Transcript Chapter 13 Social Cognition and Moral Development Theory of Mind  Social cognition: ability to understand psychological differences in others  Adopt other’s perspectives  Theory of.

Chapter 13
Social Cognition and Moral
Development
Theory of Mind

Social cognition: ability to understand
psychological differences in others
 Adopt other’s perspectives
 Theory of Mind: False Belief Task
 Where will Sally look for marble when she
returns? (See next slide)
 Used to predict and explain human
behavior before 4 yrs of age
 “he wanted to. . .” “he intended to. .”
Forerunners of Theory of Mind
 Joint
attention
 Pretend
play
 Imitation
 Emotional
Understanding
Nature and Nurture
 Nature:
Theory of mind proved
adaptive
 Functioning
in a social group
 Gain resources and survive
 Bargaining, conflict resolution,
cooperation
Nature and Nurture cont.
 Nurture: Acquiring
language and
interaction
 Having
siblings, sensitive parents
 Using
mental states to explain
behavior
 “How
do you think she felt?”
Factors that Influence Theory
of Mind
 Maternal
Factors:
 Maternal-mindedness
 Mothers talk about own feelings
 Mothers encourage perspective
taking
 Cultural differences
Factors that Influence Theory
of Mind
 Child
Factors:
 Secure attachment
 Ability to inhibit responses
 Sensory impairments
Maltreatment and ToM

Maltreated children were less likely to exhibit
false belief understanding than both
nonmaltreated children from lower SES and
nonmaltreated from middle class.
 Timing: abuse that occurred during toddler
period was related to problems in false belief
understanding
 Type of Abuse: physical abuse because of
harsh and unpredictable nature of abuse and
uncertainty on part of child regarding
expectations of parental behavior
Person Perception
 Psychological
 Used
 By
traits observed
to explain behavior
about age 7 or 8
 Understanding
 Through
 Used
personality
adolescence
to evaluate others
Role-Taking Skills

The ability to adopt another’s perspective

Moving away from egocentrism

Essential in thinking about moral issues

Beginning of empathy – about age 2

3-6 yr olds – egocentric

8-10 yr olds - own and other’s thoughts

12+ - multiple perspectives

Socially isolated older adults decline related to
processing speed
Perspectives on Moral
Development

Three components of morality

1) Cognitive: Distinguish right from wrong

2) Behavioral: Act accordingly (Prosocial)

3) Affective: Feel pride and guilt or shame
 Empathy:

a vicarious experience
Most are motivated to avoid negative
emotions
Psychoanalytic Theory
 Superego:
 Oedipus
conscience
Complex
 Internalization
 Emotion
important in morality
 Responsive
 Gender
of parental morals
parenting important
differences unsupported
Cognitive-Developmental Theory

Piaget’s views
 Premoral Period: not moral beings
 Heteronomous Morality: ages 6-10
 Believe in rules from parents
 Consequences/amount of damage
 Autonomous: at ages10-11
 Rules are agreements – not absolutes
 Intention more important than
consequences
Kohlberg: Reasoning about Moral
Dilemmas

Preconventional: egocentric
 Punishment and obedience
 Instrumental hedonism
 Conventional: consideration of others
 Good boy/girl morality
 Authority/social order maintaining
 Postconventional: consideration of all
 Morality of contract
 Individual principles of conscience
Social Learning Theory
 Moral
Behavior (Bandura)
 Cognitive
self-regulation
 Anticipation,
apply consequences to
self
 Moral
 No
disengagement
self condemnation for immoral acts
 Situational
context important
Early Moral Training

Children internalize moral standards
 By 18-24 mo. learn through experiences to:
 1) Associate negative emotions with
violating rules
 Positive relationship w/parent important
 2) Exert self-control when tempted
 Prosocial behavior by age 2 (and earlier)
 Punishment must always be accompanied by
an explanation
Intentions and Rules: Research

Piaget: consequences vs. intentions
 Nelson:
 Theory

3 yr. olds can judge intention
of mind: “I didn’t mean it!”
Piaget: questioning rules
 Turiel:
 Adult
moral rules by age 2 1/2
rules often questioned
Raising Moral Children


Social Learning Theory

R+ moral behavior

Punish immoral behavior

Model moral behavior
Hoffman: Three Approaches to Discipline

Love withdrawal: negative effects

Power assertion: moral immaturity

Induction: related to moral maturity
Temperament and Moral
Development


Fearful, inhibited children

Become more fearful when reprimanded

Use gentle discipline
Fearless, uninhibited children

Relationship with parent important

“Goodness of fit”

What works for one child may not for another
The Adolescent


Changes in moral reasoning

Shift to conventional reasoning

Identity includes moral and values
Two kinds of antisocial youth

1) Temporary in adolescence

2) Chronic/seriously aggressive
 Less
empathy for distress of others
 Little
remorse for criminal behavior
Dodge’s Social Information-Processing
Model

Individual’s reaction to frustration, anger

Not simply social cues

Deficient information processing

For most, accuracy improves with age

Aggressive kids show a bias toward
attributing hostile intent/motive

Also choose aggressive response

Rejection, abuse in upbringing
Patterson’s Coercive Family
Environments

Ineffective parenting in childhood

Family members in power struggle



Try to control each other coercively

Threatening, hitting, even abuse
Unpleasant aggressive child

Performs poorly in school

Disliked by other children
Chooses aggressive peer group
Nature-Nurture

Inherit predisposition for aggression

Behavior evokes coercive parenting

Parenting strengthens aggression

Less opportunity to learn emotional control

Exposure to violence in society

Lower SES: violence to solve problems

Both bullies and victims of bullies more likely
to behave violently
The Adult

Postconventional reasoning is possible

Stable through about age 75

Important moral lessons learned in life

Spirituality: search for meaning in life
 Evident

among reflective adults
Religion: Little change even in old age
Advanced Moral Reasoning

Necessary cognitive skills
 Perspective-taking
 Formal

operations
Social learning experiences
 Interactions
with parents
 Discussions
with peers
 Higher
education
 Democracy
Kohlberg in Perspective

Sequence supported

Devalued parental influence not
supported

Emphasis on peer contributions
supported

Cultural bias

Liberal bias

Gender bias not supported