Ved4 Matrix

ALAN BADDLEY AND GRAHAM HITCH WORKING MEMORY MODEL
 A theory that places a strong emphasis on working memory's function in

gathering, storing, and retrieval of information.
 Central executive, phonological loop, visouspatial sketchpad, and working

memory model.
 Human-computer interaction, cognitive psychology, and education.
Working memory Model
 A model that explains this mechanisms behind working memory
 Central executive, visouspatial sketchpad, and phonological loop.
 Improving academic results and workplace performance.
The Baddeley and Hitch model of working memory has a connection to moral
development because it explains how people can use their working memory to weigh
the implications of their decisions and come to morally sounds decision. This model
can assist in explaining how individuals come to learn how to make choices that are
in line with their moral convictions. Working memory can be use, for instance, to
recall pertinent details and assess the results of a choice, which can help direct
behaviour in moral circumtances. Additionally, the development of social skills, which
affects a person moral development, depends on working memory.
KOHLBERG’S THEORY OF MORAL DEVELOPMENT
1 .Pre-Conventional:
 At this point, people are preoccupied with their own wants and needs, and
they base their moral decisions on their desire to escape punishment.
 Self-interest, obedience, and refraining from punishment are important values.
 Fear of punishment and the need to gratify human desires are the main forces
behind moral development.
2. Stage 1: Obedience and Punishment Orientation:
 At this stage, people follow the rules to avoid being punished. They think that
morality is determined by the government.
 Obedience and avoiding punishment are important principles.
 Fear of authority and a concentration on the results of actions rather than the
motivations underlying them are the foundations of moral thinking.
3. Stage 2: Individualism and Exchange:
 At this point, people understand that everyone has a unique perspective and
only follow the law when it serves their personal interests.
 Self-interest, justice, and reciprocity are important principles.
 The expectation of receiving something in return and assessing the rewards

and costs of actions are the driving forces behind moral thinking
4. Conventional
 Individuals adapt to societal norms and expectations during the conventional

stage. They place more importance on upholding social order and winning
others' acceptance.
 Social norms, compliance, and social acceptance are important values.
 The pursuit of social acceptance and adherence to accepted moral norms are
the main goals of moral growth.
5. Stage 3: Good Interpersonal Relationships:

 People in this stage act in order to win the acceptance of others. When
making moral decisions, they take into account the motives and emotions of
others.
 Empathy, trust, and social harmony are important values.
 To avoid criticism, moral reasoning places a focus on sustaining healthy
relationships and following social norms.
6. Stage 4: Maintaining Social Order:
 This stage of development sees people respecting and maintaining societal

order. To keep society orderly, they abide by laws and regulations.
 Social harmony, legality, and duty are important ideals.

 Respecting authority, upholding social order, and carrying out obligations to
advance society's welfare are the foundations of moral reasoning.
7. Post-Conventional:
 Individuals in the post-conventional stage form their own moral standards that
may be in conflict with society norms. They make decisions based on their
own judgment after taking into account abstract ethical ideals.
 Justice, individual rights, and ethical ideals are important values.
 The emphasis on justice, fairness, and the defence of individual rights above
societal norms shifts as moral development moves in that direction
8. Stage 5: Social Contract and Individual Rights:
 At this stage, people understand the value of social contracts and individual
rights. They are aware that laws can have problems, and they may work to
get them changed.
 Social contracts, democracy, and individual rights are important principles.
 Maintaining individual freedoms and democratic values is emphasized by

moral reasoning, and people also take the larger good into account and try to
enhance societal structures.
9. Stage 6: Universal Ethical Principles:
 In the last step, people create their own moral standards based on fairness,
equality, and human rights. Even when they go against social standards, they
live by these beliefs.
 Justice, equality, and human rights are significant principles.

 Universal ethical precepts that place a high value on fairness, equality, and
respect for human rights serve as a framework for moral thinking. To maintain
these values, people are permitted to take part in civil disobedience.
According to Kohlberg's Theory of Moral Development, moral thinking develops over

time, progressing from considerations of self-interest and external effects to more
elevated questions of fairness and general ethical standards. Developing in this way
entails broadening one's horizons, taking into account the motives and rights of
others, and shifting from a narrowly self-centered interest to a more comprehensive
concern for the welfare of society. Furthermore, not all individuals achieve the most
advanced stage of moral development; being aware of those phases and the ideals
they are connected with may assist in promoting moral development and inspire
people to use ethical reasoning outside of their own self-interests and societal
norms. The above hypothesis provides an organizing principle that comprehends
how people construct their moral reasoning and arrive at ethical judgments.
SICIOCULTURAL THEORY
(LEV VYGOTSKY)
SOCIAL INTERACTION - Social interaction is essential for the development of

morals and values. Conversations with others—like parents, peers, and teachers—
offer chances to share ideas, negotiate ideals, and confront moral quandaries.
Individuals gain empathy, moral reasoning, and a sense of social responsibility
through these relationships. Within a cultural and social framework, social interaction
promotes the absorption and understanding of moral principles
MORE KNOWLEDGEABLE OTHER - The phrase "the more knowledgeable other"

describes those who are more knowledgeable or skilled in a given field. The more
experienced person can be a parent, teacher, or mentor who helps people learn and
internalize moral values and principles in the context of moral/values development.
These people act as role models, offering direction, support, and criticism that mold
moral judgment and conduct.
ZONE OF PROXIMAL DEVELOPMENT - The difference between a person's current

developmental stage and their potential development with the help of a more
experienced person is known as the zone of proximal development. The zone of
proximal development in moral/values development emphasizes the significance of
social interaction and outside direction to aid the internalization of moral values.
People can bridge the gap between their existing moral awareness and their
capacity for more sophisticated moral reasoning and action by providing scaffolding
and assistance.
IMPORTANCE OF CULTURAL CONTEXT - The socio-cultural-cultural theory

acknowledges the importance of cultural background in the formation of morals and
values. Individuals' comprehension and adherence to moral ideals are shaped by
cultural norms, beliefs, and ethical standards. Individuals internalize and interpret
moral principles within the context of their culture, which shapes their moral
assessments, choices, and actions. The transmission of moral information and the
formation of moral identities among people depend heavily on cultural practices and
traditions.
According to his thesis, the formation of moral principles and values is influenced by
social contact, the contribution of individuals with more experience, the zone of
proximal development, and the significance of cultural background. Social
connection offers chances for moral debates as well as the growth of moral thinking
and empathy. Others who possess greater knowledge assist people in
comprehending and internalizing moral principles. To close the gap between existing
and potential moral understanding, the zone of proximal development emphasizes
the necessity for social guidance and scaffolding. The cultural setting serves as the
basis for how people internalize and interpret moral principles in the context of their
own cultural milieu. Together, these elements highlight the critical influence that
sociocultural elements have on the formation of moral and value systems.

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ALAN BADDLEY AND GRAHAM HITCH WORKING MEMORY MODEL

 A theory that places a strong emphasis on working memory's function in

 Central executive, phonological loop, visouspatial sketchpad, and working

 Human-computer interaction, cognitive psychology, and education.

Working memory Model

 A model that explains this mechanisms behind working memory

 Central executive, visouspatial sketchpad, and phonological loop.

 Improving academic results and workplace performance.

 Self-interest, obedience, and refraining from punishment are important values.

2. Stage 1: Obedience and Punishment Orientation:

 Obedience and avoiding punishment are important principles.

3. Stage 2: Individualism and Exchange:

 Self-interest, justice, and reciprocity are important principles.

 The expectation of receiving something in return and assessing the rewards

 Individuals adapt to societal norms and expectations during the conventional

 Social norms, compliance, and social acceptance are important values.

5. Stage 3: Good Interpersonal Relationships:

6. Stage 4: Maintaining Social Order:

 This stage of development sees people respecting and maintaining societal

 Social harmony, legality, and duty are important ideals.

 Justice, individual rights, and ethical ideals are important values.

8. Stage 5: Social Contract and Individual Rights:

 Social contracts, democracy, and individual rights are important principles.

 Maintaining individual freedoms and democratic values is emphasized by

9. Stage 6: Universal Ethical Principles:

 Justice, equality, and human rights are significant principles.

According to Kohlberg's Theory of Moral Development, moral thinking develops over

SOCIAL INTERACTION - Social interaction is essential for the development of

MORE KNOWLEDGEABLE OTHER - The phrase "the more knowledgeable other"

ZONE OF PROXIMAL DEVELOPMENT - The difference between a person's current

IMPORTANCE OF CULTURAL CONTEXT - The socio-cultural-cultural theory

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