Supplemental Material for Moral Development in Context: Associations of Neighborhood and Maternal Discipline With Preschoolers’ Moral Judgments

2017 ◽  
Keyword(s):  
Moral Development ◽  
Moral Judgments ◽  
Maternal Discipline

scholarly journals Moral development in context: Associations of neighborhood and maternal discipline with preschoolers’ moral judgments.

2017 ◽  
Vol 53 (10) ◽  
pp. 1881-1894 ◽  
Author(s):  
Courtney L. Ball ◽  
Judith G. Smetana ◽  
Melissa L. Sturge-Apple ◽  
Jennifer H. Suor ◽  
Michael A. Skibo
Keyword(s):  
Moral Development ◽  
Moral Judgments ◽  
Maternal Discipline

Age, Education, and Sex Effects on Adult Moral Reasoning

1988 ◽  
Vol 27 (4) ◽  
pp. 271-281 ◽  
Author(s):  
Charles B. White
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Scoring System ◽  
Moral Dilemmas ◽  
Moral Judgments ◽  
Stage Theory ◽  
Sex Effects ◽  
Individual Interviews ◽  
Effect Of Age

The role of age and education in adult moral reasoning was examined utilizing Kohlberg's cognitive-developmental stage theory of moral development and the most recent Standard Scoring System for assessing moral judgments. Individual interviews utilizing standard Kohlberg moral dilemmas were conducted with 195 adults ranging in age from nineteen to eighty-two years and in years of education from three to twenty-five years. Results indicated no overall significant effect for age of reasoner, no significant effect for sex, and a significant effect for education ( p < .01). However, the effect of age was significant in the group with eighteen or more years of education, but not in the group with less than eighteen years of education.

scholarly journals Moral Development in Structure of Legal and Cultural Organisation of Adolescent Personality with Critical Social Deviations

2019 ◽  
Vol 9 (2) ◽  
pp. 264-275
Author(s):  
N.A. Slavova ◽  
V.A. Chvyakin
Keyword(s):  
Moral Development ◽  
Age Groups ◽  
Age Determination ◽  
Moral Judgments ◽  
Criminal Proceedings ◽  
Moral Consciousness ◽  
Illegal Behavior ◽  
Region Of Residence ◽  
Critical Social

The article describes the moral development in the structure of the legal and cultural organization of the personality of an adolescent with criticla social deviations. The problem of the study is a moral field of the personality of adolescents. The process of formation of moral judgments with regard to its dynamics from preconventional to postconventional levels of development in adolescents with illegal behavior is considered. A total of 60 adolescents with aggressive asocial behavior between the age of 14 and 17 were examined; they were suspected of committing various offenses; the criminal proceedings were instituted against them. The subjects were divided into two age groups: the first group is 14–15 years old, the second - 16–17 years old. The factor of residence of the subjects was taken into account (residents of Moscow and those who came from different regions of the Russian Federation). L. Kohlberg's technique was used to reveal the peculiarities of moral consciousness in the examined persons. The attention was paid to the levels of development of moral consciousness (preconventional, conventional and postconventional levels). The finding of the study is data about the development degree of moral judgments of adolescents with critical social deviations. The information on the age determination of moral development and depending on the region of residence of the subject is obtained.

Moral Development and Perceptual Role-Taking Egocentrism: Their Development and Interrelationship across the Life-Span

1975 ◽  
Vol 6 (4) ◽  
pp. 293-308 ◽  
Author(s):  
Denise Del Vento Bielby ◽  
Diane Ellen Papalia
Keyword(s):  
Moral Development ◽  
Life Span ◽  
Important Determinant ◽  
Moral Judgments ◽  
Curvilinear Relationship ◽  
Role Taking ◽  
Statistical Support ◽  
Age Range ◽  
Conceptual Relationship ◽  
Middle Class People

Moral judgments and perceptual role taking egocentrism were assessed in seventy-two middle-class people whose age range encompassed a significant portion of the life span. Findings support the anticipated curvilinear relationship between moral development and age, and egocentrism and age. However, the close conceptual relationship between moral development and egocentrism throughout life received only slight statistical support, which attained significance only in the fifteen- to nineteen-year-old age group. The existence of “self-involving” egocentrism was postulated to be an important determinant of moral development during adulthood.

scholarly journals False Belief Understanding and Moral Judgment in Young Children

2020 ◽  
Author(s):  
Karlena Ochoa ◽  
Joseph Rodini ◽  
Louis J Moses
Keyword(s):  
Young Children ◽  
Moral Development ◽  
Moral Reasoning ◽  
Moral Judgment ◽  
Study Design ◽  
Task Demands ◽  
False Belief ◽  
Moral Judgments ◽  
Age Group ◽  
False Belief Understanding

Although the influence of intent understanding on children’s moral development has been long studied, little research has examined the influence of belief understanding on that development. In two studies we presented children with morally-relevant belief vignettes to examine the extent to which they incorporate both intent and belief information in their moral judgments. In Study 1 (N = 64), 5-year-old false belief (FB) passers rated agents with false beliefs as more positively intentioned in good intent trials (even though the outcome was bad) than in bad intent trials (even though the outcome was good). In contrast, 4-year-old FB passers were generally unable to integrate their belief understanding with their moral evaluations, performing no better on intention questions than FB failers. Neither age group significantly differentiated rewards and punishments as a function of intent when a false belief was involved. In Study 2 (N = 109 children, N = 42 adults), we found that by simplifying our study design and reducing the task demands, 4-year-old FB passers’ were able to make appropriate intent judgments. Yet, as in Study 1, all children had difficulty assigning punishment/rewards based on intent. For both moral intentions and moral consequences, 4- and 5-year-old false belief passers’ moral judgments differed from those of adults in several respects, indicating that moral reasoning develops substantially beyond the preschool years.

Thought, Emotions, and Sentiments in the Development of Justice

2018 ◽  
Author(s):  
Elliot Turiel ◽  
Audun Dahl ◽  
Zinaida Besirevic
Keyword(s):  
Moral Development ◽  
Social Interactions ◽  
Moral Judgments ◽  
Research Needs ◽  
Developmental Research ◽  
Moral Domain ◽  
Different Ages ◽  
Research Findings

This chapter approaches the question of “becoming just” from the perspective of theory and research on the psychology of the development of morality from childhood to adulthood. A perspective on the topic of what it means to be just is presented, based on both philosophical and psychological considerations. It is maintained that psychological-developmental research needs to be grounded in substantive definitions of the moral domain involving considerations of welfare, justice, and rights. Research has shown that there is a correspondence between philosophical analyses of welfare, justice, and rights and the types of judgments individuals begin to develop at early ages. Research findings are discussed regarding the types of social interactions children experience across cultures that contribute to their moral development, as well as the nature of moral judgments formed at different ages.

Socialization of Moral Judgments and Reasoning

2019 ◽  
pp. 374-390
Author(s):  
Marc Jambon ◽  
Judith Smetana
Keyword(s):  
Moral Development ◽  
Peer Relationships ◽  
Civil Liberties ◽  
Past Research ◽  
Moral Judgments ◽  
Moral Norms ◽  
Autonomy Development ◽  
Parent Child Interactions ◽  
Parent Child Relationships ◽  
Parent Child

This chapter examines the socialization of moral judgments and reasoning through the lens of social domain theory, a constructivist approach to children’s social and moral development. Disciplinary practices, parent-child conversations, and warm, supportive parent-child relationships are each important for children’s developing understanding of moral norms. Parent-child interactions also facilitate children’s and adolescents’ autonomy development, which serves as a foundation for their conceptualization of rights and civil liberties. In addition, peer relationships have both positive and negative implications for children’s and adolescents’ moral development. We highlight the limitations of past research and the need for longitudinal studies using contemporary, theoretically grounded measures, and we conclude by suggesting avenues for future study.

An Attempt to Enhance Moral Judgment of Offenders

1979 ◽  
Vol 45 (3) ◽  
pp. 831-834 ◽  
Author(s):  
Terry F. Copeland ◽  
Thomas S. Parish
Keyword(s):  
Moral Development ◽  
Moral Judgment ◽  
Training Program ◽  
Military Training ◽  
Young Men ◽  
Moral Judgments ◽  
Correctional Settings

Lawrence Kohlberg's theory suggests that there are qualitative differences or levels of moral judgment. This study attempted to enhance the moral judgments of 134 young men incarcerated in a military training program. It failed. These findings indicate that, while the theory of moral development is appealing to those working in correctional settings, its application may be fruitless.

scholarly journals KOGNITYVIOJI PSICHOLOGIJA IR MORALĖS FILOSOFIJA: AR TVIRTOS KOGNITYVINĖS IR MORALINĖS RAIDOS PARALELĖS?

Problemos ◽  
2008 ◽  
Vol 75 ◽  
pp. 150-161
Author(s):  
Evaldas Kazlauskas ◽  
Mindaugas Briedis
Keyword(s):  
Cognitive Psychology ◽  
Moral Development ◽  
Cognitive Processes ◽  
Moral Philosophy ◽  
Cognitive Abilities ◽  
Interdisciplinary Approach ◽  
Moral Judgments ◽  
Moral Issues ◽  
Huge Impact ◽  
Moral Problems

Straipsnyje analizuojami argumentai, pagrindžiantys paralelizmą tarp kognityvinės ir moralinės raidos. Keliamas klausimas, ar šios dvi universalios raidos formos yra fundamentaliai tarpusavyje susijusios, jei taip, tai kokiu būdu? Straipsnyje keliamiems uždaviniams spręsti visų pirma privalu pateikti universalius šio paralelizmo tipus. Tam geriausiai pasitarnauja Lawrenso Kohlbergo pateikta chrestomatine tapusi kognityvinės ir moralinės raidos komplementarumo hierarchija, savo ruožtu įkvėpta J. Piaget idėjų. Nors Kohlbergo sistema padeda struktūruoti psichologinius ir moralinius procesus, konstruoti praktinę veiklą numatančius argumentus, joje yra daug keblumų, kuriuos ir pasistengsime išryškinti bei aptarti. Visų pirma, straipsnyje kritiškai analizuojami pamatiniai Kohlbergo pateikti asmens raidos viziją apibūdinantys principai. Antra, kvestionuojamas bendrasis šios vizijos principas, tai yra paralelizmas tarp kognityvinės ir moralinės brandos. Pamatinių Kohlbergo sistemos aspektų pristatymas, revizija, kritika ir yra šio straipsnio probleminė ašis. Moralės filosofijos bei kognityviosios psichologijos gretinimas iš naujo pateikia pamatinius šių disciplinų teorinės žiūros objektus – žmogaus pažintinę veiklą ir moralinę brandą. Tai leidžia ne tik praplėsti kognityviosios psichologijos nagrinėjamų problemų lauką, bet ir parodyti, kaip naudojant kognityviosios psichologijos metodologiją, psichologija gali prisidėti prie moralės filosofijos problemų sprendimo. Straipsnio tematika reikalauja tarpdisciplininio požiūrio, todėl leidžia svarbiausiuose probleminiuose kognityvumo ir moralės problematikos laukuose sudurti filosofiją ir psichologiją, kartu numatant platesnes išvadas šių disciplinų savivokos klausimais. Pagrindiniai žodžiai: moralinė raida, kognityvinė raida, raidos stadijos, moralės filosofija, psichologija.Cognitive Psychology and Moral Philosophy: How Strong are Parallels between Cognitive and Moral Development?Evaldas Kazlauskas, Mindaugas Briedis Summary The analysis presented in the article is devoted to the implied parallelism between cognitive and moral development. We discuss whether these universal aspects of human development are fundamentally interrelated, and if the answer is yes, then how this is possible. In order to reach our tasks, we refer to the widely known theory of cognitive and moral development formulated by Lawrence Kohlberg who was directly influenced by the prominent Swiss scientist Jean Piaget. Kohlberg’s theory of moral development emphasizes cognitive processes as the key component in moral judgments. Development of cognitive abilities has a huge impact on moral development. Although Kohlberg’s stages of moral development enable to structure cognitive and in a broader sense the psychological processes and probably help to predict moral actions, there are a number of weak arguments in his theory which we discuss in thes article. Presentation of Kohlberg’s theory, as well as its revision, and critics are the key points of the article. A juxtaposition of moral philosophy and cognitive psychology reveals new trends in the analysis of relevant moral issues, while the main focus of these different fields is still contradictory – human cognitive processes and moral maturity. Utilization of cognitive psychology defining moral issues while using cognitive methods definitely broadens the scope of cognitive psychology, and contributes to moral philosophy. The interdisciplinary approach to psychology and philosophy which we choose in the article enables us to confront the complex issues of cognition and the moral problems using different approaches, and at the same time we conclude that this discussion contributes to a broader understanding of the role and boundaries of both psychology and philosophy. Keywords: moral development, cognitive development, stages of development, moral philosophy, psychology.

Sign in / Sign up

Export Citation Format

Share Document