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CHAPTER 13 SOCIAL COGNITION AND MORAL DEVELOPMENT
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Learning Objectives What is a theory of mind? How is it assessed? What developmental changes occur in the acquiring of a theory of mind and what factors affect its emergence?
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Chapter 13: Social Cognition and Moral Development
Social Cognition: Ability to Understand psychological differences in others Adopt others’ perspectives Theory of Mind: False Belief Task Where will Sally look for marble when she returns? (See next slide) Used to predict and explain human behavior before 4 yrs of age “He wanted to…” “He intended to…”
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The false belief task involving Sally and Anne
The false belief task involving Sally and Anne. The child who has developed a theory of mind should say that Sally will look in the basket based on her false belief that the marble is there. The child who fails this false belief task says that Sally will look in the box (where the child knows the marble has been moved).
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Developing a Theory of Mind
Attentive parents Joint attention Pretend play Imitation Social experiences Talking about mental states Sensitivity to feelings of others
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Nature and Nurture Nature: Theory of mind proved adaptive Functioning in a social group Gain resources and survive Bargaining, conflict resolution, cooperation Nurture: Acquiring language and interaction Having siblings, sensitive parents Using mental states to explain behavior “How do you think she felt?”
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Learning Objectives How do person perception and role taking skills develop? Why are these skills important? How do they change over the lifespan?
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Person Perception Psychological Traits Observed Used to explain behavior By about age 7 or 8 Understanding Personality Through adolescence Used to evaluate others
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Role-Taking Skills The ability to adopt another’s perspective Moving away from egocentrism Essential in thinking about moral issues Beginning of empathy – about age 2 3-6 yr olds – egocentric Age 12+: multiple perspectives Socially isolated older adults’ decline related to processing speed
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Learning Objectives What is morality? What are the three basic components of morality? What is Freud’s explanation for the development of morality? How did Kohlberg assess moral reasoning? What are the important characteristics of each level and stage of Kohlberg’s theory? What are examples of responses at each stage of reasoning?
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Perspectives on Moral Development
Three components of morality Cognitive: Distinguish right from wrong Behavioral: Act accordingly (Prosocial) Affective: Feel pride and guilt or shame Empathy: A vicarious experience Most are motivated to avoid negative emotions
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Psychoanalytic Theory
Superego: Conscience Oedipus Complex Internalization of parental morals Emotion important in morality Responsive parenting important Gender differences unsupported
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Cognitive-Developmental Theory
Piaget’s Views Premoral Period: Not moral beings Heteronomous morality: Ages 6-10 Believe in rules from parents Consequences/amount of damage Autonomous morality: At ages10-11 Rules are agreements – not absolutes Intention >important than consequences
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Kohlberg: Reasoning about Moral Dilemmas
Preconventional: Egocentric Punishment and obedience Instrumental hedonism Conventional: Consideration of Others Good boy/girl morality Authority/social order maintaining Postconventional: Consideration of All Morality of contract Individual principles of conscience
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Video: Moral Development Childhood
PLAY VIDEO
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Should I drive through that red light?
YES NO Preconventional Stage 1: I won’t get caught I might get caught Stage 2: I want to get home I’m not in a hurry Conventional Stage 3: Everyone does it I’m a good person Stage 4: I’ve got homework It’s against the law Postconventional Stage 5: It’s a stupid law I’m a good citizen Stage 6: No harm will be done Someone might get hurt
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Learning Objectives How do social learning theorists explain moral behavior? According to evolutionary theory, what are the functions of morality
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Social Learning Theory
Bandura: Cognitive Self-Regulation Anticipation of consequences to self Actually apply consequences to self Moral Disengagement No self condemnation for immoral acts Bad acts = Bad behavior must be learned “He’s really a good boy anyway.” Situational context important
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Evolutionary Theory Aspects that are universal Morality has been adaptive Altruistic traits aid survival Reciprocity is key Humans repay good deeds Humans revenge bad deeds Humans evolved to empathy and morality Chimpanzee research: Find empathy, cooperation, but not altruism
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Early Moral Training Children internalize moral standards By mo. learn through experiences to: Associate negative emotions with violating rules (relationship w/parent important) Exert self-control when tempted Prosocial behavior by age 2 (and earlier) Punishment must always be accompanied by an explanation
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Intentions and Rules: Research
Piaget: Consequences versus Intentions 3 yr. olds can judge intention Theory of mind: “I didn’t mean it!” Piaget: questioning rules Moral rules by age 2½ Adult rules often questioned
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Age differences in appreciation that both giving into temptation and resisting temptation can make a person feel both good and bad about what he or she has done.
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Raising Moral Children
Social Learning Theory R+ moral behavior Punish immoral behavior Model moral behavior Hoffman: Three Approaches to Discipline Love withdrawal: negative effects Power assertion: moral immaturity Induction: related to moral maturity
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Temperament and Moral Development
Fearful, inhibited children Become more fearful when reprimanded Use gentle discipline Fearless, uninhibited children Relationship with parent important “Goodness of fit” What works for one child may not for another
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The Adolescent Changes in Moral Reasoning Shift to conventional reasoning Identity includes moral and values Two Kinds of Antisocial Youth Temporary in adolescence Chronic/seriously aggressive Less empathy for distress of others Little remorse for criminal behavior
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Dodge’s Social Information-Processing Model
Individual’s reaction to frustration, anger Not simply social cues Deficient information processing For most, accuracy improves with age Aggressive kids show a bias toward attributing hostile intent/motive Also choose aggressive response Rejection, abuse in upbringing
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Patterson’s Coercive Family Environments
Ineffective parenting in childhood Family members in power struggle Try to control each other coercively Threatening, hitting, even abuse Unpleasant aggressive child Performs poorly in school Disliked by other children Chooses aggressive peer group
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Nature-Nurture Inherit predisposition for aggression Child behavior evokes coercive parenting Parenting strengthens aggression Less opportunity to learn emotional control Exposure to violence in society Lower SES: Violence to solve problems Both bullies and their victims more likely to behave violently
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The Adult Postconventional reasoning is possible Stable through about age 75 Important moral lessons learned in life Spirituality: Search for meaning in life Evident among reflective adults Religion: Little change even in old age Based on longitudinal studies
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Advanced Moral Reasoning
Necessary Cognitive Skills Perspective-taking Formal operations Social Learning Experiences Interactions with parents Discussions with peers Higher education Democracy
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Kohlberg in Perspective
Sequence supported Devalued parental influence not supported Emphasis on peer contributions supported Cultural bias Liberal bias Gender bias not supported
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