chapter 14 – moral development self-control - behavioral manifestation of morality
TRANSCRIPT
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Chapter 14 – Moral Development
• Self-Control
- behavioral manifestation of morality
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• Learning morality
- society’s goal: resist temptation
- delay gratification
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• Development of self-control
- age 1 learn limits
- by 2 inhibit own impulses
- by 3 use techniques
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4 Learning mechanisms
1.General parenting style
Control + caring -> kids learn selfcontrol
vs. too strict or too laissez-faire
-> kids don’t learn to control selves
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2. Modeling
- learn to inhibit self by watching modelwho verbalizes rationale
- kids as models: later better at restraint
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3.Reinforcement
- rewards for alternative behaviors
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4. Punishment
- best = mild punishment & rationale
- sometimes rationale alone is enough
-> internal attributions
Problems
- resentment, coercion, attention for bad behavior
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4 Self-Control Methods
1. Freud’s imagery
= create image of desired object
- but reduces self-control
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2.Distraction
- focus on alternative activity
3.Self-instruction
- talking self through the impulse
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4.Create “moral” self-concept
- convince children that they are “good”
via “dispositional praise”
- self-concept directs future behavior
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• Consequences of Self-Control
If delay gratification at 4:
- boys at 11 = better impulse control,attention span, & behavior
- girls at 11 = more socially competent
- both at 15-18 = better self-control,reasoning, SAT scores
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Prosocial Behavior
Development
• Toddlers
- beginning to help others
- limited by cognitive skills
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• Preschool/Elementary
- sharing, helping
- motivated by rewards & authority
- later growth of prosocial behaviorwithout rewards
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• Adolescents/Adults
- concern for fairness, helping others
- behavior based on principles
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Skills needed
Perspective-taking
- more prosocial if understand others’ feelings
- lack of egocentrism
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Empathy
- feeling what another feels
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Moral Reasoning
- belief that one should behave a certain way
- preschoolers don’t use fairness
- by school age, simple view of fairness
- later appreciate complexity of fairness
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Influences on prosocial behavior
1.Personal Responsibility
- when we feel responsible, we are more likely to help
Personal responsibility decreased by:
- diffusion of responsibility
- authority figures
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2.Mood
- more prosocial if happy
3.Cost to self
- more prosocial if no cost to self
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4.Culture
- more altruism in nonindustrialized nations
- collectivist vs. individualistic societies
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Percentages of children above altruism mean
• Nonindustrialized
Kenya 100
Mexico 73
Philippines 63
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Industrialized
Okinawa 29
India 25
US 8
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Aggression
Origins of Aggression
1.Biological/instinctual
- Freud
- Lorenz
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2.Cognitive/Intentional
- aggression is goal-driven
Hostile goal = intent to harm
Instrumental goal = gain own ends
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Development of Aggression
Infants & young toddlers (< 1.5 yrs)
- aggression without intent to harm
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• Preschoolers (2-5)
- intimidate to gain own ends
- rise in instrumental aggression
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a. 2-3
- more physical retaliation
- most aggression is instrumental
b.3-5
- less physical aggression
- more verbal aggression
- increasing hostile aggression
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• Elementary School (6-11)
- react with aggression to provocation
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• Stability of Aggression
very stable - from toddlerhood
- for boys and girls
- boys are more aggressive
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Sources of Aggression
1.Frustration
- frustration-aggression hypothesis
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2. Parents
Punishment
- teach physical aggression
Parental style
- model lack of concern for others
- do not monitor/supervise
- use physical discipline more
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3. Sex Differences
- males more physically aggressive worldwide
- males are targets of aggression
- testosterone + socialization
- girls: “relational” aggression
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4.Culture
- some societies are more violent
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5.Media
- Bandura’s Bobo doll
- “good guys” rewarded for violence
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• General findings:
- consistent link between TV violence & childaggression
- risks: learning to behave violently
desensitization to violence
fearfulness
- perpetrators unpunished
- few consequences for victim
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6.Individual Differences
- minority of very aggressive kids
a. expectations
b. domination of others
c. biased cognitions
- assume hostile intent
• Sum: many possible contributors
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Controlling Aggression
1.Freud’s catharsis
- venting anger to decrease it
- does not work
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2. Eliminate reinforcement a. incompatible response technique
- ignore mild aggression& reinforce good behavior
b. time out- for serious aggression- removes attention for aggression- does not model aggression- helps child gain self-control
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3. Model & coach
- teach nonaggressive conflict resolution
4. Teach empathy
- train awareness of others’ feelings
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Moral Reasoning
Dilemma = competing demands for justice
• Kohlberg’s Stages
1. Preconventional Level
- moral judgments are based on physical consequences, authority/power,
own needs & desires
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2. Conventional Level
- reasoning based on conforming tosocial norms, doing what is
“right”/duty,wanting the approval of others
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3. Postconventional Level
- based on universal, abstract principles
- fairness/justice
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Judy is 12 years old. Her mother promised that she could go to a special rock concert.
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Support for Kohlberg
1. Correlation between age & level ofmoral reasoning
2. Sequence of stages
3. Relation between moral reasoning &behavior
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Criticisms of Kohlberg
• Highest principle may differ by society
• Highest stage reached
• Male vs. female morality
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Gilligan’s Theory
• Morality = care & responsibility in relationships
- integration of rights & responsibility
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3 stages• Self
- concern solely with own needs (selfish)
• Others
- other’s needs at expense of own (selfless)
• Both
- considering own & others’ needs
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• Boys and girls show both justice and care morals
• Conclusion: Not one morality (justice), but possibly many
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1.Preconventional Level
- consequences, authority/power, needs &
desires
2.Conventional Level
- social norms, “right”/duty, approval
3.Postconventional Level
- based on universal, abstract principles