FMST 210 - Class 13 notes PDF

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210

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Psychology

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Oct 30, 2023

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Moral Development Kohlberg’s Cognitive Developmental Perspective • Studied how people think about moral issues involving justice, fairness, and rights • (Only looked at how boys responded to these moral dilemmas, then followed them for three decades) <aside> ࠽? Heinz’s Dilemma: • “Near death, a woman with cancer learns of a drug that may save her. The woman’s husband, Heinz, approaches the druggist who created the drug, but the druggist refuses to sell the drug for anything less than $2,000. After borrowing from everyone he knows, Heinz has only scraped together $1,000. Heinz asks the druggist to let him have the drug for $1,000 and he will pay him the rest later. The druggist says that it is his right to make money from the drug he developed and refuses to sell it to Heinz. Desperate for the drug, Heinz breaks into the druggist’s store and steals the drug. Should Heinz have done that? Why or why not?” • Kohlberg presented this dilemma to boys </aside> Kohlberg’s Cognitive Developmental Perspective • Preconventional Reasoning: Behavior governed by self-interest ◦ Making decisions based on receiving either reward or punishment • Conventional Reasoning: Behavior is governed by concern for others ◦ The motivation is to uphold rules and maintain social order ◦ People-pleasing habits, but in return, there is concern about what others will think about you • Post-conventional Reasoning: Behavior is governed by abstract principles applied to individual rights above all else ◦ People who reason at the post-conventional level take into consideration that laws are flexible social contracts, and can be violated given a unique situation ◦ People with this mentality think about the reasoning behind going against social order such as stealing and lying ◦ Changes in discriminatory laws and social justice • <aside> ࠽? Think of Heinz’s situation and why he stole the drugs </aside> Individual and Contextual Influences on Moral Reasoning • Gender Differences in Moral Reasoning ◦ Carol Gilligan did research that showed there were gender differences between moral reasoning

◦ Care Orientation: Desire to maintain relationships and responsibility not to cause harm ◦ Gilligan felt that women were more likely to reason in this way • Justice Orientation: Based on abstract principles of fairness and individualism • Culture and Moral Reasoning ◦ Kohlberg believed that his sequence was cross-cultural ◦ Thought that Western cultures emphasize the rights of the individual (Justice Orientation; Post-conventional) ◦ In comparison to Non-Western cultures that take a collectivist approach, focusing on human interdependence (Care Orientation; Conventional) Prosocial Behavior • Prosocial Behavior: Voluntary behavior that is intended to benefit another ◦ Would fall under the category of moral reasoning being more positive and beneficial to others • Empathy: Capacity to understand someone’s feelings ◦ Facilitates pro-social behaviour • Biological and Contextual Influences on Prosocial Behavior ◦ Genes that influence oxytocin (related to attachment to others, trust, the more oxytocin the closer we feel to them resulting in more empathy, and exhibiting pro- social behavior) ◦ Cognitive advances play an important role ◦ Parents and other caregivers facilitate pro-social behavior; ▪ This can be done by encouraging them to do household chores (showing them they are a part of a community) ▪ Encouraging understanding of their feelings once children become older and understand the difference between anger and sadness for them to understand other people's feelings and encourage empathy ▪ Watching their parent's behavior (such as volunteering, which encourages children to volunteer as well) ◦ The broader social world ▪ Contribution in families ▪ Relationships with others ▪ Communities ▪ Less common in Western individualistic cultures (resulting in less pro- social behavior) Antisocial Behavior and Aggression • Antisocial Behavior: Behavior that harms others, is disruptive or hostile, or transgresses social norms ◦ Think of sociopaths who do not believe in social order and are not concerned with the well-being of others • Aggression: Behavior that harms or violates the rights of others, whether overtly or covertly ◦ Such as not receiving a COVID shot as it potentially harms others

◦ Instrumental Aggression: Aggression oriented toward achieving a goal (seen in young children and toddlers, working its way into pre-school) ◦ Relational Aggression: Verbal form of aggression intended to harm others’ social relationships (young children who refuse to let kids into a friend group as they intend to harm their social relationships) ◦ Bullying (Peer Victimization): Ongoing interactions in which a child repeatedly attempts to inflict physical, verbal, or social harm to another child (no specific age but it progresses from a young age) Contextual Influences that Contribute to Aggression • Familial Influences; ◦ Parents who spank and project other controlling behavior onto their children • Exposed to Aggressive Models ◦ Domestic Violence from Parents Influences children ◦ Community Violence, the more often it is witnessed, the more likely they are to be aggressive themselves as a reaction to that violence • Community Factors ◦ More likely to be aggressive when under low SES communities ◦ Children with unstriuctured time, thye are more likely yot be involved in aggresison ◦ More access to guns ◦ Kids end up in gang because thye offer them a sen of community, protection, and fmaily ◦ ◦

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