PSYC 2700 Lecture 24Outline of Last LectureI. BernsteinII. Verbal deficit hypothesisIII. LabovIV. Hess and ShipmanV. Hart and RisleyVI. K. E. Nelson studyVII. Gesture input and social classOutline of Current LectureI. Early ApproachedII. Moral behavior and knowledgeIII. Contribution of Jean Piaget: moral judgment and reasoningIV. Contributions of Kohlberg (1927-1987)Current LectureMoral Development and Reasoning I. Early Approachesa. Moral Knowledgei. People would be rated and scores on their ability to identify and define words such as “evil” and “good.” This provided to more of a verbal IQ test than comprehension test.b. Good habitsi. A new approach that included many Sunday school programs, the establishment of boy/girl scouts. c. Freudian psychoanalytic: the emergence of the superegoII. Moral behavior and knowledgea. Hartshore & May (1930): Character Education Inquiryi. People may act in a moral manner by avoiding situation that would tempt dishonesty, but some situations such as taxes are unavoidable.ii. The researchers had their own measures of honesty and integrity, but others may have different definitions and measures of these variables.iii. Trait theorists: if stakes were high enough children would act immorally. Knowledge of right and wrong only has small effect on moral behavior.III. Contribution of Jean Piaget: moral judgment and reasoninga. Pretended he did not know how to play games, and children would explain them to him.b. Rules: conformity and knowledgei. The youngest children did not really seem to understand what rules were, but were likely imitating the other children. ii. Older children believed that the rules were timeless and invariable. These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.iii. Children of 10-11 years old had the view that rules could be changes, and the made-up game could work as long as everyone agreed on the new rules. c. Motivation and intentioni. One child accidentally broke 7 teacups while helping mother, and another child who wastold not to touch them broke 1 teacup.1. Younger children say that the child who made more damage behaved worse. Older children understand that the intent of the first child was good, but the second child had bad intentions even though he did less damage. d. Notions of justicei. Children who were younger would choose to save a rich old man from a plane crash rather than a poor, pregnant woman. ii. Younger children perceived the lie as worse if you got discovered, while the older children understood that the lie itself was bad. iii. Children cannot conceive e. Constraint to cooperationIV. Contributions of Kohlberg (1927-1987)a. Gives a complex story of a man who’s wife is dying and needs a drug. He can’t get enough money so he decides to steal it. Right or wrong?b. Preconventional level (stages 1&2)i. Children and adolescents. ii. Instrumental Relativist Orientation: elementary notions of loyalty. One hands washes the other.c. Conventional level (stages 3&4)i. Most adults in our society end up in this level. ii. Stage 3: More stereotypic views of what a good boy/girl would do. iii. Stage 4: Law and order mentality; maintaining right and wrong in society.d. Principled level (stages 5&6)i. Post-conventional level of moral reasoning. ii. Stage 5: legalistic view, laws are set by members of society so if you think a law is wrong you make an effort to change the law, not to break it.iii. Stage 6: universal ethic principle orientation, individuals claiming that there are certain fundamental aspects of civilization and humanity where you do not harm others. Human right, equality