Textbook Notes (378,732)
CA (167,254)
Queen's (4,118)
PSY (1,141)
PSYC 251 (83)
Chapter 12

Chapter 12 Notes.docx

12 Pages
83 Views

Department
Psychology
Course Code
PSYC 251
Professor
Elizabeth Kelley

This preview shows pages 1-3. Sign up to view the full 12 pages of the document.
Page 396-429, 33 pages Page 1 of 12
Chapter 12: Moral Understanding & Behaviour
SELF-CONTROL
Self-Control: The ability to control one’s behaviour, and to inhibit impulsive responding to temptations
Self-control is one of the first steps toward moral behaviour, as children learn they cannot constantly do
whatever tempts them at the moment; they must learn to restrain themselves and follow rules for
behaviour in certain situations
Beginnings of Self-Control
Self-control emerges in infancy and gradually improves during preschool years:
o1 year: Become aware of others demands, to which they must react. They learn others set limits
on their actions, reflecting concern for their safety (“Don’t touch the hot stove!”) and early
socialization (“Don’t grab Tommy’s toy!”)
o2 years: Start internalizing, capable of some self-control in parents’ absence.
o3 years: Capable of self-regulation to control own behaviour, e.g. telling themselves they don’t
really want Tommy’s toy, or turning to another activity to remove the temptation.
One way to chart development of self-control is with studies of delayed gratification, where children
are offered choice between a relatively small reward immediately, or a much larger reward if they wait.
o3-year olds prefer to earn 1 sticker immediately instead of 5 stickers later.
o4-year olds willing to wait for 4-5 stickers but not for 2-3 stickers
These tests have concurrent validity with mothers’ reports of their child’s self-control, such as
spontaneous confessions to misdeeds, more likely to do as asked at home without parental supervision,
etc.
Preschool self-control predicts outcomes in adolescence: more attentive, higher SAT scores, less likely
to experiment with drugs and alcohols, higher self-esteem
Influences on Self-Control
Greater self-control correlated with parenting style that is warm and loving, but with well-defined
limitations. Interactions about discipline are dialogues with negotiations, not monologues.
Inductive Reasoning: Inducing the child to reason, think for oneself about the situation; this is one
discipline style, better for moral development
Power Assertion: Laying down the law without explanation, “You’ll do it because I say so”
Self-control tends to be lower if parents are very strict, removing opportunity or incentive to internalize
control – more reliant on external control
Emotionally temperament children are less able to control themselves – those who have difficulty
regulating emotions usually have difficulty regulating behaviour
Anxiety and fearfulness influence reaction to parental control; high anxiety and fearfulness mean
children become nervous at prospect of potential wrongdoing. These children generally comply with
instructions.
For other children, positive appears to cooperate build on strong attachment relationship between
parent and child, out of positive feelings rather than distress caused by fear of misdeeds.
Chinese toddlers more likely to be willingly compliant and less likely to protest than Canadian children,
perhaps due to high value of cooperation in Chinese society and earlier internalization.
Improving Children’s Self-Control
Ways to resist temptation include reminding oneself of the importance of long-term goals, and
reducing attraction of the tempting event
Page 396-429, 33 pages Page 2 of 12
In delayed gratification studies, some children talked to themselves using private speech as regulation
–“I’ve got to wait to get the best prize!” Others distracted themselves by singing or inventing games.
Reminders to avoid looking at the tempting object, reminders of rules against touching the tempting
object, and activities designed to divert attention are all useful.
REASONING ABOUT MORAL ISSUES
Learning right from wrong involves emotional (empathy), cognitive (interpretations), and behavioural
components. The development of an internal conscience is important, and moral reasoning to
understand not just behavioural consequences, but intentions and reasons.
At 3 years, clear on reasons for morality but may still behave immorally, e.g. lying
Piaget’s Views
From rigid acceptance of rules to understanding of circumstances. Studied by watching kids play
games and giving moral vignettes, e.g. must kneel to shoot the marble, what if a kid broke his leg?
1) Premoral (2-4 years): No developed moral sensibility
2) Moral Realism (5-7 years): Believe rules are created by wise adults, must be followed and never
broken or changed. This is also referred to as heteronomous morality, absolute rules handed down by
another
During this stage, children also believe in immanent justice, the idea that breaking a rule always
inevitably leads to punishment; this involves some magical thinking about a constantly observing “rule-
watcher”.
They pay attention only to consequences, not intentions, e.g. break 5 dishes accidentally or break 3 on
purpose.
3) Moral Relativism (8-10 years): Understanding rules are created by people, and are changeable.
These children have autonomous morality, based more on free will. This is enabled by advances in
cognitive development that allow understanding of the reasons for rules.
This involves an understanding of intentions in addition to consequences; belief that punishment must
fit the crime to be fair. Also understand that rules can be changed by a majority, that they are not
absolute.
Criticisms
Does not take into account individual differences in cognitive maturity, amount of socialization – more
socialization helps with understanding of conflicts
More authoritarian parenting slows moral development due to lack of explanations of rules
Young children do not necessarily see adult authority as final and absolute. They believe pushing a
child or damaging a child’s possession is wrong, even if an adult says it’s OK.
Underestimated age where intentions are taken into account
Moral development correlated with perspective-taking (Theory of Mind), logic tasks, and IQ
Kohlberg’s Theory
Kohlberg used moral dilemmas to study moral reasoning, where every decision involves undesirable
consequences; the focus is not on a “correct” answer, but on the reasoning used to justify a decision
Heinz Dilemma: A woman is near death from cancer. One drug might save her, a form of radium that a
druggist in the town had recently discovered. The druggist was charging $2000, even though the drug
cost him only $200 to make. The sick woman’s husband, Heinz, went to everyone he knew to borrow
money, but could only get together $1000. He told the druggist that his wife was dying, and asked him to
sell it cheaper or let him pay the rest later. But the druggist said, “No.” The husband was desperate and
broke into the man’s store to steal the drug for his wife.
Page 396-429, 33 pages Page 3 of 12
Like Piaget, proposed that moral reasoning developed in stages for 3 superstages and 6 sub-stages. In
the earliest stages, moral reasoning is based on external forces; at advanced levels, it is based on a
personal, internal moral code unaffected by others’ views or societal expectations.
A) Preconventional Level: Moral reasoning controlled solely by obedience to authority, and by
rewards and punishments.
1) Obedience Orientation: Belief that adults know what’s right and wrong, and a person should do what
adults say to avoid being punished – motivated by fear of punishment. One would believe that Heinz
should not steal the drug because it is against the law
2) Instrumental Orientation: People look out for their own needs, nice to others because they expect the
favour to be returned – principle of equal exchange. One would believe it was alright for Heinz to steal
the drug because his wife would be thankful and do something nice for him. Or it wasn’t fair for druggist
to charge so much.
B Conventional Level: Moral reasoning based on social norms and expectations of others.
3) Interpersonal Norms: Act according to others’ expectations to win their approval. One would believe
Heinz should not steal the drug because then others would see him as a dishonest person.
4) Social System Morality: Act according to social roles, expectations, and laws that help maintain order
in society and promote good for all. One would believe that Heinz should steal the drug because a
husband is obligated to do everything to save his wife’s life. Or one might believe one should not steal
because society prohibits theft.
C) Postconventional Level: Moral decisions are based on personal, moral principles. Typically for
adults over 25, although many never reach this level
5) Social Contract Orientation: Members of a culture adhere to a social contract due to a common set of
expectations and laws. However, if these expectations and laws no longer promote the welfare of
individuals, they become invalid. One would believe Heinz should steal the drug because rules about
property rights no longer benefit individual’s welfare.
6) Universal Ethical Principles: Abstract principles like justice, compassion, and equality form the basis
of a personal moral code that may conflict with societal expectations and laws. One would believe that
Heinz should steal the drug because the preservation of life takes precedence over all other rights.
Support for Kohlberg’s Theory
Kohlberg believed these stages were invariant, individuals must move through these 6 stages in the
order listed. If correct, level of moral reasoning should be strongly associated with age and level of
cognitive development.
Support for this sequence comes from longitudinal data measuring level of reasoning over several
years, with individuals becoming more advanced in this sequence and always either advancing or
remaining at the same level – lack of regression
Level related to cognitive ability and perspective-taking
Level of moral reasoning had medium correlation to level of moral behaviour – when external forces
demand vs. compelled to action based on internal personal principles.
Delinquent adolescents who are morally offensive tend to have lower moral reasoning, emphasizing
reward and punishment
Criticisms of Kohlberg’s Theory
However, moral reasoning is more inconsistent than Kohlberg believed, may be advanced for some
problems and less sophisticated for others, using lower reasoning when it suits our own purposes
This sequence may not be cross-culturally universal. Not all cultures share emphasis on individual
rights and justice like Western culture – Hindu religion emphasizes duty and responsibility to others.
oBen should not take the ticket from the man’s coat pocket even though it means not getting to
San Francisco in time to deliver the wedding rings to his best friend.

Loved by over 2.2 million students

Over 90% improved by at least one letter grade.

Leah — University of Toronto

OneClass has been such a huge help in my studies at UofT especially since I am a transfer student. OneClass is the study buddy I never had before and definitely gives me the extra push to get from a B to an A!

Leah — University of Toronto
Saarim — University of Michigan

Balancing social life With academics can be difficult, that is why I'm so glad that OneClass is out there where I can find the top notes for all of my classes. Now I can be the all-star student I want to be.

Saarim — University of Michigan
Jenna — University of Wisconsin

As a college student living on a college budget, I love how easy it is to earn gift cards just by submitting my notes.

Jenna — University of Wisconsin
Anne — University of California

OneClass has allowed me to catch up with my most difficult course! #lifesaver

Anne — University of California
Description
Page 396-429, 33 pages Page 1 of 12 Chapter 12: Moral Understanding & Behaviour SELF-CONTROL • Self-Control: The ability to control one’s behaviour, and to inhibit impulsive responding to temptations • Self-control is one of the first steps toward moral behaviour, as children learn they cannot constantly do whatever tempts them at the moment; they must learn to restrain themselves and follow rules for behaviour in certain situations Beginnings of Self-Control • Self-control emerges in infancy and gradually improves during preschool years: o 1 year: Become aware of others demands, to which they must react. They learn others set limits on their actions, reflecting concern for their safety (“Don’t touch the hot stove!”) and early socialization (“Don’t grab Tommy’s toy!”) o 2 years: Start internalizing, capable of some self-control in parents’ absence. o 3 years: Capable of self-regulation to control own behaviour, e.g. telling themselves they don’t really want Tommy’s toy, or turning to another activity to remove the temptation. • One way to chart development of self-control is with studies of delayed gratification, where children are offered choice between a relatively small reward immediately, or a much larger reward if they wait. o 3-year olds prefer to earn 1 sticker immediately instead of 5 stickers later. o 4-year olds willing to wait for 4-5 stickers but not for 2-3 stickers • These tests have concurrent validity with mothers’ reports of their child’s self-control, such as spontaneous confessions to misdeeds, more likely to do as asked at home without parental supervision, etc. • Preschool self-control predicts outcomes in adolescence: more attentive, higher SAT scores, less likely to experiment with drugs and alcohols, higher self-esteem Influences on Self-Control • Greater self-control correlated with parenting style that is warm and loving, but with well-defined limitations. Interactions about discipline are dialogues with negotiations, not monologues. • Inductive Reasoning: Inducing the child to reason, think for oneself about the situation; this is one discipline style, better for moral development • Power Assertion: Laying down the law without explanation, “You’ll do it because I say so” • Self-control tends to be lower if parents are very strict, removing opportunity or incentive to internalize control – more reliant on external control • Emotionally temperament children are less able to control themselves – those who have difficulty regulating emotions usually have difficulty regulating behaviour • Anxiety and fearfulness influence reaction to parental control; high anxiety and fearfulness mean children become nervous at prospect of potential wrongdoing. These children generally comply with instructions. • For other children, positive appears to cooperate build on strong attachment relationship between parent and child, out of positive feelings rather than distress caused by fear of misdeeds. • Chinese toddlers more likely to be willingly compliant and less likely to protest than Canadian children, perhaps due to high value of cooperation in Chinese society and earlier internalization. Improving Children’s Self-Control • Ways to resist temptation include reminding oneself of the importance of long-term goals, and reducing attraction of the tempting event Page 396-429, 33 pages Page 2 of 12 • In delayed gratification studies, some children talked to themselves using private speech as regulation –“I’ve got to wait to get the best prize!” Others distracted themselves by singing or inventing games. • Reminders to avoid looking at the tempting object, reminders of rules against touching the tempting object, and activities designed to divert attention are all useful. REASONING ABOUT MORAL ISSUES • Learning right from wrong involves emotional (empathy), cognitive (interpretations), and behavioural components. The development of an internal conscience is important, and moral reasoning to understand not just behavioural consequences, but intentions and reasons. • At 3 years, clear on reasons for morality but may still behave immorally, e.g. lying Piaget’s Views • From rigid acceptance of rules to understanding of circumstances. Studied by watching kids play games and giving moral vignettes, e.g. must kneel to shoot the marble, what if a kid broke his leg? • 1) Premoral (2-4 years): No developed moral sensibility • 2) Moral Realism (5-7 years): Believe rules are created by wise adults, must be followed and never broken or changed. This is also referred to as heteronomous morality, absolute rules handed down by another • During this stage, children also believe in immanent justice, the idea that breaking a rule always inevitably leads to punishment; this involves some magical thinking about a constantly observing “rule- watcher”. • They pay attention only to consequences, not intentions, e.g. break 5 dishes accidentally or break 3 on purpose. • 3) Moral Relativism (8-10 years): Understanding rules are created by people, and are changeable. These children have autonomous morality, based more on free will. This is enabled by advances in cognitive development that allow understanding of the reasons for rules. • This involves an understanding of intentions in addition to consequences; belief that punishment must fit the crime to be fair. Also understand that rules can be changed by a majority, that they are not absolute. Criticisms • Does not take into account individual differences in cognitive maturity, amount of socialization – more socialization helps with understanding of conflicts • More authoritarian parenting slows moral development due to lack of explanations of rules • Young children do not necessarily see adult authority as final and absolute. They believe pushing a child or damaging a child’s possession is wrong, even if an adult says it’s OK. • Underestimated age where intentions are taken into account • Moral development correlated with perspective-taking (Theory of Mind), logic tasks, and IQ Kohlberg’s Theory • Kohlberg used moral dilemmas to study moral reasoning, where every decision involves undesirable consequences; the focus is not on a “correct” answer, but on the reasoning used to justify a decision • Heinz Dilemma: A woman is near death from cancer. One drug might save her, a form of radium that a druggist in the town had recently discovered. The druggist was charging $2000, even though the drug cost him only $200 to make. The sick woman’s husband, Heinz, went to everyone he knew to borrow money, but could only get together $1000. He told the druggist that his wife was dying, and asked him to sell it cheaper or let him pay the rest later. But the druggist said, “No.” The husband was desperate and broke into the man’s store to steal the drug for his wife. Page 396-429, 33 pages Page 3 of12 • Like Piaget, proposed that moral reasoning developed in stages for 3 superstages and 6 sub-stages. In the earliest stages, moral reasoning is based on external forces; at advanced levels, it is based on a personal, internal moral code unaffected by others’ views or societal expectations. • A) Preconventional Level: Moral reasoning controlled solely by obedience to authority, and by rewards and punishments. • 1) Obedience Orientation: Belief that adults know what’s right and wrong, and a person should do what adults say to avoid being punished – motivated by fear of punishment. One would believe that Heinz should not steal the drug because it is against the law • 2) Instrumental Orientation: People look out for their own needs, nice to others because they expect the favour to be returned – principle of equal exchange. One would believe it was alright for Heinz to steal the drug because his wife would be thankful and do something nice for him. Or it wasn’t fair for druggist to charge so much. • B Conventional Level: Moral reasoning based on social norms and expectations of others. • 3) Interpersonal Norms: Act according to others’ expectations to win their approval. One would believe Heinz should not steal the drug because then others would see him as a dishonest person. • 4) Social System Morality: Act according to social roles, expectations, and laws that help maintain order in society and promote good for all. One would believe that Heinz should steal the drug because a husband is obligated to do everything to save his wife’s life. Or one might believe one should not steal because society prohibits theft. • C) Postconventional Level: Moral decisions are based on personal, moral principles. Typically for adults over 25, although many never reach this level • 5) Social Contract Orientation: Members of a culture adhere to a social contract due to a common set of expectations and laws. However, if these expectations and laws no longer promote the welfare of individuals, they become invalid. One would believe Heinz should steal the drug because rules about property rights no longer benefit individual’s welfare. • 6) Universal Ethical Principles: Abstract principles like justice, compassion, and equality form the basis of a personal moral code that may conflict with societal expectations and laws. One would believe that Heinz should steal the drug because the preservation of life takes precedence over all other rights. Support for Kohlberg’s Theory • Kohlberg believed these stages were invariant, individuals must move through these 6 stages in the order listed. If correct, level of moral reasoning should be strongly associated with age and level of cognitive development. • Support for this sequence comes from longitudinal data measuring level of reasoning over several years, with individuals becoming more advanced in this sequence and always either advancing or remaining at the same level – lack of regression • Level related to cognitive ability and perspective-taking • Level of moral reasoning had medium correlation to level of moral behaviour – when external forces demand vs. compelled to action based on internal personal principles. • Delinquent adolescents who are morally offensive tend to have lower moral reasoning, emphasizing reward and punishment Criticisms of Kohlberg’s Theory • However, moral reasoning is more inconsistent than Kohlberg believed, may be advanced for some problems and less sophisticated for others, using lower reasoning when it suits our own purposes • This sequence may not be cross-culturally universal. Not all cultures share emphasis on individual rights and justice like Western culture – Hindu religion emphasizes duty and responsibility to others. o Ben should not take the ticket from the man’s coat pocket even though it means not getting to San Francisco in time to deliver the wedding rings to his best friend. Page 396-429, 33 pages Page 4 of12 o Ben should go to San Francisco to deliver the wedding rings even if it means taking the train ticket from the man’s coat pocket. • In reality, very few people reach stage 6. Data also shows that there is a lot of overlap between age and stages – less discontinuous than Kohlberg claimed • Kohlberg’s studies focused on boys, while other studies show males and females may differ in reasoning • Hard to code responses – may answer in one way, but change when asked to clarify or from the other perspective (“Should people do everything they can to obey the law?”) Beyond Kohlberg’s Theory Gilligan’s Ethic of Caring • Gilligan argues Kohlberg’s emphasis on justice applies more to men than women, as women’s moral reasoning is often rooted in concern for others, an injunction to care and a responsibility to alleviate troubles in the world • Children start off preoccupied with their own needs, but soon start caring for others such as infants and the elderly. This caring for others and oneself is united by caring in all human relationships, denouncing exploitation and violence. E.g. Volunteering at a homeless shelter because humans should care for each other • This reasoning becomes qualitatively more sophisticated with development, but emphasizes care and helping others in need, instead of justice with treating people fairly • Meta-analysis shows that overall males tend to get slightly higher scores on problems that emphasized justice, while females score slightly higher on problems that emphasize caring – but too small to indicate female moral reasoning is predominated by concern with care, and male with justice. • Most think about issues in terms of both justice and caring, depending on nature of moral dilemma and context Development of Domains of Social Judgement • Moral Judgement: Transgressions defined by harming another person. Focus on issues of right/wrong, fairness and justice. Somewhat universal with exceptions: killing someone for no reason is always wrong, but in other cultures, killing due to adultery, death penalty, and euthanasia are acceptable. • Social Conventions: Arbitrary standards of behaviour agreed by a cultural group to facilitate group interactions. These customs ensure social organization, e.g. lining up, paying taxes. Respect for elders differs between cultures • Personal Judgements: Choices concerning one’s own body, such as what to eat or wear, and choices of friends and activities. These decisions are personal preference, not right or wrong. • Children differentiate between these domains in preschool, believe breaking moral rule more serious and should be punished more severely than breaking a social convention. The level they believe an issue is on also affects what their decision of behaviour is. o By age 3, differentiate between moral and social conventions. By age 4, this is internalized. • Belief that adults have authority over social conventions, but not moral rules that stem from a higher authority or personal domain that is up to each individual – feel they should have authority over their personal choices. • These domains of social justice are cross-culturally similar, children and adolescents in many countries distinguish these domains and reason similarly within each domain. However, different rules may be Page 396-429, 33 pages Page 5 of 12 classified in different domains – the train ticket scenario demonstrates different classifications of helping others as either a moral rule or a social convention. • Circumstances that justify lying also vary with culture, in Asia when it helps the group and in North America to protect individual rights. E.g. A classmate who sings poorly wants to join the choir; “Sorry but there are no spaces left in the choir” for protecting quality of choir, or “My friend sings really well” to make the friend happy • Parental response to different kinds of transgressions inform judgement. When a child breaks a moral rule, adults talk about impact on the victim and how they are hurt. When a child violates a social convention, adults talk about the need to follow rules and obey authority figures. In the personal domain, adults encourage children to make their own choices. • Capacity to reason about moral values, and distinctions between types of values, increases with age. Promoting Moral Reasoning • Conscience: Internal guidance for moral reasoning, not just feeling bad when one does something bad, but also when they fail to do something good (guilty when not being prosocial). • Use of rational explanations and not just punishment in parenting, secure relationship important so punishment used does not become too overwhelming. If overwhelming, will feel shame instead of guilt and withdraw from the situation. Children who are temperamentally fearful may become too distressed to understand the disciplinary message and moral lesson. • Simple exposure to advanced moral reasoning may promote developmental change. Children in grades 4-7 were exposed to moral stage 3 reasoning in a role-playing situation, one level above their current level; since they were beginning entry into the formal operational level, they advanced in sophistication of moral reasoning • This is particularly helpful for revealing shortcomings in one’s moral reasoning, by comparing oneself to a higher level. This is particularly true when the conversational partner requests clarification or paraphrases what the child is saying, making an effort to understand the other’s view. • Incorporating morality into the school curriculum helps understanding, teaching UN Convention on the Rights of the Child as part of social studies class. Teaching about “Rights, Respect, and Responsibility”: correlated with higher self-esteem, increased respect for rights of others, and perceived teachers as more supportive. • Youth who are moral exemplars are especially aware of issues such as the suffering of others, e.g. Craig Keilburger (Free the Children), Severn Cullis-Suzuki (Ecological Children’s Organization), and Bilaal Rajan (Hands for Help) • Adolescents who are more involved in religion tend to have greater concern for others and place more emphasis on helping them. This may be through religions providing moral beliefs and guidelines, or through involvement in religious youth groups connecting one to an extended network of caring peers and adults; interaction through this network helps develop a sense of responsibility in the adolescent. HELPING OTHERS • Prosocial Behaviour: Actions that benefit others. Altruism: Helping another with no expectation of direct benefit to the helper, driven by feelings of responsibility for other people. • Prosocial behaviour likely evolved because it is pragmatic – those who frequently help others are more likely to receive help themselves, increasing survival. Development of Prosocial Behaviour • Eisenberg studied these with dilemmas between helping the self and others, e.g. You are walking to the birthday party and excited to get cake; you see a child who has fallen and hurt himself. Would you stop to help or keep walking to the party? Page 396-429, 33 pages Page 6 of12 • Reasoning for prosocial judgement comes in at younger age than moral reasoning and higher correlation with actual behaviour; may be because these situations are more familiar and realistic. • Simple acts of altruism by 18 months, with toddlers appearing concerned when seeing others obviously hurt or upset. They try to comfort by hugging or patting. Children who are abused will often hit other children who cry, since that is what happens to them in this situation  • 1) Hedonistic Orientation: Only think of self-interest, or tit-for-tat. Will likely leave the child assuming an adult will come help, or only help if they could still get to party on time. • 2) Needs-Oriented Orientation: Simple rules without reflection, e.g. “Always help others” • 3) Stereotyped, Approval-Focused Orientation: Based on expectation of help, I would want them to help me. • 4) Emphatic Orientation: Truly identifying with the other person • Children gradually understand others’ needs and learn more appropriate responses, such as solving the problem by retrieving an object that was dropped, or turning off a TV program that is upsetting. These early attempts are limited because children’s knowledge of what they can do t
More Less
Unlock Document


Only pages 1-3 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

Don't have an account?

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