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    AXX

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    AXX

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    3 views6 pages

    Unit 05

    Uploaded by

    Scaf Alina
    AXX

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 6
    Vocabulary Activity Personal Development A. Choose the term that best completes each sentence. Write the correct term in the space provided. Each term will be used twice. identity crisis rationalization social learning theory 1. Aperson uses to explain an unpleasant emotion or behavior in a way that preserves his or her self-esteem. ves the role of interaction in human development 2. The emph: 3. A(n) is a time of inner conflict during which adolescents examine who they are. 4, The concept of was first proposed by Erik Erikson. 5. Albert Bandura’s approach to adolescence is called the 6. Adolescents are only capable of once they have reached the formal operations stage of development. B_ Choose the term from the list below that best completes cach sentence. accommodation conservation critical period egocentric imprinting schema assimilation 1. AM) is a conceptual framework used to make sense of the world. 2. Through , objects and experiences are fit into one’s schemas. 3. In . newly observed events and experiences alter one’s schemas. 4. The principle states that a given quantity does not change when its appearance or shape changes. 5. Ayoung child is said to be because he or she cannot understand another person's perspective. 6. occurs when newborn animals respond with inherited tendencies to new stimuli. 7. Newskills and abilities are most easily learned during the Vocabulary Activities 11 © Choose the word that best fits each definition: 1.n. forceful physical, verbal or symbolic action (@) aggression (©) narcolepsy (b) withdrawal (4) _introversion 2. n. Irrational fear of high places (a) acrophobia (regression (b) incentive Gd) altruism 3. n. assuming that your group Is superior to all others (a) gaffe (<) _ kleptomania (b) ethnocentrism (4) hypomania 4... produce or perform something again in exactly the same way (2) deprive (stimulant (b) reinforce (4) replicate 5.n. along or short term loss of memory (a) anxiety (c) amnesia (b) attachment (d) dualism 6. v. progress or develop ina different direction (a) banish (diverge (b) aversion (d) facilitate 7-n. knowing something without being able to explain why (a) denial (c) _ intuition (b) mnemonic (a) correlation 8. n. something embarrassing (a) denial (©) delusion (>) gatfe (4) narcolepsy 9. adj. the quality of being based on logical reasons or proper facts (a) explicit (©) idle (b) _ self-conscious (4) valid 40.1. an aid to memory, which can be achieved in any way, including leaving a note for oneself (a) distortion (c) _ socialisation (b) mnemonic (4) suppression 12 Vocabulary Activities HEE Moral Development Kohlberg’s Use of Moral Dilemmas As a graduate student at the University of Chicago in the 1950s, Lawrence Kohlberg became fascinated by Piaget's studies of moral development. He decided to expand on Piaget's original research by making up stories involving moral dilemmas that would be more appropriate for older children. Here is the story that is most often mentioned in discussions of his work: In Europe a woman was near death from cancer. One drug might save her, a form of radium that a druggist in the same town had recently discovered. The druggist was charging $2,000, ten times what the drug cost him to make. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay lates, but the druggist said " jo.” The husband got desperate and broke into the man’s store to steal the drug for his wife. Should the husband have done that? Why? (1969, p.376) Morality of constraint (moral realism): rules are sacrod, consequences determine gui Morality of cooperation (tvoral relativism): rules are flexible, intent important in determining guitt Morality of Constraint (Typical of Six-Year-Olds) Holds single, absolute moral perspective (behavior is right or wrong) Believes rules arc unchangeable. Determines extent of guilt by amount of damage. Defines moral wrongness in terms of what is forbidden or punished. Morality of Cooperation (Typical of Twelve-Year-Olds) Is ze of different viewpoints regarding Believes rules are flexible Considers the wrongdoers’ intentions when evaluating guilt. Defines moral wrongness in terms of violation of spirit of cooperation. (Notice that these first four differences call attention to the tendency for children below the age of ten or so to think of rules as sacred pronouncements handed down by ‘external authority.) Believes punishment should stress atone- ment and does not need to “fit the crime” Believes peer aggression should be punished by an extemal authority. Believes children should obey rules because they are established by those in authority Believes punishment should involve cither restitution or suffering the same fate as one's victim. Believes peer aggression should be punished by retaliatory behavior on the part of the victim” Believes children should obey rules because of mutual concerns for rights of others. (Notice how these last three differences call attention to the tendency for children above the age of ten or so to see rules as mutual agreements among equals) “Beyond the age of twelve, adolescents increasingly affirm that reciprocal reactions, or “getting back” should be a response to good behavior, not bad behavior. SOURCES: Freely adapted from interpretations of Piaget (1932) by Kohlberg (1969) and Lickona (1976). Kohlberg’s Six Stages of Moral Reasoning After analyzing the responses of ten- to sixteen-yearolds to this and similar moral dilemmas, Kohlberg (1963) eventually developed a description of six stages of moral reasoning, Be forewarned, however, that Kohlberg later revised some of his original stage designations and that, descriptions of the stages have also been modified since he first proposed them, In different discussions of his stages, therefore, you may encounter varying descriptions. The outline presented in Table 2.4 is a composite summary of the sequence of moral development as described by Kohlberg, but you should expect to find differences if you read other accounts of his theory. Moral Development [= ere eee) LEVEL 1: PRECONVENTIONAL MORALITY. (Typical of children up to the age of nine. Called preconvenrianal because young children do not really understand the eens eel Serre Stage 1: Punishment-obedience orientation. The physical consequences of an action “Heinz should not steal the determine goodness or badness. Those in authority have superior power and should be drug, because he will be cobcyed. Punishment should be avoided by staying out of trouble. alle. Stage 2: Instrumental relativist orientation. An action is judged to be right if itis “Heinz should steal the instrumental in satisfying one’s own needs or involves an even exchange. Obeying drug, because his wife will rules should bring some sort of benefit in return. repay him later.” LEVEL 2: CONVENTIONAL MORALITY. (Typical of nine- to twenty-yearolds eee dd toe ae Called conventional since most nine- to twenty-ycar-olds conform to the conventions and because she and the rest of society because they are the rules of a

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