Showing papers on "Social cognitive theory of morality published in 1976"

Moral development and behavior : theory, research, and social issues

Abstract: By reading, you can know the knowledge and things more, not only about what you get from people to people. Book will be more trusted. As this moral development and behavior theory research and social issues, it will really give you the good idea to be successful. It is not only for you to be success in certain life you can be successful in everything. The success can be started by knowing the basic knowledge and do actions.

Socialization and the altruistic behavior of children.

Abstract: The recent research into altruistic behavior by children is reviewed under four main headings. The first concerns the generality of children's social altruism, and an average correlation of .3 appeared to be representative across behavioral situations. The second section concerns person variables with particular emphasis on age and the cognitive-developmental variables of moral judgment and role taking. The third heading concerns environmental variables and involves more or less direct attempts to demonstrate socializing processes at work. The items dealt with are reinforcement, the role of models, training in role taking, and verbal socialization procedures such as preaching and induction. Finally, theory is considered with particular emphasis on the theories of social learning and cognitive development.

On the conflicts between biological and social evolution and between psychology and moral tradition.

Abstract: Reports the APA Presidential address delivered at the Chicago convention, August 1975. Urban humanity is considered as a product of both biological and social evolution. Evolutionary genetics shows that when there is genetic competition among the cooperators (as for humans but not for the social insects), great limitations are placed upon the degree of socially useful, individually self-sacrificial altruism that biological evolution can produce. Human urban social complexity is a product of social evolution and has had to counter with inhibitory moral norms the biological selfishness which genetic competition has continually selected. Because the issues are so complex and the available data are so uncompelling, all of this should be interpreted more as a challenge to an important new area for psychological research than as established conclusions. It is emphasized, however, that these are important issues to which psychology should give much greater attention, and that scientific reasons exist for believing that there can be profound system wisdom in the belief systems our social tradition has provided us with. (31/2 p ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

Some cognitive, behavioral and personality correlates of maturity of moral judgment.

Abstract: This study was designed to test the hypothesis that maturity of moral judgment is related to moral behavior and to certain personality characteristics. The Ss, 33 fifth grade boys (approximately 10 1/2-years of age), were given the Kohlberg test of moral judgment, and scores on this test were related to a measure of general intelligence, moral conduct as judged by peers (sociometric nominations), honesty in a structured test, and certain personality variables. Maturity of moral judgment was found to be significantly correlated with general cognitive ability (intelligence test performance) and, even with intelligence partialed out, with resistance to temptation, reputation for being concerned with the welfare of others, self-confidence, and security in social relationships with peers.

Family Patterns of Moral Reasoning.

Abstract: HAAN, NORMA; LANGER, JONAS; and KOHLBERG, LAWRENCE. Family Patterns of Moral Reasoning. CHILD DEVELOPMENT, 1976, 47, 1204-1206. Intrafamilial patterns of moral reasoning were investigated in a sample of 382 parents and children. The offspring ranged in age between 10 and 30 years and were divided into 3 different age groups. Husbands' and wives' moral stages were positively but modestly related. Siblings' moral stages were independent of each other. Parents' and sons', but not daughters', moral stages did have positive relations, but the patterns moved to chance levels with the older sons.

Integration of intention and outcome in moral judgment.

Abstract: This experiment studied how the intention of an actor affected moral judgment. Subjects received information about the intention of an actor, and about the value of the outcome of his action to a used as stimuli, and both gave similar results. The main data followed the parallelism prediction, evidence for the operation of some simple integration model. Auxiliary data provided a critical test that eliminated the adding rule and supported the averaging rule. These results suggest that previous work on the cognitive algebra of human judgment may generalize to the moral realm. These results also illustrate how information integration theory can provide a significant advance upon phenomenonological approaches to moral judgment such as have been used by Heider and Piaget.

Sharing Behavior in Israeli Schoolchildren: Cognitive and Social Learning Factors.

Abstract: DREMAN, S. B. Sharing Behavior in Israeli Schoolchildren: Cognitive and Social Learning Factors. CHILD DEVELOPMENT, 1976, 47, 186-194. Middle-class boys (N = 180) were given an opportunity to share candies with other children in different reciprocity conditions. The combined effects of rewards in the past and expectations of future reward on present sharing were examined. The study was a 3 X 3 X 2 factorial which included 3 age levels (ages 6-7, 9-10, and 12-13); 3 levels of prior reward by the intended recipient (Recipient to S, Recipient to Other, and No Donation); and 2 levels of expectations of future reward from this recipient (S Identified and S Anonymous). In accordance with developmental expectations, donations over all conditions increased as a function of age. On the basis of social learning theory it was predicted that Ss would contribute the most in the condition in which they both had received a reward in the past and had expectations of obtaining reciprocation in the future (Recipient to S, S Identified). Contrary to this prediction Ss contributed the second smallest amount of candies in this condition, and an interaction was obtained between prior reward and future expectation of reward conditions. Unlike previous studies a relation between moral judgment and behavior was found.

Role-taking standpoint and adolescent usage of Kohlberg's conventional stages of moral reasoning.

Abstract: By taking into account a respondent's role-taking standpoint, this study proposes that moral judgments coded at Kohlberg's conventional stages can be expected to vary depending upon (a) the identity of the protagonist implicated in the moral dilemma and (b) the nature of the issues raised by the moral dilemmas used. Different groups of respondents were asked to answer three versions of Kohlberg's moral judgment questionnaire. One version implicated strangers in the dilemmas used (fictitious-other questionnaire), while the other two versions implicated respondents' best friends or mothers (primary-other questionnaires). A comparison of these questionnaire treatments indicates that Stage 3 response rate significantly increases and Stage 4 response rate significantly decreases when respondents answer primary-other questionnaires. It is suggested that this finding casts doubt on the adequacy of the displacement view of moral stage acquisition. The displacement perspective argues that as more cognitively complex structures are acquired, earlier acquired structures are displaced. In contrast, the present study proposes that a "nondisplacement" view of stage acquisition is required in order to explain variation observed at Stage 3 when it may be assumed that a Stage 4 reasoning capability has been acquired.

The influence of moral reasoning on behavioral choices.

Abstract: This study examined the ways in which exposure to moral reasoning statements affected the subsequent behavioral choices of 144 seventh-, eighth-, and ninth-grade boys at different stages of moral judgment. The subjects were divided among 4 experimental conditions, each of which attempted to isolate and relate behavioral choice and reasoning in specific ways. The presentation of reasoning had different effects on the behavioral choices of subjects at 2 different stages. The findings were considered in terms of their implications for developmental change as well as for a developmental analysis of the relationship between moral reasoning and moral behavior.

The Social Relations of the Classroom: A Moral and Political Perspective

Abstract: Much of the continuing debate over radical teaching focuses on issues of pedagogical method or “technique.” Non-traditional teachers ask themselves: Is it possible to break down “artificial” and destructive relationships of dominance and submission within my classroom? Can I assist students in an effort to cast off passive modes they have internalized as a result of years of socialization into deference towards authority? Shall I attempt to reorder dynamics in my classroom in order to undo the damage done to students within hierarchically structured classes? Can I engender and sustain a sense of “community” within my classroom? These imperatives are felt by all radical teachers but most particularly by those who identify themselves as feminists; indeed, “hierarchical,” so-called “traditional, male-dominant” classrooms are frequently castigated as constituent features of a repudiated male approach to teaching and learning, a mode linked to blustering and authoritarian displays of power.

The Effects of Locus of Control and Field Independence-Dependence on Moral Reasoning.

Abstract: This study investigated whether stages of moral reasoning vary as a function of locus of control and degree of field independence. Results, based upon 36 female undergraduates, indicated a tendency for both variables to provide some prediction of morality status when used conjointly. This derived from the fact that field independent-internal Ss has disproportionately higher scores on Kohlberg's Moral Judgment Interview than field dependent-internal, field independent-external, and field dependent-external Ss. The latter showed no appreciable differences among them.

The Social Implementation of Cognitive Theory

Abstract: Krech, Tolman, and Brunswik form the core of what future historians of psychology will call “the Berkeley Group.” These psychologists will be praised, as they have been praised, not only for their academic contributions but also for their efforts to relate their scientific work to the world outside the laboratory. All three tried to implement their ideas, although each sought implementation in a different way.

Some Comments on Stage Theories of Moral Development.

Abstract: Based on a study of variations in moral responses of Chinese and American children, an assessment is made of stage theories of moral development Moral development models that are primarily based upon cognitive development theories are judged to be deficient in their failure to account for rates and levels of intemalization. The type and extent of manipulation of affect in learning appears to be the major factor that has been ignored. Of particular importance for education, the article concludes that intemalization can be increased through the use of specific learning techniques.