Throughout Our Lives How We Learn Language Piagets Theory of Cognitive Development Key concepts Language acquisition Motheresebaby talk Babbling Holophrases Telegraphic speech Overextension ID: 524205
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Slide1
How We Think Throughout Our Lives
How We Learn Language
Piaget’s Theory of
Cognitive DevelopmentSlide2
Key concepts
Language acquisition
Motherese/baby talk
BabblingHolophrasesTelegraphic speechOverextensionUnderextentionPiaget
Sensorimotor stage
Preoperational stage
Concrete operations
Formal operations
Object permanence
Symbolic representation
ConservationSlide3
How We Learn Language
Language unique to humans.
Children in different cultures learn to speak very different languages, but they all seem to go through the same sequence of stagesSlide4
Some brain regions see language (written). Others hear it. Some interpret language (understanding). Others generate it (speaking). The right and left hemispheres perform logical and emotional functions.Slide5
Language Stages
http://www.youtube.com/watch?v=wxtLhgzntg8
Infants communicate through
crying, with different cries for hunger and for pain, movement facial expressionsPrefer
baby talk
(or motherese) – calming, melodious speech, short sentences.
http://www.youtube.com/watch?v=eZclOL7vIQQSlide6
Language Stages
Vocabulary grows slowly until about 18 months, and then infants learn about 100 words or more per month
Overextension:
The application of a newly learned word to objects that are not included in the meaning of the word (e.g., calling any female person “mama”)Underextension:
The failure to apply the new word more generally to objects that are included within the meaning of the new word (e.g., not extending the category of “dog” to include dogs that are not the family pet)Slide7
Language Stages
Between 18 and 24 months, children experience a vocabulary-acquisition spurt and words are combined into sentences
Telegraphic speech
is the use of 2-word sentences with mainly nouns and verbs (e.g., “Dada eat” for “Dad is having dinner”)These 2-word statements begin to be expanded and between the ages of 2 and 5 years, the child implicitly acquires grammar of the native languageSlide8
Language Stages
Language development is a genetically programmed ability
However, this ability is not developed without exposure to human speech
Thus, both nature and nurture are vital to language development Slide9
JEAN PIAGET – studied children’s cognitive abilities
Born: August 9, 1896
Neuchâtel, Switzerland
Died: September 17, 1980
Geneva, Switzerland Slide10
What age and stage can a kid…
start doing algebra (which uses abstract thinking)?
learn and use many new words?
block your view of the TV without realizing it? (think you can see it because they can see it)
understand the concept of money and can count it?
understand the idea of justice?
forget about the existence of a person when they hide behind a corner?
realize that a clump of clay broken into two smaller clumps is still the same amount of clay?
discuss the existence of God and argue for and against it?
have a rich imagination and believe in fantasy figures like
santa
claus
and the tooth fairySlide11
Infant senses
http://www.youtube.com/watch?v=O2-x-dLb_KM
Which senses are well developed at birth? Which need to be “warmed up” with use?Slide12
Sensory-Perceptual Development
Vision
is the
least-developed sense at birthNewborns’ visual acuity is 20/400 to 20/800Reaches 20/20 within the first year
Color vision develops by 2 to 3 months
Such stimulation is necessary for proper development of the visual pathways and cortex during infancy
Newborns need to practice looking to form good eyesightSlide13
Sensory-Perceptual Development
Hearing
in newborn is better than vision
Can distinguish mother’s voiceSteadily declines from there. Never as good againSlide14
Sensory-Perceptual Development
The senses of smell, taste, and touch are also fairly well-developed at birth
Infants can differentiate the smell of their mother
Infants have innate understanding of objects and movement – ex, solids cannot pass through each other.Slide15
Piaget’s Theory of Cognitive Development
Piaget posed problems for children to solve, observed their actions carefully, and questioned them about their solutions
Interested in children’s error, thought processes
Assumed that a child is an active seeker of knowledge and gains an understanding of the world by operating on it
http://www.youtube.com/watch?v=TRF27F2bn-ASlide16
Piaget’s Stages of Cognitive Development
Sensorimotor
Birth to 2 years
Preoperational
2 to 6 years
Concrete operational
6 to 12 years
Formal operational
12+ yearsSlide17
Piaget’s Stages of
Cognitive DevelopmentSlide18
Sensorimotor Stage
Infant learns about the world through their sensory and motor interactions (including reflexes)
Lack
object permanence, the knowledge than an object exists independent of perceptual contactSymbolic representation of objects and events starts to develop during the latter part of the sensorimotor stage (e.g., use of telegraphic speech) Slide19
Preoperational Stage
Egocentrism
is the inability to distinguish one’s own perceptions, thoughts, and feelings from those of others
The child, however, can pretend, imagine, and engage in make-believe playSlide20
Preoperational Stage
Preoperational children LACK
Conservation:
the knowledge that the quantitative properties of an object (such as mass, volume, and number) remain the same despite changes in appearanceFail the liquid in a tall/wide glass testSlide21
Tests of ConservationSlide22
Concrete Operational Stage
Children gain a fuller understanding of conservation and other mental operations that allow them to think logically, but only about concrete events
Conservation
for liquids, numbers, and matter acquired early, but conservation of length acquired later in the stageDevelops
logic
The reasoning of concrete operational children is tied to immediate reality
Cannot think abstractedly and break rules they know to be true (glass-hammer vs feather-hammer)Slide23
Formal Operational Stage
The child gains the capacity for hypothetical-deductive thought
Can engage testing of
hypothesesAbstract problem solvingCan break known logical “rules” and imagine/think
abstractedly Slide24
Formal Operational Stage
In one scientific thinking task, the child is shown several flasks of what appear to be the same clear liquid and is told one combination of two of these liquids would produce a clear liquid
The task is to determine which combination would produce the blue liquid
The concrete operational child just starts mixing different clear liquids together haphazardlyThe
formal operational child
develops a systematic plan for deducing what the correct combination must be by determining all of the possible combinations and then systematically testing each oneSlide25
Formal Operational Stage
The formal operational child can evaluate the logic of verbal statements without referring to concrete situations
For example, the formal operational child would judge the statement “If mice are bigger than horses, and horses are bigger than cats, then mice are bigger than cats” to be true, even though in “real life” mice are not bigger than cats Slide26
Piaget’s Stages of
Cognitive DevelopmentSlide27
Real live observations!What life stage are these kids in?
Observe their
Reflexes
Motor/sensory coordinationLanguage capability/levelWalkingPersonality/social selfPiaget level – sensory motor? preoperational? Concrete operational?Formal operational?Slide28
Evaluation of Piaget’s Theory
1. Not all people reach formal operational thought
2. The theory may be biased in favor of Western culture
3. There is no real theory of what occurs after the onset of adolescence4. Despite refinements, recent research has indeed shown that cognitive development seems to proceed in the general sequence of stages that Piaget proposed Slide29
Schemas
Organized units of knowledge about objects, events, and actions
Cognitive adaptation
A useful framework for viewing the worldSlide30
Describe the process of clothes shoppingSlide31
Describe your earliest impression of school (playschool/kindergarten)Your age?
People?
Setting?
Classes?Feelings?School was a place where…Slide32
First day of middle school (junior high)Age
People
Setting
ClassesFeelingsSchool was a place where…Slide33
First day of high schoolAge
People
Setting
ClassesFeelingsSchool was a place where…Slide34
Schemas……involve two processes
Assimilation
is the
interpretation of new experiences in terms of present schemesAccommodation is the modification of present
schemes to fit with new
experiencesSlide35
Schemas
For example, a child may call all four-legged creatures “doggie”
The child learns he needs to
accommodate (change) his schemes, as only one
type of four-legged creature is “dog”
Schema gets smaller, more specific
Accommodation is learning Slide36
Assimilation or accommodation?
Suzy is 3 and knows how to use a spoon. She’s given a fork for the first time, and immediately figures out how to use it.
Tom is 4 and believes that all cars have 4 doors. When his aunt shows up in a 2 door sports car, he realizes that car door numbers vary. He changes his idea about car door numbers.
Mandy calls all men “Dada”. Eventuall she learns that nly one man is her dada. She changes her schema to reflect this.Think of a personal example of
Assimilation
AccommodationSlide37
Santa Schema – at different Piaget cognitive stages!Sensory motor stage - key concepts: developing object permanence, developing senses and motor controlSlide38
Preoperational
Key concepts: egocentrism, no conservation, increased vocabulary, fantasy/imaginative thinkingSlide39
Concrete operational childDeveloping logic, understands conservationSlide40
Formal operations childLogical hypothetical thinker, can break ‘rules’ in logic and suspend imagination Slide41
Quick review – Piaget
What age and stage…
Suzy believes the tooth fairy left her money last night
Mark wrote a paper about life on other planetsDarnell can see color and recognize his mom’s voiceJosie just realized that Santa Claus can’t be realNatisha asked her mom to use the oval plate because she (thinks she) gets a bigger portion of food on itSlide42
HomeworkALL CLASSES: Write a paragraph about an elderly person who looks back on their life. They did not resolve ONE stage from Erikson’s model. How did this affect their life?
COLLEGE READING:
Pages 265-266 Vygotsky & zone of proximal development
Pages 270 – 272 – Kohlberg & moral reasoningSlide43
Erik Erikson
Erik Homburger Erikson
German-born developmental psychologist known for his theory on psychosocial development of human beings.
Famous for coining the phrase identity crisis. Born: June 15, 1902, Frankfurt, Germany
Died
:
May 12, 1994,
Harwich, MASlide44
Who am I?Erikson believed humans go through 8 stages of
psychosocial
development
Psycho = inner dynamics of mindSocial = emphasized the impact of society and other people upon developmentEight stages of development, each with a major issue or crisis that has to be resolved
Each stage is named after the two sides of the issue relevant in that stageSlide45Slide46Slide47
http://www.youtube.com/watch?v=PC2G5oFliyk
Video showing 8 stages
Keep the volume down – Kenny G!!!Slide48
Class assignmentMake a group poster using
magazine images
to represent the crisis at each stage. Include:
The 8 stages – with an definition of each crisis at each stageAn appropriate image for each “side” of the crisis, ex: trust vs mistrustA example from your life, or you know, or a celebrity, for each crisis (2 per stage – resolved and unresolved)Put your names on it. Hang up. No hang, no grade. Slide49
HomeworkALL CLASSES: Write a paragraph about an elderly person who looks back on their life. They did not resolve ONE stage from Erikson’s model. How did this affect their life?
COLLEGE READING:
Pages 265-266 Vygotsky & zone of proximal development
Pages 270 – 272 – Kohlberg & moral reasoningSlide50
Erikson’s Psychosocial Stages
1
Trust vs. Mistrust
(birth to 1 year)
Infants learn that they can or cannot trust others to take care of their basic needs
2
Autonomy vs. Shame and Doubt
(1 to 2 years)
Children learn to be self-sufficient in many activities such as toilet training, walking, and exploring; if restrained too much they learn to doubt their abilities and feel shameSlide51
3
Initiative vs. Guilt
(3 to 5 years)
Children learn to assume more responsibility by taking the initiative but will feel guilty if they overstep limits set by parents
4
Industry vs. Inferiority
(5 years to puberty)
Children learn to be competent by mastering new intellectual, social, and physical skills or feel inferior if they fail to develop these skills
Erikson’s Psychosocial StagesSlide52
5
Identity vs. Role Confusion
(adolescence)
Adolescents develop a sense of identity by experimenting with different roles; no role experimentation may result in role confusion
6
Intimacy vs. Isolation
(young adulthood)
Young adults form intimate relationships with others or become isolated because of failure to do so
Erikson’s Psychosocial StagesSlide53
7
Generativity vs. Stagnation
(middle adulthood)
Middle-aged adults feel they are helping the next generation though their work and child rearing, or they stagnate because they feel that they are not helping
8
Integrity vs. Despair
(late adulthood)
Older adults assess their lives and develop sense of integrity if they find lives have been meaningful; develop sense of despair if not meaningful
Erikson’s Psychosocial StagesSlide54
Erikson’s Psychosocial Theory of Development
Probably the greatest impact of Erikson’s theory is that it expanded the study of developmental psychology past adolescence into the stages of adulthood (young, middle, and late)
The sequence in the theory (intimacy issues followed by identity issues) turns out to be the most applicable to men and career-oriented women
Many women may solve these issues in reverse order or
simultaneously
For example, a woman may marry and have children and then confront the identity issues when the children become adults Slide55
Project timeThink of a time you felt
Embarrassed
Angry
SadLoveFearHow old were you? What happened? Who was involved? Where were you? How did you reflect on this experience? How did it change you?Slide56
Stuff you gotta know for quizBiological development
Twins (mono and diygotic)
Teratogens
Infant reflexes (sucking grasping rooting stepping babinski)nLanguage acquisionBabbling, holophrases, telegraphic speech, mothereseSchemas, assimilation and accommodationPiaget, 4 stages (sensory motor, preoperational, concrete operational, formal opereational)Vygotsky and zone of proximal development (sociocultural approach to cognitive development)
Kohlberg and moral development (6 stages)Slide57
Attachment and Parenting Styles
Attachment
is the lifelong emotional bond that exists between the infants and their mothers or other caregivers, formed during
the first six months of life Slide58
Harry Harlow – Rhesus monkey attachment (1960s)
Harry Frederick Harlow was an American psychologist best known for his maternal-separation, dependency needs, and social isolation experiments on rhesus monkeys
Born
: October 31, 1905, Fairfield, IA, USADied: December 6, 1981,
Tucson, AZ
, USASlide59
Attachment and Harlow’s MonkeysSlide60
Attachment and Harlow’s Monkeys
Monkeys separated from mother at birth
Given option of cloth (comforting) or wire (feeding) surrogate mother
Monkeys formed bond with cloth motherSlide61
“Contact comfort,” not nourishment, was the crucial element for attachment formationSlide62
Mary Ainsworth “Strange Situation” research
Born
:
December 1, 1913,
Glendale
Died
:
March 21, 1999,
Charlottesville
Known for her work in early emotional attachment with "The Strange Situation“ and development of Attachment Theory
known for her work in early emotional attachment with "The Strange Situation" as well as her work in the development of Attachment Theory.
WikipediaSlide63
Types of Attachment
Devised by
Mary Ainsworth
, an infant’s behavior is observed in an unfamiliar room with toys, while the their mother moves in and out of the room
Secure
Insecure-
avoidant
Insecure-
ambivalent
Insecure-
disorganizedSlide64
How are these kids attachments to their mothers being tested?http://www.youtube.com/watch?v=DH1m_ZMO7GU
(secure and I- avoidant/ I- ambivalent)
http://www.youtube.com/watch?v=QTsewNrHUHU
(2 separations, secure attachment)WHO is involved in the research?WHAT is the experimental setting?WHAT are researchers measuring?Slide65
Type of attachment
Child in unfamiliar room WITH MOTHER
Mother
LEAVES. Child’s response
Mother RETURNS. Child’s response. This response determines what type of attachment child
has
SECURE
INSECURE- AVOIDANT
INSECURE-AMBIVALENT
INSECURE-
DISORGANIZEDSlide66
Types of Attachment
Secure attachment
is when infant explores the situation freely in the presence of the mother,
displays distress when the mother leavesresponds enthusiastically when mother returnsCaregivers who are sensitive and responsive to an infant’s needs are more likely to develop a secure attachment with the infant
Insecure-avoidant attachment
is indicated by exploration
but minimal interest in the mother
infant showing little
distress when the mother
leaves
and avoiding her
when she returnsSlide67
Types of Attachment
Insecure-ambivalent attachment
the infant seeks closeness to the mother
does not explore the situation high level of distress when the mother leavesambivalent behavior when she returns by alternately clinging to and pushing away from her
Insecure-disorganized (disoriented) attachment
infant’s confusion when the mother leaves and when she returns
The infant acts disoriented, seems overwhelmed by the situation
does not demonstrate a consistent way of coping with itSlide68
The role of genetics (nature vs nurture)
Infant
temperament
, a set of innate tendencies or dispositions also play a role (genetics)Secure attachments have been
linked to higher levels of cognitive
and social function
Daycare does not appear to be
detrimental to the formation
of secure attachments Slide69
Homework due next classNo school Friday – lucky you
HW: Gather physical evidence for your projects. Bring in!
Photos
Ticket stubsBaby teethInitiations to things Certificates/awards won…PROJECTS ARE DUE FRIDAY 20TH!Slide70
What type of parents do these kids have?Describe the way these kids have been raised. Include a description of how the parents manage…
Household rules
Strictness vs permissiveness
Food at homeSchool performance expectationsAmount of affection Friends and boy/girlfriend allowancesMoney Slide71
Kid profile: Alex
Alex loves trying new things. He has already mastered bike riding and playing video games!
Has a messy bedroom full of toys, books, school stuff
Always does his homework on timeHas lots of friends in the neighborhoodSlide72
Kid profile: Lexi
Lexi loves hanging with her tight-knit group of friends at the mall, their houses, the beach…
She has a boyfriend who is 20, she’s 15
She sometimes misses school, but is passing most classesLexi gets into trouble for violating the dress code often… oops!Slide73
Kid profile: Gordon
Gordon only opens up to his closest friend
He’s shy, quiet, anxious
He has bad posture, hangs his head a lot, very flinchy and skittishGordon is doing well at school – never misses homework or skips classSlide74
Kid profile: Terrance
Terrance has a lot of toys, clothes and gadgets
He’s generally a friendly, happy kid but has a temper and can be bossy and bratty
Terrance’s parents sleep in a smaller bedroom than he doesLast year he went to a really expensive summer camp with his rich friend, even though his parent’s struggled to afford itHe’s a fussy eater.. Broccoli – Yuck!Slide75
Parenting Styles
Authoritarian
“Military style”
Parents are demanding, expect unquestioned obedience, are not responsive to their children’s desires, and communicate poorly with their children
Authoritative
“strict but fair and loving”
Parents are demanding but set rational limits for their children and communicate well with their children
Permissive
“Hippy dippy, anything goes”
Parents make few demands and are overly responsive to their child’s desires, letting their children do pretty much as they please
Uninvolved
“whatever…”
Parents minimize both the time they spend with the children and their emotional involvement with them, doing little more than providing for basic needsSlide76
Kid profile – you design
Write 3 bullet points that describe Lisa’s personality.
Explain what type of parenting she receives at home and how this contributes.
Include any genetic temperament factors.Slide77Slide78
4 parenting styles research
Diana Baumrind
BornAugust 23, 1927 (age 86)
New York City, USAAlma Mater – UC Berkeley (go bears!)Slide79Slide80Slide81Slide82
Parenting Styles
An
authoritative parenting style
seems to have the most positive effect on cognitive and social developmentChildren are the most independent, happy, self-reliant, and academically successfulSlide83
Vygotsky - Born: November 17, 1896,
Orsha
Died
: June 11, 1934, MoscowTheory that people develop through socio-cultural experience and supported learning Slide84
Vygotsky’s Sociocultural Approach to Development
Cognitive abilities develop through interactions with others and through one’s culture
Kids learn by experience
Adults support kids, help them learnSlide85Slide86
The zone of proximal development
is the difference between what a child can do
alone and what the child could do with the help of others Potential development Slide87
Scaffolding
In
scaffolding
, the parent or teacher adjusts the level of help in relation to the child’s performanceDifferent amount of scaffolding needed for different individualsHow is this worksheet an example of scaffolding?Slide88
Scaffolding and Zone of Prox dev
http://www.puzzle.dse.nl/table/index_us.html#tricky_sticks
Can you do the puzzles alone?
Can you do them with some help/clues? Does each of you need the same amount of help?How did I scaffold you?Slide89
Can
you make four equal triangles, of the same size as the triangles shown below, using just six sticks
?
Can you balance the equation shown on the right, by moving exactly three sticks
?Slide90Slide91
Are babies born good, or blank slates?
http://www.cbsnews.com/video/watch/?id=50135408n
Why do the researches use puppets for the baby research?
Why use such young babies?After watching puppets be helpful or unhelpful, babies later chose the…When did babies choose the unhelpful puppet?How is this research changing our ideas of baby cognition and moral development?Slide92
Kohlberg’s Theory of Moral Reasoning
Born: October 25, 1927, NY
Died: January 19, 1987, MA
stories that involve
moral
dilemmas
to assess a
person’s level of moral
reasoning
Discerned
three levels of
moral reasoningSlide93
Kohlberg’s Levels of Moral Reasoning
1. At the
preconventional level
of moral reasoning, the emphasis is on avoiding punishment and looking out for your own welfare and needsMoral reasoning is self-oriented
“Don’t get caught!”
2. At the
conventional level
of moral reasoning, moral reasoning is based on social rules and laws
Social approval and being a dutiful citizen are important
“Do what other people tell you is right”
3. At the highest level, the
postconventional level
of moral reasoning, moral reasoning is based on self-chosen ethical principles
Human rights taking precedent over laws; the avoidance of self-condemnation for violating such principles
“Even if everyone thinks it’s normal to own slaves, I think it’s wrong and I will stand up against it”Slide94
Level I
PRECONVENTIONAL REASONING
Stage
1
Stage
2
Level II CONVENTIONAL REASONING
Stage 3
Stage 4
Level
III POSTCONVENTIONAL
REASONING
Stage 5
Stage
6Slide95
Heinz and the druggist dilemma
A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000, which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug for his wife. Should Heinz have broken into the laboratory to steal the drug for his wife? Why or why not?Slide96
Should Heinz steal the drug? Why or why not?
2. If Heinz doesn't love his wife, should he steal the drug for her? Why or why not?
3. Suppose the person dying is not his wife but a stranger. Should Heinz steal the drug for a stranger? Why or why not?
4. Suppose it is a pet animal he loves. Should Heinz steal to save the pet animal? Why or why not?
5. Why should people do everything they can to save another's life?
6. It is against the law for Heinz to steal? Does that make it morally wrong? Why or why not?
7. Why should people generally do everything they can to avoid breaking the law? How does this relate to Heinz's case?Slide97
Kohlberg’s levels of moral reasoning applied to the Heinz/druggist dilemma
Stage one
(
obedience): Heinz should not steal the medicine because he would consequently be put in prison, which would mean he is a bad person. Or: Heinz should steal the medicine because it is only worth $200, not how much the druggist wanted for it. Heinz had even offered to pay for it and was not stealing anything else.Stage two (self-interest
):
Heinz should steal the medicine because he will be much happier if he saves his wife, even if he will have to serve a prison sentence. Or: Heinz should not steal the medicine because prison is an awful place, and he would probably experience anguish over a jail cell more than his wife's death.
Stage three (
conformity
):
Heinz should steal the medicine because his wife expects it; he wants to be a good husband. Or: Heinz should not steal the drug because stealing is bad and he is not a criminal; he tried to do everything he could without breaking the law, you cannot blame him.
Stage four (
law-and-order
):
Heinz should not steal the medicine because the law prohibits stealing, making it illegal. Or: Heinz should steal the drug for his wife but also take the prescribed punishment for the crime as well as paying the druggist what he is owed. Criminals cannot just run around without regard for the law; actions have consequences.
Stage five
(
human rights
):
Heinz should steal the medicine because everyone has a right to choose life, regardless of the law. Or: Heinz should not steal the medicine because the scientist has a right to compensation. Even if his wife is sick, it does not make his actions right.
Stage six (
universal human ethics, personal conscience
):
Heinz should steal the medicine, because saving a human life is a more fundamental value than the property rights of another person. Or: Heinz should not steal the medicine, because others may need the medicine just as badly, and their lives are equally significant.Slide98
Which stage?
It’s wrong to drive over the speed limit because it’s against the law
If I cheat on this test and pass, I’ll get some money from my dad
I will snitch on the kid who cheated so the teacher approves of me I must speak out against the gang violence in my community to stand up for human rightsI can’t sneak out after curfew because I’ll be grounded if I get caughtIf I cheat on a test, there will be no academic standard upheld in my school and thus no point in doing anything correctlySlide99
+
Kohlberg’s Levels
of Moral Reasoning
A
Preconventional Morality
Stage 1
Punishment orientation
Compliance with rules to avoid punishment
Stage 2
Reward orientation
Compliance with rules to obtain rewards and satisfy own needsSlide100
Kohlberg’s Levels
of Moral Reasoning
Level 2
Conventional Morality
Stage 3
Good-girl/ good-boy orientation
Engages in behavior to get approval of others
Stage 4
Law and order orientation
Behavior is guided by duty to uphold laws and rules for their own sakeSlide101
Kohlberg’s Levels
of Moral Reasoning
Level 3
Postconventional Morality
Stage 5
Social contract orientation
Obeys rules because they are necessary for social order but understands rules are relative
Stage 6
Universal ethical principles orientation
Concerned about self-condemnation for violating universal ethical principles based on human rightsSlide102
Syria
The Syrian government has been accused of using chemical weapons on its people within the last month, killing over 1000 civilians (including children)
Should we get involved?
Are we obligated to help, or would “helping” make things worse?Slide103
Arguments AGAINST U.S. Involvement in War in the Syria…
"We shouldn't consider war...”
"because we'll have more money for domestic issues..."
"although atrocities have been committed, it would be an even greater atrocity to wage war...""because we don' t want to appear too militaristic...""because it would hurt our economy...""even though the situation is bad, war is damaging to people and property and society agrees that is bad..."
"because war is killing and killing is against the law..."Slide104
Arguments FOR U.S. Involvement in War in the Syria…. “We should consider war…”
"because we can gain security of the oil supply..."
"because our oil is threatened...."
"evil is on the march, and it would be morally wrong to allow it to continue...."
"because we don't want the world to see us as weak...."
"because the U.N. has laid down written resolutions which should be upheld..."
"the situation is extreme enough that society's rights are threatened and need to be defended..."Slide105
Kohlberg’s Theory of Moral Reasoning
Kids start at preconventional stage 1, and move up the stages from there
Not everyone reaches the postconventional level (even adults)Slide106
Kohlberg’s Theory of Moral Reasoning
Shortcomings of Kohlberg’s theory
Studied moral reasoning and
not moral behavior. Are they the same?May not have adequately represented
the morality of women
The higher stages may be biased toward Western cultures Slide107
Do you understand Kohlberg’
s stages of moral development?
Test your knowledge with the following scenarios. Which moral reasoning is used (state the level and stage)Slide108
Shaking her head and frowning disapprovingly at the teenager who was slipping a candy bar into his pocket, a shopper lectured,
“
You know as well as I do that shoplifting is against the law. What if everyone just did what they wanted?
”
What level of moral reasoning is demonstrated by the shopper?Slide109
The shopper is in Stage 4 - Fulfilling duties and upholding the law to maintain social order.
They are motivated to keep the social system going and to avoid a breakdown in its functioning.Slide110
Amy’
s mother has insisted that Amy not eat snacks between meals. Now, if Amy should eat this Twinkie before dinner, she should be unhappy when thinking about how she would be disappointing her mother.
What level of moral reasoning does this demonstrate?Slide111
Amy is in stage 3…she has to be a “
good girl.
”
Her good behavior is doing what is expected by people who are close to the person or what people generally expect of someone in a given role. Slide112
Well, Amy ate the Twinkie. Her mom caught her and got mad. When talking with friend Jessica the next day, Jessica believed Amy was bad because she’d done something and gotten punished for it.
Amy
’
s friend is using what level of moral reasoning?Slide113
Amy’
s friend is in Stage 1…she is being obedient. The conscience is made up of fear of punishment and the moral action is motivated by the avoidance of punishment.
The child does not consider the interests of others or see how someone else
’
s interests are different from their own.Slide114
You are distressed when your boss asks you to charge a late fee to customers who miss the deadline. You believe that a late fee is clearly unjustified; late orders cause no real difficulty and cost the company no more to process than early orders. While you recognize the right of the company to make a profit, you insist that a late fee is not fair to the customer.
What level of moral reasoning are you demonstrating?Slide115
You are in Stage 5 - being right involves upholding rules that are in the best interest of the group. Rules should be impartial, and agreed upon by the group. If the rule no longer promotes the welfare of individuals, then the rules become invalid.Slide116
Conversation overheard in a cafeteria line: “
Why should I want to report the guy for failing to submit all the money we collected for the charity fund? Sure he kept some of it, but he shared it with me.
”
What level of moral reasoning does this demonstrate?Slide117
This person is in Stage 2 - what is right is based on the
“
tit-for-tat
” principle. It involves an equal exchange between people. People look out for their own needs.
They are nice to others because they expect the favor to be returned.Slide118
People with higher-level moral reasoning
Are more likely to assist others
Are less likely to engage in delinquent activities
Are more likely to behave in a moral mannerIndividuals at the preconventional and conventional levels would act morally when external forces demand, but otherwise they might not
Individuals at the postconventional level would act morally even when external forces may not favor itSlide119
Is morality instinctual?Baby morals video (bookmark)Slide120
Next 2 classes…Friday:
Project in - BONUS 10 points!
Review for test next week
Monday/Tuesday:Project in – no bonus pointsTest 2 dev psychParenting (authorotarian, permissive, uninvolved…)Vygotsky (zone of proximal development, scaffolding)Kohlberg (moral reasoning) Slide121
Death
What is death?
Write 5 keywords/phrases that relate to death, in your mind.
What are some emotions that surround death?How do you want to die? When?What do we do with our dead here in the US? Are we same or different to other cultures in dealing with death? Examples?Slide122
I want to die peacefully, in my sleep, like my grandfather…….not panicking, like his passengersSlide123
How different religions view death. christians, jews,
buddists
,
hindus... http://www.youtube.com/watch?v=UfoBPMKwnb0
WHY are religion and death so intertwined?Slide124
Handling of dead bodies in the US
Embalming - what is it, why do we do it? preservation and appearance
video...
http://www.youtube.com/watch?v=rc_QSyWl-GAWhy do we enbalm bodies?What are our options for handling dead bodies in this country?Slide125
Interview about handling of death in west vs other cultures - start after introductions... http://www.youtube.com/watch?v=IETCvpUxxVk
Are we weird or normal? What is a “normal” way of handling death?