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Cecilia Wainryb 《Child development》1991,62(4):840-851
This study examined differences in moral judgments as they relate to informational assumptions. It was hypothesized that (1) differences in moral judgments are related to differences in informational assumptions, (2) moral judgments change if the information believed to be true changes, and (3) the relation between informational assumptions and moral judgments is not affected by age. 72 subjects (aged 11-9, 15-10, and 21-3) evaluated events concerning welfare, justice, and rights and reevaluated them in light of the opposite information. A significant relation was found between the evaluations and the informational assumptions, and 80% of the evaluations changed in response to informational changes. The relation between evaluations and informational assumptions was significant within each age group. These findings demonstrated that informational assumptions are a source of variation in moral judgments and underscored the need to distinguish between the 2 types of judgments when studying differences in moral reasoning. 相似文献
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Children's thinking about diversity of belief in the early school years: judgments of relativism, tolerance, and disagreeing persons 总被引：2，自引：0，他引：2
Children's thinking about diversity of belief in 4 realms--morality, taste, facts, and ambiguous facts--was examined. Ninety-six participants (ages 5, 7, and 9) were interviewed about beliefs different from their own that were endorsed by characters with different status; their judgments of relativism, tolerance, and disagreeing persons were assessed. Five-year-olds made fewer relative and tolerant judgments than 7- and 9-year-olds. Nevertheless, participants of all ages organized their judgments according to the realm of diversity, thought that some beliefs are relative and some are nonrelative, and made tolerant judgments of some divergent beliefs (and their proponents) but not of others. The findings suggest that, in the early school years, children have multiple and well-differentiated perspectives on belief diversity. 相似文献
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Preschool ( M age = 4–11) and fifth-grade ( M age = 12–1) children and their mothers judged the acceptability of corporal punishment as a function of the type of transgression (dangerous, violation of social rule, or violation of moral precept) and discipline agent. Children of both ages and their mothers discriminated among different types of transgressions as a function of rule contingency, rule generalizability, and seriousness of the transgression. Social convention transgressions were judged to be more rule contingent, less generalizable (across settings), and less serious than prudential (dangerous) or moral violations, but overall children judged transgressions to be more generalizable than did their mothers. Preschool children showed broad acceptability for severe corporal punishment given any type of transgression, by any agent, whereas fifth graders were generally discriminating about limits of punishability, and their judgments appeared to be transitional between the broad acceptance shown by younger children and more focused acceptability shown by mothers. Mothers were proprietary with respect to agent and tended to focus on dangerous and moral violations as punishable. Findings suggest a developmental path from a single criterion for young children to consideration of multiple criteria for older children and adults. Judgments were also interpreted as reflecting social roles such as parents' responsibility to constrain children and children's expectations for constraint. Preschool children's broad acceptability of punishment despite their differentiation of classes of rules and of transgressions suggests that different constraints operate for judgments about rules or commands as opposed to sanctions. Implications for children's ability to identify and report abuse are also noted. 相似文献
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Preschoolers' ( N = 112) judgments about hypothetical and actual moral and conventional transgressions were examined. Equal numbers of boys and girls at 2 ages (3 and 4 years old) either made judgments about 8 hypothetical moral and conventional transgressions or were interviewed on the same dimensions about 8 naturally occurring moral and conventional transgressions they witnessed in their preschools. Children judged both hypothetical and actual moral transgressions to be more serious, punishable, generalizably wrong, and independent of rules and authority than conventional transgressions. Regardless of domain, hypothetical transgressions were judged to be more wrong independent of rules than actual transgressions, and hypothetical (but not actual) moral transgressions were judged to be more independent of rules than conventional transgressions. 3-year-old girls judged the wrongness of actual moral transgressions to be more independent of authority than did 3-year-old boys. Similar findings were obtained when hypothetical and actual transgressions were matched, and domain differences were still obtained when individual items were examined. Findings are discussed in terms of previous research on preschoolers' conceptions of rules and transgressions. 相似文献
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It was hypothesized that age differences in use of intent information in children's moral judgments might be due to a recency effect in the judgments of younger children. A study was conducted to examine the effect of order of stimulus presentation on children's moral judgments. The information was presented to children, ages 4-5 and 8-9 years old, through stories with either normal information order, intent-consequence, or reversed order, consequence-intent. It was found that order has a significant impact on children's moral judgments. In addition, memory data were gathered which indicated that the pattern of forgetting was parallel to the pattern of information preference for the younger subjects. The findings suggested that younger subjects' relative neglect of intent in the normal order of information was based, in part, on their failure to remember the material correctly rather than on differential weighting of the 2 cues. 相似文献
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《Journal of moral education》2012,41(1):40-41
Abstract Two studies were conducted to test the universality of Piaget's and Kohlberg's stages of the development of moral judgment in Nigerian and Pakistani cultures. For the first study, 120 Nigerian Muslim Hausa secondary school adolescents (60 boys and 60 girls), whose ages ranged between 14 and 16, were questioned individually about two of Piaget's moral judgment situations, representing two different moral attributes, clumsiness and equality. In the second study, 90 subjects (30 Nigerian Muslim Hausa, 30 Nigerian Muslim Yoruba, and 30 Pakistani Muslim Punjabi adolescents), whose ages ranged between 12 and 13, were questioned about one of Kohlberg's moral dilemmas. The nature of the subjects’ responses suggested that moral reasoning of Nigerian and Pakistani Muslim adolescents are greatly affected by their cultural values. 相似文献
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An experimental questionnaire study, conducted in the Netherlands, examined adolescents' reasoning about freedom of speech and minority rights. Muslim minority and non-Muslim majority adolescents (12–18 years) made judgments of different types of behaviors and different contexts. The group membership of participants had a clear effect. Muslim participants were less in favor of freedom of speech if it involved the offending of religious beliefs and were more in favor of Muslim minority rights. There were also cross-group gender differences whereby parental practices that negatively affect females were more strongly rejected by Muslim females than by Muslim males and non-Muslim females and males. The findings are discussed with reference to social-cognitive domain theory and intergroup theories. 相似文献
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Following My Head and My Heart: Integrating Preschoolers' Empathy,Theory of Mind,and Moral Judgments 
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下载免费PDF全文 Associations among hypothetical, prototypic moral, and conventional judgments; theory of mind (ToM); empathy; and personal distress were examined in 108 socioeconomically diverse preschoolers (Mage = 42.94 months, SD = 1.42). Repeated measures analysis of covariance with empathy, false beliefs, and their interaction as covariates indicated that empathy was significantly associated with judgments of greater moral but not conventional transgression severity, particularly for psychological harm, and with deserved punishment for unfairness. False beliefs were associated with (combined) moral criterion judgments of rule and authority independence and inalterability. Empathy also was positively associated with criterion judgments but only for children low in ToM. Personal distress was unrelated to judgments. Results demonstrate the importance of both affective and cognitive processes in preschoolers' moral judgments. 相似文献
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John H. Flavell Donna L. Mumme Frances L. Green Eleanor R. Flavell 《Child development》1992,63(4):960-977
The purpose of this investigation was to see whether children's understandings of different types of beliefs develop concurrently. Children of 3, 4, and 5 years of age were told or shown that child story characters held beliefs different from their own or from one another, not only concerning matters of physical fact ("false beliefs"), but also concerning morality, social convention, value, and ownership of property. In contrast to the older subjects, most 3-year-olds had difficulty in attributing to others deviant beliefs of all types, except perhaps ownership, sometimes even after having been told repeatedly what the other child believed. In addition, intercorrelations among different belief tasks were positive and substantial. It was suggested that an emerging representational conception of the mind is what enables older preschoolers to understand the possibility of belief differences of all these types. 相似文献
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Wainryb C Brehl BA Matwin S 《Monographs of the Society for Research in Child Development》2005,70(3):1-114
Children's narrative accounts and moral evaluations of their own interpersonal conflicts with peers were examined. Girls and boys (N = 112) in preschool (M= 4.8 years), first grade (M = 6.9 years), fifth grade (M = 10.9 years), and tenth grade (M = 16.2 years) provided one narrative of a time when they had been hurt by a peer ("victim"), and one of a time when they had hurt a peer ("perpetrator"). Victim and perpetrator narratives were equally long and detailed and depicted similar types of harmful behaviors, but differed significantly in terms of various measures of content and coherence. Narratives given from the victim's perspective featured a self-referential focus and a fairly coherent structure. When the same children gave accounts of situations in which they had been the perpetrators, their construals were less coherent and included multiple shifts between references to their own experience and the experience of the other. Children's moral judgments also varied by perspective, with the majority of victims making negative judgments and nearly half the perpetrators making positive or mixed judgments. These differences in moral judgments were related to the distinct ways in which victims and perpetrators construed conflict situations. Age differences were also found in both narrative construals and moral evaluations, but regardless of their age children construed conflict situations differently from the victim's and the perpetrator's perspectives. By integrating, within the study of moral development, children's interpretations of the social interactions that are at the basis of moral thinking, this approach brings us a step closer to conceptualizing the study of children's moral behavior. 相似文献
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The study described here aimed to examine the relations between test anxiety, competence beliefs and achievement goals, and in particular if the relations between competence beliefs and test anxiety were moderated by achievement goals. Pupils in their first year of secondary schooling completed self-report questionnaires for test anxiety, competence beliefs and achievement goals. Results indicated that pupils with low competence beliefs in Mathematics reported more worrisome thoughts when they held a mastery-avoidance goal and female pupils with low verbal competence beliefs reported more off-task behaviours when they held a performance-approach goal. Male pupils with low verbal competence beliefs reported fewer off-task behaviours when they held a performance-approach goal. These findings may reflect how Mathematics may be uniquely related to a fear of failure among school subjects and how the gendered nature of verbal self-concept becomes important when peer comparison is a salient goal for pupils. 相似文献
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Ellen A. Skinner 《Child development》1990,61(6):1882-1890
2 studies investigated developmental differentiation of children's causal beliefs across middle childhood. Grounded in meta-theories suggesting that development is characterized by progressive differentiation, hypotheses were derived from theory and research on the multiple dimensions of children's perceived control and on developmental changes in children's concepts of causal constructs. Age differences in the organization of children's causal perceptions were explored and replicated ( N 's = 294 and 240, ages 7–12). Analyses of factor structure of children's beliefs about the effectiveness of 5 causes for school success and failure (effort, ability, powerful others, luck, and unknown factors) revealed that beliefs became more differentiated with age. At ages 7–8, 2 dimensions were found, 1 marked by unknown and 1 by the remaining causes. At ages 9–10, 3 factors were present, marked by "internal,""external," and unknown means. By ages 11–12, 4 factors were indicated, marked by effort, ability, "external," and unknown causes. Findings suggested that different theories of perceived control may provide more useful accounts of the dimensions of causal beliefs at different ages. Implications were derived for measurement of perceived control and investigation of developmental change in its effects on children's motivation and behavior. 相似文献
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具身认知强调身体的感知觉在认知过程中发挥着重要的作用。有研究者将物理变量的改变使得人们的道德行为和道德判断发生变化这一探讨方向命名为"道德的心理物理学"。元分析研究的目的在于探讨个体的感知觉与道德行为和道德判断之间是否存在联系,以及这种效应是否受到某些变量的影响。元分析纳入42个研究,共包含2962名被试。研究结果表明道德的具身认知效应显著,具体感知觉与道德行为和道德判断之间存在相关(r=0.19,p<0.01)。"被试来源国家"这一变量的调节作用显著(Q=79.454,df=41,p<0.001)。 相似文献
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The Role of Gender-related Information and Self-Endorsement of Traits in Preadolescents' Inferences and Judgments 总被引：1，自引：0，他引：1
Thalma E. Lobel Janine Bempechat Jonathan C. Gewirtz Tamar Shoken-Topaz Elinor Bashe 《Child development》1993,64(4):1285-1294
The major purpose of this study was to examine the effects of a target child's gender typicality on different aspects of preadolescents' inferences and judgments. The secondary purpose of the study was to investigate the relation between children's self-endorsement of traits and their inferences and judgments. Fifth and sixth graders were shown a video film, portraying a child playing either a gender-appropriate game with members of the same sex or a gender-inappropriate game with members of the other sex. In addition, subjects completed an adapted version of the BSRI and were categorized into sex-typed, androgynous, and undifferentiated subjects. Subjects made a number of different types of judgments and inferences about the target, including inferences about traits, popularity, choice of gift and name, and willingness to engage in activities with the target. All types of inferences and judgments were affected by the variations in the targets' gender-related behaviors, whereas self-endorsement of traits was not related to the inferences and judgments. The results suggest that the gender typicality of the target behavior is salient to preadolescents, regardless of their sex-role orientation. 相似文献
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Children's Reasoning about Interpersonal and Moral Conflicts 总被引：1，自引：1，他引：1
2 studies were conducted to determine if children make judgments about both justice and interpersonal relations in conflictful situations. In Study 1, 48 subjects (24 males and 24 females) in the third, sixth, and ninth grades (mean ages = 8.40, 11.38, 14.38 years) were administered 2 stories entailing conflicts between justice and interpersonal concerns. Children judged and justified acts in 4 conditions systematically varying interpersonal and justice concerns. Children generally gave priority to justice and rights over friendship, based primarily on considerations of welfare or rights. In Study 2, 76 subjects (39 males and 37 females) in the third, sixth, and ninth grades (mean ages = 9.08, 12.10, 14.92 years) were presented with 3 stories entailing conflicts between justice and interpersonal relations. Subjects gave greater priority to interpersonal considerations in Study 2 than in Study 1, and their evaluations varied according to the salience of the different concerns. In both studies, few gender differences were obtained. The results demonstrate that across development, concerns with justice and interpersonal relationships coexist in judgments of male and female children, and that the ways they are applied depend on the situation. 相似文献
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从魏晋南北朝文人家训看其理想人格的建构与实践 总被引：2，自引：0，他引：2
阎续瑞 《河南师范大学学报(哲学社会科学版)》2004,31(2):147-150
魏晋南北朝文人在家训中经常真实表达他们的道德信念与对理想人格的追求。其理想人格的建构模式基本是通过树立修身典范与道德楷模的方式来凸显理想人格。其理想人格的基本特质是：其一,胸怀大志,立志高远;其二,坚守道德信念,具有严格的道德自律精神;其三,对社会现实具有强烈的忧患意识。由于时代背景、社会氛围与个人经历等诸多因素造成理想人格实践过程的艰难与曲折,具体表现为：其一,理想层文人对理想人格的坚守;其二,现实层文人理想人格的丧失;第三,徘徊于理想层与现实层之间的文人理想人格具体实践的两难选择。 相似文献
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S. Walker J. Brownlee C. Whiteford C. Cobb-Moore E. Johansson J. Ailwood 《Teachers and Teaching》2013,19(2):263-275
There is strong political and social interest in values education both internationally and across Australia. Investment in young children is recognised as important for the development of moral values for a cohesive society; however, little is known about early years teachers’ beliefs about moral values teaching and learning. The aim of the current study was to investigate the relationships between Australian early years teachers’ epistemic beliefs and their beliefs about children’s moral learning. Three hundred and seventy-nine teachers completed a survey about their personal epistemic beliefs and their beliefs about children’s moral learning. Results indicated that teachers with more sophisticated epistemic beliefs viewed children as capable of taking responsibility for their own moral learning. Conversely, teachers who held more naïve or simplistic personal epistemic beliefs agreed that children need to learn morals through learning the rules for behaviour. Results are discussed in terms of the implications for moral pedagogy in the classroom and teacher professional development. It is suggested that in conjunction with explicitly reflecting on epistemic beliefs, professional development may need to assist teachers to ascertain how their beliefs might relate to their moral pedagogies in order to make any adjustments. 相似文献
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Do young boys and girls understand what leads to academic success (e.g., talent, effort, good teaching, luck) in the same way? Do young girls and boys have equivalent perceptions of their academic competence? Are these beliefs engendered in the same way across sociocultural contexts? In a cross-cultural study of over 3,000 children in grades 2 to 6, ages 7.2 to 13.6, we discovered that boys and girls around the world have very similar ideas about what generally leads to academic success. Moreover, in the few contexts where boys' and girls' academic performances were equal, their beliefs were also equal. However, when girls outperformed boys, their beliefs in their own talent were no greater than boys' beliefs, even though they did have stronger beliefs than boys in other facets of their achievement potential (e.g., putting forth effort, being lucky, getting their teacher's help). Our findings support the generally close correspondence between children's achievement and their competence-related beliefs, with the exception that young girls appear to specifically discount their talent. The effects held regardless of the children's achievement, intelligence, or age (approximately 8 to 13 years). Girls were more biased in some contexts than in others, however, suggesting that competence-related biases are rooted in culture-specific aspects of school settings. 相似文献
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Two preregistered studies tested how 5- to 6-year-olds, 7- to 8-year-olds, and adults judged the possibility of holding alternative beliefs (N = 240, 110 females, U.S. sample, mixed ethnicities, data collected from September 2020 through October 2021). In Study 1, children and adults thought people could not hold different beliefs when their initial beliefs were supported by evidence (but judged they could without this evidential constraint). In Study 2, children and adults thought people could not hold different beliefs when their initial beliefs were moral beliefs (but judged they could without this moral constraint). Young children viewed moral beliefs as more constrained than adults. These results suggest that young children already have sophisticated intuitions of the possibility of holding various beliefs and how certain beliefs are constrained. 相似文献