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GENERAL PSYCHOLOGY
BY: EDTER PAUL A. SALCEDO
Nature and Scope of psychology
DEFINITION OF TERMS
PSYCHOLOGY- taken from two greeks word psyche and logos literally means soul and mind
study.
- (modern definition) is a science that studies systematically the behavioural process of the individual
human being or animals
- Is a science that gathers facts systematically, organizes them into general principles and
formulate theories out of these factual data.
SCIENCE- is a branch of knowledge or study dealing with a body of facts or truths systematically
arranged and showing the operation of general laws.
BEHAVIOR- refers to actions or activities of the individual as matters of psychological study
TYPES OF BEHAVIOR
OVER BEHAVIOR- outward behavior
COVERT BEHAVIOR- hidden behavior
CONSCIOUS BEHAVIOR- acts within the level of awareness
UNCONSCIOUS BEHAVIOR- deeply embedded in ones subconscious. Consist of memories,
conflicts, experience, and material that have been repressed and cannot be recalled at will.
HISTORICAL BACKGROUND OF PSYCHOLOGY
1. Origins: Psychology is said to have begin with mens earliest speculations regarding human
nature.
- the earliest attempts were essentially animistic; wherein the gods & spirits were attributed
the power to direct or cause such events and activities of men
2. Greek Influence:
- Democritus (c.460- c. 370 BC) believed that the human mind is composed of atoms which
could circulate freely and which enable it to penetrate the whole body. According to him, atoms from
our environment enter through our sense organ, enabling us to perceive the world around us.
-Plato (e.427-347 BC) the mind or soul is distinct in its own right and is God-given. The soul is
composed of 3 parts(1) Head- exerts reason;
(2) Heart- noble impulses;
(3) diaphragm- set of our own passion
Aristotle (e. 384-322 BC)- Father of Psychology- 3 Functions of the Soul
(1)Vegetative basic maintenance of life
(2) Appetitive- motives and desires
(3) Rational- governing functions located in the heart
Galen- (AD e. 130-200) Contributed his theory of dependence of human temperament on
physiological factors. Differences in behavior is attributed to the humors or vital juices of the body.
He correspondingly named temperaments as sanguine (cheerful) , Philegmatic (sluggish),
melancholic (sad), choleric (irascrible)
3. Medieval Period
St. Augustine (354-430) Combined platonic Psychology with Christian thinking. He introduced the
method of introspection (description of ones own conscious process). Produced the first definite
development of what later was called faculty psychology
- City of God and city of Man

- St. Thomas Aquinas (1226-1274) Combined Aristolelian Notions(mind if the form of living matter)
to the theologically imperative idea or immorality
4. Pre-Modern Period
- Rene Descartes (1596-1650) formulated a Theory of Mind- Body Interaction
- John Locke (1632-1704) introduced the idea as the unit into which all experiences may
be analyzed
-Jorge Berkeley -(1685-1735) in his theory of knowledge (solipsistic philosophy) said that
ideas which in their own sum constitute mind become the only reality
- David Hume (1711- 1776)wrestled with the problem between impression and ideas,
between images and direct sensations
5. Psychology
-Scientific Wilhelm Wundt, German Psychologist, founded Psychological Laboratory at
leipzig, Germany which earned for Wudnt the title of Father of Scientific Psychology
a. Psychology in America
i. William James- an eminent philosopher, psychologist and physiologist conducted
experiments at Harvard as early as 1875 and published in 1890 his principles of Psychology
c. Psychology in England
i. Charles Darwin- published Origin of the species (1859)
ii. Sir Francis Galton- studied individual differences
d. Psychology in Germany
Max Wertheimer worked on the organization of mental process
Kurt Lewin introduced his field theory which laid emphasis on motivation and social
psychology
SIGMUND FREUD
Classical Psychoanalysis
- explains personality, motivation and psychological disorders by focusing on the influence on
early childhood experiences (infantile origins of personality) unconscious, motives and conflicts, and
on the methods people use to cope with their sexual and aggressive ways
THE STRUCTURE OF PERSONALITY
1.ID- primitive, instinctive component of personality that operates according to the pleasure principle
which demands immediate gratification of its urges or meeting demands through the use of
fantasies and images.
2. EGO- decision-making component of personality that operates according to the reality principle
3. SUPEREGO- moral component of personality that incorporates social standards about what
represents right or wrong (CONSCIENCE)
1. inner control, concerned with right and wrong
2. self-esteem versus self guilt
ERIK H. ERIKSON
Contemporary Psychoanalytical or Ego Psychology
- Explains development in psychosocial terms in stages rather than merely in sexual terms.
These stages are formed by social influence interacting with a physically and psychologically
maturing organism not laid out in a strict chronological time table
- Each stage brings about conflicts, confusions and crises. Stages are opportunities or potentials for
changing patterns of mutual regulation in which the person and the context exert control and
influence on the other, while adjusting to the control and influence of the other
ALRED ADLER
Individual Psychology
- Explains that the foremost source of human motivation is a striving for superiority which is a
universal drive to adapt, improve oneself and master lifes challenges
- The unitary, consistent, creative self is sovereign in the personality structure. It asserts that
the human make their personality.
KAREN HORNEY
Feminine Psychology

- Women are not biologically disposed toward masochistic attitudes of being weak,
dependent, submissive, and self- sacrificing, instead, these attitudes indicated the powerful influence
of social forces
- Emphasize the importance of social and cultural influence on personality
METHODS OF PSYCHOLOGY
1.Introspection- methods which consist of reporting, subjective experiences when stimulated by
appropriate objects or events
-self-examination or reporting of ones attitudes, perceptions or memories- necessary in the scientific
interpretation of behavior
2. Observation- visual method of examining, discriminating and interpreting the actions of
individuals and groups in laboratories, classes and out of school situation
a. Naturalistic Observation free, unlimited and undirected; characterized by observation without
interference
b. Directed Observation- specific and thorough, specific tools like questionnaires, checklist or
outlines, series or guides controlled this scope of the subject matter
3. Questionnaires Opinionnaires inventories- used together facts & opinions
4. Testing Techniques or Statistical Methods- necessitates as standard stimulus (the test) to be
presented to the individual; it is most frequently employed in situations where quick assessment is
necessary.
5. Clinical Method Case History Method (Scientific Biography) combination of both naturalistic
observation and testing information is obtained through interrogation, written records, diaries or
account from other persons or through personal observation
6. Statistical Method- reduced data to descriptive terms to permit reading comprehension with
minimum effort
7. Survey Method-similar to any other scientific investigation which is highly controlled; involves, the
following (a) observation collection of a large number of facts (b) classification or grouping of this fact
through design sampling method
8. Experimental Method- basis of all scientific work; it consists of three steps (a)formation of
hypothesis (b) experiment to test the hypothesis (c) acceptance, rejection or modification of the
hypothesis
9. Interviews- person to person meetings or conversations of the purpose of communicating
thoughts and ideas
FIELDS OF PSYCHOLOGY
1.Clinical and Counseling psychology
a. Clinical Psychology- may work in private clinics, often in association with other professionals
often with doctors especially in field of psychiatry
b. Counseling Psychology- most numerous, deal with schools in the elementary, high school and
university levels
2. Developmental, Social and Personality Psychology
a. Developmental Psychology- focus on developmental changes from birth to old age
b. Social Psychology- market research or in attitude survey or public opinion
c. Personality Psychology- Differences among people for the purpose of classifying them and
for the study of certain unique
3.Experimental and Physiological Psychology
a. Experimental Psychology- using precise laboratory controls to study peoples reactions to sensory
stimuli
b. Physiological Psychology- related behavior with biological process
i. neurosciencies- concerned with all aspects of nervous system like brain function and
behavior
ii. Psychopharmacology- study of drugs and its relation to behavior

4. School and Educational Psychology

a. School Psychology- trained in child development and in clinical and educational
psychology
b. Educational Psychology- specialize in teaching and learning
5. Industrial and Engineering Psychology
1. Industrial or Organizational psychology- work with one company or act as consultant for
number of companies
2. Engineering Psychologist- design machines to minimize human errors
6. Emerging Specialties
1. Forensic Psychologist- work concerns the legal and judicial field
2. Psychologist in Computer Science- help in the planning and analyzing of experimental data
3. Evaluation and research- active in the evaluation of governmental programs for out of school
youths, drop-outs, the unemployed, early education for the underprivileged,etc.
CHAPTER II: HUMAN DEVELOPMENT
DEVELOPMENT- a process that continuous from conception to death
- a process of life span from a single cell to late adulthood
- influenced by the interaction of heredity and environment
MOTOR DEVELOPMENT
0-2 months

Head turning to the direction of the touch: infants also lift

chin when lying in stomach

3-4 months

Baby lifts chest, hold head erect, reaches for an object, and sits
with support

5-6 months

Hold head steadily, transfer object from one hand to the other

7-8 months

sit along, get into sitting position.

9-10 months

Stand with help, can crawl

11-12
months

Pull self to a standing position and walk with support

COGNITIVE DEVELOPMENT
0-2 months
Prefer looking at faces, like familiar sounds, and are
interested in novelty that they are tract where things are
3-4 months

Interested in recognizing different faces and details of object

5-6 months

7-8 months

Start to develop depth perception and understand object identity,

meaning that a thing is the same each time it is presented or
encountered
Can recall familiar face

9-10 months

Understand some words

11-12
months

Utter 1st meaningful words

EMOTIONAL DEVELOPMENT
0-2 months
Imitate adult facial expressions and cries when distressed
3-4 months

Smiles and shows interest in slightly unfamiliar objects, may be

distressed by objects

5-6 months

Shows apparent fear at visual cliff, facial expressions of anger may

appear in response to frustration especially if not fed

7-8 months

Shows first sign of stress and anxiety at separation

11-12
months

Shows sadness upon loss attachment figure like mother or yaya

EARLY CHILDHOOD- from the end of infancy or baby hood to about 5 or 6 years
- sometimes this period of development is referred to as the pre-school years because the
child prepares for formal schooling especially at age 6
-DEVELOPMENTAL TASK mastered: ability to care for oneself life persona hygiene, and
dressing oneself, self-sufficiency like initiating self-play, development of school readiness skills
- Peer relationship and play become more evident
- The quality of interaction between the child and parents affects the childs own attitude
- A child who is given the loving attention and proper guidance learns to act on his needs
effectively
- Child and significant others also determine the childs self-esteem or self- concept he gives
himself
LATE CHILDHOOD- 6 years-12 years of age
- corresponds to elementary years which starts when the child enters grade one at 6 years and
graduates from grade 6 at age 12
-physical, motor, social, emotional, moral intellectual changes are sources of anxiety for the growing
child
- critical period for the development of his achievement motivation or the need to achieve
-the child sense of competence gives him the enthusiasm to learn skills information and develop
values- success in this efforts gives him a sense of control and sense of self-esteem
-quality of experience, stimulation, guidance and encouragement expected of their parents and
teachers helps determine the childs pattern of success or failure when he is taught the strategies for
solving problems (personal, interpersonal) or challenges he takes
- Peers- another source of reinforcement for success or failure on the part of the child
PUBERTY
-Onset of Adolescence is marked by 2 significant changes in physical development: (1) adolescent
or pubertal growth spurt (2) puberty
-Growth Spurt- rapid acceleration in height and weight that signals the beginning of adolescence;
-GIRL: start her period of rapid growth at age 10 to reach a peak growth at age 12 years and return
to a slower rate of growth spurt by age 13-15
-BOY: begin growth spurt stage 13 to a peak growth at 14 and return to a more gradual rate at age
15 or 16
-Aside from growing taller and heavier, the body assumes an adult like appearance during the
adolescence period
PUBERTY period in the development of man at which the individual is physically capable of
sexual reproduction
- Extends top the time when the primary and secondary sex characteristics of the body emerge
-Sexual maturation follows a predictable sequence for members of both sexes-begins with the
production of sex hormones by the ovaries in females and testes in males
-Roles of significant others like parents and
teachers can help a lot to cushion the impact of
the teeners growing up pains
- It is important to prepare them adequately got the expected physical changes by explaining
to the teen-agers the meaning of all these changes
- Maintaining an open communication between parents and children gives young adolescent
the oppurtunities to ask questions about thier own experiences.

ADOLESCENT
Developmental psychologist regard this period as the beginning when children become
sexually mature- and ending when they reach the age of maturity.
Early adolescent ( 13-16 or 17 ) ; late adolescent ( 16-18 up to 21 )
Developmental task- focused on developing independence in preparation for adulthood and
in establishing a sense of identity

physical aspect- more marked internal than external development during later adolescence

for teenage girls, menstruation is a serious concern- they suffer physical discomfort like
cramps. Headaches , backaches, swollen, tenderness of the breast weight gain

usually both sexes send more time and think how they can improve their looks
ADULTHOOD
Move from the period of exploration to one of stabilization
Refining or improving the pattern of their lives which is done by accepting and
accommodating to social norms
2 basic physiological needs of adulthood
(a) affiliation-filled primarily by the institution of marriage and by the individuals social
convoy

(b) achievement- fulfilled through careers and parenthood

EARLY ADULTHOOD ( 19- 35 years old)
Peak of physical performance and health
Growth in stature is completed and men attain highest skill at task involving speed and agility
during this period
Sense of self and continually an interest on change and development
Period of developing commitments, specialization, and challenging ones energy towards
finding ones niche in the complex of social system
MIDDLE ADULTHOOD ( 35-65 YEARS OLD )
Characterized by physical changes
Height decrease gradually, decline in physical and biological changes brings about
menopause for women and climacteric period for men progress, though at slower rate
goodness of health rating are related to emotional stability and controlled response to stress

LATE ADULTHOOD OR SENESCENCE

( 65 TO 80 YEARS OLD UNTIL DEATH
stage of adjustment to decreasing strength and health to retirement and reduced income
Old age established affiliations with ones age group and they, too, adapt to social norms
DEVELOPMENTAL THEORIES
PSYCHOSEXUAL THEORY
ORAL (BIRTH 1 YEAR)
Babys chief source of pleasure is the MOUTH.
Infants sucks for the enjoyment as well as nourishment.
Gains gratification by swallowing, chewing, biting and eating.
Unable to delay gratification.
Begins to develop self-concept from the responses of others.
including feeding nipples, toys and clothes.
ANAL (1 3 YEARS)
Zone of gratification is ANUS/BUTTOCKS.
Child derives sensual satisfaction from withholding and expelling feces.
Bladder and bowel training occurs and is a major task.
Sexuality begins to develop. (Sex differences, learned words pertaining to anatomy and
elimination.
Conflict of Holding On and Letting Go gradually resolves as bowel training progresses.
Resolution occurs once bowel control is firmly established.
SIGNS OF TODDLERS READINESS FOR TOILET TRAINING
Stays dry for 2 hours with regular bowel movements.
Can sit, walk and squat.
Can verbalize the desire to void or defecate.
Exhibits a willingness to please parents.
Wants to have soiled diapers changed immediately.

PHALLIC (3 6 YEARS)
The childs pleasure centers on the GENITALIA and masturbation.
Time of Family Romance
A. Oedipal Complex
- This is marked by jealousy and rivalry toward the same sex parent and love of the opposite
sex.
( a 4 year old boy develops an intense sexual longing for his mother ; at the same time he
becomes jealous)
- Seen in boys.
B. Electra Complex
- Seen in girls.
( girl envies her father for possessing a penis that he will share with the valued organ that she
lacks)
LATENCY (6 12 YEARS)

Time of relative sexual indifference/sex instincts relatively quiet.

Time of relative calm between more turbulent stages.

Development of self-esteem closely linked with developing sense of worth and value.

Mastery of learning(Uses creative energies to influence environment)

Relationships with same sex peers develops.

GENITAL ( 12 YEARS AND BEYOND )
Adolescent focus on the genitals as an erogenous zone and engage in masturbation and
sexual relations with others. ( intense feeling)-heat
Period of sexual maturity directed toward heterosexual relationships.
Sexual activity increases and sexual identity is strengthened or attacked. ( being a girl or a
boy )
Periods of renewed sexual drive with conflict between adolescents need for sexual
satisfaction and societys expectations for control of sexual expression. ( over intense for
satisfaction )
Core concerns are body image development and acceptance of the opposite sex.( shape of
your body )
PSYCHOSOCIAL THEORY
Erik Erikson believed that development results from social aims or conflicts arising from feelings,
parent-child interaction, and social relationships.
At each stage, children confront a crisis that requires the integration of personal needs and skills
with social and cultural expectations. Each stage has two components, favorable and
unfavorable.
TRUST vs MISTRUST
(BIRTH 1 YEAR)
Foundation of all future psychosocial tasks.
Baby develops sense whether world can be trusted.
SIGNIFICANT PERSON: Mother/Caregiver
TRUST
Infants who receive attentive care learn that life is predictable and that their needs are promptly
meet.
MISTRUST
Infants whose needs are consistently unmet or who experience significant delays develop a
sense of uncertainty.
PSYCHOSOCIAL VIRTUE: HOPE
FEARS: Stranger anxiety; loud noises, falls, sudden movement in the environment.
PLAY: SOLITARY (non-interactive), reflect development and awareness of the environment.
AGE APPROPRIATE TOYS
- safe, no sharp edges, not small, non-detachable parts
Birth 3 months: mobiles, mirrors, music boxes, stuffed animals without detachable parts
4-6 Months: squeeze toys, busy boxes and play gyms
7-9 Months: cloth-textured toys, splashing toys, large blocks and large balls
10-12 Months: durable books, with large pictures, large building blocks, nesting cups, and pushpull toys

AUTONOMY vs SHAME AND DOUBT

(1-3 YEARS)
Psychosocial theme: HOLD ON OR LET GO
Struggle of giving self chance to gain independence from the mother and breaking the symbolic
ties/dependence from the mother.
An internal struggle for self-identity: LOVE vs HATE
Ritualism, negativism and independence predominate social interaction.
Temper tantrums, seeks security blankets/objects
Starts to delay gratification
FEARS: Separation anxiety, loud noises, going to sleep, large animals
SIGNIFICANT PERSON: Family
PLAY: Parallel, enhance locomotion skills (push-pull toys)
AGE APPRPRIATE TOYS
- safe, non-detachable, no small parts
Dolls and housekeeping toys
Play phones and cloth books
Appropriate rocking horses and riding trucks, finger paints, play clay, large-piece wooden or
plastic puzzles, and large blocks
INITIATIVE vs GUILT
(3-6 YEARS)
Child learns the ability to try new things and learns how to handle failure.
Period of intensive activity, play and consuming fantasies
Child interjects parents social consciousness
Child develops initiative when trying out new things and is not overwhelmed by failure.
PSYCHOSOCIAL VIRTUE: PURPOSE
FEARS: Dark, being left alone esp. at bedtime, large animals(large dogs)
mutilation, pain and objects and people associated
with painful experiences

Ghosts, body

SIGNIFICANT PERSON: Family, grandparents, siblings and preschool experiences

PLAY: Associative, enhance gross and fine motor development
AGE APPROPRIATE TOYS
Tricycle, big wheels, gym sets, wading pools and sandboxes to enhance gross motor skills.
Large blocks, puzzles, crayons, paints and simple crafts to enhance fine motor skills
Dress-up clothes and dolls, housekeeping toys, play tents, puppets, doctor and nurse kits to
imitative play and imagination.
INDUSTRY vs INFERIORITY
(6-12 YEARS)
Child learns how to make things with others and strives to achieve success.
Child must learn skills of the culture or face feelings of inferiority.
PSYCHOSOCIAL STRENGTH: SKILL
FEARS: Failure at school, bullies, intimidating teachers
SIGNIFICANT PERSON: Teacher
PLAY: Cooperative, competitive and complex
Complex puzzles, collections, quiet board games, reading
AGE APPROPRAITE TOYS
Increasing complex board and card games
Book and crafts
Music and art
Athletic activities( swimming), team activities, video games
IDENTITY vs IDENTITY CONFUSION
(12-18 YEARS)
ADOLESCENCE
Adolescent determines own sense of self.

Development of who, what, and where they are going become focus (SELF-CONCEPT) Period
of rebellion and uncertainty.
SIGNIFICANT PERSON: Peers
PLAY: Sports, camping, fishing gear, video and video games, computer games, radios and
compact disk players, personal telephone
INTIMACY vs ISOLATION
(20-45 YEARS)
(YOUNG ADULTHOOD)
Person make commitments to another.
Isolation and self-absorption occur if unsuccessful.
Independent from parents, possible marriage/partnership.
Major goals to accomplish in career and family.
Sandwich Generation (35-45 years)
PSYCHOSOCIAL VIRTUE: LOVE
SIGNIFICANT PERSON: Spouse/Partner
GENERATIVITY vs STAGNATION
(45-65 YEARS)
MIDDLE ADULTHOOD
Mature adult is concerned with establishing and guiding the next generation or else feels
personal impoverishment or incompleteness.
Relates to older and younger generations
Become Pillars of Community
Prepares for retirement

PHYSICAL CHANGES: graying hair, wrinkling skin, pains and muscle aches, menopause
PSYCHOSOCIAL VIRTUE: CARE

INTEGRITY vs DESPAIR
(65- OLD AGE)
OLD ADULTHOOD
Achieves sense of acceptance of own life, adapts to triumphs and disappointments with a
certain ego integrity.
Accepts inevitability of death or else falls into despair.
Appraisal of life and changing social roles
Self-concern and withdrawn
PHYSICAL CHANGES: increasing physical decline, increasing forgetfulness, changes in
lifestyle with modification on physical limitations, appearance of chronic diseases
PSYCHOLOGICAL VIRTUE: WISDOM
COGNITIVE DEVELOPMENT
Swiss psychologist Jean Piaget proposed four major stages of cognitive Development.
COGNITIVE DEVELOPMENT
the growth in thought processes that enables one to acquire and use knowledge about the
world.
Piaget believed that the core of intelligent behavior is an inborn tendency for people to adapt to
their environment.
SENSORIMOTOR STAGE(BIRTH-2 YEARS)
Infant changes from a being who responds primarily through reflexes to one who can
organize activities in relation to the environment.
Uses sensory and motor abilities to comprehend world.
PREOPERATIONAL ( 2 7 YEARS )
Child develops a representational system and uses symbols such as words to represent people,
places and events.
Comprehend simple abstractions but thinking is basically concrete and literal.
SYMBOLIC FUNCTION
- is the ability to learn by using symbols.
SYMBOL
- is a mental representation to which consciously or unconsciously, a person has attached
meaning.

CONCRETE OPERATIONS STAGE

(7-12 YEARS)
Marked by inductive reasoning, logical operations and reversible concrete thought.
Uses memory to learn broad concept and subgroup of concepts.(Fruit and apple)
Classifies according to attributes such as color
Typical activities: collecting and sorting objects, ordering items according to size, shape,
weight and other criteria.

Accommodation increases
The child develops an ability to think abstractly and to make rational judgements about
concrete or observational phenomena
In teaching this child, giving him the opportunity to ask
Questions and explain things back to you allows him to
Mentally manipulate information
FORMAL OPERATIONS
(12 YEARS ADULTHOOD)
Develops abstract reasoning which include inductive and deductive reasoning, the ability to
connect separate events and the ability to understand later consequences.
Adolescent thinks beyond the present and delights in that which is not.
Development of : Idealism (perfect word)
MORAL DEVELOPMENT
Lawrence Kohlberg was developmental psychologist and then moved to the field of moral
education.
Kohlberg believed and was able to demonstrate to studies that people progressed in their
moral reasoning through a series of stages.
I. PRECONVENTIONAL MORALITY ( 4-10 YEARS)
Emphasis in this level is on external control. This standards are those of others, and they are
observed either to avoid punishment or to reap rewards.
STAGE 1. OBEDIENCE AND PUNISHMENT
- Whatever is rewarded is good; whatever is punished is bad.
- Individual obeys rules to avoid punishment.
- They ignore the motives of an act but on the consequences of the act.
STAGE 2. INSTRUMENTAL EGOISM AND SIMPLE EXCHANGE
- You scratch my back, and Ill scratch yours.
- Ill do something good for you if you do something good for me.
- Children conform to rules out of own self-interest and consideration for
what others
can do for them in return.
II. CONVENTIONAL MORALITY( 10 13 YEARS)
The individual perceives the maintenance of the expectations of his family, group, or nation
as valuable in its own right, regardless of immediate and obvious consequences.
Children want to please other people.
They want to be considered good by those opinions that matter to them.
STAGE 3. INTERPERSONAL CONCORDANCE
- Am I a good boy or a good girl?
- Good behavior is what pleases others and approved by them.
- Behavior is judged by intention.
- One earns approval by being nice.
STAGE 4. LAW AND ORDER
- What if everybody did it?
- Oriented to abiding by law and responding to the obligations of duty.
- operates on social system and conscience.
- Good is defined by laws of society, by doing ones duty. A law should be obeyed even if its
unfair.
III. POST-CONVENTIONAL MORALITY
( 13 YEARS,OR UNTIL YOUNG ADULTHOOD, OR NEVER)
This level marks the attainment of true morality.
The person acknowledges the possibility of two conflict between two socially accepted
standards and tries to decide between them.
The control of conduct is now internal both in the standards observed and reasoning in right
and wrong.
Stages 5 and 6 may be alternative levels of the highest level of moral reasoning.

STAGE 5. SOCIETAL CONSENSUS/SOCIETAL CONTRACT

- People think in rational terms, valuing the will of the majority and the welfare of society.
- While they recognize that there are times when human need and law conflict, they believe
that society in the long run should obey the law.
STAGE 6. PRINCIPLED CONSCIENCE
- People do what they think is right irregardless of legal restrictions or the opinions of others.
- They act in accordance with internalized standards, knowing that they would condemn
themselves if they did not.
MA
IQ = --------- (100)
CA
Degree Of Intelligence (Gines, Et. Al.)
IQ

Category

Equivalent Capacity

1 to 25

Idiot

child from 1 day to 3 years

26 to 50

Imbecile

child from 3 day to 6 years

51 to 75

Moron

child from 6 day to 8 years

76 to 90

Dull-Minded

child from 9 day to 11 years

91 to 120

Normal (Average)

from 12 years and above

121 to 130

Superior

Above average capacity

131 to 140

Talented

High development

140 up

genius

Very high development