Class Notes (839,092)
Canada (511,185)
Psychology (7,818)
PSYC21H3 (62)
Lecture 9

lecture 9.docx

6 Pages
93 Views

Department
Psychology
Course Code
PSYC21H3
Professor
David Haley

This preview shows pages 1 and half of page 2. Sign up to view the full 6 pages of the document.
Description
Lecture 9 13/11/12 Components of moral development - Cognitive  Children develop knowledge about ethical rules and make judgements about the “goodness” or “badness” of certain acts - Behavioural  Children behave in good or bad ways in situations that require ethical decision - Emotional  Children have feelings about their good and bad behaviours Moral judgement  Piaget cognitive theory of moral judgement - Studied how children’s attitudes towards rules in games changed as the children get older - Examined the way children’s judgements of the seriousness of transgressions changed with age - Proposed stage theory - Stages of moral reasoning  Premoral stage – children show little concern for rules (<5)  Moral realism – children show great respect from rules and apply them quite inflexibly (age 5+)  Moral absolutionism – rigid application of rules to all individuals regardless of their culture or circumstances  Immanent justice – the notion that any deviation from rules will inevitably result in punishment or retribution  A lot of behaviour in the world can operate in these two (absolutionism and immanent justice)  Moral reciprocity – children recognize that riles may be questioned and altered, consider the feelings and views of others, and believe in equal justice for all (age 11+)  Start to consider the reality of the situation  the nuance of the situation and try to consider the intention of the other person etc creating many conceptions of why someone would break a rule Kohlberg’s Cognitive theory of moral judgement - Levels and stages of moral judgement  Preconvention- justification for behaviour is based on the desire to avoid punishment and gain rewards  Avoid punishment (stage 1)  Seek rewards (stage 2)  Conventional – moral judgement is based on motive to conform, either to get approval from others or to follow society’s rules and conventions  doing what you’re supposed to do  Conform to get approval from others (stage 3)  Conform with society’s rules, laws, and conventions such as duty to family, marriage vows, or the country (stage 4)  Post-convention - judgments are controlled by internalized ethical code that is relatively independent of the approval or disapproval of others  abstract idea  Morality is based on society’s consensus about human rights (stage 5)  Morality is based on abstract principles of justice and equality (stage 6) - With Kohlberg’s theory it is more plastic and you can regress into moral judgements not like how Piaget spoke of it in stages - Limitations of Kohlberg’s theory  Theory may not be universal as cultural difference have been found  Collectivistic cultures focus on community  Carol Gilligan expanded the moral domain to address gender issues and the dimension of caring  Ppl move in and out of moral orders, not stages f moral development  Different contexts like work (stage 2) vs. home (stage 3) vs. legal system (stage 4) - How children learn the rules and distinguish between social domains  The role of culture  Morality will differ depending on which culture you are from  Children all over the world distinguish among moral, social conventional, and psychological domains o However, the content of social conventions varies dramatically across cultures  The content of personal issues also varies across cultures o However, children still judge violations in the moral domain as more serious than infractions in the social-conventions and psychological domains - New aspects of moral development  Expansion to include the area of civil rights and liberties such as freedom of speech and freedom of religion  As children mature their appreciation of the freedoms we take for granted increases  Children’s judgements about forms of gov’t also change with age Development of moral emotions - Emotions like remorse, shame, and guilt play a role in regulating moral actions and thoughts - We have emotions about our behaviours that evoke us to change or continue our behaviours and such emotions like guilt, shame and remorse play a role in motivating our actions and regulating how we approach a situation - Guilt is experiences as early as 2 - Researchers now suggest that the period between 2 and 3 years is normal for the emergence of guilt and the beginning of conscience Prosocial and altruistic behaviour - Prosocial behaviour – conduct intended to help or benefit other ppl  Includes sharing, caring, comforting, cooperating, helping, sympathizing, and performing “random acts of kindness” - Altruistic behaviour – intrinsically motivated conduct intended to help others without expectation of acknowledgment or reward  Often anonymous - Human altruism  Wesley Autrey  50 yr old construction worker, father of 4 and 6 yr old girls  Jumped in front of a subway train to rescue a man Mr. Hollopeter who had fallen in the tracks  How?  Anterior cingulated makes emotional decisions  Mirror neurons can make us feel what someone else is feeling - Determinants of prosocial development  Biological influences  Specific brain regions are activated when ppl hear sad stories, feel empathy and compassion etc o Emotional (amygdala and insula)  feeling the others distress o Emotional and behavi
More Less
Unlock Document

Only pages 1 and half of page 2 are available for preview. Some parts have been intentionally blurred.

Unlock Document
You're Reading a Preview

Unlock to view full version

Unlock Document

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit