u07_a01 Significant momemts in life that shaped cognition and morality

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Running head: Moral and Cognitive Theories on Adolescence and Em Moral and Cognitive Theories on Adolescence and Emerging Adulthood Stephen Scott Human Lifespan Development Adolescence and Emerging Adulthood Capella University June 2, 2017

Moral and Cognitive Theories on Adolescence and Em 2 Moral and Cognitive Theories on Adolescence and Emerging Adulthood The life span periods of adolescence and emerging adulthood can have many events that can shape the person we become. These experiences can determine who we are as people later in life. During middle school and after graduating high school there were a couple significant events that shaped my cognitive and moral development. In junior high school, I started learning how to play an instrument that helped my cognitive and I was caught allowing a student to cheat that played a role in my morality as an adult. In early adulthood experiencing my first job helped my cognitive abilities in later jobs and having to hold an employee accountable for falsifying document on the job further developed my morality in later jobs. This paper is going to look at how cognitive learning theory, and moral development theory related to these life changing events. Cognitive Learning Theory In junior high school I was given the opportunity to join the high school marching band and learn how to play the drums. This was especially difficult for me due to not having a natural ability in music, but I was determined to succeed. My teacher had to find different ways to ensure I was learning to play the instrument correctly empowering me through cognitive learning theory. In cognitive learning theory, a teacher will monitor how a student reacts to stimuli in their surroundings and look for different ways reach the student (O’Donnell, Reeve, & Smith, 2012). He used cognitive learning theory to break down the parts of playing into smaller simple lesson to ensure it was easier to grasp the concepts before moving on. He also used different levels of praise and rewards to motivate me properly. As a teacher who utilizes cognitive learning theory he recognizes that a child’s working memory has a limit and each child is going to have different levels (O’Donnell, Reeve, & Smith, 2012). This experience has helped

Moral and Cognitive Theories on Adolescence and Em 3 me to overcome some of my self-esteem issues as a child. I had trouble making friends and the confidence of playing in front of an audience at high school games helped me make the leap to ask fellow band members to hang out. Now I have no problems as an adult making friends. Cognitive learning theory was also important during my time transitioning into the workforce. I had some trouble with getting used to working in a high paced retail environment. My boss saw potential in me, so he suggested that I pair up with a more experienced associate in a cognitive apprenticeship program to prepare me for management. In a cognitive apprenticeship, the unexperienced worker would be monitored by a master, while they practice new skills and receive guidance on better ways to approach a task (Chen, O’Sullivan, Teherani, Fogh, Kobashi, & Cate, 2015). My mentor would give me assignments and let me decide on the best way to tackle them. Then he would give me appropriate direction when I would make a mistake or show me a better way to think about the given task. This way I could master the skills needs to manage an extremely fast paced environment. Moral Development Theory in Adolescence and Young Adulthood During junior high, I was always ahead of the class on finishing my assignments and tests. There was a period in my history class that I would allow my classmates to copy my homework assignments and look at my paper during tests. Then one day I got caught and was disciplined by the principal. Before this happened, I didn’t really think there was anything wrong with allowing a classmate to copy my paper. This can be explained by using Kohlberg’s theory of moral development. He looked at morality in a way that could be divided into three levels that were broken down into two stages and theorized that people need to realize there is a flaw in their reasoning that allows them to determine how to solve the issue in a moral way (Berk, 2014). After getting in trouble I had a strong desire not to allow this to happen again

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Moral and Cognitive Theories on Adolescence and Em 4 because I was shown how important it was to allow the children to make mistakes so they could learn. By allowing them to cheat off my paper I was causing them to lose out on part of their education and it made me feel bad for them. Per Krettenauer, Colasante, Buchmann, & Malti (2014), “Adolescents’ emotions in the context of moral decision-making repeatedly have been shown to predict actual behavior (pg. 583).” When I was making the decision to allow people to cheat I had an emotion of indifference and after being disciplined I felt shame and regret for what I did. This followed me into early adulthood when I was a manager at a store. I found myself in a situation where I found a worker was signing off on inspections for food safety without conducting it. I was left with the decision to make of how to properly discipline them. It was a moral dilemma because they had worked for me for several years and I knew they had a family to take care of. I made the choice to fire them because they could have potentially hurt customers who were consuming food from the store that could have been dangerous to consume. The fear I felt for the people, who were put at risk, helped me conclude that the associate needed to be terminated. I don’t think that I would have reached this decision if it wasn’t for the moral dilemma of emotions I felt after allowing another to cheat. Summary and Conclusion In conclusion, there are many events in our adolescence and early adulthood that can shape our cognitive learning and morality. The biggest event that affected my morality in adolescence and continued into late adulthood was being caught allowing others to cheat. This helped me to realize that I wasn’t helping them at all, but I was hindering their education. I had to deal with a similar situation where I had to discipline someone for cheating on recording an inspection. My emotional feeling about morality from adolescence helped me to determine that the associate needed to be let go from the company. Learning to play an instrument and

Moral and Cognitive Theories on Adolescence and Em 5 engaging in a cognitive apprenticeship helped develop my cognitive abilities in adulthood. They gave me the confidence to succeed in making friends, advancing at work, and even to go back to school. These experiences teach that parents and teachers need to be aware of how much events in adolescence can affect their children live as they emerge as adults.

Moral and Cognitive Theories on Adolescence and Em 6 References Berk, L. (2014). Exploring lifespan development (Third ed.). Upper Saddle River, New Jersey: Pearson Education. Chen, H. C., O'Sullivan, P., Teherani, A., Fogh, S., Kobashi, B., & Cate, O. (2015). Sequencing learning experiences to engage different level learners in the workplace: An interview study with excellent clinical teachers. Medical Teacher, 37 (12), 1090-1097. doi:10.3109/0142159X.2015.1009431 Krettenauer, T., Colasante, T., Buchmann, M., & Malti, T. (2014). The development of moral emotions and decision-making from adolescence to early adulthood: A 6-year longitudinal study. Journal of Youth and Adolescence, 43 (4), 583-96. doi:http://dx.doi.org.library.capella.edu/10.1007/s10964-013-9994-5 O'Donnell, A. M., Reeve, J., & Smith, J. K. (2012). Educational psychology: Reflection for action (3rd ed.). Hoboken, NJ: John Wiley.

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