Transcript Chapter 8 - Rites of Passage

Physical and Cognitive
Development in Adolescence
 Physical
growth and maturation
 Neurological growth
 Psychological changes
 Piaget’s Theory
of Cognitive
Development
• Abstract thinking
 Information
Processing Perspective
 More sophisticated working memory and faster
processing ability
 Quantitative advances in long-term memory

Working Memory and Processing Speed
• Have adult-like working memory and processing speed,
enables them to process information efficiently

Content Knowledge, Strategies, and Metacognitive Skill
• Greater knowledge of the work facilitates understanding
and memory of new experiences
• Better able to identify task-appropriate strategies and
monitor effectiveness of those strategies

Problem Solving and Reasoning
• Solve problems analytically by relying on math or logic,
able to detect weaknesses in scientific evidence and logical
arguments
 Kohlberg’s Theory
 Cultural
of Moral Development
variations
 Gilligan’s Progression of Moral
Development

Created narratives of moral dilemmas and
studied the reasoning process that people
underwent when considering the problem

All possible choices have both positive and
negative consequences

Classic (1969) story of Heinz and his dying wife

Presented narratives to people of different ages

Developed stages of moral reasoning to reflect
qualitative changes at different stages
Kohlberg’s Stages of Moral Reasoning
Level 1
Preconventional Level
Punishment and
Reward
• Stage 1
Obedience Orientation
Obedience to authority
• Stage 2
Instrumental
Orientation
Nice behavior in
exchange for future
favors
Level 2
Conventional Level
Social Norms
• Stage 3
Interpersonal Norms
Live up to others’
expectations
• Stage 4
Social System Morality
Follow the rules to
maintain order
Level 3
Postconventional
Level
Moral Codes
• Stage 5
Social Contract
Adhere to a social
contract when it is valid
• Stage 6
Universal Ethical
Principles
Personal moral system
based on abstract
principles
 Kohlberg’s
theory is very Western and
reflects Judeo-Christian values not
shared in all cultures, leading to different
responses to moral dilemmas.
 Gilligan
also noted that women might have
different motivations behind their moral
reasoning than men.
• Women = emphasis on concern for others
• Men = emphasis on justice
• Stage 1: Preoccupation with one’s own needs
• Stage 2: Caring for others, especially those in need
• Stage 3: Uniting of caring for others and caring for
self; caring for all
 Factors
that can promote more sophisticated
moral reasoning:
• Noticing one’s current thinking is inadequate
• Observing others reasoning at a more advanced
levels
• Discuss moral issues with peers, teachers, parents
• Involvement in a religious community that connects
adolescents to a network of caring peers and adults
• Not all people achieve the highest stages of moral
reasoning