1 / 26

Chapter 13 Social Cognition and Moral Development

Chapter 13 Social Cognition and Moral Development. Chapter 13: Social Cognition and Moral Development. Social cognition: ability to understand psychological differences in others Adopt other’s perspectives Theory of Mind: False Belief Task

olinda
Download Presentation

Chapter 13 Social Cognition and Moral Development

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Chapter 13Social Cognition and Moral Development

  2. Chapter 13: Social Cognition and Moral Development • Social cognition: ability to understand psychological differences in others • Adopt other’s 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. .”

  3. Figure 13.1

  4. Developing a Theory of Mind • Attentive parents • Joint attention • Pretend play • Imitation • Social experiences • Talking about mental states • Sensitivity to feelings of others

  5. 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?”

  6. Person Perception • Psychological traits observed • Used to explain behavior • By about age 7 or 8 • Understanding personality • Through adolescence • Used to evaluate others

  7. 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 • 12+ - multiple perspectives • Socially isolated older adults decline related to processing speed

  8. Perspectives on Moral Development • Three components of morality • 1) Cognitive: Distinguish right from wrong • 2) Behavioral: Act accordingly (Prosocial) • 3) Affective: Feel pride and guilt or shame • Empathy: a vicarious experience • Most are motivated to avoid negative emotions

  9. Psychoanalytic Theory • Superego: conscience • Oedipus Complex • Internalization of parental morals • Emotion important in morality • Responsive parenting important • Gender differences unsupported

  10. 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: at ages10-11 • Rules are agreements – not absolutes • Intention more important than consequences

  11. 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

  12. Social Learning Theory • Moral Behavior (Bandura) • Cognitive self-regulation • Anticipation, apply consequences to self • Moral disengagement • No self condemnation for immoral acts • Situational context important

  13. Early Moral Training • Children internalize moral standards • By 18-24 mo. learn through experiences to: • 1) Associate negative emotions with violating rules • Positive relationship w/parent important • 2) Exert self-control when tempted • Prosocial behavior by age 2 (and earlier) • Punishment must always be accompanied by an explanation

  14. Intentions and Rules: Research • Piaget: consequences vs. intentions • Nelson: 3 yr. olds can judge intention • Theory of mind: “I didn’t mean it!” • Piaget: questioning rules • Turiel: moral rules by age 2 1/2 • Adult rules often questioned

  15. 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

  16. 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

  17. The Adolescent • Changes in moral reasoning • Shift to conventional reasoning • Identity includes moral and values • Two kinds of antisocial youth • 1) Temporary in adolescence • 2) Chronic/seriously aggressive • Less empathy for distress of others • Little remorse for criminal behavior

  18. 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

  19. 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

  20. Nature-Nurture • Inherit predisposition for aggression • 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 victims of bullies more likely to behave violently

  21. 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

  22. Advanced Moral Reasoning • Necessary cognitive skills • Perspective-taking • Formal operations • Social learning experiences • Interactions with parents • Discussions with peers • Higher education • Democracy

  23. Kohlberg in Perspective • Sequence supported • Devalued parental influence not supported • Emphasis on peer contributions supported • Cultural bias • Liberal bias • Gender bias not supported

More Related