Download or read book Individual Differences in Moral Judgment by Children and Adolescents written by Sue Joan Mendelson Freeman and published by . This book was released on 1974 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Individual Differences in Moral Judgment by Children and Adolescents written by Sue Joan Freeman and published by . This book was released on 1976 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Moral Judgement from Childhood to Adolescence International Library of the Philosophy of Education Volume 5 written by Norman J. Bull and published by Routledge. This book was released on 2010-02-25 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1969 this book analyzes the development of moral judgement in children and adolescents. Interviews were held with 360 children aged 7 to 17, with equal numbers of either sex. Original visual devices were planned to elicit judgements in moral areas known to be of universal significance, such as the value of life, cheating, stealing and lying. In addition, analyses of concepts of reciprocity, of the development of conscience and of specificity in moral judgement were derived from the tests. The book inlcudes a critical survey of previous work in this field and places the research in its wider philosophical, psychological and sociological context.
Download or read book Individual Differences in Children and Adolescents written by Donald H. Saklofske and published by Transaction Publishers. This book was released on with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Children s and Adolescents Judgments about Social Responsibility written by Justin Kahlil McNeil and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current research sought to assess children's (10-11 years), adolescents' (13-14 years), and adult's (Psy100 students) perceptions regarding the importance and obligation to engage in various civic activities. Drawing from previous research on the topic of civic obligation, participants were presented with five different types of civic acts (voting, volunteering, charity work, clubs sports, and petitions/protests) and were asked to assess the extent to which these acts were important, obligatory, and legally mandatory. Of interest was also participants' justifications for their responses, which were coded according to moral reasoning, personal choice, or practical factors which mitigated responses. Finally, measures of moral identity were administered to explore the extent to which individual differences in the personal importance of moral qualities influenced responses. Results suggested that younger participants rated charitable endeavors as more obligatory and legally mandatory than did the young adults. Conversely, the young adults tended to prioritize voting more highly relative to the younger participants. Supplementing these findings were the justification analyses, which suggested that younger participants used more moral reasoning in their responses to questions about charitable organizations compared to the young adults. Results also suggested that moral identity was related to the quantitative evaluations of the different civic activities. Moral identity was also positively associated with the use of moral reasoning within morally salient activities across all situations. Regression models indicated that this link between moral identity and moral cognition persisted when age effects were controlled.
Download or read book Handbook of Moral Development written by Melanie Killen and published by Psychology Press. This book was released on 2005-07-06 with total page 1697 pages. Available in PDF, EPUB and Kindle. Book excerpt: The psychological study of moral development has expanded greatly, both in terms of the diversity of theoretical perspectives that are represented in the field, as well as in the range of topics that have been studied. This Handbook of Moral Development represents the diversity and multidisciplinary influences on current theorizing about the psychological study of moral development and the range and broad scope of topics being considered by scholars in the field.
Download or read book Handbook of Child and Adolescent Aggression written by Tina Malti and published by Guilford Publications. This book was released on 2018-08-31 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presenting cutting-edge work from leading scholars, this authoritative handbook reviews the breadth of current knowledge on aggression from infancy through adolescence. The volume explores the forms and functions of aggression and the multiple factors that contribute to its emergence, development, and consequences, including genetic and biological influences, temperament, family dynamics, peer relations, and social inequality. It provides up-to-date perspectives on problems such as disruptive and defiant behaviors, bullying (including cyberbullying), social aggression, and youth violence, and examines relations between aggression and normative social–emotional and social-cognitive development. It also discusses the opposite end of the spectrum, including kindness and prosocial behaviors. Identifying important implications for practice and policy, contributors describe effective approaches to screening, assessment, and intervention in family, school, community, and clinical settings.
Download or read book Moral Judgments and Aggression in Young Children written by Marc Jambon and published by . This book was released on 2016 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Social-cognitive developmental research is predicated on the assumption that children's understanding of the world is inextricably tied to their experiences, actions, and developmental outcomes (Olson & Dweck, 2008). To successfully navigate social life, children must come to appreciate the rules, norms, and expectations that structure their daily interactions. As such, the ability to know right from wrong is critically important for maintaining a just and functioning society and has been studied extensively by social domain theorists (Nucci, 2001; Smetana, 2006, 2013; Smetana, Jambon, & Ball, 2014; Turiel, 1983). Social domain research has shown that children develop a qualitatively different way of thinking about morality compared to other types of social rules and norms. However, this approach has thus far devoted relatively little attention to the question of individual differences in children's early developing moral understanding, or how these differences may relate to behavior. In contrast, research on the development of aggression has extensively documented the social-cognitive processes and factors that contribute to individual differences in behavior that harms others (Dodge, Coie, & Lynam, 2006). Nevertheless, relatively little research has examined links between moral judgments and aggression prior to adolescence, and existing studies have often used methods incompatible with contemporary theories of moral development and aggression. The goal of the present study was to examine associations between young children's moral understanding and their aggressive behavior within the framework of social domain theory. The first aim of the proposed study was to examine whether individual differences in 4- to 6-year olds' ability to differentiate morality from social convention was associated with teacher reports of children's proactive and reactive aggression. The second goal of the study was to examine the utility of the current approach to conceptualizing moral judgments and domain differentiation for understanding behavior by comparing it to the two assessments most commonly used in past research with young children: initial moral "wrongness" ratings and criterion judgments of moral (but not conventional) transgressions. The sample consisted of 101 four- to 6-year olds (53% female; Mage = 5.12 years, SD= .67) and their daycare/school teachers (n = 18). Children were administered a revised version of the Social Rules Interview (Smetana, 1981; Smetana & Braeges, 1990; Smetana, Rote et al., 2012) in their classrooms, with aspects altered to lessen the cognitive and linguistic burdens of the original interview. In order to examine the importance of carefully attending to the constructs under investigation, teachers rated children along behavioral constructs that were more (proactive aggression) and less consistent (reactive aggression, prosocial behavior) with the theoretical definitions of morality. Latent difference score models (McArdle, 2009) were used to capture children's ability to differentiate morality and social convention and test associations between this ability and behavior. Replicating past social domain research, children made a significant overall distinction between moral and conventional concepts. In line with our hypotheses, however, significant variation in the ability to distinguish the domains was also observed; this variability in scores was not associated with age, gender, or race. Further consistent with hypotheses, we found that children who were less able to differentiate morality from convention were rated as higher in proactive aggression (after controlling for reactive aggression). Unexpectedly, greater domain distinction ability was associated with higher levels of reactive aggression (after controlling for proactive aggression). As expected, no links between domain distinctions and prosocial behavior were observed. Finally, the conceptualization of moral understanding as the ability to differentiate moral and conventional concepts proved to be a better and more theoretically consistent predictor of proactive aggression compared to the two most commonly used judgment assessments used in prior research. These findings help to explain why previous research has typically failed to find meaningful associations between moral judgments and aggression. In contrast to the prevailing assumption that aggressive and non-aggressive children do not differ in their understanding of morality, children who engaged in more coercive, manipulative forms of aggression showed clear deficits in their ability to differentiate morality from other types of social rules. Future studies need to carefully consider the theoretical definitions underlying assessments of moral cognitions and behavior."--Abstract.
Download or read book Normative Changes and Variations in Young Children s Moral Judgment Development written by Ha Na Yoo and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Developing an understanding of moral issues is a critical developmental task of childhood. Drawing on social domain theory (Nucci, 2001; Smetana, 2006, 2013; Smetana et al., 2014; Turiel, 1983, 2010), the current dissertation includes three separate studies that examined normative development in young children's understanding of distinctively moral concepts, as assessed by their judgments, variations in their developing moral knowledge, and some factors that are associated with these variations. This dissertation examined the role of different variables that are thought to help children attend to and interpret the distinctive nature of moral events. Study 1 consists of a meta-analysis that integrates previous social domain research on children's judgments about straightforward, prototypical moral issues as distinct from social conventional issues across early to middle childhood. The results confirmed that there are normative age-related increases in children's ability to distinguish moral from conventional issues in their judgments and also highlighted variations in children's developing moral versus conventional understanding according to the types of judgments made and the types of moral events being assessed. Studies 2 and 3 mainly focused on individual differences in children's moral knowledge. Study 2 examined how interactions between parenting and child temperament are associated with individual differences in distinctions between straightforward moral and conventional issues among 2- to 6-year-olds, as examined by latent difference score modeling. Results showed that children higher in self-regulation showed greater domain distinctions when their parents used positive affect or when they were temperamentally high in negative affectivity. However, those lower in self-regulation were poorer at making domain distinctions, particularly when their parents were hostile and harsh. These results suggest that self-regulation may help children attend to and understand everyday moral events. Study 3 examined how 5- and 6-year-olds integrated information regarding the salience of harm and victims' vulnerability in their judgments about psychological harm and associations between these judgments and child sympathy. Higher child sympathy was found to be associated with judgments that ambiguous and nuanced depictions of psychological harm were more morally relevant, as assessed in acceptability and authority independence judgments. However, sympathy was not associated with evaluations about prototypical and unambiguous situations. These findings suggest that child sympathy helps children recognize the moral aspects of events, particularly when they are less obvious or clear. The three studies in this dissertation highlight the importance of considering both normative changes and variations in early childhood moral judgment development, as assessed in terms of children's understanding of distinctions between moral and conventional judgments. Furthermore, by examining possible sources of variations in children's developing moral concepts, this dissertation identifies various factors that may contribute to children's recognition and consideration of the intrinsic consequences of moral transgressions. More attention needs to be paid to variations in children's early moral judgment development, and future research needs to examine the specific processes that facilitate children's focus on moral aspects of events."--Pages vii-viii.
Download or read book Moral Judgement from Childhood to Adolescence written by Norman J. Bull and published by . This book was released on 2010-02-03 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1969 this book analyzes the development of moral judgement in children and adolescents. Interviews were held with 360 children aged 7 to 17, with equal numbers of either sex. Original visual devices were planned to elicit judgements in moral areas known to be of universal significance, such as the value of life, cheating, stealing and lying. In addition, analyses of concepts of reciprocity, of the development of conscience and of specificity in moral judgement were derived from the tests. The book inlcudes a critical survey of previous work in this field and places the research in its wider philosophical, psychological and sociological context.
Download or read book Adolescents Families and Social Development written by Judith G. Smetana and published by John Wiley & Sons. This book was released on 2010-11-04 with total page 339 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an in-depth examination of adolescents’ social development in the context of the family. Grounded in social domain theory, the book draws on the author’s research over the past 25 years Draws from the results of in-depth interviews with more than 700 families Explores adolescent-parent relationships among ethnic majority and minority youth in the United States, as well as research with adolescents in Hong Kong and China Discusses extensive research on disclosure and secrecy during adolescence, parenting, autonomy, and moral development Considers both popular sources such as movies and public surveys, as well as scholarly sources drawn from anthropology, history, sociology, social psychology, and developmental psychology Explores how different strands of development, including autonomy, rights and justice, and society and social convention, become integrated and coordinated in adolescence
Download or read book Development in Judging Moral Issues written by James R. Rest and published by U of Minnesota Press. This book was released on 1992 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Moral Minds written by Marc D. Hauser and published by Harper Collins. This book was released on 2009-10-13 with total page 530 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Harvard scientist illuminates the biological basis for human morality in this groundbreaking book. With the diversity of moral attitudes found across cultures around the globe, it is easy to assume that moral perspectives are socially developed—a matter of nurture rather than nature. But in Moral Minds, Marc Hauser presents compelling evidence to the contrary, and offers a revolutionary new theory: that humans have evolved a universal moral instinct. Hauser argues that certain biologically innate moral principles propel us toward judgments of right and wrong independent of gender, education, and religion. Combining his cutting-edge research with the latest findings in cognitive psychology, linguistics, neuroscience, evolutionary biology, economics, and anthropology, Hauser explores the startling implications of his provocative theory vis-à-vis contemporary bioethics, religion, the law, and our everyday lives.
Download or read book Mental State Understanding Individual Differences in Typical and Atypical Development written by Daniela Bulgarelli and published by Frontiers Media SA. This book was released on 2017-09-13 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current book addresses the development of mental state understanding in children with typical and atypical population, and reports new suggestions about the way to evaluate it and to support it through training. The presented frame is multifaceted. In respect to typical populations, the role of maternal reflective functioning, language, communication, and educational contexts has been deepened; and the association with internalizing/externalizing behaviors, performances in spatial tasks and pragmatics has been addressed as well. As to atypical populations, deficits in mental states understanding are reported for children with different developmental disorders or impairments, as the agenesis of the corpus callosum, Down Syndrome, preterm birth, Autism Spectrum Disorder, hearing impairment and personality difficulties such as anxiety. Overall, the papers collected in our book allow a better understanding of the mechanisms influencing mental state understanding and the effects of mental state comprehension on development.
Download or read book Contextual Variance in Childhood and Adolescent Moral Reasoning written by Wendy Meredith Weinerman and published by . This book was released on 2007 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Morality in Everyday Life written by Melanie Killen and published by Cambridge University Press. This book was released on 1999-10-13 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection highlights research on morality in human development.
Download or read book Moral Judgment and Reasoning in Children and Adolescents with Prenatal Alcohol Exposure written by Amy Michele Goodman Schonfeld and published by . This book was released on 2002 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prenatal exposure to alcohol is associated with a variety of cognitive, behavioral, and social deficits, including delinquent behaviors. Individuals exposed to alcohol prenatally, both with and without fetal alcohol syndrome (FAS), have similar deficits in these functional areas. It is well documented that delinquent populations and those with intellectual and behavioral deficits exhibit impaired moral judgment and reasoning, but this area remains unexplored in alcohol-exposed individuals. For these reasons, children and adolescents with (ALC) and without (CON) prenatal alcohol exposure were evaluated on measures of moral judgment and reasoning and delinquency. Results revealed that while those in the ALC group performed at a lower level of moral maturity than the CON group, the difference was not significant. In addition, Verbal IQ primarily accounted for this difference. However, there was suggestion that a deficit on the value judgment having to do with relationships with others (i.e., Affiliation) is specific to prenatal alcohol exposure. As predicted, delinquency was higher for those in the ALC group but contrary to expectations, moral maturity did not predict delinquent behavior. In the CON group only, as the age of the subjects increased, more delinquent behaviors were endorsed. For the ALC group, socially desirable responding predicted delinquent behavior suggesting under endorsement of such behavior. A measure of inhibition did not predict delinquency or moral maturity beyond control measures. Finally, significantly more children and adolescents with heavy prenatal alcohol exposure, but without FAS, met criteria for Conduct Disorder (CD). The results of this study suggest that those with prenatal alcohol exposure are at a lower developmental level with respect to their moral reasoning about their affiliation with others. In addition, alcohol exposed individuals, specifically those without a diagnosis of FAS, are at higher risk for delinquency, particularly Conduct Disorder. The implications of this study are twofold. First, the findings indicate that children and adolescents with prenatal alcohol exposure will benefit from social skills training in light of their continued deficits in interpersonal relations. Second, interventions aimed at their delinquent tendencies is warranted, however targeting moral judgment for this purpose in such an intervention may not yield additional benefit.
