moral Reasoning

Stage of moral reasoning involving abstract principles and the recognition of individual rights.

Social Domain Theory

A theory suggesting that moral development is gradual and influenced by social interactions.

Prosocial Behavior

Behaviors intended to benefit others, often driven by altruistic motives.

Antisocial Behavior

Harmful behaviors intended to bring negative consequences to another individual.

Aggression

Behavior that is intended to harm another person, can be physical or verbal.

Empathy

The ability to emotionally understand and share the feelings of another. ‘feeling with someone’

Sympathy

Feelings of concern or compassion for another's situation, often resulting from emotional understanding. ‘feeling for someone’

Piaget’s Heteronomous vs. Autonomous Morality

Heteronomous (<7 yrs): Rules are "fixed" and handed down by authority. Focus is on objective consequences (Outcome)

Autonomous (7+ yrs): Rules are socially agreed-upon. Focus shifts to intentions (The "Outcome-to-Intent Shift").

Kohlberg’s Pre-conventional Level (Stages 1 & 2)

Focus is self-centered.

• Stage 1: Obedience to avoid punishment.

• Stage 2: Instrumental/Exchange—doing what’s in one’s own interest or an equal trade ("You scratch my back, I'll scratch yours").

Kohlberg’s Conventional Level (Stages 3 & 4)

Focus is on social relationships and society.

• Stage 3: Being a "good boy/girl" to gain social approval.

• Stage 4: Upholding laws and fulfilling duties to keep the social system functioning.

Kohlberg’s Post-conventional Level (Stages 5 & 6)

Focus is on abstract principles.

• Stage 5: Social contracts and individual rights (rules can be changed if they don't serve the people).

• Stage 6: Universal ethical principles (e.g., human rights) that transcend specific laws.

The Three Domains of Social Domain Theory

1. Moral: Issues of right/wrong, fairness, and justice (e.g., theft).

2. Social Conventional: Customs and regulations (e.g., table manners).

3. Personal: Individual preferences (e.g., choice of lunch).

Moral Judgment in WEIRD vs. Opacity of Mind Cultures

WEIRD (Western): Focuses heavily on the actor's intentions.

Opacity of Mind (e.g., Fiji): Focuses on consequences because they believe one cannot truly know what is inside another person's mind.

Empathy vs. Sympathy

Empathy: An emotional reaction similar to the state of the other (feeling with them).

Sympathy: A feeling of concern for another's state (feeling for them); often follows empathy.

Hostile vs. Instrumental Aggression

Hostile: Driven by anger and the desire to injure/hurt someone.

Instrumental: Driven by the desire to obtain a goal or object (e.g., pushing a peer to take their toy).

Reactive vs. Proactive Aggression

Reactive: Emotionally driven and antagonistic; linked to a hostile attribution bias (seeing others as "out to get them").

Proactive: Unemotional and deliberate; used to fulfill a need or gain status.

Early-onset vs. Late-onset Conduct Problems

Early-onset: Often linked to neurological deficits and family risk factors (e.g., harsh discipline).

Late-onset (Adolescence): Usually emerges from peer interactions and social pressure (e.g., "the wrong crowd").