Transcript Slide 1

PowerPoint Slide Set, Version 1.0
by April O’Connell and Lois-Ann Kuntz
for
CHOICE AND CHANGE
The Psychology of Personal Growth
and
Interpersonal Relationships, 7th ed.
by
April O’Connell, Vincent O’Connell, and Lois-Ann Kuntz
Chapter 5 FOSTERING CARING, CONSCIENTIOUS AND
CREATIVE CHILDREN
ISBN:
0-13-189170-7
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Chapter 5 FOSTERING CREATIVE, CONSCIENTIOUS
AND CARING CHILDREN
By the end of this chapter, you should be able to comprehend:
1. How the “Flynn effect” is upending the assumptions of “IQ” scores
2. Jean Piaget’s four-stage theory of cognitive development
3. Piaget’s two-stage theory of moral/ethical development
4. The major elements of the Kohlberg-Gilligan controversy
5. The reasons for school retention and its consequences
6. Causes and complications of child abuse
7. Newer definitions of intelligence
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THE FLYNN EFFECT: The Most Intelligent Generation Ever
By the end of this chapter, you should be able to comprehend:
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The Flynn Effect has upended all our assumptions abut intelligence:
Intelligence tests were predicated on white, middle class populations in
and around our great urban centers
These tests were biased against other populations, such as ghetto
youth, Appalachian whites, Southern rural Blacks, and Native
Americans, etc.
To acknowledge this bias, psychologists began using quotations marks
around the term “IQ”– Nevertheless, “IQ” tests continued to be used
James Flynn has been collecting “IQ” scores for the
last 50 years from around the world and has discovered:
--- “IQ” scores have been rising every generation
--- On culture-reduced tests, the rise averages 18 pts
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This rise has been attributed to many factors:
Better nutrition and health
--- Enlightened teaching methods
--- Education by TV and Internet
--- Better parent-child communication
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PIAGET: STAGE 1 THE DEVELOPMENT OF COGNITION
Mediation. Newborn babies have no self-awareness, concepts or perceptions.
Organization of mind. What they have is simply a complex of unconnected sensations and feelings:
light, sound, wet, cold, colors, and pain. During the two years, they will acquire the following:
The constancies. Color, shape, and size are beginning to
have meaning. The bottle shape is being recognized no matter
what side or angle is presented. The White bottle-object also
means Mmmm good!
Object permanence. Babies are beginning to comprehend that objects exist
Even if they aren’t seen. They look for hidden objects if only for a few seconds.
Stranger anxiety. The fact that object permanence is taking shape means
that unfamiliar faces are anxiety-provoking.
Past memory. The fact that babies look for things that have just been hidden
means that memory for previous events is developing.
Future Memory. Daddy-putting-on-his-hat means that he will be leaving.
Boo hoo! I don’t want Daddy to leave! Now as children develop both past
and future memory, they are no longer existing in the here-and-now world.
They are beginning to live in the world of human beings.
Symbol acquisition. As objects and sounds begin to have meaning, they are
acquiring the symbolic function, which will lead to language comprehension,
speech, reading, and writing – all those abilities that have been called the
“miracle of language.”
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PIAGET’S THEORY OF COGNITIVE DEVELOPMENT
2. The Stage of Concrete Operations (2 years – 8 years approx.)
At about two years of age, the child can mediate one idea but one idea only.
By three years, the child has acquired a large vocabulary. By four years of
age, the child can carry on a lengthy conversation with adults.
Child’s Phenomenology. The child’s perception of things is far
different from adults. Even though the four-year old uses the same
words as we do, the child lives in a far different phenomenological
world from that of adults.
Organization of Mind. The attributes of the child’s mind include:
• Concrete thinking: Does not comprehend figures of speech,
mediation, or metaphors.
• Functional thinking: Making sense of things according to their world view
• Animistic thinking: Believes inanimate objects are endowed with life
• Centration: Cannot decentrate from properties of length and width
• Egocentric thinking: Can not view the perspective of other people
• Animistic thinking: Similar to ancient peoples, the child lives
in a magical world where ghosts and goblins and witches rule
the universe and where “things go bump in the night.”
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PIAGET’S THEORY OF COGNITIVE DEVELOPMENT
3. The Stage of Concrete Operations: (7/8 - 11/12 years approx.)
Mediation: The child is able to keep two images in mind which allows for :
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Decentration from present image
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Comparing present and present images
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Understand simple arithmetic facts
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Gain a larger worldview
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Understand puns and metaphors
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The world is less magical and more logical
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Realistic fiction is more interesting than fairytales.
Because of Piaget’s work, educators urge us:
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Not to push math skills before the child has reached this stage
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To wait until the child reaches the readiness stage
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To apply the same readiness procedure that is done in reading
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Not to be afraid to wait for a few months, even a year, the child will
easily catch up in areas that require higher logical skills
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Introduce scientific skills in ways that are easily,
observed (weather) or valued by children,
chart a trip to a place they would like to go,
such as Disneyworld
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To wait for the child to reach the right stage; catching up will be swift
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PIAGET’S THEORY OF COGNITIVE DEVELOPMENT
4. Stage of Formal Operations
What is being acquired at this stage is what we call “adult thinking.”
Gradually, throughout the teens and into adulthood, the person is
acquiring many skills which will allow him to accomplish many things:
• Systematic analysis
• Abstract logic
• Inductive and deductive reasoning
• Hypothetical construction -- “What if . . . ?”
However, we must also note that a few
individuals may never acquire some of these
skills for one reason or another, such as:
• Mental disorders (genetic or acquired)
• Abusive or dysfunctional family life
• Lack of a good role model
• Poverty level existence
• Lack of education
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PIAGET’S THEORY OF MORAL/ETHICAL DEVELOPMENT
1. The Stage of Moral Realism or (Moral Restraint)
Piaget posited a two-stage theory of children’s moral/ethical development.
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Basic premise: Cognitive development and moral/ethical development go “handin-hand”
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Children have no real morality in this stage
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If they do not get in trouble, it’s because they
have learned obedience
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They have no understanding how rules
come about.
--- Rules just exist and they have to be
obeyed or they will get in trouble
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They are centrated on effect
--- They do not consider causation or
extenuating circumstances
--- They mete out cruel justice to all
--- They are not yet capable of mercy
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Principal
PIAGET’S THEORY OF MORAL/ETHICAL DEVELOPMENT
2. The Stage of Moral Relativity or (Cooperation)
Around ten years old, children enter the second stage of moral development:
• They begin to realize that people make rules for the good of all
• They begin to make rules for the games they play
--- In fact, rule-making is often more important than the game
--- They are no longer centrated on effect
--- They are learning to consider causation,
extenuating circumstances, and mercy
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They argue over what is “fair” and “not fair”
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“Fair” and “Not Fair” will eventually lead to
the adult concern for human rights, gender
equality, civil rights, and equal opportunity
for all citizens and groups
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LAWRENCE KOHLBERG: Validating Piaget
A Three-Level, Six Stage Theory of Moral/Ethical Development
Kohlberg not only validated Piaget’s two-stage theory of moral/ethical
Development, he extended it to three levels, and six stages:
• Level One: Preconventional Level: No real morality to 10 years)
Stage 1: Obedience/Disobedience (Avoiding punishment)
Stage 2: Hedonistic Self-Interest (Look out for Number One)
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Level Two: Conventional Level: Law and Order (Most adults)
Stage 3: Good girl/Good boy (Wanting others to like them
Stage 4: Respect for Law and Order (Conformity to laws)
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Level Three: Postconventional Level: Personal conscience
Stage 5: Contractual/Legalistic: (Respect laws or change them)
Stage 6: Individual Conscience (Resist bad laws nonviolently)
(only 10 percent of Americans reach stage 6, very few women)
Critics said Stage 6 encouraged anarchy
Others have justified it with examples:
Nelson Mandela
Chief Justice, Oliver Wendell Holmes
Theologian Paul Tillich
Political activist: Mahatma Gandhi
Political activist Martin Luther King, Jr.
Political activist Nelson Mandela
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Mahatma Gandhi
CAROL GILLIGAN: Women Have a Different Morality
A Three-Stage Model of Moral/Ethical Development
Carol Gilligan proposed a gender difference between men and women:
 She objected to Kohlberg’s conclusion that few women ever reach Stage 6.
She also objected to his male population which came from white middle
class suburbia. Gilligan proposed that women have a different kind of
morality from men:
 Men have a justice orientation consistent of principles which is
appropriate for legal contracts, courts of law, official documents
 Women have a care and responsibility orientation; they will
help people first and only later be concerned about principles
or legality
 Men stick to the letter of the law; Women prefer the “spirit”
of the law. She proposed a three-stage model of women’s
moral/ethical development
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Stage 1: Preconventional Morality or Selfish Stage
Little girls (like little boys) are selfish up to adolescence
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Stage 2: Conventional Moral Level: Put Others First
Even as little girls they have been taught to take care of others
Eventually she takes care of others even to self-sacrifice
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Stage 3: Post-Conventional Stage: Take Care of Self
She learns she doesn’t always have to sacrifice herself
Her needs are also very important and she sees to them
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INTELLIGENCE REDEFINED
The Dilemma: If this generation of students is the most intelligent
generation ever, why are so many students:
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Failing in the primary grades?
Becoming drug-addicted?
Becoming delinquent in school and out?
Dropping out of high school?
Some Answers:
• Boys lag behind girls in fine motor coordination
-- Learning to write is difficult for boys
-- Quiet seat work is also hard for boys
• Children are not at necessary Piagetian stage
• Environmental deprivation
-- Poverty level subsistence, poor nutrition, and parents poorly educated
-- Parental neglect, physical and sexual abuse
-- English as a second language and frequent change of schools
-- Single parenting and shuttling between divorced parents
-- Slums with street gang values, who disrespect school
• Failing children in the primary grades
-- A meta-analysis of 20 studies of retention: 16 revealed negative results
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INTELLIGENCE
INTELLIGENCE
REDEFINED:
REDEFINED
Multiple Intelligences?
Back to the Flynn effect: If “IQ” tests are not longer valid measures of
intelligence, what can we use as measures of intelligence?
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Multiple Intelligences (MI) by Howard Gardner (mid-1980s)
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Linguistic (reading, writing, speaking)
Musical (singing, instrumental, composing)
Spatial (construction, building design)
Bodily-kinesthetic (dancing, athletics)
Interpersonal (getting along with others)
Intrapersonal (self-understanding)
Natural (discerning patterns in nature)
Spiritual (concern for cosmic understanding)
Existential (concern for meaning of life)
Emotional (empathy, friendliness, adaptability)
Emotional Intelligence (EI) got most attention from the
psychological and educational professions.
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INTELLIGENCE REDEFINED: The “New Three R’s”
Robert Sternberg, President of the American Psychological Association for 2003,
favors another definition of intelligence which he calls the “New Three R’s”
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The original “Three R’s” stand for “reading, writing, and “rithmetic”
The “New Three R’s” stand for “reasoning, resilience, and
responsibility”
-- Reasoning is essentially what “IQ” tests measure
-- Resilience is the ability to rebound after crises
-- Responsibility is making achievements worthwhile for others
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Resilienc e
Sternberg research findings were as follows:
-- College students who ranked high only on
reasoning did not do as well academically
as students who ranked high in resilience
Responsibility
and responsibility as well
Implication: To Piaget’s statement: that
cognitive development and
moral/ethical development
go “hand-in-hand,” must
now include resilience which
can also be defined as
Pro te
c tin g o ur en viro n m e nt
good mental health
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Reasoning