Socialization and Human Learning
3.3 investigate the
relationship between
socialization and the
process of human learning
Examine various theories of
human learning
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Piaget’s Cognitive Development
Theory
Erikson`s Psychological Development
Kohlberg’s Moral Development Theory
Gilligan’s Theory on Gender and Moral
Development
Piaget’s Cognitive
Development Theory
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Stage 1: Sensorimotor stage (birth to age 2)
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Understand through sensory contact and
immediate action
Cannot engage in symbolic thought or use
language
Gradually comprehend object permanence
Stage 2: Preoperational stage (ages 2 to 7)
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Begin to use words as mental symbols
Limited in ability to use logic to solve problems
or realize physical objects may change but
retain physical properties
Piaget’s Cognitive
Development Theory
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Stage 3: Concrete operational stage (ages 7 to
11)
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Think in terms of tangible objects and actual
events
Can draw conclusions about likely physical
consequences
Begin to take the role of others (empathy starts)
Stage 4: Formal operational stage (age 12
through adolescence)
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Potential to engage in highly abstract thoughts
and understand places, things, and event never
seen
Think about the future and evaluate options
Kohlberg – Stages of Moral
Development
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Preconventional level (ages 7-10):
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Conventional level (age 10 through adulthood)
Concerned about how they are perceived and how
one conforms to rules
Postconventional level (few adults read this stage)
 View morality in terms of individual rights
 Moral conduct is judged by principles based on
human rights that transcend government and laws
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Perception based on punishment and obedience
Evil behaviour is likely to be punished
Good conduct based on avoidance of unwanted
consequences
Gilligan’s Theory on Gender and
Moral Development
Stage 1: Women are motivated primarily by
selfish concerns (“This is what I want … this is
what I need.”
Stage 2: She increasingly recognizes her
responsibility to others
Stage 3: She makes her decision based on her
desire to do the greatest good for both herself
and for others.
Men are socialized to make moral decisions based on a
justice perspective (“What is the fairest to do?”), while
women are socialized to make such decisions on a
responsibility and care perspective (“Who will be hurt
least?”)
Erikson`s Psychological
Development
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Stage 1: Trust vs. Mistrust (birth to 1)
Stage 2: Autonomy vs. Shame and doubt (ages
1-3)
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Stage 3: Initiative vs. Guilt (ages 3-5)
Stage 4: Industry vs. Inferiority (ages 6-11)
Stage 5: Identity vs. Role confusion (ages 12-18)
Stage 6: Intimacy vs. Isolation (ages 18-35)
Stage 7: Generativity vs. Self-absorption (ages
35-55)
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Stage 8: Integrity vs. Despair (maturity and old
age)
Evaluation of Piaget
(+)Useful insights into children’s logical
thinking and how they invent/construct the
rules that govern their understanding
Asserts that children move from being
totally influenced by external factors to
being more autonomous
(-) critics point out Piaget fails to address
individual differences, including how
gender or culture may influence beliefs
and actions
Evaluation of Kohlberg
(+) present interesting ideas about the moral
judgments of children
(-) critics challenge the universality of his
stages of moral development
(-) critics suggest the elaborate “moral
dilemmas” he used are too abstract for
children. When questions are made simpler,
or when children are observed in natural
settings, they often demonstrate
sophisticated levels of moral reasoning
Evaluation of Gilligan
(+) Subsequent research comparing women’s
and men’s reasoning about moral dilemmas has
support some of Gilligan’s assertions
(-) Some research has not supported Gilligan’s
assertions. Some researchers have not found
women to be more compassionate than men.
(+) Gilligan’s argument that people make moral
decisions according to both abstract principles
of justice and principles of compassion and care
contributes to our knowledge about moral
reasoning.
Evaluation of Erikson
(+) The eight stages broaden the framework of
Freud’s theory by focusing on social and cultural
forces and by examining development
throughout the life course.
(+) The psychosocial approach encompasses
the conflicts that coincide with major changes in
a person’s social environment and describes
how satisfactory resolution of these conflicts
results in positive development.
(-) Critics point out that his research was limited
to white, middle-class respondents from
industrial societies.
Evaluation of Erikson
(+) Other scholars have used his theoretical
framework to examine ethnic variations in the
process of phychosocial development. Most
conclude that all children face the same
developmental tasks.
(-) But children of colour often have greater
difficulty in obtaining a positive outcome
because of experiences with racial
prejudice/discrimination.
Establishing identity is difficult for most
adolescents, especially those who experience
stress related to conflicting value systems and
lifestyles.