Showing papers on "Social cognitive theory of morality published in 1977"
TL;DR: In this article, a review of the theory of moral development is presented, along with a discussion of its application in practice in the context of the development of the human mind and body.
Abstract: (1977). Moral development: A review of the theory. Theory Into Practice: Vol. 16, Moral Development, pp. 53-59.
603 citations
TL;DR: In this article, the authors focus on psychological processes in moral internalization and evaluate them in relation to guiding theoretical notions, such as parental discipline, identification and modeling, and cognitive disequilibrium.
Abstract: Publisher Summary This chapter focuses on psychological processes in moral internalization. Psychologists have long been intrigued with moral internalization because it epitomizes the age-old problem of how individuals come to manage the inevitable conflict between personal needs and social obligations. There is a theoretical disagreement that revolves around socialization experiences that are most likely to foster the internalization process. The chapter reviews the rather large body of pertinent research and evaluates it in relation to the guiding theoretical notions. Three broad categories are presented that encompass most of the research—parental discipline, identification and modeling, and cognitive disequilibrium. Consistency of moral behavior and the influence of the situation that does not deal directly with internalization but has a definite bearing on it are discussed in the chapter. Though limited in focus, the variety of research designs, measuring instruments, and theoretical concepts attest to the complex, multifaceted nature of moral internalization. Each approach appears to capture a part of reality and each hypothesis can claim some empirical support, though none has yet been subject to the crucial test.
167 citations
TL;DR: In this paper, a critical analysis of Kohlberg's stage theory of moral development in the context of an ideology critique is presented, and it is shown that, from this point of view, the stage theory does not hold for all moral development.
Abstract: This article attempts a critical analysis of Kohlberg’s stage theory of moral development in the context of an ideology critique. From this point of view, Kohlberg’s
93 citations
TL;DR: In this article, the relationship between moral behaviour, level of moral development, and motivation was assessed in an experimental situation in which it was necessary to violate a moral principle in order to achieve moral development.
Abstract: In this study of the relationship between moral behaviour, level of moral development, and motivation, moral behaviour was assessed in an experimental situation in which it was necessary to violate...
61 citations
TL;DR: For instance, Austin et al. as discussed by the authors found that children's moral judgments are affected by the order in which a protagonist's intentions and consequences occur in a single story in a paired-story format, more consistent with Piaget's original paradigm.
Abstract: AUSTIN, VANESSA D.; RUBLE, DIANE N.; and TRABASSO, TOM. Recall and Order Effects as Factors in Children's Moral Judgments. CHILD DEVELOPMENT, 1977, 48, 470-474. Previous findings that children's moral judgments are affected by the order in which a protagonist's intentions and consequences occur in a single story was studied in a paired-story format, more consistent with Piaget's original paradigm. In addition, recall for the critical information was controlled to assess recency effects independent of retention of the information per se. 96 5-8year-old children were each presented with 2 pairs of stories in which the valence of the intention and the intention-consequence order varied. Accurate recall prior to moral decisions was required, and 3 measures of the latter were taken: (1) choice of which protagonist was naughtier, (2) justification for choice, and (3) division of cookies among protagonists. All measures revealed clear effects of presentation order, with recent intentions being more effective. The younger children required more repetitions of the stories in order to recall them accurately. However, no age differences on the judgment measures were found, suggesting that differential recall may have been responsible for age effects in prior studies. Models for information integration and/or retrieval are discussed.
53 citations
TL;DR: In this paper, a cognitive-developmental model for understanding interpersonal relationships is proposed and three levels of relationship reasoning are described and it is suggested that sexual involvement is a moral issue reflecting decisions about the quality of interpersonal relationships desired by the partners.
Abstract: Sexual behavior is the result of a relationship-based decision-making process focusing on the morality of the contemplated behaviors and the implications of those behaviors for the relationship. Kohlberg's cognitive-developmental theory of moral reasoning is used as a framework for understanding the moral reasoning processes involved in sexual decision-making. Research which examines the association of moral reasoning to sexual standards, sexual philosophy, sex guilt, and sexual behavior is discussed. It is suggested that sexual involvement is a moral issue reflecting decisions about the quality of interpersonal relationships desired by the partners. A cognitive-developmental model for understanding interpersonal relationships is proposed and three levels of relationship reasoning are described.
43 citations
TL;DR: For instance, this article found that children at all age levels judged personal injury as more culpable than property damage, when the type of damage was held constant and when the intentionality was varied.
Abstract: ELKIND, DAVID, and DABEK, RUTH F. Personal Injury and Property Damage in the Moral Judgments of Children. CHILD DEVELOPMENT, 1977, 48, 518-522. 72 children, 24 each at the kindergarten, second-, and fourth-grade levels, participated in a study of moral judgment. Each child responded to 6 story pairs corresponding to all possible combinations of intentionality (intentional/unintentional) and type of damage (personal injury/property damage). Results supported the hypotheses that: with intentionality constant, children at all age levels judged personal injury as more culpable than property damage; with type of damage held constant, children at all age levels judged intentional acts to be more culpable than unintentional ones; and, when type of damage and intentionality both varied, young children judged according to damage while older children judged according to internationality. It was concluded that personal injury is an important dimension of moral judgment that should be considered in future studies of this aspect of child development.
39 citations
Journal Article•
TL;DR: Kohlberg as discussed by the authors argued that there is not a necessary relationship between the content of moral reasoning (what people believe is right or wrong) and moral behavior; and external situational demands determine behavior that is con ventionally considered moral.
Abstract: Traditional approaches to the study of morality have found little relationship between either knowledge of or respect for conventional moral standards and moral behavior Studies such as those of Havig hurst & Taba (1949), Hendry (1960), Lehrer (1967), Mills (1967), and Rau (1964) have supplied consistent support for the conclusions of a classic study on honesty by Hartshorne and May (1928-1930) Hartshorne and May (1928-1930) found that there is little relation ship between what people believe is right and wrong and what they do,· and that behaviors such as lying, cheating, and stealing are de termined mainly by situational demands, not characteristics of indi viduals Although a factor analysis of Hartshorne and May's data by Burton (1963) revealed a general factor for cheating, the amount of variance accounted for by the factor was small The cognitive-developmental theorist Kohlberg (1964, 1969, 1971) has challenged traditional conceptions of morality, and of fered a conceptually different approach to the understanding of the relationship between moral judgment and moral behavior Kohlberg accepts the two main findings of traditional research: (a) there is not a necessary relationship between the content of moral reasoning (what people believe is right or wrong) and moral behavior; and (b) external situational demands determine behavior that is con ventionally considered moral However, he holds that behavior that conforms to conventional standards of right and wrong is not neces sarily moral According to Kohlberg, morality is an aspect of rea soning, not behavior The only behaviors that can be considered moral are behaviors that spring from the types of moral decisions that are determined by high level moral reasoning Behaviors such as lying, cheating, and stealing are generally immoral because they generally follow from low-level conceptions of morality However, such behaviors are not necessarily immoral, or immoral by definition
31 citations
TL;DR: In this article, the effect of reciprocity norms on moral judgment and causality attribution in children and adults was investigated. And the results suggest that adults have a more complex view of psychological causation and they more explicitly consider reciprocity norm.
Abstract: BERNDT, THOMAS J. The Effect of Reciprocity Norms on Moral Judgment and Causal Attribution. CHILD DEVELOPMENT, 1977, 48, 1322-1330. Kindergarten children and adults were shown slides with an accompanying taped soundtrack which portrayed reciprocal and nonreciprocal aggressive and prosocial interactions. Following each episode, subjects' evaluations of the actor and their attributions concerning the cause of his behavior were obtained. Based on principles of attribution theory and hypotheses about reciprocity norms, more situational attributions and less extreme evaluations were predicted for reciprocal behavior. The predictions were confirmed for both age groups. Moreover, the evaluations made by the 2 groups were not significantly different. The results suggest that kindergarten children and adults accept reciprocity norms and that they use a similar process of interpreting and evaluating reciprocal interactions. However, further results suggested that adults have a more complex view of psychological causation and they more explicitly consider reciprocity norms. Finally, the use of evaluations as a measure of children's moral criteria was discussed.
TL;DR: The relationship between moral conduct and moral judgment was investigated by comparing moral reasoning of a psychopathic sample from a maximum security hospital for the criminal offender with a similar inmate, nonpsychopathic sample, and a group of "normals" as discussed by the authors.
Abstract: The relationship between moral conduct and moral judgment was investigated by comparing moral reasoning of a psychopathic sample from a maximum security hospital for the criminal offender with a similar inmate, nonpsychopathic sample, and a group of "normals". Psychopaths obtained significantly higher scores on the Kohlberg scale of moral judgment than either of the other groups, for whom no differences were found. Results suggest the hypothesis that lack of guilt feelings in psychopaths facilitate the achievement of higher levels of moral judgment.
TL;DR: In this paper, the influence of multiple model variations and rationale provision on the moral judgments and explanations of first graders was examined, and it was found that the condition in which adult and peer models consistently displayed mature judgments accompanied by a rationale resulted in a greater number of mature moral explanations than controls.
Abstract: BRODY, GENE H., and HENDERSON, RONALD W. Effects of Multiple Model Variations and Rationale Provision on the Moral Judgments and Explanations of Young Children. CHILD DEVELOPMENT, 1977, 48, 1117-1120. The influence of both peer and adult models who displayed either consistent, conflicting, or inconsistent moral judgments on the moral judgments and explanations of first graders was examined. The influence of rationale provision was also asssessed. Subjects who were exposed to adult and peer models who consistently displayed mature judgmental criteria produced the most mature judgments and explanations. Rationale provision had a positive influence on both judgments and explanations rendered by subjects. Several treatment combinations led to acquisition and generalization of more mature moral judgments, relative to the performance of a control group, but only the condition in which adult and peer models consistently displayed mature judgments accompanied by a rationale resulted in experimental subjects producing a greater number of mature moral explanations than controls.
TL;DR: Lawrence Kohlberg's theory of moral development has received a great deal of attention from psychologists, educators, philosophers, and clergymen as discussed by the authors, and it has generated a large body of research and inspired a number of educational experiments.
Abstract: Lawrence Kohlberg's theory of moral development has received a great deal of attention from psychologists, educators, philosophers, and clergymen. It has generated a large body of research and inspired a number of educational experiments. Most recently, accounts of Kohlberg's theory have been carried in the more popular press; newspapers and magazines have cited his work and have hailed him as an authority on moral education. It seems appropriate, at this time, to examine this theory in detail and to discuss its applicability to education.
Book•
01 Jan 1977
TL;DR: In this paper, the authors compare two radically different conceptions of morality, those of Aristotle and Spinoza, authors, he claims, of the most plausible of all moral philosophies.
Abstract: In this expanded version of his Thank-Offering to Britain Fund lectures, delivered at the British Academy in February 1976, Stuart Hampshire compares two radically different conceptions of morality, those of Aristotle and Spinoza, authors, he claims, of the most plausible of all moral philosophies. He discusses the relation between moral intuitions and moral theory, and the contrasting ideas of moral normality and moral conversion. Spinoza's theory of the relation between mind and body is expounded and its relevance to recent theories is explained.
TL;DR: In this article, two studies were carried out to investigate the effects of social heterogeneity and sentimental credibility on moral judgments of Nigerian Muslim secondary school boys, and they found that the boys who came from the heterogeneous school population were significantly more advanced in moral maturity than those who were exposed to the more homogenous school population.
Abstract: Two studies were carried out to investigate the effects of social heterogeneity and sentimental credibility on moral judgments of Nigerian Muslim secondary school boys. The first study was aimed at investigating the role of social heterogeneity in generating and resolving moral conflicts. Two groups of Nigerian Hausa boys were randomly selected from two secondary schools, one heterogeneous and the other homogeneous in terms of school population. When moral judgments of the two groups were compared, the boys who came from the heterogeneous school population were significantly more advanced in moral maturity than those who were exposed to the more homogeneous school population. The second study was designed to investigate the effects of sentimental familiarity with the names of actors on generalization of moral reasoning in Kohlberg-type hypothetical moral dilemmas. It was found that Nigerian Muslim children tend to generalize more conveniently the moral reasoning if actors in a hypothetical moral situation...
TL;DR: In this paper, the empirical relationship between Kohlberg's model of moral reasoning and Hogan's model for moral character were examined in 132 college students to test the hypothesis that moral judgments are a reflection of the structure of moral character.
Abstract: The empirical relationships between Kohlberg's model of moral reasoning and Hogan's model of moral character were examined in 132 college students to test the hypothesis that moral judgments are a reflection of the structure of moral character. No relationships were found between measures of moral reasoning and measures of moral character. Kohlberg's measure of moral reasoning, however, was related to an alternative measure of moral reasoning (r = .51, p < .01); moral character measures of empathy (r = .40, p < .01) and socialization (r = −.44, p < .01) were related to the use of marijuana as predicted. It was concluded that moral reasoning and moral character are empirically independent domains.
TL;DR: In this article, the authors studied the relationship between in- ternal-external control and moral development in children and found that internal control was associated with a higher likelihood of success and failure in mentally impaired children.
Abstract: s International, 1971, 31(B), 4966- 4967. Bialer, I. Concepetualization of success and failure in mentally retarded and normal children. Journal of Personality, 1961, 29, 303-320. Bloomberg, M. On the relationship between in- ternal-external control and morality. Psycho- logical Reports, 1974, 35, 1077-1078. Breznitz, S., & Kugelmass, S. Intentionality in moral judgment: developmental stages. Child De- velopment, 1967, 38, 469-479. Chow, G. C. Test of equality between sets of co- efficients in two linear regressions. Econo- metrica, 1960, 28, 591-605. Cohen, A., & Farley, F. Exploratory study of indi- vidual differences in perceptual centering and decentering. Journal of Psychology, 1973, 84, 133-136. Cowan, P. A.; Langer, J.; Havebdrich, J.; & Nath- anson, M. Social learning and Piaget's cog- nitive theory of moral development. Journal of Personality and Social Psychology, 1969, 11, 261-274. Cronbach, L. E., & Furby, L. How we should mea- sure "change"-or should we? Psychological Bulletin, 1970, 74, 68-80. Crowley, P. M. Effect of training upon objectivity of moral judgment in gradeschool children. Journal of Personality and Social Psychology, 1968, 8, 228-232. Darlington, R. B. Multiple regression in psycho- logical research and practice. Psychological Bulletin, 1968, 69, 161-182. Deysach, R. E.; Keller, H. R.; Ross, E.; & Hiers, T. G. Social decentering and locus of control in children. Journal of Psychology, 1975, 20, 229-235. DuCette, J., & Wolk, S. Cognitive and motivational correlates of generalized expectancies for con- trol. Journal of Personality and Social Psychol- ogy, 1973, 26, 420-426. Flavell, J. H. The developmental psychology of Jean Piaget. Princeton, N.J.: Van Nostrand, 1963. Gorsuch, R. L.; Henigham, R. P.; & Bernard, C. Locus of control: an example of dangers in using children's scales with children. Child Development, 1972, 43, 579-590. Gozali, J., & Bialer, I. Children's locus of control scale: independence from response set bias among retardates. American Journal of Men- tal Deficiency, 1968, 72, 622-625. Hebble, P. W. The development of elementary school children's judgment of intent. Child Development, 1971, 42, 1203-1215. Hochreich, D. J. Defensive externality and attribu- tions of responsibility. Journal of Personality, 1974, 42, 543-557. Hoyte, M. F. Internal-external control and beliefs about automobile travel. Journal of Research in Personality, 1973, 7, 288-293. Joe, V. C. Review of the internal-external control construct as a personality variable. Psycho- logical Reports, 1971, 28, 619-640. Kenny, D. A. A quasi-experimental approach to as- sessing treatment effects in the nonequivalent control group design. Psychological Bulletin, 1975, 82, 345-362. Lefcourt, H. M. Internal versus external control of reinforcement: a review. Psychological Bulle- tin, 1966, 65, 206-220. Lefcourt, H. M. Recent developments in the study of locus of control. In B. A. Maher (Ed.), Progress in experimental personality research. Vol. 6. New York: Academic Press, 1972. Messer, S. B. The relation of internal-external control to academic performance. Child Develop- ment, 1972, 43, 1456-1462. Milgram, N. A. Locus of control in Negro and white children at four age levels. Psychologi- cal Reports, 1971, 29, 459-465. Mischel, W.; Zeiss, R.; & Zeiss, A. Internal-external control and persistence: validation and impli- cations of the Stanford Preschool Internal External Scale. Journal of Personality and Social Psychology, 1974, 29, 265-278. This content downloaded from 157.55.39.105 on Fri, 07 Oct 2016 04:53:57 UTC All use subject to http://about.jstor.org/terms 1352 Child Development Nowicki, S., & Strickland, B. R. A locus of control scale for children. Journal of Consulting and Clinical Psychology, 1973, 40, 148-154. Penk, W. Age changes and correlates of internal- external control scale. Psychological Reports, 1969, 25, 856. Phares, J. E., & Lamiell, J. F. Internal-external control, interpersonal judgments of others in needs, and attribution of responsibility. Jour- nal of Personality, 1975, 43, 23-28. Phares, J. .E, & Wilson, K. G. Responsibility attri- bution role of outcome severity, situational ambiguity and internal-external control. Jour- nal of Personality, 1972, 40, 392-406. Piaget, J. The moral judgment of the child. New York: Free Press, 1965. (Originally published 1932.) Rotter, J. B. Generalized expectancies for internal versus external control of reinforcement. Psy- chological Monographs, 1966, 80(1, Whole No. 609). Schiavo, S. R. Locus of control and judgments about another's accident. Psychological Re- ports, 1973, 32, 483-488. Schleifer, M., & Douglas, V. I. Effects of training on the moral judgment of young children. Journal of Personality and Social Psychology, 1973, 28, 62-68. Sosis, R. H. 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TL;DR: In this paper, the role of the teacher in moral education is discussed and a discussion of the role and role of teachers in moral development is presented, with emphasis on the teacher's role as a teacher.
Abstract: (1977). The role of the teacher in moral education. Theory Into Practice: Vol. 16, Moral Development, pp. 73-80.
TL;DR: In this article, a structural theory of moral development is proposed, which is based on a structural model of the moral development process, and applied to the problem of human behavior in the real world.
Abstract: (1977). A structural theory of moral development. Theory Into Practice: Vol. 16, Moral Development, pp. 60-66.
Journal Article•
TL;DR: In this article, the authors examine the independent influences of conative development (the Maslow needs hierarchy) upon aspects of prosocial orientations and find that conative maturity is a necessary antecedent to attainment of higher level moral reasoning among high school men.
Abstract: This study was undertaken to examine the independent influences of conative development (the Maslow needs hierarchy) upon aspects of prosocial orientations. It was designed to establish the role of conative development in moral reasoning among high school men at two age levels (sophomores and seniors), controlling for cognitive skills and social role-taking opportunities. As such, it attempts to break new ground in relating motivational constructs to the moral development literature. Conative maturity was found to be a necessary antecedent to attainment of higher level moral reasoning among high school men. Fixation and consolidation of moral reasoning was evidenced in connection with conative fixation among high school seniors. Results are discussed in terms of implications of conative growth for development of prosocial orientations in general and moral reasoning strategies in particular.
TL;DR: The moral concepts entailed in Kohlberg's cognitive developmental theory of moral judgment are examined and the underlying meta-ethical position is criticized in this article, and it is shown that in arguing for the moral adequacy of the highest stage he adopts a naturalistic position similar to Rawls and Richards.
Abstract: The moral concepts entailed in Kohlberg's cognitive‐developmental theory of moral judgment are examined and the underlying meta‐ethical position is criticized. While Kohlberg appears to adopt the prescriptivism of Hare in establishing formal criteria for moral judgments, it is shown that in arguing for the moral adequacy of the highest stage he adopts a naturalistic position similar to Rawls and Richards. These writers in turn have claimed empirical support from Kohlberg for the natural sense of justice. It is argued, however, that Kohlberg's theory provides no satisfactory criteria for defining the moral domain; that its basic moral position is inconsistent; that the ultimate justification for the principle of justice is not established; and that the claim to logical necessity for the stage‐sequence is not substantiated.
TL;DR: The most comprehensive concept for analyzing major sociocultural alternatives that have actually existed in particular spheres of social life is the sphere-of-life culture as mentioned in this paper, which is a particular constellation of ideas and feelings pertaining to the basic responsibilities and limitations of human beings.
Abstract: The most comprehensive concept for analyzing major sociocultural alternatives that have actually existed in particular spheres of social life is the sphere-of-life culture. While political cultures have been widely studied, sociologists have not given much attention to the comparative study of moral cultures. A moral culture is a particular constellation of ideas and feelings pertaining to the basic responsibilities and limitations of human beings. Moral logics are guidelines for acting with regard to the right-wrong distinction -- deriving obligations, justifying claims, making decisions in cases where right and wrong are not clear, and evaluating the goodness or culpability of actual behavior. The basic structures of several kinds of "traditional" and "modern" moral cultures and moral logics -- primarily Chinese, Indian, and Western -- are analyzed. The systems of moralization on which particular types of moral cultures tend to rely are described.
TL;DR: In this article, the author distinguishes and explores a number of moral questions raised by the social influence of artistic activity, and identifies three distinguishable types of moral demand that may be placed on artists: first, demands that are held to apply to everyone as a moral being and, therefore, apply equally to artists; second, demands which apply particularly but not exclusively to artists as socal participants, with certain significant controls and influence; and third, those that apply uniquely to artists, since these demands derive from the peculiar character of the tasks and powers of artists.
Abstract: The author distinguishes and explores a number of moral questions raised by the social influence of artistic activity. He begins by claiming that the moral discussion of art actually centres around two distinct but related axes. Thefirst involves the moraljudgment of the art object itself and raises empirical and philosophical questions. The second, less often pondered but no less puzzling, concerns moral issues that center around the artist as an individual. The author therefore proceeds to identify three distinguishable types of moral demand that may be placed on artists: first, demands that are held to apply to everyone as a moral being and, therefore, apply equally to artists; second, demands that apply particularly but not exclusively to artists as socal participants, with certain significant controls and influence; and third, those that apply uniquely to artists, since these demands derivefrom the peculiar character of the tasks andpowers of artists. The principal intent of this paper is to pursue and illuminate these types of moral demand, particularly the third, and to examine their interrelationships.
TL;DR: In the wake of Watergate and related political scandals, the teaching of ethics has become a matter of national concern as mentioned in this paper, and a recent Gallop Poll reported that 97 percent of those polled favored instruction in the schools that would deal with morals and moral behavior.
Abstract: In the wake of Watergate and related political scandals, the teaching of ethics has become a matter of national concern. A recent Gallop Poll reported that 97 percent of those polled favored "instruction in the schools that would deal with morals and moral behavior" (New York Times, April 18, 1976). Parents, teachers, administrators, school board members, and local politicians have joined in the clamor for values education in the schools.