Moral Judgment and Development Theories

Piaget proposed two stages of moral development: heteronomous and autonomous morality. In the first, rules are absolute, and consequences determine morality. In the second, rules are flexible, with a focus on fairness, equity, and intentions.

Children under approximately age seven, focused on the outcome of an act, not the intention behind it, with absolute views of rules. This is a concept in moral development.

Older children (around ages 11-12) begin to consider rules as social agreements that can be changed. They judge actions based on intentions and fairness, aiming for punishments to fit crimes.

The process of acquiring moral reasoning and judgments, influenced by social interactions, experiences, and cognitive growth, including intentions and outcomes.

A theory that outlines how children construct and categorize different social domains involving moral judgment; emphasizing how individuals perceive and deal with social situations and dilemmas.

A theory proposing that moral reasoning develops through distinct stages, from focusing on rewards and punishments to considering universal ethical principles.

The first level of moral reasoning, characterized by a focus on avoiding punishment and obtaining rewards.

The second level of moral reasoning, focused on social rules and expectations, and upholding laws and social duties.

The highest level of moral reasoning, focusing on self-chosen ethical principles and universal ideals.

A domain of social judgment focusing on universal concepts of right and wrong that are largely consistent across cultures.

Piaget's theory underestimated young children's abilities to understand intentions and consequences.

Moral judgments, although largely universal, can be influenced by cultural values and norms, influencing how moral reasoning develops.

Moral issues are fundamentally different from questions of social convention; using more specific/concrete questions can help understand these differences.

A famous moral dilemma used in Kohlberg's theory to assess levels of moral reasoning.

A sphere of judgment that centers on individual preferences and choices.

The impact of cultural norms and values on moral development, shaping the understanding of right and wrong.

The impact of social and economic factors on the development of moral reasoning and judgment, affecting the understanding of personal choice and authority.

An internal mechanism that guides individuals to align their behavior with accepted cultural standards and promotes prosocial behavior.

Voluntary actions intended to benefit others, like helping, sharing, or comforting.

An emotional response that mirrors another person's feelings and experiences.

A feeling of concern or compassion for someone else's emotional state.

The ability to understand another person's point of view and see things from their perspective.

The influence of parenting styles and interactions on the development of conscience and prosocial behavior in children.

The role of genes in shaping individual differences in temperament, empathy, and, consequently, prosocial behavior.

Learning prosocial behavior by observing and imitating the actions of others, particularly adults and caregivers.

Strategies that emphasize empathy, positive consequences, and understanding the benefits of prosocial actions.

Innate tendencies towards prosocial behaviors, possibly rooted in evolutionary advantages for survival and cooperation.

Research that examines the similarities and differences between identical and fraternal twins to determine the relative contributions of genetics and environment.

The process of learning social norms and values, influencing individuals' development of prosocial behavior.

Parenting style characterized by warmth, clear boundaries, and communication, fostering prosocial behavior.

Active participation in a child's life, including monitoring, communication, and support, linked to prosocial behavior.

Explaining the consequences of actions and emphasizing empathy, promoting long-term prosocial development.

Parents demonstrating prosocial actions, serving as positive role models for children.

Social interactions with other children, influencing the development of prosocial behavior through practice and role-modeling.

Actions that violate social norms, harming others, or taking advantage, including aggression and disruptive behavior.

Aggression motivated by a desire to achieve a specific goal, often material gain, common in young children.

Aggression intended to harm social relationships, targeting reputation or social standing, often seen in preschool and later.

The ability to understand others' perspectives and thoughts, associated with prosocial behavior and the development of relational aggression.

Genetic factors contributing to the frequency and persistence of aggressive behavior, especially in early childhood and adulthood.

Individual differences in personality and behavioral styles, including impulsivity and self-regulation, influencing aggression.

Harsh or abusive discipline used by parents, contributing to problem behavior, aggression, and antisocial tendencies.

Parents being aware of their child's whereabouts, activities, and companions, reducing involvement in antisocial behavior.