6 Moral and Behavioral Theories
Alexandria Lewis
I. Human Development, Diversity, and Behavior in the Environment
1A. Human Growth and Development
KSA: Theories of human development throughout the lifespan (e.g., physical, social, emotional, cognitive, behavioral)
Moral Development Theory
Moral development theory is concerned with:
- How people think or reason.
- How they actually believe.
- How they feel about moral issues.
Moral development is connected to changes in cognitive development.
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Piaget’s Theory of Moral Development
Piaget developed a two-stage moral development theory that complimented his stages of cognitive development.
Age | Stage | Highlights |
Prior to age 5 | (This not considered a stage)Premoral |
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Ages 5-10 | First Stage:
Moral realism or heteronomous morality |
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Ages 10-Adulthood | Second Stage:
Moral relativism or autonomous morality |
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Source: Robbins, S.P., Chatterjee, P., & Canda, E.R. (2012). Contemporary human behavior theory. Allyn & Bacon.
Lawrence Kohlberg’s Theory of Moral Development
Lawrence Kohlberg also developed a theory of moral development that expanded Piaget’s theory; Kohlberg believed moral development was more complex than Piaget’s theory. Kohlberg’s theory has levels and stages, and he believed most persons do not achieve the third level of morality (post-conventional).
Age | Level | Stage | Highlights |
Birth to age 9 | Level One:
Pre-Conventional
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Stage One:
Obedience and Punishment Orientation |
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Stage Two:
Naively Egoistic Orientation |
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Ages 9-15 | Level Two:
Conventional |
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Stage Three:
Good Boy/Nice Girl Orientation |
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Stage Four:
Authority-Maintaining Morality |
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Ages 16-Beyond | Level Three:
Post-Conventional Morality |
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Stage Five:
Contractural Legalistic Orientation |
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Stage Six:
Universal Ethical Principle Orientation |
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Source: Robbins, S.P., Chatterjee, P., & Canda, E.R. (2012). Contemporary human behavior theory. Allyn & Bacon.
Video Resource
Learning Theories
Overview
There are various theories about learning.
Learning theories include:
- Cognitive theory
- Behavioral theory
- Social learning theory
Behavior theory focuses on physical, observable, and “objective” behavior.
The three main approaches:
- Stimulus-response: Focused on environmental factors that elicit and maintain behavior.
- Behavior analysis: Focused o the consequences of behavior.
- Social learning theory: Adds a concern with cognitive mediational processes.
Classical Conditioning | Operant Conditioning | Modeling |
Conditioning is a process of developing patterns of behavior through responses to environmental stimuli or specified behavioral consequences. | Future behavior is determined by the consequences of present behavior. Two types of reinforcement in this model include positive and negative reinforcement. | Watching others engage in behaviors and be reinforced or punished for them. |
Source: Walsh, J.F. (2013). Theories for direct social work practice. Cengage Learning.
Behavioral theories
Respondent or Classical Conditioning
The following information is adapted from: 2.4: Exploring Behavior is shared under a CC BY 4.0 license and authored, remixed, and/or curated by Laura Overstreet.
Classical conditioning explains how we develop many emotional responses to people or events or our “gut level” reactions to situations. New situations may bring about an old response because the two have become connected. Attachments form in this way. Addictions can be affected by classical conditioning. For instance, when a person tries to stop smoking cigarettes, everything associated with smoking can make them crave cigarettes.
Ivan Pavlov (1880-1937) was a Russian physiologist interested in studying digestion. As he recorded the amount of salivation his laboratory dogs produced as they ate, he noticed that they actually began to salivate before the food arrived as the researcher walked down the hall and toward the cage. “This,” he thought, “is not natural!” The dogs knew the food was coming because they had learned to associate the footsteps with the food. The key word here is “learned.” A learned response is called a conditioned response.
Pavlov began to experiment with this “psychic” reflex. He began to ring a bell, for instance, prior to introducing the food. Sure enough, after making this connection several times, the dogs could be made to salivate to the sound of a bell. Once the bell had become an event to which the dogs had learned to salivate, it was called a conditioned stimulus. The act of salivating to a bell was a response that had also been learned, now termed in Pavlov’s jargon, a conditioned response. Notice that the response, salivation, is the same whether it is conditioned or unconditioned (unlearned or natural). What changed is the stimulus to which the dog salivates. One is natural (unconditioned), and one is learned (conditioned).
Video Resource: Classical Conditioning
Treatment Examples
Systematic Desensitization:
- Counter-conditioning intervention used in treating phobias involving relaxation training, construction of the anxiety hierarchy, and desensitization in imagination (pairing of relaxation and mental images of items from the least to the most anxiety-producing image until the person can visualize all images without becoming anxious).
In Vivo Desensitization
- Pairing of relaxation and real-life experiences with an anxiety-producing stimulus until the person no longer responds to the experience with anxiety.
Video Resource: Systematic Desensitization
Video Resource: In Vivo Exposure
Operant Conditioning
The following information is adapted from: 2.4: Exploring Behavior is shared under a CC BY 4.0 license and authored, remixed, and/or curated by Laura Overstreet.
Operant Conditioning is another learning theory that emphasizes a more conscious type of learning than classical conditioning. A person (or animal) does something (operates something) to see what effect it might bring. Simply said, operant conditioning describes how we repeat behaviors because they pay off for us. It is based on a principle authored by a psychologist named Thorndike (1874-1949) called the law of effect. The law of effect suggests that we will repeat an action if it is followed by a good effect.
B. F. Skinner (1904-1990) expanded on Thorndike’s principle and outlined the principles of operant conditioning. Skinner believed that we learn best when our actions are reinforced. For example, a child who cleans his room and is reinforced (rewarded) with a big hug and words of praise is more likely to clean it again than a child whose deed goes unnoticed. Skinner believed that almost anything could be reinforcing.
Video Resource: B.F. Skinner Foundation- Pigeon Turn
A reinforcer is anything following a behavior that makes it more likely to occur again. It can be something intrinsically rewarding (called intrinsic or primary reinforcers), such as food or praise, or it can be something that is rewarding because it can be exchanged for what one really wants (such as using money to buy a cookie). Such reinforcers are referred to as secondary reinforcers or extrinsic reinforcers.
Punishment: Feedback that discourages the continuation of a behavior. Important note: Punishment is not the same as negative reinforcement.
Video Resource: Operant Conditioning
Social Learning Theory
Social learning theory is unique from traditional behavioral theories because social learning theory indicates reinforcement and conditioning are not necessarily needed. Albert Bandura believed behavior is learned, and his approach considered the role of social context in how we learn (Schultz & Schultz, 2013).
Modeling
- The weakening of an inhibition or restraint through exposure to a model.
Disinhibition
- The weakening of an inhibition or restraint through exposure to a model.
Three Factors That Influence Modeling
- Characteristics of the models
- Influence is stronger when there is similarity of the model. This includes gender and age. Another influence is prestige and status. For example, a person may be influenced by watching a model who is a celebrity in a commercial. Behaviors like aggression are strongly imitated (especially by children).
- Characteristics of the observers
- Individuals who have a low self-esteem/confidence are more likely to imitate a model than others.
- Reward consequences associated with behaviors
- Even if an observer imitates an influential model, if there are no meaningful rewards to the observer, the behavior is likely to be discontinued. In another example, if an observer sees that the model is either awarded or punished for the behavior, this can influence the observer’s behavior.
Source: Schultz, D.P., & Schultz, S.E. (2013). Theories of personality (10th ed.). Cengage Learning.
Video Resource