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THIS DISSERTATION
HAS BEEN MtCROFlLMED
EXACTLY AS RECEIVED
*
f
Ego Identity Statps, Fo.rmal Operations, and Moral ~ e v e l o p m e n t .
MASTER OF ARTS
in the Department r
of
,
b
b
All rights r e s g r v e d . 'This thesis m a y not be
reproduced in-whole or in part, by photocopy
or .other meaps, without 'perkission of the atithor,
APPROVAL
Ian Stanley Rowe
Name:
Degree:
i
--
%ster o f A r t s
Title o f Thesis:
-
Ego Identity S t a t u s , Formal ~ ~ & a t i o n sand
,
LA
&
Para1 Eevelopment
Chairperson:
-
A
-
-L
--
Dr. H. Turabull
J
~
-
Marcia
~
S
-
Senior fupervi sor
-
-
Iknnis Krebs
h
ittee tterrlbir
Diana C. Cushing
E x t e r n a l Examiner
C16n3ca7 Psychotogf s t
Yestern State Haspital
b t e Approved
PARTIAL COPYRIGHT LICENSE
.*
granr to Simon Fraser University the right to lend
my t h e s i s , project or extended essay (the title of which i s sliown below)
to users of the Simon Fraser University Library, and to make partial or
I hereby
,
single copies onty for such users or in response to a request from the
-\
library of any other university, or other educational institution, on
for muf t i p k copying of t h i s
work f o r sdholarly purposes may be granted
by me o r the Dean of Graduate Studies.
--
It i s unders.tood that copying
or p u b l i c a t i o n of t h i s work for financial-gain shall not be allowed
without my written permission.
-
-
- - -
Title
of
Author:
Thesis/Project/Extended Essay
-
-
-
ABSTRACT
T ~ e n t y ~ s isubjects
x
(20 males
and
-
females1
6
were
administered rneasures~assessingego identity status, level
of
-
- --
---
moral
reasoning,
and stage of cognitive development,
E x p e c t a t i o n s that f a r n a l operarrOnSrOnSWOU~d
be
but
not
)
,
a
sufficient
post-conventional
condition
hpral
a
necessary
for the development of
thoughts
and
for
Identity
4
Achievement status were supported.
also found to be p&itively
was
identity,
-
Individual
noteworthy
patter&
presented.
Suggestions
specific
A
descriptions
of
design
1dektity
related to achievement of
of
subjects
with
*
.
longitudinal
Level of moral thought
three variables under study were
for- future
and
Status
the
study
types.
research
include
a
of other aspects of
Implications
design ektployed in this study are discussed.
of
the
-
The A u t h o r F w i s h e s to express
Dullard,
R.
Leiper,
and
J.
his
appreciation
Safron,
who
to
served
H.
as
T A B L E - O F CONTENTS
*
~
--
-- -- -
. . . . . . . . . . . ._ * . _. _ ._ _. _ ... . .
Abstract . . . . . . . . . . . . . . . . . . . . . . . . .
Acknowledgement . . . .
..............
Approval page
_ -_
I
_
_
-
_-_
-
-
--
-
-
-
-
-
ii
~
i i i -,
iv
. A *
L i s t o f Tables.
.......,............
vi i i
Three Theoretical ~ t r s n d s ;The Measures: P i a g e t ,
..
Kohlberg, Erickson, Marcia
............
2
....................
..................*.....
6
Kohlberg.
Marcia
9
*
. . . . . . . . . . . . . . .
Identity-Morality . . . . . . . . . . . . . . . .
Logic-Identity
..................
Morality-Logic
-
-
-
-
-
--
--
-
-
14
--
15
16
.
E M P I R I ~ I S M , , , A M E T H O D O L O G ~ C A LPREVIEW
.
/
P R E V f EW T O METHODOLOGY
_J
,,
INTERRELATEONSHIPS
Subjects
--
...
...
--
Measures
Ego Identity
Moral Reasohing
..
Log iT'al Development
Procedure
. .....
,
.,. ,. . .,. ..
..
Quantitative ~ e s u l t s .
'7. RESULTS
( a ) L o g i c a l - ~ e v e l o ~ r n e nand
t
Reasoning
( b ) Logical ~ e v e l o k e n tand 1de;tity
P'
,
Status -,
f c f Identity S t a t u s 'and Moral Reasoning
..
,
fd)Identity, Poral Reasoning and Logical' Development
L
Subjects'D and E
. . . . . . . , . . . ,. .
',
9 BIBLIOGRAPHY
*
.
- -.
.... .
..
-
.
54
'
The
1
cdgnitiveaevelopmental
-
approach
.
t'o
'
&.
.
. u n d e r s+t .a n d i n g huhan b e h a v i o p i n i r o l v e s
.
s e g r e g a t i o h of-,
the
'
thought
entifies
~t;~ctures,
,
-such
struct"r,es
as:
*f
p'hrely
-
social
, ,
,'-
,
in,tel$ectua77
role-taking,
moral ..
t h e s e ' s t r ' u c t u r e s a r e s e p a r a b l e f u n c t i o n s w i t h i n t h e domain
.*
.
r
.
-
,
.-
-
The i n t e n t o f t h i s i n v e s t i g a t i o n i s t o
the
of
-
./y
kkese
,
*.-
-
.
.
patterns
parametcrS
to
..
o f i n t e r - r e l a t i o n s h i p .am-
cognitive
developpental
.
developing
-
s.t ' r u c t u r e s
. -
.
-
purely i n t e l l e c t u a l
.
.
i958) ,
-.
i n ,t- e r r e z a t e
mdral
*
reasdning
( P i a g e t - and
in
,
a
*
'
5
.
.
m
.
Piaget has asserted that
lnhelder,
development , ( ~ o t i i b e r g , 1 9 6 9 ) .
. .+-and ' ego . i d e n t i - t y d e v e l o p m e n t 7. ' (. ~ r i k s b n , 1963;
.
these
r
deveiopment
7
.
.
'
- - - -
p i a m e t e r s of i n t e r e s t here a r e
>
-
-
Accofiling
'aSsumptions,
should
some
t h r e e of
oE : s t i i l E t u r a I development.
s p e c i f iab!e
%
observe.
8
. .
-
1
-of t h e 'eyo.
-
'
Marcia,
.
-
intellectual
maturation
is
. .
'the
..
-
plant.
stem
psyc~o-soci&
a•’ aevelopment
branch%
are
from
which
throvn -forth
as
different
the
stem
-
"
A
which
radiate
the
various
mcc•÷.ifications which take place
--
in
-'".
x
adolescence'
.
and Inhelder, 1958, p.335)
',developmentalists will quibble,
In fact, it iq almqst-an
cognitive
-
(Piaget
-
A
p
L
L
L
L
"
. - . a priori 'assumption of
visible
more
developmentalism' that
of
,
Y
\
And,
,
, ,
,
/
-
C
cognitibn .is structuraffy at'the centre of .things
course,
theoretically,
Z
it
is.
However the problem
.
<
remains of demonstrating, .EMPIRICALLY, this
the
t-o be
1
case;
-
Piaget h a s
the mootne3s 'by t6F-
nbt-acknowledged
-=-
issue by
investigatjng A t
with
any
empirical
data
addressed to the question,
TBREE
-
THEORETICAL STRANDS
-
THE MEASURES:
PEAGET, ROHLBERG,
~ o ~ n i t i v e ~ v e l o ~ e n t a l i s lhas
ri
-
-
perspect-fves
establTs3ed
by
331-KSON,
its
roots
Piaget's9
MARCIA,
in
writings
the
_
on
---
-
-
f
cognition,
'
a
sometimes
obscure
In
to
order
the
in
mental activities w h i c h have
are
those
these
includes
then
he
learning
-
-
-
-
&asses;
/
~ f a r n i n ~ ,memory
the
child.
7
attention
the
terms
,
active,
outside
'cogniti~n.~
memory,
perception
-
-
-
those
processes
which
record
into
reality:
and
perception;
reality:
thought
and
which
those
1975).
The
individual
has
(Hiemark,
.
C
-
transformations or "operations'
which
access
are a function of
his
Initially, the
infant
development.
4
'
an
level
is
of
'thoughtw
pre-thought;
he
experience, c ~ t n s t r r r c t i nhis
~
r e a f i t y b y his own acitivity,
-This is
known
period" and is
by
the
Piagetians
period
as
during
the
which
"sensori-motor
the
infant
f
develbps
-
-
_I
to
--
- A
of
an
closest
Piaget separates cognitive
broad
transform
his
of
by which knowledge of
acquired;
-
two
his
. knowledge
development
on ,the mental activities
processes
and thought.
the
individual (which- is
The
cognition
to
style
of
genesis
study
attention
is
tribute
a
*
his
world
"genetic,
individual_; hence, g e n e t i c
the
/I
understanding
a
as
aPways -- accurate
but
fepistemolu~~_)
within
epistcmofogy,
/
is
fiis province is the
explication.
*
himself
r
the
and
epistemologist"
--
describes
Piaget
organized
b ~ h a v i o u r a i patterns c & l l e d "schemes'
/
through
the
complementary
assimilation
of
order
*
functions
and accomodation, and, thereby, makes
his
ongoing
acitivities.
sensori-motor
to think; he
period
the
infant- is technically unable
hag -no operative symbolic abilities
-- - --
A
which
~hrou~hobt
.
can
he
-
A
transform -information impinging on his
sen-ses.
&
Transformational
appear
by.
pa-
with
the
operations"
abilities
and
ability,
.onset
the
period
begins
of
.
to
"concrete
a tendent
the
for
of
t
thought)
(
.
which
cognitive operational
.
period is named.
Thdse
-
he
1
cognitive
operations,
-)which
"iriferiorized actionsw, are:
on
--_
a
purely
mental
Piaget
describes
as
-
reversible,
performable
level, applicable to an e y r wider
- 6
array
of
generalizable),
child's
relations
-
become
mastery
among
schemes
of
of
they
are
organized
into higher-order
concrete
operations
the
things.
e
logic
of
+
marks
classes
classif i'cation,
and
seriation,
conservation appear and are applied to properties and
and
--
and
The' period
structures.
the
and
objects-
-
relations
---
-
of
particular
p
p
concrete
operational abilities
acquired ability
-
-- -
to
qualities
are
(physical)
a
- - --
-
--
objects,
---
These
result of the child's newly
wdecenterg
of
- --
(i.e,, to
attend
'
to
objects such as colour and size
O
which
are
extracted
from the physical event) and,l also,
t
+.
.Ld
to attend to more than one attribute of ' a n
v
time;.
object
at
a
-
The structural
reintegration, that
emerges
from
concrete operations marks the transition from the realm 05
the
actual
into
the realm of the possible, 'An array of
b
-
..l"r
%
("equilibrated')
which
operations,'
Pia-get
Formal
describes
operational
-.
all
variables, a set of
(inYerse,
the
and combinations
'
logic
negation,
'
*formal
abilities
abstract hypothetical deductive thought,
generate
as
operations
ability
to
04@ups
of
'4
known
reciprocation,
include
f
INRC
a9
correrlatZon) and a
-
1
variety of other operational abilities
Inhelder ( 1 9 5 8 )
detail
in
their
which
theoretical
treatise:
.
Childhood
m
"The Growth
to
-
of
Logical
Adolescence.'
Formal
Thinking
1n the "Essay
Operational
on
A*
Piaget 'and
From
the '~onstruction'of
Stuctures" Piaget
and
Inhelder
use
+.
fourteen
various
.
-
means
different
experiments
operational abilities for their
-
of
---
- -
- -
--
- - --
explicating
thought(Piaget
an
physical
&
individual's
~nderstandan
their
thought
as
anaxysis
of
That is,
Piaget
or
and
a
-
individual.
by
she
as
--
p
p
p
-
he
require
execution
L
Inhelder, 1958).
experiment,
-
--
which
observing
attempts
Inhelder
p
were.
able
to
ascertain
had
individual
which
access
-
operational
to,
For
of
present investigationz two
e
%
f
abilities
purpose
these
the
of
experiments
the
-,
were
\
utilized
as
a
subjects in the
means
of determining
investigation
had
--
operations
and
and
permutations
--
have been
---
"building
blocks'
to
.
of
(the
the
---
be
:'
the
*
INRC
the
--
L-----
combinations
postulated
to
-
they were able to generate
The INRC group and
possible).
-
-
whether
access
whether
--
realm
full
of
the
combinataria1 system
the fundament&h-eoretical
the
formal
stage.
It
hypothesized that these operations are essential to
is
moral
8
reasoning
and
Fqllowing
identity
Colby
+
subdivided
development
f1972),
into
three
respectively.
operations
formal
substag.es:
early
was
formal
9
operations,
transitional
to full formal
operations
and
full formal operations.
the.
extension
paradigm and
arena
of
its
of
Piaget's
cognitive-developmental
various attendant assumptions into
psychus~ciaf development.
Kohlberg
the
studies
+
-
the
structural
believes
that
typology
of
through
he
has
all
analytical
abilities
perception
develops
in
'stages
maturing
stagnation at any stage.
operational
an
of
through the use of higher
(Piaget
permit
The
reasoning,
pass,
What
in
a model
stages
of
1958) allowing
ISelman,
stages
of
principles
a
social
emerges is
and Inhelder,
advances
same
is
reasoning
consists - o f structural
logic
they
must
social perception.And
advances in stages of sociaf role taking
together
invariant
Growth through the stages
with
and
moral reasoning
-
individuals
a rich sociaf environment,
of development which
reasoning
isolated
structural
which
of :. moral
aspects
1921) ;
of
moral
structural
"
reintegrative
development.
development-
in
each
area
That is, each new stage is the result
reorganization
of schemata
therefore,
stages,
apply
are
of
from the earlier stage,
-
hierarchically
of
a
The
integrdtive
r
with
"
The
advancement
stages
delineates
of
are
dependent
moral
upon
reasoning
*
basically
three;
conventional, and post-convectional,
that
ongoing
Kohlberg
preconventional,
Each of the
three,
-
however,, further
subdivides
into two consecutive stages
which, altogether, yield a six stage continuum.
Preconventional
-
_wherein
physical
stage
reasoning
begins
with
the
'rightnessa-
is
determined
by
consequences
of
actions.
The
is
1
stage
2
during
which
stage
1
persanal,
outgrowth
the
-
7
of
individual
-
-*rrnines
Tfi
rightness on t h n a s i s o T persona
often
generalized
t$
include
--,
actions
towards
others
premised on the assumption of a reciprocal response.
Conventional reasoning is appare-nt first in
reasoning
where
*goodnessff is
stage
3
is pleasing and
what
a.cceptable to
social
important
environment,
.
-
-
others
Stage
in
4
the
individual's
.
reasoning is indicated
*
when
the
individpal
maintenance
of
develops
social
a
belief
in
the
order and a regard for the rules
and laws which support it.
Post-conventional reasoning consists,
the
-reasoned -social
-
--
-
-
-
-- - -- -
refers
wherein the
with
-
-
of
- -
an
autonomous
individual makes
abstract
and equality.
to
first,
contract agreements of stage 5 and
- --
later the principled reasoning of stage
reasoning
at
principles
6.
personal conscience
decisions
of
~Finci~led
human
in
accordance
dignity,
justice
.
Kohlberg
a
substantial
body
of
+'
wide
array
specific
-
generated
support for his assertions; he has also written
empirical
a
has
_
_
to
-
of theoretical treatises which
the
I
educators,
interests
of
-
-
I
i
P
social
-
applied
groups
- --
- -
often
are
(eg.,
-
PA
- --
reformers) and also indicate a gradual
theoretical evolution (Kohlberg 1969, 1971, 1972).
Marcia
Marcia
has
resolution
handled
-%
r
of
analysis
to
taxonomy
individual has
or
her
ego
identity
Erik
Eriksonls
working
.from
identity development in
suggests that
in
identity
the
-
is
of
how
handling). his
Zs
Marcia
analysis
a
types according
(and
conflict.
delineated
adolescence.
the' average
This
individual
~ T L
\\
our culture the identity crisis will
a
period
be
manifested
of decisionaraking centering
around
,in
-
beliefs
\
preliminary
/
f
{ideology)
vocational choice,
and
In
his
<
work,
Marcia
P
appearing
-
as
noted
-
he
---
that
-
two
binary
variables- kept
---
-----
-
---
-
P
studied his
identity-seeking
youths.
J
,
They tended to either report a crisis or not and they also
appeared
to
vary in
a binary manner on
the
matter
of
+
commitment.
That
is, any
given
youth
in
his
late
'
adolescence
-
coqld- be categorized
according
to whether
1
or not he had experienced an ideological/vocational crisis
k
and whether fr not he
had
made
a
strong
ideological
h
or
vocational commitment,
his taxonomy was
-
A
--
according
What Marcia ended up with in
four types
--
of
individuals, categorized
--
-
to whether or not they had experienced a crisis
and made a commitment
on
issues
The individual who has not
but
who has
an
community
values,
choices,
Rather
idkntity
crisis,
than
individual
The
foreclosure
somewhat
ideology
a
crisis
In
is
blinkered
Their
to
actively
a
avoids
and
with
or
but
in
everyone
6~
grasp
of
an
simply
choice of belief
relativistic
crisis
rigid
have
engaged
a
familial
turmoil
them,
sense, almost
faced
Foreclosures,
and occupational
individuals
familiar
have
critically about,
the
systems
commitments.
they
on
experience the
these
early
Foreclosure,
foreclosed
belief
system and vocation is
something
to
experienced
Identity
their name implies have
maintained
related
an ideological and/or vocational commitment
Marcia labelled
as
-
is
not
thinking
begins
crisis,
making
a
onto the system he
0
knows best and with which
parent
and
authority
figures
-
--I
concur.
Foreclosure
demonstrated
in
tasks
authority
that
status
interviews
individuals
and
on
figures
have
paper-and-pencil
are
particularly
to them (Marcia 1964, 1966, 1967, 1976a, 1976b;
important
Marcia and Friedman, 1970).
It was one of our early
call
formal
foreclosure
an
the
abilities
or
thought.
presence
of
what Piaget would
The
to
adolescence."
adult
He
values
has
college
made
age
an
early
and
beliefs
without
to
actively
consider
',
utilizing
the
alternatives
adolescent
and
observations,
period
according
these
youths
Blos '
to
suffer
$rom
clinical
insufficient
1
personality
differentiation.
Identity
identity
individuals
c-r
reZulution 710esPFnvoIvePZ
individuals,
Achievements
are
-
like
the
'
whose
ego
-- -
ana a l s o
F ~ r e c l o ~ u r e ~ ,indicate
\
commitments-
to
the
--
experienced what Peter Blos (1962) calls
"abbreviated
commitment
,
operational
has
-
that mobilized an individual to
experience a relativistic crisis was
thought
possibly
7
P
-
salient- ingredient
hypotheticall
that
--
-
the,
i
hypotheses
ideological and vocational choices
-
\
-%
they have made.
report a
(Seasoned
somewhat
less
i$terviewers,
-
attached
however, often
perspective
from
Achievements.) The Identity Achievements differ
Identity
*
from the Foreclosures
This
period."
in
refers
that
they
a
to
report
a
prolonged
'"crisis
period
refer
crisis
to a somewhat more
wherein
-
- -
and,
occasionally,
years
generally, the meaning of
why
and
he's
here
actively engaged in
interview
are
Achievement,
come
his
at
this
called
over
is
process
has
matter
of
these
identity
in
months
----
-
--
--
life
of
particular,
(Individualswhoare
at
the
The
survived
his
time
the
of
Identity
his crisis
values
and
and
beliefs;
commonly characterized by a strong
ethical stance (Podd, 1972).
equilibrating
life
all;
out with a commitment to
he
meaning
'Moratoriums".)
however,
interestingly,
the
--
may
relativistic
-
-
--
It
the individual has agonized for
-
the
generalized
of
--
&ec-i-sion-atdking corccernTng Tdeology and vocation.
also
the
had
It was our
individuals
also
had
been
not hypothetical abstract thought was
hypo,thesis
done
effective
a
that
on the
in
prerequisite
the
to
the global relativistic questioning that occurs during the
,-/
A i m e
of
crisis.
observing
This
question
indiv.iduals who
becomes
salient
when
are actively engaged in their
crisis period--the Moratoriums.
- --
-
A
--
-
A
- -- --
actively
-
considering
moratoriums
-
-
-
(Marcia
-
have
-- -
P
1967;
a
found
to
-
Podd,
-
-
--
but
mast
the
be
and
Rubin
anxious
classifications
eventually
being engaged in a crisis.
move
however, is not necessarily Identity Achievement.
It
never
observation
actually
that
'
achieve
a
direction
other
go
has been MarciaSs
The
the
they
from
in,
individuals
The
1970).
than
most
many
Roratoriums
resolution
to
their
questioning but terminate the anxiety of
their
becoming very vague and diffuse,
individuals
described
by
both
Eritson
and
These
Marcia
as
crisis by
are
"ld;ntity
Diffusions."
Identity Diffusions then are the
-
not
in
-
crisis
-
- -
and
- -- -
who
-
do
-
not
people
-- -
- -
---
who
-
- --
are
- --
have ideological or
--
vocational commitmentg.
.whose 'self'
These
.
.
moratorium classification is less stable
as
ase
Males classified as
- -- -
Marcia,
-
A
commitment
alternatives.
been
-
-
-
Moratoriums have not made
are
the
is a matter best not confronted.
hollow
men
-
ii5arcia1s identity status types,
classifications:
Foreclosure
then,
.include four
(commitment, no crisis),
Identity Achievement (crisis and commitment),
--
--
- f n i U cornmitment ,
Diffusion
--
ongoing
Moratorium
/
--
L-
-
-
L L
crisis),
and
-
--
Identity
commitment, no crisis).
(no
I
PAST RESEARCH
.
A
variety of
examined
the
operational
studies
in
dyadic
structures,
.I
the
past
rrelations
moral
decade
.
have
between
reasoning
*
formal
"structures
.
and/or
Erikson's
reports .on
the
ego
identity.
full
triadic
One study Cauble (1975)
relationship
that
the
present investigation stuiies.
Morality-Logic
-
-
-
The
*a1
La>
st-
studies.
moral
reIationi3ip I5etGrT
m-1
-
-
? .
~nvestlgace
Krebs (1974) and Colby (1972) have
structures of
operations.
children at the k g e
Tomlinssn-Keasey
p
p
p
p
-
structures
and
-- - - ---
and
~ n .several.
studied
the
of concrete
Keasey
(1974),
-
- --
1
and Cauble (1975)
have
studied
adolescents
they
moved
into
a
-
-
as
formal
operations.
the moral2 reasoning
from concrete
All Studies
of
operations
have
reported
strong positive co-variance between the two-parameters,
- ~ ~ - c c m ~ ~ e t s p e r ~ -wo
o @In C"appFarir
s
73-1at
the
. is
relationship
more isomorphic (Krebs, 1974)-
As the individual
appears
that
operational
with
isomorphic
operational
moral
structures
sufficient
-
and
-
researchers
developmen<
1 9 7 1 1 2 ' Kohlberg,
Tomli
operations,
become
are
necessary
but
moral
Keasey,
have
and
1969;
1974;
found
not
19751
.
evidence that social
mediating
moral
Cauble,
variable
between
development
tleasey
Selman,
1971;
on-Reasey and Keasey 1979if:
-
less
development
/-
Identity
it
structures, apparently because
role-taking development is a
cognitive
formal
structures
for
(Tom1inson-Keasey
Several
acquires
Morality
identity status and level of mokal reasoning.
and,
-
Podd (19321 studying the identity s t a t u s and level of
moral
significant
-
.
a
identity
-7
reasoners
ff2
of
development
maf e
relationships,
c
t
r
while
i
g
i&nti
x
ty
~
t
~
~
-
foreclosure
-
~
and
4
e
b
as .
classified
Individuals
~
found
undergraduates
_
_
p
o
~
-
diffusion
-
subjects tended not to be post-conventional,
I
and
females
level of
regarding
their
- . identity
their
status,
development, and their stage of cogni-tive
moral
*,+
development
,
found
relationships
no
between
-
-note
discriminating
identity
and
status
however
-
moral
-
-
-
-
- --
9
--
p
between identity
or
We
stage.
significant
-
--
development
statistically
status
that
identity s t a t u s e s
and
cognitive
Cauble,
was
not-
and, hencereall
of her
*
'
concfusions r e g a r d i n g identity statuses are inapftopriate.
Logic - Identity
v
-
-
identi,ty s t a t u s u d -
The
cognitive
devefoprcnt
has
-been
the
focus
of
B3
(19751,
a
i
investigations
"
Cauble
by Berzonsky, Weiner, and Raphael
(19761, an&
Wagner
wagn& writes. 'the
d19761.
-
present resuf-,
-.
t q e t h c r . u i t h the findings of
-
Berzonsky
1
3
e t s al.
-
(19751j
Cauble
and
general cuncfusion that there is a
in
to
(1976), dead
relative
the,
independence,
of formal opera-tionsand ego identity
the development
{Wagner,, 1 9 7 6 ,
froa early adolescence through adulthood.'
-
L
This
-
warranted.
Wagner, in
modification
of
-
mudif ied
measures.
for
the
seventeen
is
about
the
a
There
exist
of
these
vaf idiky
groups
-
age
35
subjects
for
there
For
a
these
of
subjects
operational
significant association
P <
=3,64,df=l,
-
-
cognitive
and
-
-
-
-- -
development.
(X
Seventy-twoy percent
=O.OSdZf.
-
of
f 2\
the
-
identity fkckieveae~th Huratoriumf subjects were in
formal operations a n 6 o n l y 1 4 8 of
subfects
were
i#entity
in
the
group,
low
-
-
w h o m the identity measure
measure
was
approximately
identity status (measured as high identity or low
identity)
him
as
well
taxonomy had not b e e n validated.
conbinator i a l
ONLY]
completely
as
form.
applicable.
-re
the
between
high
of
years
development
Q
sentences
however,
sowewhat
{on
identity interview
identity
were,
not
Wagner looked at younger age
well,
As
is
her s t u d y , used -a= ad hoc
questions
whom
Tkra
the
incomplefe
importayt '
-
however,
conclusion,
the
formal
operations
identity status;
28% of the
however,
were
in
concrete
-
operations.
Wagner's data, we see upon
are
to other interpretations,
subject
statistically
relationship
significant
provide
-
----
cogn,itive
evidence
tools
the
for
develop
to
Wagner's conclusion of
"no
-
uL
a
-
sense
relationshipa
the
namely, that
adolescent
-
---
scrutiny,
In fact, there is
Erikson (1958) asserts:
that
formal operations
close
with
-
the
L A P P - -
of identity.
is
not
well
he Berzonsky study (Berzonsky, et al., H 7 5 )
T
which ~ a g n e rcites, studied only women to whom the proper
identity
well,
status
tbe
interview
was
not
adminisgered.
'of f o r k 1 operations employed were
measures
purely inferential and, hence, the cognitive
grouped. ,. Hence,
not-necessarily validly
conclude
there
women
and
from
the
As
Berzonsky
study
that
classes
for
for
is evidence -thaf formal operational
one
men
are
to
and
ability
identity achievement status are unrelated is quite in
error.
problematical.
As
a
statistical
pooled her Identity Achievement
into
.Identity
there
wasn't
convenience, Cauble
and
Moratorium
Her
data, indicate
Questioners".
subjects
that
-
a
significant
association
between
Questioners/Non-Questioners
and
cognitive
stage,
d
Whether
an
analysis
identity statuses
would
which
discriminated
have
yielded
the actual
a
significant
pattern of relations is an pnanswered question.
----
~-~
~_
__ _
I n v i T o f ] f l i e mmotness of the evidence
Berzonsky)
which
consideration
-
--
-
she
-
-
of
--
does
Wagner
-
cites
and
her oyn contrary
-
- -
--
-
conclusion
independece
in
ego identity"
that
- -
A
evidence
-
-
-
-
-
upon
- - -
to
there
-
(Cauble and
especia-lly
not remark, we might be wise
'general
--
-
A
--
which
-9-
-
questid%
is
'a
in
-
-
7
-
her
relative
development of formal operations and
the
(Wagner, 1976, p .
12).
9
\
Past research findings, we note, in summary, point up
several
patterns
of
interrelationships
among
moral
reasoning, logical development and identity status.
I
1
Formal
operational
nd s a r y
but
not
post-conventional moral
1975;'
Tomlinson-Keasey
Krebs,
19741 r
a n d
structures
appear
sufficient
reasoning
and
TmiSciualS
to Se po~&con+entiona4
to
to
structures.
Keasey, 1974;
-
--
b.e
develop
(Cauble,
Colby, 1972;
-
-
-
----
who7tav~ac3ieved an identity
ill
moral
rebsorrirly
--
-
---
-
--
,*
tmaap
-3
d.
1972).
Individual$ who have
foreclosed
on
familial
or
&
cowunity
derived
identification systems tend not to be
-
-
-
post-conventional (Podd, 1 9 7 2 )
... A
EMPIRICISM
-
The
-
-
-
-
--
investigation
quite
--
--
METHODOLOGICAL PREVIEW
-
empirical
centrality
-
--
A
.
clearly
--
of
necessitates
-
-
-
cognitive
operational
-
-
--
-
-
-
&
not only of cognitive development
measures
the
other
s t r u c t u ~ a l transformations
are interdependent with
purely
These
notoriously
measures
are
Inhelder's ( 1 9 5 8 ) work
but
which
also .of
supposedly
operational
development.
scar=e;
Piaget
remains the. touchstone
for
and
'
those
5
investigating
development.
brand
Piaget's
Kohlberg
of
is virtually
natural
the
logical
onlt
-
cognitive
I
developmentalist
been
well
strutures
with
a
psycho-social measure that
validated.
necessitates
investigation
leaving
(Erik
Erikson)
cognitive structuralism,
These
---
-
-
and
d
provide
~
e in
they
d
theory
measures
are
----
They
,
'
Hence
a test (of sorts) of the centrality
assert ion.
ego
rise
of
fairly
-
---
existent,
~ p - ~ i ~ ~ f a bmanner.
le
of
are
r
self
cognitive
which predates the
-
empirical
of
the.schoo1 of
to utilize a structural
developmentalism
development
The
has,
should
they
do
of cognition
-
--
-- -
--
-
The empirical test however has' a logical flaw,
If it
is the case that psycho-social development branches out as
the
central
allows,
-
-
stem
then
-
of
it
intellectual7 ,development
purely
follows
that
the
central
necessary
for
Clearly
the
in
psycho-s&ial
branch
instances
most
stem
-
-
-
of
is
-
to
Q
-
--
--
--
occur.
psycho-social
9
7
developmental branches
the
-
-
allows
or
intellectual
triggers
development is not
'psycho-soclal
which
-
-
the
Sufficient
dependent
to
development.
cause
a
-
-
psycho-social
the
Psycho-social
as the name implies depends upon
and, hence, the presence
change
great
full
development
many
factors
of the requisite level of purely
2
intellectual
developmentv will
development
when
all
ingredients
are
of
only
the
actively
result %n
full
other
psycho-social
present,
Operational
9.
development is the necessary but not sufficient
stuff
of
development,
It
follows,
population
who
are
--impuveriztred
are
of
therefore,
individuals, we
--
-
-
operationally
in
that
-
advanced
developed
we
examine
a
should find many people
-
-
psycho-social
psycho-socially
if
- -
- - -
--
--
but
domains,
or
- -
--- - - -
relatively
people
to the capacity
who
of their
cognitive ability ; but what we should never find, if
the
centrality
of
cognition
assertion
be
true,
is
an
4
individual
logical
in
is
well advanced psycho-socially but not
advanced -
well
- -
who
difficulty
of
search
-
--
-
only -type of
s -1 w
a
something
-
-
-
which
theoretically
-
-
empirical
evidence(
(irer,
an
but
cognitively
disprove
the
rule.
also happens to be
theoretically
the theory;
claim
about
equivocal,
likelihood
That is, by
and
still
can
make an inference
failing
to
support
-
to find it.
disprove it.
more
would
supportive
finding
this
make an
of
the
examining
inferential
theoretically
a
large
group
find the theoretical exception we
to
all groups
and
all
---
suggest
exist
for the theory,
remains that it does not mean
of
which
Not
the theoretically impossible does not
search
data
4 x r -tze-*
immature)
at most, we can
the
impossible event,
some
the
impossible event does not mean that we have
proven
achieve
is,
- - -
psycho-socially
Other evidence
more
not
longitudinal
individual
advanced
does
That
wwfd -Be ~ * c + I - k p p e f t s
exception
a
arises, because we are forced to go
in order to disprove the theory,
exist
Here,
operationally/cbgnitively.
thereby
However, the fact
that
.-
much
to
go
theory
in
-
-
something which should not &ist
We can never prove a
and
that
-
and then fail
by
failing
to
--
-
-
In addition to investigating the aforementioned tenet
3
of cognitive
seeks
make
to
constructs
of
detailed
available,
\
some
developmentalism,
the
observations
What we desired
-
-
-
level of cognitive development
--
-
-
development
--
-
development;
and
-
to
also
the
best
observe
are
(a) an individual's
- -
-
and
his/her
a n , individual's
--
of
level of
of
moral
--
-- -
-
--
-
level
his/her , level
and
-
(c)
using
-
(b)
development;
cognitive
-
current. study
relationships between:
---
identity
the
an individual's level of identity
development and h i s h e r level of moral development.
PREVIEW TO METHODOLOGY
The
methoclulogy
inter-relatedness
information
fur
represents
between
the
enhanced
examining
depth
of
1n
were
.
this
hours
in
of
--
on
--
-
each
attempts
gestalt
individual,
to
of
retain
the
point
of
statistical power of
-
This
.
a
clinically
investigation,
studied
Several
structural
large group of people and the
analytical
manner.
-
balance
a
individuals
-
a
looking superiici~llyat
individuals.
-
investigating
a
twenty-six
relatively
taped
few
intense
data were collected
- - --
-
- - - --
-
quasi-clinical
sensitivity
-
,
method
to
the individuaI
each subject which is clearly
a benefit to a
strwturaf asalgticaf investigation.
On the
other
hand,
--
---
there
is
a
large
range of placements
enough
on
group of individuals to get a
the zr -various measures
to
gain
some insight into what individuals "in general" are like.
INTERRELATIONSHIPS
The
observe
inter-relations
between
logical
that
we
would
expect
to
stages and the psycho-social
parameters would depend upon the
psycho-social
variable
Following are our expectations of results:
W e expect
involved,
t
to'find
that
development
individuals
will
not
only
in the higher stages of
be
advanced
moral
logically
but
will also have a sense of ego identity.
*
-
- -
Our expectations regarding
repertoires
of
operational
constrained
in
their
result,
individuals
with
3
small
ability is that they will be
psycho-social
development
as
a
METHOD
-
~
Subjects
in
.
age
from 18
-
26 were recruited from among university
students and non-academic on-campus staff.
Subjects
were
respondents to recruitment posters offering hourly pay •’06
their time.
in
Subject selection criteria were heterogeneity
interest
patterns
example, after several
station
had
been
and
subjects
chosen,
source were accepted.
vocational
from
outlooks.
the
campus
status
radio
no more individuals from this
Women did not make up fifty percent
of the subject group because of difficulties in
identity
For
types
to
some
women.
assigning
After
this
difficulty was encountered in some pilot interviews it was
decided to include a few
using-the male interview.
females
who
were
classifiable
Measures
-
C
Ego Identity Status
A
semi-structured
interview
assessing
presence
or
absence of decision making and extent of commitment in the
rating manual {Marcia, 1966) in.,order to classify subjects
into
one
of
four
identity statuses which are
coping with the Erikson
statuses
identity
crisis,
ddentity Achievement
are:
decision-making
period
and
is
-
modes of
The
identity
has gone through a
occupationally
and
ideologically committed; Moratorium - is currently in
decision-making
Foreclosure
decison
-
period
is
making,
has nonspecific commitments;
committed,
but
has
undergone
little
usually just adopting parental dictates;
Identity Diffusion
-
decision
but
making,
and
the
may
is
or
may
not
have
uncommitted..
subjects identity status was done
experienced
Rating
the months
of each
following
the collection of data by the author and then 19 of the 2 6
-
-
interviews
~
--
--
-
--
--
-
-
-
-
-
-
- - -
L
were rated independently by Marcia who had not
--
- - -
had access to any other data,
The percentage of agreement
was 86% and differences which tended
resolved by discussion.
to
be
subtle
were
-
--
-
-
-
Moral Reasoning
Kohlberg's
Form
A-1
Standard
Moral
Interview
(Kohlberg _ et _- al.,
1975) was used in this study.-----This
_
measure involves the posing of moral dilemmas by an
-
interviewer
-
a
to
-
-
-
-
-
-
-
L
~
-
-
~
~
.-
L--
~
~
subject who is required to r e s ~ l v ethe
according to Kohlberg (1975) along a 6-point scale
scored
ranging
from
expedience)
accepted
pre-conventional
to
conventional
rules)
~
moral
thought
(personal
- thought
moral
C
(socially
to
post-conventional
moral
thought
(transcendant ethics),
All protocols were
rated
by
the
-
author
in
the
months
following
data collection,
As a
control against rater bias a further rating was undertaken
approximatezy a year later.
had
trained
rater
who
no involvement in the project rated every response to
every question,
using
A second
The author then re-rated
the. same procedure,
every
protocol
For each subject therefore we
obtained twenty-eight discrete moral level ratings by each
In cases where the coefficient of reliablity (pearson
r between ratings on each response) was
less
than
r=.90
(this occured in five instances) the two raters discussed
the tape and agreed upon a rating.
.Logical Development
The
beam
combinations
and
balance
problems
were
the
administered
according ---ta -the - + r a c e d u e s
inhelder (1958).
subject's
coloured
The focus
out1 ined
for
each
liquids
individually
by -P-iaga t--an&---
protocol
was
- --
the
verbal response to experimenter queries as well
-
---
-
-
-
-
-
-
--
as h i s h e r running commentary
why he was doing whatever
he was doing.
as
perfoimance
From these
on
the
task
data
the
as
well
operational
the
---
--
actual
level of the
r,
subject was assessed using a checklist worked out in pilot
interviews,
From
concordance was
the
first
apparent
pilot
both
a
high
for
each
interviews
between
tasks
-
.subject and
-
between the author and the experimenter (the
author was observing from behind a one-way
experimenter
,
The
this
task
had no involvement in other
aspects of the project,
Each
subjects
ability
five
was
for
mirror).
categorized
continuum
protocol.
categories
symbolic
logical
by the experimenter into one of
immediately
following
the
The categories were: concrete operations (IIB),
transition t g
forma_lcp=ratians LIlB-_I_IlfA),-earQ-Earmal_--
-
- A
operations (IIIA), transition to
full
formal
(IIIA-IIIB), and full formal operations (IIIB),
operations
Procedure
administration of each measure took
hour,
most
one
subjects were seen in three separate one-hour
- s e S s S i ~ n s . - - f -X F - ~ t e , z s u r e s
subjects
about
were
given
- wcr=-
code
T ape
letters.
rec oridea- X*~--~%TI-----The
first measure
'#
administered was generally the Piagetian combinations task
- - - -
-
-
-
and this aspect of the
separate.
Two
other
,administering the
subsequent
data
experimenters
morality
sessions.
collection
and
kept
was
were
identity
-
-
quite
employed
measures
in
in
Assurance of complete independence
of these measures was achieved by the use
of
independent
raters at the time of data evaluation.
-
-
4
In all, four experimenters
were
invphred
plus
two
*
?pendent
trained outside raters.
1
RESULTS
The results of this investigation will
be
f n t w o f o r m a t s ; f 5 r s t - a - q o a n t *at3 ve -presenw*on-
fleggcpwr>l,
-
presented
,
*/
03t - h F P -
-
-
-
--
- --
1
identity-moral) and secondly a qualitative presentation of
salient data on some noteworthy subjects.
-
*
%
The
quantitative
frequency
tables
letters)
by code
will
data
be
in
of
to
according
level
.their
-
-
and
subjects
particular
a
of
moral,
presentation
of development that o c c u r a c r o s s
~oteworthy patterns
-
of
showing individual subjects (identified
T h e qjalitative data w i l l consist oi
-
form
the
significant
-
patterns
That
subjects,
-
is;
-
-
, that
-
- - -
occur
general
conste,llations will be presented as well as
k
-
within
trends
or
vignettes
of
A
theoretically interesting subjects.
Quantitative Results
-
-
(A) Logical developpent and moral reasoning.
<
It
was
operations
expected
attainment
condition
for
of
post-conventional
(See Table 1 for these results).
b
3
moral
the
formai
fat Peast level IIIa] would be'a necessary but
not a sufficient
development
that
reasoning
t+-+iqtmal
without
the
moral
The absence
in --Micat-
requisite level of logical
4
It was expected that logical development alone
not
would
be a sufficient condition for moral development.
instance of individuals above the diagonal in Table
The
I
is
in accord with this expectation.
It'was expected that attainment of formal
(level
IIfa
-
or
beyond) would be a ncessary but not a
sufficient conditon for Identity Achievement.
are
presented
in
operations
table
11.
Again
as
The resutls
with
.
.
moral
\
ssbjects 4-m were in formal operations
Qeuelopafe~t,en&
-
8
were in the Identity Achievement status;
one
includes Moratoriums
indentity
status)
enly
(a
one
'high',
furthermore,
though
disconf irming
Out of the 7 individuals who may be said to
observed,
1
if
unstable,
case
A
-
was
be
high in ego identity, only I lacked formal operations.
*
+'
Table I1 speaks
--
whether
-
-
formal
identity crisis,
-
unequivocally
- -
p
--
-
to
the
question
of
-
thought alone is sufficient to induce an
Fifty-tour percent of
the
s u b ~ e c t s in
the investigation had acquired some formal thought but had
J
-
not experitmeed
an kkntiey crisis.
-
-=
f.
2
--
i
Identity Status and Moral Reasoning
fC)
A
A
Gzs~----expected
--
C
relationship
between
development.
-
-
-
-
-
there
iden ity
-
-
would
--
-
be
positive
a
status and level of moral
These data are presented in Table
111,
-
frequencies were
Fisher
-
that
Exact
- --
combined
Probability
reasoning: non-post
to
--
permit
- - -
calculation
(two categories
conventional
and
of
Mhen
of
a
moral
post-conventional;
two categories of identity: non-Identity Achievement and
Identity Achievement), the resulting significance level
I
was
p=.004,
Identity
indicating a significant relationship between
Achievement
and
post
conventianal
moral
reasoning.
(D) Identity,-Moral Reasoning, and Logical Development
4
*
t
-
-
.z
The data presented in Table IV permit one to look
operations
and
formal
been trichotonized
-
into
operations; moral development has
pre-conventional,
A
at
conventional,
i
a
-
-
-
and
+
post-conventional.
table,
the
two
be
may
As
most
observed
frequent
mDiffusion/conventional morality/formal
subjects.
are
-
-
-
- -
Two
of
are
operati-ons" and
morality/formal
'Foreclosure/conventional
L
A
-
patterns
morality/formal operations" and
"Foreclosure/conventional
These - two
---categories
from this
account
----
operations."
for 3 8 % - of _ t k _total---___ __
the three next,most frequent patterns
"~iffusion/conventiona~
morality/pre-formal
-
operations."
additional
These
of
23%
twd
categories
the
total.
account. for
Taken together, the-five
groups (61% of the sample) noted above havesin common
characteristics:
Achievement.
conventional
an
two
morality and non-Identity
final cluster (12% of the sample) involves
A
-
-
the 3 Identity Achievement
post-conventional.. moral
subjects,
all
of
whom
have
reasoning and formal operational
thinking.
Subjects D and E
As may be seen from tables I, 11, and 111 subjects
and E are developed as far forward
as the measures go.
-----
-
..importance is
that
this
is
true for each measure.
D
Of
Of
importance also is that D and E are the only subjects who
were
-
in, stage six morally; two of only three subjects in
-
-
-
/'
?
.
f u l l formal o p e r a t i o n s ; and t w n of t h e o n l y t h r e e s u b j e c t s
who were i d e n t i t y ' a c h i e v e d .
This
evidence
that
highly
,
development
appears
a major f i n d i n g .
across
parameters
is
Qualitative Results
The similarity of,subjects D and E despite their high
individual differentation was
-
A-
-
- r
A
-
striking.
Both
presented
-
-
-- - -
-
-
- -- - -
themselves interpersonally 'as being reflective, composed
and compassionate.
interviews
,
tha+
Both made it clear in
their
identity
/'
they had nat always been w e l l integrated
and that their growth had been through
intense
---
awareness
and diversified experience.
-
k
They both reported prolonged periods
of
existential
I
t
searching;
they
both _had developed
a
commitment
vocational goals after making fairly
pragmatic
integrating what
what
of5er.
They
they
both
needed
expressed
and
a
2
decisions
+
. -
society h%ad\to
detachment
careers and a deeper commitment to
.-
to
personal
from
their
feelings
of
-
;'r
integrity.
.
-
?-
,*
Of-interest also is that they both reported in
identity
interviews
that
their
.
)
they were keenly interested in
-
sounded
-
subjective realms of 'spiritual
experience8 which
very similar to ~ohlberg's Stage 7.
"
4
r
As was mentioned -earlier
in
this
discussion,
the
.
dearth of subjects below the diagonal in Table I1 supports
Kohlberg's assertion that cognitive operational ability is
necessary
but
not
sufficient for moral development.
Of
particular interest to us were the individuals who had the
-
A
necessary
-
-
cognitive-operational
-
A
ability
but
reasoning morally at their potential level.
--
were
-
--
not
These are the
individuals i n -the cells above t h e d i a g o d i n l T d b l e U +
P
the ones who were not lacking ,in cognitive-operational
ability.,
According to Selman (1971) and ~ohlberg (l969),
'
these; subjects.
are
constrained. in
moral-reasoning
-
,
develop~ent
.
due
to
a
lack
of
social\ role
.
\
opp/ortunit ies.
* I t was one of our expectations
7
- ego
identity
that
resoluti;on would "ead
that
comes
-
to
Prom
thi&
premise
development in
~-,-
~-~
~
~
- - --.- - -
their- operational
'.
+
bles I and XI;);
awareness
of
so>cial perspect+ives,
we had two eipectations.
he identity achievers would be,as
--
in
from identity Bearching facilitates the
individual's ability to adopt other
I . 1
'\
development
social role taking; that is, the. deepening
self
taking
'
-~
-
developed
~ i r s t ,that
mqrally
as
~--
ability-would allow
(They were; see
and,
by
secondly,
that
questioning,
individuals about their awareness of self in the fdentity
3,nterview we would acquire .knowledge relevant
to
their
-
social
role
taking
development.
The
expectation,
therefore, was that the identity interview material
help
us
to
understand
functioning
would
- - -
-
why some idividuals would not be
psychologically
at
their
full
cognitive
potential.
-
--
- -
L
Subject H (see Table
pattern
of
-
-
-
is
11)
illustrative
-
-
of
-
A
this
Table I indicates H is at Stage
development,
(IIIa-IIIb)
L
to handle a Stage 5 rationale.
Subject 8 , we
-A
see •’romTable 11, is a
interview we
learned
foreclosure.
From
the
identity
that H had been raised in a single
family community in a sparsely settled northern region
of
3.
B.C.
. A
situation we might note wtth limited role taking
opportunities.
in
His fo?e=lokure
. . status was best reflected
the fact that'she was at university because it was-her
father's wish.
Interpersonally, she presentek a blankriess
-,
which seemed a functio'n of expressed self-boredom
assumption
-
.
that oth&r
and
an
were ~nf~athomable. She made
it clear that she'was not orientingsto other"peop1e , as
a
potential source of social information, , R h a 6 not had the
opportunity to get to know herself ,thtough getting to'know
-
--
-
-
-
-
--
z
-
-
-
- -
-
the subtleties of others and* then fee,linq that part of her
self experience.
-
-
---
A
It seems to this investigator that there is
a
relationship
her
extension
her
considerable
preservation
somewhat
others.
-
-
between the fact that H grew up in social
isolation, that
of
probably
sense
of
family,
and
intelligence
(Stage 2
constrained
self
is
largely
that
she
exclusively
uses
for
as
is
her
ability
to
- --
-
is.this limitation which
herself
and
allowing
prevents
her
her
uniqueness
from
dthers
capacities
and
evolve
a
to
explore
less
perspective.
the
from
The
relate to
-
-
And it
-
exploring
using
persepectives
egocentric
-
her
to assert itself.
This social constraint also prevents her
cognitive
- --
an
self-
-.utility) social reasoning.
Her social world quite
simply is limited.
-
-
as
her
c
of
social-reasoning
--
The fact that H is now attending university and is
a
-
long
way
from
her
family
suggests4
development may soon begin to advance.
her
she
expressed
self-
subject
H.
W
as
her
When we
social
spoke
to
boredom and loneliness both of
which would with time lead to new
The case of W provides
that
an
social
exchanges,
interesting
new
contrast -to;
we see from the tables is in concrete
4
t
4
-
-
--
operations
c ~ g n ~ t i u e l y , Stage
morally,
2
and
a
li
foreclosure.
Vancouver,
W grew up in an ethnic
is
very
close to an e x t
living at home, is widely
cognitive
in
urban
ed family, remains
involved
campus clubs and societies),
without
community
ially
(preferring
On the cognit-.ivetasks W was
stratagems,
His
lengthy
attempts
explain verbally why he couldn't resolve the problems.
the
identity
interview he was warm and friendly and gave
-
- -
-
-
-
us a clear picture of who he was and what his plans
Essentially
for him.
-
factors
were,
they involved living up to his father's plans
This
in
In
was, he indicated, one'of
his
relationships
1i.fe.
and
W
greatly
consequently
academic major was physical
the
motivating
enjoyed
his
lots
of them.
had
and3 he
ggography
social
His
mentioned
a
both
his
and
his father's desire,that heF9continueon in
the field.
The personal information\ he
voluminous
in
detail,
lacked
a
'ktilization*
while
any mention of confusion,
questioning, or, indeed, complexity.
he had extended
divulged,
In social reasoning,
mode
of
reasoning
W
,
include hispfamiiy and friends as the beneficiaries of his
physical
exchanges.
indication
of
W
personal
was in touch with his world, did
reflection
or
-
intellectual
c .
_
S
questioning,
his life space appeared more organized
And
and orderly for it,
".
r,
1
V, w e see from the tables, was a moratbrium in
formal
operations
and
cognitively
early
was reasoning a t t h e
*
- - l e ~ L L o ~ i a L a p p n w & - / S X ~ T I I =-f
-
~~~
Of 5
-
--
discussion is the fact that V was typical of the Stage 1 1 1
pattern w h i c h emerged for subjects in
V had long been working
the
part-time
throes
in
his
of
an
father's
I
business
which
he
indicated
was agreeable, if somewhat
t
boring work, and his father-was keen that V should
become
more involved and eventually assume control.
--
-
- -
-
-
V had recently moved out of
the
family
home
to
a
place of h'is own where h e could see more of his girlfriend
and
generally lead a more independent life,
to his m o t h e r and an q l d e r
sister
bbth
%
outgoing
*
-
-.
and
o,f
He was close
whom
t
seemed
-
adventurous.
At the- tine that-we spoke to
-
him, he was struggling to d e q i d e whether or not he was
to
!
cnnt.huc-o~~&-th-~iba
e r ~~
~
t s w i c k W - -
to
be
somewhat
wasteful]; whether or not he was to have
his girlfriend move in (of which bis mother
-and,
principally,
he
-
was
struggling
disapproved);
to get a sense of
-
$
7
h i m s e l f that wsufd combat his feelings of meaninglessness.
I n the
moral
solutions
mother's
ressuning
ta
the
interview
V
consistently
gave
dilemmas based upon what h e knew to b e
It seemed that both V and the
reasoning,
other
eoratorfaws, perhaps as an outgrowth of their o w n turmoil,
--
--5ttspetrdeb---*
r
f n Tavoxir - o t - T K e - - - -
j u cfqment
own
positions o f important figures in thei? lives,
---
- --
The last two subjects to be discussed are
of
very
and
intelligent
successful
both
fathers.
sons
These
s u b j e c t s are of salience for several reasons, o n e of which
is thgt they are advanced
5
(Stage
coqnitively
bath
morally
and
social cantract), while their identity statuses
r e p r e s e n t t w o different w a y s of dealing with t h e difficult
-
-
-
-
problem of successfuf father identification figures.
Both
4
of
the=
represent
instances
of
defensive
the
styles
typical of bright, but s n a c h i e v e d , people,
&bjecr
forreal
L is Stage 5 morally,
transitional
operations, and an identity d i f f f i s i o n ,
his adolescence L avoided his f a t h 4 r by keeping
*s
-
-
-stq*-~xrt
schoof
full
Throughout
different
*
-a 3s- fre egperrfneni e m k f e r y w i 1 3
q a f t -sip
his
to
Ar-
cacecr.
*
t
f
Throughout
his
interest
adolescence
and
continuinq
.
through eo t h e present, L drank fairly hgauily,
-
-
-
Re
is
bright,
social
advanced
contact.
appeared
to
morally, and at ease w.ith close
Nonetheless,
his
intellectual
life
be oriented around the issue of generating a
.
rationale for not choosing any particu1,ar vocation
just
"hanging
shared
some
appeared
to
loose" and probably gravitating eventually
of
be
his father's administrative talents).
P,
dealing
with .the matter
of
resolution by studiously avoiding any matters
vocation
a@
or ideology,
he
didn't,
suspicion that he
trying
to
fill
related
Onedcould
was
his
that,
by
father's
the
boots
prospect
and,
ideology)
a
of
in
his
father
was
wide
berth,
presented an air of being bored, and turned off, and
in
in
not help entertaining the
intimidated
(vocation - and
interested
to
He said that he "just didn't care*
intimidation, was giving matters in which his
achieved
L
identity
his life performance to date would indicate
fact,
but
L
more
discussing just about anything.rather than
himself,
L's prognosis is a matter relevant to
3f
t
the
ach rev ~ a e tn constte3Za X T o n ~ mtTs;-h.eIrT
a
Stage 5 morally, and has full formal operations,
his
phenomona
resistance
to
thinking
o n matters
of
r t Ke
However,
identity
. ,
achievement will very likely preclude him from actu'alizing
perspectives of social reasoning or
logicaz
development
an
due
example
of
a
--
mentioned above
As
person
constrained
in,
to.specific difficulties in resolving an
identi&,
--
e/mploying his
ability (he has an investment in fuzzy thinking).
L is cited as
-
fully
-
Z
is
a
-
.
subject
-
.
-
faced
with
a
-
s i m i l a ~ p r b l e m ;that is, the -identification figure in his
life
(father)
is so highly developed that Z, being aware
of the great diitance he
must. go
t o compare
with
his
identification figure, is avoiding the issue by remaining
foreclosed
and
Interestingly,
not
he
questioning
also
remains
at
identity
Stage
5
issues.
morality
-
-
although he is in full formal operations.
be
t
There seems
to
evidence that an inability to become identity achieved
has a limiting effect upon social development
Our finding that cognitive-operational development is
necessary
(1960) and
but
not
sufficient
concurs with
for
moral
reasoning
experimental evidence existent
(Cauble, 1975; Tonlinson- Keasey and Keasey, 1974; '*&lby,
1972; and Krebs, 1974).
Our finding that
post-conventional
moral
achievers
tended
to
be
reasoners was in accord with the
findings of Podd (19721.
-
-
identity
-
- -
---
---
The
finding
-
-
- -
that
individuals
questioning
their
identities tended to be formal thinkers was in accord with
--
--
-+~orfion
but
in
o f Wagneer'sdata
discord
with
- --
f 1 9 ' l b ) thatTiZcomparZble,
her
overall
'claim
of
"no
relationship,'
Our finding that identity resolution
by
powerful
thought
abilities
is
arising from theoretical analysis
strength
facilitated
a finding heretofore
(Erikson,
1958)-
The
of this claim is limited by-the low incidence of
identity achievers in our study population.
the
is
three
identity
achievers
were
in
Nonetheless,
the two highest
stages of formal operations,
This
finding,
that
powerful
thought
abilities
isportant phenomena w e observe i n the data; naaefy, that D
and
E are the only stage six moral reasoners, are both at
the highest s t a g e of
identity achieved.
operational
ability-and are
both
-
--
-
The instance of these two individuals who
"actualized"
in
the
are
both
Maslowian sense-suggest a direction
implicit in cognitive developmentalism for those drawn
to
the notion of realizing human potentials,
-
~
--
-
- - ~
-
~
~
~-
--
DISCUSSION
relationship
within
parameters
of
It
has
development;
2,
development
(Kohlberg)
indivudual
the
(Piaget and
of
three
cognitive
Inhelder),
1
major
operational
moral
development
and identity development (Erikson and Marcia),
been
working
within
fro
the
perspective
of
-
cognitive developmentaIlTsm towdrds an
exposition
of
the
basic 'principle that cognitive-operational development is
the nexus of devefopment
built
being
upon
with
the
psycho-social
intellectual
development
abilities
which
cognitive-operational advancement prov,ides,
The evidence
roundly
arising
supported
-
-
that
advancement
is
investigation
this
tenet
when- advanced
has
of
-
_ - -
cugni t ive-deve~op~entaP
f sm.
indicate
this
from
As
well,
development
our
--
findings
occurs
the
in the form of a "constellation" pattern,
<
This investigation has furthermore made some
progress
in
analysing the process of achieving an identity, the degree
to which this process is founded on more powerful thinking
abilities,
an
and the effect that identity resolution has on
individual's
social
reasoning
(moral development).
There is evidence that development progresses as cognitive
-
-
--
-
L
P
L
P
-
,--
operational abilities
development
-P
-
- -
-
allow.
If
-
cognitive
-----
--LA--
A
operational
is the plaht stem which allows psycho- social
*
branches ta be developed as t h e s t c r n ~ ~ ~ v e l ~ -xmFImFIrme~t
---
then
we
would
appeared.
expect
subject profiles of the sort that
That is, the data is consistent with the notion
that cognitive operational development
not
I
is
necessary
sufficient for moral and identity development.
best
illustrates
the
limiting
effect
of
but
Table
cognitive
developme~t. The -subjectsPappearing in the ceTls
on
the
diagonal we infer are morally developed to their cognitive
capacities
while for the subjects who appear in the cells
above the diagonal we infer that their
moral
development
d
is lagging behind their cognitive operational development.
That
is., they have the necessary cognitive capacities but
that alone proves to be insufficient and
morally,
For
these
identity
they
lag
subjects information about why they
are lagging morally is available
their
hence
status.
We
from
an
inspection
note -that the
achievement subjects appear on the diagnoal
in
of
identity
Table I ;
-
-
-
that
is,
they
are
developed
I
Table
the
limit
of
their
All the subjects above the diagonal
cognitive capacities.
in
t.0
are non-identity achievers.
more detailed
A
explanation of why they are not morally developed to their
cognitive capacities is available from the material in the
identity interviews.
-
The qualitative
-
-L-p-uL----
-
fewlndividuals
results
--
--
portray
a
-
a
and demonstrate the explanatory power of
the clinically-oriented data which the identity interviews
elicit.
The fact that subjects do not
appear
below
the
-
-
diagonal
in
Table
I
is presented as a major finding in
support of Kohlberg's~claim that cognitive development
is
necessary but not sufEicient for moral development.
This study, -however has epistemologica2
The
sample
of
1imitati*.
individuals observed is much too small to
say anything about individuals in general,
The
design
hypothesis
cognitive
7
of
is not
an
appropriate
test
of
the
the 'necessary but not sufficient' role of
development
vi&
a
vis
moral
or
development,
limits severely the inferences of the findings.
identity
5
These limitations were, of course, apparent from
beginning.
The
intent of this investigation has been in
the main exploratory.
utilize
three
The author has been
attempting
-
L
to
--
-
LL-A--
-
--
-
-
-
This
-
A
study in the context of the methods of science belongs
the phase of observation and hypothesis generation.
t .
aforementioned epistemological
in
Given
Lim~i&s~i~t_c_o_l~otbe-
anything mire,
+
It remains, therefore, to suggest a direction* and
design
a
for a full scientific test of the findings of this
work as well as other more particulate
exploratory work.
-
-
-
This author is
logitudinal
,$
+
-
studies -df
remain
convinced
studies
are
development
sensitive
subjects
and
to
would
the
in
the
that
moderately
most
promising design for
general.
The
idiosyncrasies
follow
them
large
N
I
design' would
of
individual
from early adolescence
through adulthood.
4
Studies of particular
another
,
quite separate models of different aspects
of development to explore the nature of development.
L
the
promising
patterns
extension
interesting "clumping'
or
of
of
development
this. work.
constellations
that
are
Given the
seem
to
-
-
occur, a study which screened a large N to select for just
profile of a constellation until a sufficiently large
the
N was obtained would be able to illuminate
of
problem
areas
development or the nature of optimal development.
instance a study that simply identified a group of
i d e a Lty--;rchievers-and-&hen-sta&ied
other
measures
would
be
For
thirty
&hem intensively using----
illuminative
of the nature of
-
Berzonsky, WON., Weiner, A.S., and Rapt
Interdependence of formal reasoning,
11, 258.
Developmental Psychology 1975, - -
-
-
-
-
BTos,-P.6fadolesc%nce;
a psychoanalytic
interpretation, New York: Free Press, 1962.
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-
Interrelations among Piaget's formal
Cauble, %.A,
vpmtions,r~sfls
eyo3deTitTfyYpajEp-----Kohlberg's principled morality; Unpublished
doctoral dissertation, Arizona State
University, 1975.
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Colby, A$., Logical operational limitations on the
development of moral-judgement. Unpublished
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Donovan, J.M.
Identity status and interpersonal style, Journal of Youth and Adolescence,
1975, 4, pp. 37-55.
~ri'kson, E.H.
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New York:
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l
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Erikson, E.H.
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--
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>
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Kholberg, L. and Gilligan, C.F.
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*
Kohlberg, L. and Mayer, R. Development as the aim
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d
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3
$
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2
d
%.
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dissertation, Ohio State University, 1964.
i
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Marcia, J.E.
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change in self-esteem,
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-_
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~ o u r n a lof_ _
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__A-L
A
Marcia, J.E. Identity six years after; a follow-up
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Marcia, J.E.
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-