Chapter 14 – Moral Development Self-Control - behavioral manifestation of morality

Learning morality - society’s goal: resist temptation - delay gratification

Development of self-control - age 1 learn limits - by 2 inhibit own impulses - by 3 use techniques

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

2.Modeling - learn to inhibit self by watching model who verbalizes rationale - kids as models: later better at restraint

3.Reinforcement - rewards for alternative behaviors

4.Punishment - best = mild punishment & rationale - sometimes rationale alone is enough -> internal attributions Problems - resentment, coercion, attention for bad behavior

4 Self-Control Methods 1.Freud’s imagery = create image of desired object - but reduces self-control

2.Distraction - focus on alternative activity 3.Self-instruction - talking self through the impulse

4.Create “moral” self-concept - convince children that they are “good” via “dispositional praise” - self-concept directs future behavior

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 = better self-control, reasoning, SAT scores

Prosocial Behavior Development Toddlers - beginning to help others - limited by cognitive skills

Preschool/Elementary - sharing, helping - motivated by rewards & authority - later growth of prosocial behavior without rewards

Adolescents/Adults - concern for fairness, helping others - behavior based on principles

Skills needed Perspective-taking - more prosocial if understand others’ feelings - lack of egocentrism

Empathy - feeling what another feels

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

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

2.Mood - more prosocial if happy 3.Cost to self - more prosocial if no cost to self

4.Culture - more altruism in nonindustrialized nations - collectivist vs. individualistic societies

Percentages of children above altruism mean Nonindustrialized Kenya100 Mexico 73 Philippines 63

Industrialized Okinawa 29 India 25 US 8

Aggression Origins of Aggression 1.Biological/instinctual - Freud - Lorenz

2.Cognitive/Intentional - aggression is goal-driven Hostile goal = intent to harm Instrumental goal = gain own ends

Development of Aggression Infants & young toddlers (< 1.5 yrs) - aggression without intent to harm

Preschoolers (2-5) - intimidate to gain own ends - rise in instrumental aggression

a more physical retaliation - most aggression is instrumental b less physical aggression - more verbal aggression - increasing hostile aggression

Elementary School (6-11) - react with aggression to provocation

Stability of Aggression very stable - from toddlerhood - for boys and girls - boys are more aggressive

Sources of Aggression 1.Frustration - frustration-aggression hypothesis

2.Parents Punishment - teach physical aggression Parental style - model lack of concern for others - do not monitor/supervise - use physical discipline more

3.Sex Differences - males more physically aggressive worldwide - males are targets of aggression - testosterone + socialization - girls: “relational” aggression

4.Culture - some societies are more violent

5.Media - Bandura’s Bobo doll - “good guys” rewarded for violence

General findings: - consistent link between TV violence & child aggression - risks: learning to behave violently desensitization to violence fearfulness - perpetrators unpunished - few consequences for victim

6.Individual Differences - minority of very aggressive kids a.expectations b.domination of others c.biased cognitions - assume hostile intent Sum: many possible contributors

Controlling Aggression 1.Freud’s catharsis - venting anger to decrease it - does not work

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

3.Model & coach - teach nonaggressive conflict resolution 4.Teach empathy - train awareness of others’ feelings

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

2.Conventional Level - reasoning based on conforming to social norms, doing what is “right”/duty, wanting the approval of others

3.Postconventional Level - based on universal, abstract principles - fairness/justice

Judy is 12 years old. Her mother promised that she could go to a special rock concert.

Support for Kohlberg 1.Correlation between age & level of moral reasoning 2.Sequence of stages 3.Relation between moral reasoning & behavior

Criticisms of Kohlberg Highest principle may differ by society Highest stage reached Male vs. female morality

Gilligan’s Theory Morality = care & responsibility in relationships - integration of rights & responsibility

3 stages Self - concern solely with own needs (selfish) Others - other’s needs at expense of own (selfless) Both - considering own & others’ needs

Boys and girls show both justice and care morals Conclusion: Not one morality (justice), but possibly many

1.Preconventional Level - consequences, authority/power, needs & desires 2.Conventional Level - social norms, “right”/duty, approval 3.Postconventional Level - based on universal, abstract principles