child1_ch14_11.13.outline

child1_ch14_11.13.outline - Slide 1 Infant and Child...

Info iconThis preview shows pages 1–11. Sign up to view the full content.

View Full Document Right Arrow Icon
Slide 1 Infant and Child Development Chapter 14 Tuesday November 13, 2007
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Slide 2 Announcements ‘Pop-culture’ worksheet due Friday Optional drafts due by/on the 19 th (email) Plan for next week Class on Wednesday 11/21 Office hours: Monday 11:45- 12:45, 433 Tillett Hall
Background image of page 2
Slide 3 Moral Reasoning Positive Justice (Damon) How to divide resources or distribute rewards fairly Findings: 4- and 5-year-olds : Focus primarily on gratifying themselves (“I should have it because I want it”), but begin to justify decisions with appeals to characteristics such as size and sex (“The biggest should get the most.” “We should all get some because we’re girls.”) Between ages of 5 and 7 : Equality and reciprocity. Believe that all participants have equal claim, (“It’s only fair for everyone to get the same.”), then notions of merit and deservingness appear (“She did good but he did bad”) Age 8 and onward : Begin to take particular circumstances into consideration (e.g., greater contribution to group’s work gets more, and those handicapped in some way)
Background image of page 3

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Slide 4 14- Moral Development Domains of Moral Development 1. Reasoning (Piaget, Kohlberg, Damon) 1. Behavior- prosocial and antisocial 2. Feeling- empathy Contexts of Moral Development 1. Social 2. Cultural
Background image of page 4
Slide 5 Does your behavior match your moral reasoning? Do you think stealing is wrong?
Background image of page 5

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Slide 6 Resistance to Temptation and Self-Control Key ingredients of moral development from the social cognitive perspective (Bandura, 1986; Mischel, 1986) Self-control is influenced by cognitive factors (Mischel, 2004). Talking to oneself as a distracter Moral Behavior
Background image of page 6
Slide 7 Moral Behavior Basic Processes: Based on Basic Learning Principles. Reinforcement, punishment, imitation, and the situation only parially account for moral behavior. Some children are more likely than others to cheat, lie, and steal regardless of situation or context. Social Cognitive Theory of Morality Distinguishes between moral competence (ability to produce moral behaviors), and moral performance (actually performing them) One does not always predict the other, but why?
Background image of page 7

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Slide 8 Moral Behavior Social Cognitive Theory (continued) Moral performance is determined by motivation and the rewards and incentives to act in a moral way. Bandura (1991, 2002, 2004) moral development is best understood by considering a combination of social and cognitive factors , especially those involving self control and self-regulation (not abstract reasoning)
Background image of page 8
Slide 9 Percentage of children who observed the moral rule in the “honesty” situation under different circumstances
Background image of page 9

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Slide 10 Conclusions Moral judgment is important to moral action, but not always predictive When conditions require one to resist temptation (such as the no peeking task) , some element of social control and threat of punishment appear to be necessary for younger children (as well as adults!) Moral Behavior What methods are most effective for ensuring behavioral compliance?
Background image of page 10
Image of page 11
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 04/02/2008 for the course PSYCH 331 taught by Professor Carpenter during the Spring '07 term at Rutgers.

Page1 / 36

child1_ch14_11.13.outline - Slide 1 Infant and Child...

This preview shows document pages 1 - 11. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online