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.
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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