Chat with AIExam 14: Section 1: Moral Development
Describe two lasting contributions Kohlberg made to psychologists' current understanding of moral development. In addition, provide a detailed description of two criticisms that have been made about Kohlberg's theory. Looking at both Kohlberg's contributions and the criticisms made of his theory, what are your thoughts on the value of his theory of moral reasoning? Be specific in your discussion.
Write a brief article for a parenting magazine on how parents can influence their young children to be sympathetic and empathetic and to engage in prosocial behaviour. Give parents at least three pieces of advice on what they should do, as well as at least three pieces of advice on what they should not do. Provide reasoning and supportive examples.
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Answered by Examlex AI CopilotAs parents, it is important to instill values of sympathy, empathy, and prosocial behavior in our young children. These qualities not only help them develop into kind and compassionate individuals, but also contribute to a more harmonious and supportive society. Here are some tips on how parents can influence their young children to be sympathetic and empathetic, and to engage in prosocial behavior.
Three things parents should do:
1. Lead by example: Children learn by observing the behavior of their parents. Therefore, it is important for parents to model sympathetic and empathetic behavior in their interactions with others. This can include showing kindness to strangers, being understanding of others' feelings, and engaging in acts of kindness and generosity.
2. Encourage perspective-taking: Help your child understand the feelings and experiences of others by encouraging them to put themselves in someone else's shoes. This can be done through discussions about how others may feel in certain situations, or by asking your child to consider how they would feel if they were in someone else's position.
3. Teach problem-solving and conflict resolution: Help your child develop the skills to navigate social situations and resolve conflicts in a peaceful and empathetic manner. This can involve teaching them how to communicate effectively, listen to others' perspectives, and find mutually beneficial solutions.
Three things parents should not do:
1. Dismiss or minimize their child's feelings: It is important for parents to validate their child's emotions and teach them that it is okay to feel and express their feelings. Dismissing or minimizing their emotions can hinder their ability to empathize with others.
2. Use punitive or harsh discipline: Punitive discipline can lead to fear and resentment, rather than understanding and empathy. Instead, use positive discipline techniques that focus on teaching and guiding your child towards better behavior.
3. Overprotect or shield them from adversity: While it is natural for parents to want to protect their children from negative experiences, it is important for children to learn how to navigate and cope with adversity. Experiencing and overcoming challenges can help them develop empathy and resilience.
By following these tips, parents can play a crucial role in shaping their children into empathetic, sympathetic, and prosocial individuals. These qualities will not only benefit their children, but also contribute to a more compassionate and understanding society.
Consider this prosocial moral dilemma: "On his way to school, a boy named Freddie sees another boy fall in the mud and start to cry. The boy says he hurt himself and asks Freddie to help him up, but Freddie is worried that if he helps him, he will get himself all muddy. What should Freddie do?" Describe how a child in each of the levels of Eisenberg's theory of prosocial behaviour would respond: hedonistic/self-focused orientation (Level 1), needs-based orientation (Level 2), approval and/or stereotyped orientation (Level 3), self-reflective empathetic orientation (Level 4a), and strongly internalized stage (Level 5). Be sure to describe the reasoning characteristic of each of Eisenberg's five levels.
(30) Answered by Examlex AI CopilotLevel 1 (Hedonistic/Self-focused orientation): A child at this level would likely prioritize their own comfort and cleanliness over helping the other boy. They may think, "I don't want to get muddy, so I won't help him."
Level 2 (Needs-based orientation): A child at this level would consider the other boy's need for help, but may still prioritize their own needs. They may think, "I don't want to get muddy, but he needs help. I'll help him, but I won't like it."
Level 3 (Approval and/or stereotyped orientation): A child at this level would consider how helping the other boy would make them look to others. They may think, "If I help him, people will think I'm nice. But if I get muddy, they might make fun of me. I'll help him, but I won't tell anyone."
Level 4a (Self-reflective empathetic orientation): A child at this level would consider the other boy's feelings and perspective, as well as their own. They may think, "I don't want to get muddy, but he's hurt and needs help. I would want someone to help me if I were in his shoes. I'll help him, even if it's uncomfortable for me."
Level 5 (Strongly internalized stage): A child at this level would have a strong internalized sense of moral values and would prioritize helping the other boy, regardless of personal discomfort. They may think, "It doesn't matter if I get muddy. The most important thing is helping someone in need. I'll help him without hesitation."
Describe (1) the proposed evolutionary basis, and (2) the proposed genetic basis of empathy and prosocial behaviour. Explain the processes involved in these forces on empathy and prosocial behaviour. Be specific, and provide supportive examples.
(34) Consider this moral dilemma: "Henry borrows a wood knife from his friend Gerry so that he can carve a miniature boat from a piece of wood. Henry promises that he will return the knife if Gerry wants it back. Several days later, Gerry asks Henry to return the knife because Gerry wants to use the knife to inflict damage on school property. Henry returns the knife to Gerry, since he did promise to return it if Gerry asked. Should Henry have returned the knife to Gerry? Was it right or wrong? Why?" Describe how a person at each of Kohlberg's three levels of moral reasoning (preconventional, conventional, and postconventional) would respond to the dilemma. Be sure to describe the reasoning characteristic of each of Kohlberg's three levels.
(30) How is socioeconomic status associated with the likelihood of children engaging in antisocial behaviour? Describe three factors that may influence this association. Provide reasoning and supportive examples.
(32) Design a study that examines whether peers influence one another's aggressive behaviour. How could someone best determine whether or not there is a causal link between how aggressive one's friends are and how aggressive a child or adolescent becomes?
(32) Imagine fraternal twin boys. Jack is temperamentally fearful, whereas Bernard is temperamentally fearless. How can Kochanska's research on children's internalization of parental standards inform the boys' parents as to how they should discipline their two temperamentally different children? Provide examples.
(45) Give an example of a judgment that an adolescent may believe is a personal judgment, while his or her parents believe it is a moral or social conventional judgment. How might the adolescent's belief that it is a personal judgment influence his or her beliefs about who has the authority to make the decision and what the consequences of the decision are? How might the parents' belief that it is a moral or social conventional judgment influence their beliefs as to who has the authority to make the decision and what the consequences of the decision are? Describe how this difference in belief about what type of judgment it is may influence the interaction or conflict between the parents and adolescent.
(35) Describe the differences and similarities in the parenting practices associated with prosocial behaviour and those associated with a lack of antisocial behaviour. Why are the practices that encourage prosocial behaviour not exactly the same as those that discourage antisocial behaviour?
Describe the differences, if any, that have been found between the moral reasoning of males and the moral reasoning of females. Do you agree with the conclusions of this research? Why or why not? Do you think there are any real sex differences that have not been captured by this research? Explain and be sure to provide support for your argument.
(27) Describe the parallels between the stages of prosocial moral development, as proposed by Eisenberg, and the stages of moral reasoning, as proposed by Kohlberg. Identify and describe two similarities and two differences in these theorized stages.
(35) Describe the effect of cultural values on individuals' moral reasoning and prosocial moral reasoning. Be sure to provide at least one example. Do you believe cultural differences are truly differences in the maturity of the reasoning in different cultures? Why or why not?
(39) Two children, Gary and Ken, are faced with the same social situation. Each of them is pushed by another child as the class runs to the playground for recess. Gary is an aggressive child, whereas Ken is not aggressive. For each of these two children, describe how they would be likely to answer each of these questions: (1) Why did that kid push you? (2) What did you try to do after that kid pushed you? (3) What are different ways you might have reacted to the kid pushing you? (4) How successful do you think you will be in dealing with this situation in the future? (5) How confident are you that you will be able to deal with the situation in the future?
(36) Describe how marital conflict is associated with children's level of aggressive and antisocial behaviour. Why do you believe this association exists? Be specific and provide supportive examples.
Write a brief article for a parenting magazine on how parents can influence their young children to be less likely to engage in antisocial behaviour. Give parents at least three pieces of advice on what they should do, as well as at least three pieces of advice on what they should not do. Provide reasoning and supportive examples.
(23) Do you agree with Kohlberg that individuals' choice of response in a moral dilemma is of little importance? Why or why not? Can you think of any cases of moral dilemmas in which the response itself should matter?
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