Chapter 10 human development

postconventional morality facts

1) the idea that not everyone reaches the last stage of post conventional morality, 2) that it's generally (but not always) reached during adolescence and 3) that a major criticism is that it's biased toward males in westernized countries.

Kohlberg Stage 2 - Individualism and Exchange

At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. In the Heinz dilemma, children argued that the best course of action was the choice that best-served Heinz's needs. Reciprocity is possible at this point in moral development, but only if it serves one's own interests. Level 2. Conventional Morality

Kohlberg Stage 4 - Maintaining Social Order

At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one's duty and respecting authority. Level 3. Postconventional Morality

Kohlberg stage 5- Social Contract and Individual Rights

At this stage, people begin to account for the differing values, opinions and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards.

Starts at age 11 or 12 Formal Operations

Children begin to reason abstractly.

Age 7 to 11 Concrete Operations

Children can decenter; they acquire the concept of conversion; but they cannot reason abstractly or test hypotheses systematically.

Gilligan, Birth to age 2 Sensorimotor

Children develop the concept of object permanence and the ability to form mental representations.

Age 2 to 7 Preoperational

Children's thought is egocentric; they lack the concept of conversation and the ability to decenter.

can working parents raise well-adjusted children if they are satisfied with their jobs?

In general, women/parents who are satisfied with their lives tend to be more nurturing with their children. When work provides a high level of satisfaction, then, mothers who work outside of the home may be more psychologically supportive of their children. If you are satisfied with your life and a stay-at-home parent, then you also will have positive outcomes for your child. Basically work doesn't negative impact your child, so long as you are happy with your job.

Kohlberg Stage 6 - Universal Principles

Kolhberg's final level of moral reasoning is based upon universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.

Kohlberg stage 3-Interpersonal Relationships

Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships.

Kohlberg stage 1-Obedience and Punishment

The earliest stage of moral development is especially common in young children, but adults are also capable of expressing this type of reasoning. At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment.

Gilligan's Theory

The theory suggesting that there is a different process of moral development in women than in men.

Erikson's industry vs. inferiority stage (6-12 years)

This stage is characterized by a focus on efforts to meet the challenges presented by parents, peers, and school. In school, children learn how to keep up with schoolwork and get something from their classes; they also learn how to navigate the social world with their peers/classmates. If children face difficulties in this stage they may withdraw from academics or social interactions, showing less interest and motivation to excel in school or less interest in initiating interactions with peers. If children are encouraged to make and do things and are then praised for their accomplishments, they begin to demonstrate industry by being diligent, persevering at tasks until completed, and putting work before pleasure. If children are instead ridiculed or punished for their efforts or if they find they are incapable of meeting their teachers' and parents' expectations, they develop feelings of inferiority about their capabilities. Thus, successful academic or social experiences give child sense of competence and ensure industriousness, but failure/ridicule in academic or social experiences can lead to enduring excessive feelings of inadequacy or inferiority in that area of life.

internal/dispositional attributions of success

YOU yourself are the cause of that success or failure. So you have an internal attribution if you did well on an exam and attribute that success with your high abilities to study and understand the material (or if you think you failed the exam because you aren't smart enough)

preconventional level

a child's sense of morality is externally controlled. Children accept and believe the rules of authority figures, such as parents and teachers, and they judge an action based on its consequences.

postconventional level

a person's sense of morality is defined in terms of more abstract principles and values. People now believe that some laws are unjust and should be changed or eliminated.

postconventional morality

actions reflect belief in basic rights and self-defined ethical principles

conventional level

an individual's sense of morality is tied to personal and societal relationships. Children continue to accept the rules of authority figures, but this is now because they believe that this is necessary to ensure positive relationships and societal order.

Kohlberg theory of moral development

explain the moral development of children, which he believed follows a series of stages. Asked people of different ages to explain whether husband stealing to save wife was right or wrong.

Vaillant & Vaillant Study

showed long-term impacts of this stage; men most industrious and hardworking in childhood most successful as adults (job/socially)

external attributions of success or failure

you place cause of the event on external causes (this is the "it's not my fault" explanation)- for instance, if you did great on a test you may say it was because the test was just super easy OR if you failed the test it's because the teacher made the test too hard or unfair.