Transcript 1. How the

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 the traditional
concept of “IQ” scores as genetic, permanent, and unalterable.
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 failure and the consequences
of retaining children in the primary grades
6. The causes and complications of child abuse
7. Newer definitions of intelligence:
Multiple Intelligences (MI theory)
and the “New Three R’s”
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THE FLYNN EFFECT: The Most Intelligent Generation Ever
The “Flynn Effect” has upended all our assumptions abut intelligence.
Briefly, the history for this extraordinary event is as follows:
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Most 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 and rural Blacks, Native Americans, and
many others
To acknowledge this bias, psychologists began using quotations marks
around the term “IQ.” Nevertheless, “IQ” tests continued to be used
despite many abuses.
Psychologist James Flynn has collected “IQ” scores
world-wide from the last 50 years. His results include:
--- “IQ” scores have been rising with every generation
--- On culture-reduced tests, this rise averages 18 pts
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This rise in “IQ” scores has been attributed to
many factors including:
Better nutrition and health
--- Enlightened teaching methods
--- Education by TV and Internet
--- Improved parent-child communication
---
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PIAGET’S COGNITIVE DEVELOPMENT STAGE 1: SENSORY-MOTOR (0-2 yrs)
Mediation. Newborn babies have no self-awareness, concepts or
perceptions. Their organization of mind is simply a complex of
unconnected and fleeting sensations and feelings: light, sound, wet, cold,
colors, pain, etc. Over the next two years, they will acquire the following:
• The constancies. Color, shape, and size take on meaning.
White-bottle-object means “Mmmm good!”
• Object permanence. When they begin to search for hidden
objects, they are learning that objects exist even if not visible.
• Stranger anxiety. Because they are beginning to recognize
-- familiar faces, unfamiliar faces are anxiety-provoking.
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Past and future memory. Object permanence means that past
memory is developing. Mommie-putting-on-her-hat means
Boo hoo! I don’t want Mommie to leave me!) which means
future memory is also developing. Developing past and future m
memory means infants are acquring human perception.
• Symbol acquisition. As objects and sounds take on meaning,
they are acquiring the symbolic function, which will lead to the
development of language comprehension, speech, reading, and
writing – all those abilities which have been called the “miracle of language.”
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PIAGET STAGE 2: Concrete Operations (2 years – 8 years approx.)
Mediation: 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: But the child’s perception of things is far
different from that of adults. Even though the four-year old uses
the same words as grown-ups, the child lives in a far different
phenomenological world from adults. The child’s organization
of mind includes the following attributes:
• Concrete thinking: Does not comprehend figures of speech,
metaphors, and abstract concepts (democracy, pledge of allegiance, etc.)
• Functional thinking: Making sense of things according
to their worldview. (A puddle is to jump in.)
• Animistic thinking: Believes inanimate objects are endowed with life
• Centration: Cannot decentrate from certain overwhelming properties,
such as length and width
• Egocentric thinking: Cannot 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 STAGE 3: 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 of properties of size, shape, color, etc.
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Comparing present and present images
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Understanding of arithmetic facts
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Gaining a larger worldview
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Understanding puns and metaphors
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A worldview that 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 science readiness stage
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To apply the same kinds of readiness procedures that is done for reading
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Not to be afraid to wait for a few months or longer to teach math and science.
The child will easily catch up in areas that require higher logical skills
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Introduce scientific skills in concrete ways that are
easily observed (weather) or valued by children,
such as charting 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; pushing
a child before that will result in fear and hatred
of that subject. How many of the sudents in this class mate math? Piaget
would say that you were started on math before you were ready.
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PIAGET STAGE 4: FORMAL OPERATIONS
Mediation. 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
• Learning disability
• Lack of a good role model
• Poverty level existence
• Lack of education
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PIAGET’S THEORY OF MORAL/ETHICAL DEVELOPMENT
Stage 1: 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
STAGE 2: Moral Relativity or (Cooperation)
Around ten years old, as 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 but on causation
--- They are beginning to consider mercy as well as justice
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They argue over what is “fair” and “not fair.”
“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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LOWER LAW COURTS,
CONGRESSIONAL LAW
THE SUPREME COURT
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 until 10 years
Stage 1: Obedience/Disobedience (Avoiding punishment)
Stage 2: Hedonistic Self-Interest (Looking 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 (Conforming to established laws)
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Level Three: Postconventional Level: Personal conscience
Stage 5: Contractual/Legalistic: (Respecting laws or changing them)
Stage 6: Individual Conscience (Resisting bad laws nonviolently)
(Kohlberg: Only 10 percent of Americans reach stage 6, very few women)
Critics said Stage 6 encouraged anarchy
Others have justified it with examples:
Chief Justice, Oliver Wendell Holmes
Theologian Paul Tillich
Political activist: Mahatma Gandhi
Political activist Martin Luther King, Jr.
Political
activist Nelson Mandela
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, a morality similar to the words of the Statue of Liberty:
 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 no 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)
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 also ranked high in resilience
and responsibility
Responsibility
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
good mental health
Pr
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