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Abstract
Norms permeate human life. Most of people's activities can be characterized by rules about what is appropriate, allowed, required, or forbidden-rules that are crucial in making people hyper-cooperative animals. In this article, I examine the current cognitive-evolutionary account of "norm psychology" and propose an alternative that is better supported by evidence and better placed to promote interdisciplinary dialogue. The incumbent theory focuses on rules and claims that humans genetically inherit cognitive and motivational mechanisms specialized for processing these rules. The cultural-evolutionary alternative defines normativity in relation to behavior-compliance, enforcement, and commentary-and suggests that it depends on implicit and explicit processes. The implicit processes are genetically inherited and domain-general; rather than being specialized for normativity, they do many jobs in many species. The explicit processes are culturally inherited and domain-specific; they are constructed from mentalizing and reasoning by social interaction in childhood. The cultural-evolutionary, or "cognitive gadget," perspective suggests that people alive today-parents, educators, elders, politicians, lawyers-have more responsibility for sustaining normativity than the nativist view implies. People's actions not only shape and transmit the rules, but they also create in each new generation mental processes that can grasp the rules and put them into action.
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Affiliation(s)
- Cecilia Heyes
- Department of Experimental Psychology & All Souls College, University of Oxford
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2
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Baker ER, Gahtan J, Salim SB, Huang R. Multidimensional profiles of Head Start children's social behaviors predict their interpretations of physical aggression. Aggress Behav 2023; 49:616-628. [PMID: 37400972 DOI: 10.1002/ab.22099] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 04/27/2023] [Accepted: 06/06/2023] [Indexed: 07/05/2023]
Abstract
Preschool children's reasoning regarding moral events differs according to adversity and relates to aggression. Understanding morality in young children is paramount for understanding their aggressive behaviors. The study aims to identify patterns of aggression and prosocial behavior using Latent Class Analysis (LCA) and investigate how patterns of aggression and prosocial behavior relate to reasoning about prototypic moral events. One hundred six children (Mage = 4.40 years old, SD = 0.55 years old, Range: 3.08-5.33 years old, 51% boys) enrolled in Head Start programs and their caregivers participated. In the fall caregivers completed surveys on forms (i.e., the manifestation of behavior) and functions of aggression (i.e., motivation of behavior), and prosocial behavior. The following spring children completed two moral reasoning tasks that measured children's judgment and reasoning of harm, and their attributions of transgressors' reasoning. The LCA revealed a 3-class solution: (1) high levels of relational aggression and moderate levels of prosocial behavior (bistrategic controllers), (2) low levels of both aggression and average prosocial behavior (uninvolved), (3) high levels of all types of aggression and low levels of prosocial behavior (high aggression). Subsequent analyses suggest that uninvolved children prioritize adhering to authority over other concerns, and bistrategic controllers focused on goal-oriented reasoning. Overall, our findings support that recognizing patterns of behavior may be useful in understanding children's moral reasoning.
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Affiliation(s)
- Erin Ruth Baker
- Department of Educational and Counseling Psychology, University at Albany, State University of New York, Albany, New York, USA
| | - Jamie Gahtan
- Department of Educational and Counseling Psychology, University at Albany, State University of New York, Albany, New York, USA
| | - Sumaita Binta Salim
- Department of Educational and Counseling Psychology, University at Albany, State University of New York, Albany, New York, USA
| | - Rong Huang
- Department of Human Development and Family Sciences, University of Connecticut, Storrs, Connecticut, USA
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3
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Understanding the role of testimony in children’s moral development: Theories, controversies, and implications. DEVELOPMENTAL REVIEW 2023. [DOI: 10.1016/j.dr.2022.101053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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4
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Li L, Tomasello M. Disagreement, justification, and equitable moral judgments: A brief training study. J Exp Child Psychol 2022; 223:105494. [PMID: 35842960 DOI: 10.1016/j.jecp.2022.105494] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Revised: 06/02/2022] [Accepted: 06/02/2022] [Indexed: 11/27/2022]
Abstract
Although theorists agree that social interactions play a major role in moral development, previous research has not experimentally assessed how specific features of social interactions affect children's moral judgments and reasoning. The current study assessed two features: disagreement and justification. In a brief training phase, children aged 4-5.5 years (N = 129) discussed simple moral scenarios about issues of fairness (how to allocate things between individuals) with a puppet who, in a between-participants factorial design, either agreed or disagreed with the children's ideas and either asked or did not ask the children to justify their ideas. Children then responded to another set of moral scenarios in a test phase that was the same for all children. Children in the "agree and do not justify" baseline condition showed an inflexible equality bias (preferring only equal allocations regardless of context), but children who had experiences of disagreement or experiences of being asked to justify themselves shifted toward making equitable decisions based on common ground norms and values. Furthermore, false belief competence was related to children's decisions and justifications. These findings support the classic Piagetian hypothesis that social interactions are a catalyst of cognitive disequilibrium and moral development.
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Affiliation(s)
- Leon Li
- Department of Psychology and Neuroscience, Duke University, Durham, NC 27708, USA.
| | - Michael Tomasello
- Department of Psychology and Neuroscience, Duke University, Durham, NC 27708, USA
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5
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Luciano G, Yvonne D, Karen MP. How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? EDUCATIONAL PSYCHOLOGY REVIEW 2022; 34:1445-1475. [PMID: 35965954 PMCID: PMC9365732 DOI: 10.1007/s10648-022-09667-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/20/2022] [Indexed: 11/24/2022]
Abstract
Educators read narrative fiction with children not only to promote their literacy skills, but also to support their sociomoral development. However, different approaches strongly diverge in their explanations and recommended instructional activities. Informed by theoretical understandings of reader-text transactions, this integrative review presents three different conceptions about how children learn socially from narrative fiction. The first approach explains sociomoral learning through narrative fiction by children’s extraction and internalization of the text’s moral message. The second approach refers to children’s training of mindreading and empathy as they become immersed in a fictional social world and imaginatively engage with the fictional characters’ perspectives. The third approach focuses on children’s social reasoning development through engagement in argumentative dialogues with peers about the complex sociomoral issues raised in narrative fiction. The article aims to theoretically position a wide range of literary programs to clarify their psychological foundations as well as critically discuss their strengths and limitations.
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Wang X, Zhao F, Yang J, Lei L. School Climate and Adolescents' Cyberbullying Perpetration: A Moderated Mediation Model of Moral Disengagement and Friends' Moral Identity. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:NP9601-NP9622. [PMID: 31286820 DOI: 10.1177/0886260519860089] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
Based on an integration of the positive youth development model and the social cognitive theory, friends' moral identity was examined as a moderator of the direct and indirect relations between school climate and adolescent's cyberbullying perpetration via moral disengagement. Participants were 404 Chinese adolescents (Mage = 13.53 years, SD = 0.92). They completed the Perceived School Climate Scale and the Moral Identity Scale and nominated up to three friends whom they considered to be their "best friend" in their classroom at Time 1. After 6 months, they completed the Moral Disengagement Scale and the Cyberbullying Scale at Time 2. Results showed that adolescents who experienced positive school climate were less likely to cyberbully others, which was mediated by their moral disengagement. Friends' moral identity moderated the direct and indirect relations between school climate and cyberbullying perpetration. Specifically, the indirect relationship between school climate and cyberbullying perpetration through moral disengagement became nonsignificant for adolescents interacting with high moral identity friends. The direct association between school climate and cyberbullying perpetration was moderated by friends' moral identity.
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Affiliation(s)
| | | | | | - Li Lei
- Renmin University of China, Beijing, China
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7
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Tong D, Talwar V. Understanding the development of honesty in children through the
domains‐of‐socialization
approach. INFANT AND CHILD DEVELOPMENT 2021. [DOI: 10.1002/icd.2268] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Donia Tong
- Department of Educational and Counselling Psychology McGill University Montreal Quebec Canada
| | - Victoria Talwar
- Department of Educational and Counselling Psychology McGill University Montreal Quebec Canada
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8
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Collaborative reasoning in the context of group competition. PLoS One 2021; 16:e0246589. [PMID: 33544768 PMCID: PMC7864449 DOI: 10.1371/journal.pone.0246589] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Accepted: 01/22/2021] [Indexed: 11/19/2022] Open
Abstract
A key skill in collaborative problem-solving is to communicate and evaluate reasons for proposals to arrive at the decision benefiting all group members. Although it is well-documented that collaborative contexts facilitate young children's reasoning, less is known about whether competition with other groups contributes to children's collaborative reasoning. We investigated whether between-group competition facilitates children's within-group collaborative reasoning, regarding their production of reasons and their use of transacts, communicative acts that operate on one another's proposals and reasoning. We presented 5- and 7-year-old peer dyads with two collaborative problem-solving tasks (decorating a zoo and a dollhouse). In one task, children competed against another group (the competitive condition); whereas in the other task, they did not (non-competitive condition). Our results suggest that children's sensitivity to group competition as reflected in their reasoning changed depending on the task. When they decorated a house, they produced more transacts in the competitive condition than in the non-competitive condition; whereas when they decorated a zoo, this pattern was reversed. Thus, our results highlight that group competition did not influence children's collaborative reasoning consistently across different contexts.
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Twito L, Knafo-Noam A. Beyond culture and the family: Evidence from twin studies on the genetic and environmental contribution to values. Neurosci Biobehav Rev 2020; 112:135-143. [PMID: 31917161 DOI: 10.1016/j.neubiorev.2019.12.029] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2019] [Revised: 11/27/2019] [Accepted: 12/27/2019] [Indexed: 10/25/2022]
Abstract
Human values are abstract goals, affecting decisions, choices and behavior (Schwartz, 1992). Despite much value research, there is a lack of research on the etiology of values, specifically potential genetic influences. We therefore reviewed all published twin studies on human values, classified as representing four higher order values across two bipolar dimensions: Self-transcendence versus Self-enhancement and Openness to change versus Conservation. Across most studies, and most values, monozygotic twins correlated more strongly than dizygotic twins, indicating genetic contribution to values. Significant heritability estimates ranged from 24.5 to 85.7%. The effects of the environment shared by family members were generally weaker. Finally, there was a contribution of the non-shared environment for all values. After discussing the implications for the neuropsychological research on values, we suggest several future research directions, which may help guide the future science of the etiology of values. We also discuss the possible discrepancy between our findings and theory and research on value socialization and discuss the interplay of genes and the environment in the development of values.
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Affiliation(s)
- Louise Twito
- Hebrew University of Jerusalem, Jerusalem, Israel.
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10
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Shubert J, Wray-Lake L, Syvertsen AK, Metzger A. The role of family civic context in character development across childhood and adolescence. APPLIED DEVELOPMENTAL SCIENCE 2019. [DOI: 10.1080/10888691.2019.1683452] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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11
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Ramos AM, Griffin AM, Neiderhiser JM, Reiss D. Did I Inherit My Moral Compass? Examining Socialization and Evocative Mechanisms for Virtuous Character Development. Behav Genet 2019; 49:175-186. [PMID: 30656439 PMCID: PMC6443408 DOI: 10.1007/s10519-018-09945-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2017] [Accepted: 12/17/2018] [Indexed: 10/27/2022]
Abstract
Virtuous character development in children is correlated with parenting behavior, but the role of genetic influences in this association has not been examined. Using a longitudinal twin/sibling study (N = 720; Time 1 (T1) Mage = 12-14 years, Time 3 (T3) Mage = 25-27 years), the current report examines associations among parental negativity/positivity and offspring responsibility during adolescence, and subsequent young adult conscientiousness. Findings indicate that associations among parental negativity and offspring virtuous character during adolescence and young adulthood are due primarily to heritable influences. In contrast, the association between concurrent parental positivity and adolescent responsibility was due primarily to heritable and shared environmental influences. These findings underscore the contributions of heritable influences to the associations between parenting and virtuous character that have previously been assumed to be only environmentally influenced, emphasizing the complexity of mechanisms involved in the development of virtuous character.
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Affiliation(s)
- Amanda M Ramos
- Department of Psychology, The Pennsylvania State University, 140 Moore Building, University Park, PA, 16802, USA.
| | - Amanda M Griffin
- Department of Human Development and Family Studies, The Pennsylvania State University, University Park, PA, USA
- Prevention Science Institute, University of Oregon, Eugene, OR, USA
| | - Jenae M Neiderhiser
- Department of Psychology, The Pennsylvania State University, 140 Moore Building, University Park, PA, 16802, USA.
| | - David Reiss
- Child Study Center, Yale University School of Medicine, New Haven, CT, USA
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Lonsdale D. Intentions to Cheat: Ajzen's Planned Behavior and Goal-Related Personality Facets. THE JOURNAL OF PSYCHOLOGY 2017; 151:113-129. [PMID: 27786598 DOI: 10.1080/00223980.2016.1241737] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
This study sought to test antecedents to college students' intentions to cheat by utilizing Ajzen's ( 1991 ) theory of planned behavior (TPB), and four goal-related personality facets. Those facets were behavioral approach, behavioral inhibition, need for achievement-hope of success, and need for achievement-fear of failure. As hypothesized, perceived friends' and parents' attitudes toward academic dishonesty (two subjective norms) and perceived ease of cheating (perceived behavioral control) all positively predicted overall intentions to cheat. Perceived friends' attitudes seemed to play a more influential role than perceived parents' attitudes. Interestingly, male students reported greater parental acceptance of academic misconduct than female students reported. Among the personality facets, behavioral approach and need for achievement-hope of success were positive and negative predictors of cheating intentions, respectively. A more fine-grained examination of take-home assignments revealed that students considered them easier to cheat on and reported greater intentions to cheat on them in comparison to other forms of academic work (e.g., exams and papers). Also, need for achievement-fear of failure positively predicted intentions to cheat on take-home assignments, but not other cheating intentions. Implications and suggestions for future research are discussed.
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13
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Miller MM, Scott EL, Trost Z, Hirsh AT. Perceived Injustice Is Associated With Pain and Functional Outcomes in Children and Adolescents With Chronic Pain: A Preliminary Examination. THE JOURNAL OF PAIN 2016; 17:1217-1226. [PMID: 27555426 DOI: 10.1016/j.jpain.2016.08.002] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2016] [Revised: 08/02/2016] [Accepted: 08/10/2016] [Indexed: 12/14/2022]
Abstract
Chronic pain is prevalent in children/adolescents and contributes to high rates of healthcare utilization. Research suggests injustice perceptions about pain are important in adult patients and a possible treatment focus. We conducted a preliminary evaluation of the psychometric properties of the Injustice Experiences Questionnaire (IEQ) and the relationship between injustice perceptions, pain, and functioning in chronic pain patients (N = 139, mean age = 15 years, 72% female) presenting to a pediatric pain clinic. Patients completed measures assessing pain intensity, injustice perceptions about pain, catastrophizing, overall functional disability, emotional functioning, social functioning, and school functioning. The IEQ showed good reliability and validity. Higher levels of perceived injustice were associated with higher levels of pain intensity, catastrophizing, and functional disability, and with poorer emotional, social, and school functioning. Additionally, perceived injustice remained significantly associated with pain intensity, functional disability, emotional functioning, social functioning, and school functioning after accounting for relevant demographic and clinical factors. This is the first study to suggest that injustice perceptions are important in the experience of pediatric chronic pain patients. Future studies should more thoroughly examine the psychometric properties of the IEQ in children/adolescents and elucidate the causal nature of these relationships, which will inform treatment efforts to improve pediatric pain care. PERSPECTIVE This initial investigation suggests that injustice perceptions about pain can be reliably and validly measured and are tied to important clinical outcomes in children/adolescents. Future studies that replicate and extend these preliminary results are necessary to determine the extent to which injustice perceptions are an important target for intervention.
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Affiliation(s)
- Megan M Miller
- Department of Psychology, Indiana University-Purdue University Indianapolis, Indianapolis, Indiana
| | - Eric L Scott
- Department of Psychiatry, Indiana University School of Medicine, Riley Hospital for Children, Indianapolis, Indiana
| | - Zina Trost
- Department of Psychology, University of Alabama Birmingham, Birmingham, Alabama
| | - Adam T Hirsh
- Department of Psychology, Indiana University-Purdue University Indianapolis, Indianapolis, Indiana.
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14
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Abstract
Results from two studies conducted at a mixed-ethnic elementary school in Canada are presented to demonstrate the potential for bystanders to stop verbal bullying. Name-calling is one of the most common forms of bullying, and leaving it unchecked fosters a tolerance for intergroup discrimination. Because it occurs in unsupervised places, peer bystanders must play a role in stopping it. The results of our survey with 204 students from third to sixth grade indicated that 60% witnessed bullying in the previous four weeks: 28% verbal, 24% social, and 23% physical. Compared to third graders, sixth graders witnessed more bullying and felt more bothered about it, yet fewer tried to intervene (10% compared to 22% for third graders). The second study used a modelling and role-playing paradigm to study the kinds of verbal intervention students felt comfortable making. Students from younger and older grade levels heard an audio-taped name-calling scenario with an ingroup bully and an outgroup victim. They then heard a peer or adult model use low- and high-explicit responses, with or without a rationale. An explicit response refers to stating the behavioural rule and/or value — a strategy found to be effective in other forms of socialisation. When students were given an opportunity to respond, post-test interventions were more explicit than pre-test ones. However, third graders were more influenced by adult models and sixth graders more influenced by peer models. Rationales given by students also varied as a function of grade and model. The findings are an important starting point in informing programmes as to the words and the models most acceptable to students who are being asked to take a stand against bias and bullying.
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Affiliation(s)
- Frances Aboud
- Department of Psychology, McGill University, 1205 Dr Penfield Avenue, Montreal, Canada, H3A 1B
| | - Lior Miller
- Department of Psychology, McGill University, Montreal, Canada
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15
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Pratt MW, Skoe EE, Arnold ML. Care reasoning development and family socialisation patterns in later adolescence: A longitudinal analysis. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1080/01650250344000343] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Over the past 20 years, care reasoning has been increasingly recognised as an important aspect of moral development. Skoe has developed an interview measure of levels of care reasoning about the needs of self and other in relationships, the Ethic of Care Interview or ECI. In the present longitudinal research, we investigated developmental changes and family correlates of reasoning about care issues in a family study of 32 adolescents (aged 16 and then 20 years). There were no gender differences on the ECI for these adolescents, but there was a significant increase in scores over time. Care reasoning levels at age 20 were significant concurrent predictors of self-reported community involvement. Several parenting factors when children were age 16 (parents’ emphasis on caring as a goal in family stories, child reports of a more authoritative family parenting style, and parents’ use of more autonomy-encouraging practices) were associated with higher levels of care reasoning in adolescents at age 20, consistent with theoretical expectations.
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Vera-Estay E, Seni AG, Champagne C, Beauchamp MH. All for One: Contributions of Age, Socioeconomic Factors, Executive Functioning, and Social Cognition to Moral Reasoning in Childhood. Front Psychol 2016; 7:227. [PMID: 27014110 PMCID: PMC4781849 DOI: 10.3389/fpsyg.2016.00227] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2015] [Accepted: 02/04/2016] [Indexed: 11/23/2022] Open
Abstract
Moral reasoning (MR) is a socio-cognitive skill essential to appropriate social functioning in childhood, and evolves in quality and complexity during ontogenetic development. Past research suggests that MR is related to age, socioeconomic factors, as well as some social and cognitive skills, such as executive functioning (EF), theory of mind (ToM), empathy, and affect recognition. However, their contributions have been studied in silos rather than comprehensively, with little integration of the relative and combined contribution of these skills to MR. Furthermore, few studies have addressed the putative links between these factors in childhood, a period during which these skills are in maturation. The aim of this study was to explore what factors predict moral maturity in typically developing children (n = 76, 47.4% males, M = 9.2, SD = 1.67 years), explore the potential moderating and mediating role of executive functions and social cognition in the relationship between age and MR maturity, and identify the specific contributions of age, socioeconomic factors, EF, and social cognition, using an innovative visual MR assessment tool (So-Moral). The results indicate that MR maturity was correlated with age, EF (inhibition, verbal fluency, and attentional control), and social cognition (ToM and affect recognition). Neither EF nor social cognition moderated the effect of age on MR maturity. However, verbal fluency and third-order false beliefs had a moderating role in this link. MR maturity in children was predicted by three variables from each of the three domains: age, verbal fluency, and third-order ToM. These results contribute to a better understanding of the underpinnings of MR during childhood, suggesting that MR is not reducible to general developmental factors such as age, but that higher order skills, such EF and social cognition also contribute to moral maturity. The findings have relevance for both typically developing and clinical populations in which social skills may be reduced, as well as for the identification of potential loci for intervention in children at-risk for socially maladaptive behaviors.
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Affiliation(s)
- Evelyn Vera-Estay
- Department of Psychology, University of MontrealMontreal, QC, Canada; Sainte-Justine Hospital Research Center, MontrealQC, Canada
| | - Anne G Seni
- Department of Psychology, University of Montreal Montreal, QC, Canada
| | | | - Miriam H Beauchamp
- Department of Psychology, University of MontrealMontreal, QC, Canada; Sainte-Justine Hospital Research Center, MontrealQC, Canada
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Abstract
The overall goal of adolescent development is personal emancipation through individuation. The parent is considered an adolescent's most powerful formative influence and role model regarding health attitudes, behavioral norms, and social boundaries. For adolescents, engaging in risk-taking behaviors can be a normal maturational "rewarding" response or a strategy to cope with perceived stress and express emotions. Effective stress management is an important skill set for the developing adolescent who may experiment with a range of unhealthy strategies for coping or personal expression despite their high potential for hazardous consequences. Parenting the adolescent poses the immense challenge of promoting the adolescent's development of life skills while enabling stimulating healthy opportunities during a time of increased access and vulnerability to risky choices, including substance use. Effective parenting includes consistency, communication, respect and safety-based boundaries as well as monitoring the adolescents' friends and activities, particularly media use. Not only are parents important in deterring, suspecting, and at times detecting their adolescents' substance use, they can facilitate the evaluation or interventions that may be needed to stop substance use, start recovery, and sustain it. The role of parents is to guide adolescents in developing strengths and resilience, and fulfilling their fullest life potential.
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18
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Malti T, Eisenberg N, Kim H, Buchmann M. Developmental Trajectories of Sympathy, Moral Emotion Attributions, and Moral Reasoning: The Role of Parental Support. SOCIAL DEVELOPMENT 2013. [DOI: 10.1111/sode.12031] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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19
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Playback Theatre: Effects on students’ views of aggression and empathy within a forensic context. ARTS IN PSYCHOTHERAPY 2011. [DOI: 10.1016/j.aip.2011.04.004] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Malti T, Buchmann M. Socialization and individual antecedents of adolescents' and young adults' moral motivation. J Youth Adolesc 2010; 39:138-49. [PMID: 20084560 DOI: 10.1007/s10964-009-9400-5] [Citation(s) in RCA: 41] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2008] [Accepted: 02/05/2009] [Indexed: 11/30/2022]
Abstract
Socialization and individual differences were examined as antecedents of moral motivation in representative samples of 15-year-old adolescents (N = 1,258; 54% female) and 21-year-old young adults (N = 584; 53% female). The adolescents' primary caregivers (N = 1,056) also participated. The strength of moral motivation was rated by participants' responses to two hypothetical moral dilemmas in terms of action decisions, emotion attributions, and justifications. Socialization was measured by the perceived quality of friendship, parent-child relationships, and educational background. The importance attached to social justice and various personality traits were also assessed. Adolescents' moral motivation was positively associated with the quality of their parent-child relationship and the importance of social justice. Young adults' moral motivation was predicted by the perceived quality of friendships, the importance of social justice, and agreeableness. For both groups, moral motivation was greater in females. The theoretical implications of the findings for the development of moral motivation are discussed.
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Affiliation(s)
- Tina Malti
- Jacobs Center for Productive Youth Development, University of Zurich, Culmannstrasse 1, 8006, Zurich, Switzerland.
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Gummerum M, Keller M, Takezawa M, Mata J. To Give or Not to Give: Children’s and Adolescents’ Sharing and Moral Negotiations in Economic Decision Situations. Child Dev 2008; 79:562-76. [DOI: 10.1111/j.1467-8624.2008.01143.x] [Citation(s) in RCA: 106] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Stams GJ, Brugman D, Deković M, van Rosmalen L, van der Laan P, Gibbs JC. The moral judgment of juvenile delinquents: a meta-analysis. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2006; 34:697-713. [PMID: 17048108 DOI: 10.1007/s10802-006-9056-5] [Citation(s) in RCA: 113] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2006] [Accepted: 09/26/2006] [Indexed: 10/24/2022]
Abstract
A meta-analysis of 50 studies was conducted to investigate whether juvenile delinquents use lower levels of moral judgment than their nondelinquent age-mates and, if so, what factors may influence or moderate the developmental delay. The results show a lower stage of moral judgment for juvenile delinquents (d=.76). Effect sizes were large for comparisons involving male offenders, late adolescents, delinquents with low intelligence, and incarcerated delinquents. The largest effect sizes were found for period of incarceration and comparisons involving juvenile delinquents with psychopathic disorder. Production instead of recognition measures, dilemma-free assessment methods, and non-blind scoring procedures yielded relatively large effect sizes, whereas effect sizes were medium for comparisons involving delinquents with average intelligence, non-incarcerated delinquents, female offenders, as well as early and middle adolescents. Psychopathic disorder and institutionalization were identified as unique moderators of the link between moral judgment and juvenile delinquency. It is concluded that developmentally delayed moral judgment is strongly associated with juvenile delinquency, even after controlling for socioeconomic status, gender, age and intelligence.
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Affiliation(s)
- Geert Jan Stams
- Faculty of Social and Behavioral Sciences, University of Amsterdam, Department of Education, P.O. Box 94208, 1090 GE, Amsterdam, The Netherlands.
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Murray-Close D, Crick NR, Galotti KM. Children's Moral Reasoning Regarding Physical and Relational Aggression. SOCIAL DEVELOPMENT 2006. [DOI: 10.1111/j.1467-9507.2006.00346.x] [Citation(s) in RCA: 57] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Reimer K, Wade-Stein D. Moral Identity in Adolescence: Self and Other in Semantic Space. IDENTITY-AN INTERNATIONAL JOURNAL OF THEORY AND RESEARCH 2004. [DOI: 10.1207/s1532706xid0403_2] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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Kochanska G, Aksan N, Nichols KE. Maternal power assertion in discipline and moral discourse contexts: commonalities, differences, and implications for children's moral conduct and cognition. Dev Psychol 2004; 39:949-63. [PMID: 14584977 DOI: 10.1037/0012-1649.39.6.949] [Citation(s) in RCA: 56] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Parental power assertion is traditionally studied in the behavioral domain--discipline triggered by the child's immediate misbehavior--but rarely in the cognitive domain--parent-child discussions of the child's past misbehavior. Maternal power assertion was observed in "do" and 'don't" discipline contexts from 14 to 45 months and in the context of mother-child discourse about a recent misbehavior at 56 months. Mothers' use of power cohered across the "do," 'don't," and discourse contexts, but its implications were domain specific. Power assertion in the 'don't" discipline context predicted behavioral outcomes (more moral conduct at 56 and 73 months, less antisocial conduct at 73 months) but not cognitive outcomes (moral cognition at 56 and 73 months). Power assertion in the discourse context predicted less mature moral cognition but not moral or antisocial conduct. Mothers' high Neuroticism predicted more power assertion in all three contexts. Child effects were examined.
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Affiliation(s)
- Grazyna Kochanska
- Department of Psychology, University of Iowa, Iowa City, IA 52242-1407, USA.
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Berndt TJ, Murphy LM. Influences of Friends and Friendships: Myths, Truths, and Research Recommendations. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2003. [DOI: 10.1016/s0065-2407(02)80044-1] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Thorkildsen TA, White-McNulty L. Developing conceptions of fair contest procedures and the understanding of skill and luck. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2002. [DOI: 10.1037/0022-0663.94.2.316] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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