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PSYD22 LEC 4.docx

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University of Toronto Scarborough
Karen Dion

PIAGETS MORALITY OF CONSTRAINT MORALITY OF COOPERATION DEVELOPMENTAL LAG “IMMANENT JUSTICE” Reward, identification and role of social env are very important Child is not passive, they are taking in info from the env and responding to them Cognitive developmental theory Env is still important but not the most important Piaget and kholberg Interaction between child and external world: they act on and respond to it They take it in and modify it Person is much more active agent; exploring the world Cognition/ reasoning/thinking is important; how children reason and understand the world (Social learning focuses on observable behaviour; which was seen on the film Conscience of a child) For training to be effective, the child has to be cognitively ready to accept the training Qualitatively different ways of thinking at different stages of development PIAGET Two stories from Piaget.. Difference is in intent (one child was only going about his regular routine, other child was doing something he wasn’t supposed to) Other difference is in the amount of damage ( first child broke 15 cups, other child broke 1) Created stories that pitted intentionality against amount of damage He identified 2 different forms of moral reasoning 1. Morality of constraint/moral realism (below) : less mature Three things to understanding moral realism a. they are constrained by all the rules, In the childs eye, compliance to a rule or to an adult is good by definition b. The rules are external to the child and the rules consists of obeying to letter of the law (conform precisely to the rules and not deviate from them) Rules were ready made in perspective of child and what is defined as good is what obeys an authority figure (similar to punishment and obedience; stage one of kholbergs theory) c. When you’re a child, you define the worst consequences as the amount of damage that has been done and not by intention (only look at objective factors and not subjective factors) Objective form of responsibility: judge by objective consequence that occur and less to subjective aspects such as intentionality Defined by the most objectively –ve consequence (amount of damage) How do children form their judgements about these stories?... they are development of intellectual thought; as time goes by as a function of acting on the env, you built up patterns of thought (schemas) Way they think about the story is an accumulation of how they interacted with env 2. Morality of cooperation: more mature Developmental lag: kids able to reason in more mature way prior to being able to transfer these thoughts into use Can only do this transfer once they have developed the sch
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