Non-Cognitive Specificities of Intellectually Gifted Children and Adolescents: A Systematic Review of the Literature

For several years, there was a growing interest in intellectual giftedness and in particular in the non-cognitive specificities of gifted individuals. This topic attracted much public attention and sometimes led to contradictions with the scientific literature. The current review synthesizes a broad set of results related to non-cognitive specificities of intellectual gifted in children and adolescents. This synthesis of scientific research on giftedness and its associated non-cognitive features does not support the conclusion that there is a stable profile across gifted individuals that would consistently separate them from non-gifted individuals. A few specificities in some areas are noted, but they are not necessarily being systematic. These specificities often turn out to be in favor of gifted youth, contrary to the view sometimes defended in the general public that gifted individuals suffer from major everyday difficulties. Finally, methodological issues are listed regarding the designs of existing studies, with recommendations for future research in the field.

The Homogeneity and Heterogeneity of Moral Functioning in Preschool

The current study examined relations between distinct aspects of moral functioning, and their cognitive and emotional correlates, in preschool age children. Participants were 171 typically developing 3- to 6-year-olds. Each child completed several tasks, including (a) moral tasks assessing both performance of various moral actions and evaluations of moral scenarios presented both verbally and nonverbally; and (b) non-moral tasks assessing general cognitive skill, executive functioning, theory-of-mind, and emotion recognition. Shyness and empathic concern were assessed from video acquired during participation. Results demonstrated positive associations among distinct moral actions, as well as among distinct moral evaluation tasks, but few associations between tasks assessing moral actions and moral evaluation. Empathic concern and inhibitory control each emerged as important predictors of preschoolers' moral functioning.

Deaf Children's Moral Behavior, Moral Reasoning and Emotion Attribution

The present study examined deaf children's moral development with experimental tasks. Experiment 1 investigated lying and sharing behavior in 37 six- to 11-year-old deaf children, 39 age-matched hearing children and 33 twelve- to 16-year-old deaf adolescents who were matched with the hearing children on vocabulary ability. The results showed that the deaf children did not lie more but shared less than the hearing children. The deaf adolescents' sharing behavior was similar to the hearing children. Experiment 2 further investigated moral reasoning and emotion attribution among 20 deaf children and 30 age-matched hearing children. The results showed that the deaf children did not lag behind the hearing children in moral reasoning but did so with regard to attributing emotions to themselves in moral contexts. Therefore, the present study indicates that moral cognition might be sufficient for deaf children to avoid rule-breaking behavior but insufficient for them to show prosocial behavior.

Moral reasoning explained by personality traits and moral disengagement: A study among Dutch nurse practitioners and physician assistants

AIM

To explore the direct and indirect effect of the personality meta-traits 'Stability' and 'Plasticity' on moral reasoning among nurse practitioners (NPs) and physician assistants (PAs).

BACKGROUND

Moral reasoning is influenced by being prone to moral disengagement and personality traits. Moral disengagement is observed among professionals in many fields, including healthcare providers. Moral disengagement is known to be provoked by environmental stressors and influenced by certain personality traits.

DESIGN

A cross-sectional approach was used including self-report questionnaires.

METHODS

A convenience sample of Dutch NPs (N = 67) and PAs (N = 88) was surveyed via online questionnaires between January and March 2015, using (a) the Defining Issues Test; (b) the BIG five inventory; and (c) the Moral Disengagement Scale. Structural equation modelling (SEM) was employed for estimating the construct validity of two meta-traits of personality and to test unidirectional influences on moral reasoning.

RESULTS

Only the Stability trait was a direct predictor of moral reasoning whereas both Stability and Plasticity were precursors of moral disengagement. Both personality meta-traits had statistically significant indirect effects on moral reasoning through a low level of moral disengagement. The influence of both personality traits on the level of moral reasoning was increased by strong self-censure on entering into morally disengaged interactions.

CONCLUSION

The personality meta-trait 'Stability' is an indicator of moral reasoning and is explained by a lower propensity to morally disengage among highly stable people. Although the meta-trait Plasticity exerts an indirect effect through moral disengagement on moral reasoning, it is not a direct indicator of moral reasoning.

Moral reasoning and its correlates in job applicants

The aim of this study was to verify the applicability of the Test of Moral Reasoning (TMR) in the selection of job applicants and to see how it correlated with education, intelligence, and the “big five” personality traits. The study included 210 participants (132 women and 78 men) who applied for various positions in the banking sector. Our findings have confirmed the applicability of TMR for recruitment because they showed that TMR did not allow the candidates to fake their responses. Furthermore, they have confirmed Kohlberg's views that general intelligence and education are the main determinants of moral development (positive correlation), whereas tendency towards socially desirable responding showed a negative correlation.

Individual Differences in Moral Development: Does Intelligence Really Affect Children's Moral Reasoning and Moral Emotions?

This study investigates the relationship between intelligence and individual differences in children’s moral development across a range of different moral transgressions. Taking up prior research that showed morality and intelligence to be related in adolescents and adults, the current study wants to test if these findings can be extended to younger children. The study was designed to address some of the shortcomings in prior research by examining young children aged between 6 years; 4 months and 8 years; 10 months, using a broad concept of moral development including emotional aspects and applying an approach that is closely connected to children’s daily lives. Participants (N = 129) completed a standardized intelligence test and were presented four moral transgression stories to assess moral development. Results demonstrated that findings from prior research with adolescents or adults cannot simply be extended to younger participants. No significant correlations of moral development and intelligence were found for any of the presented stories. This provides first evidence that – at least in middle childhood – moral developmental status seems to be independent from children’s general intelligence assessed by figural inductive reasoning tests.

When Friends' and Society's Expectations Collide: A Longitudinal Study of Moral Decision-Making and Personality across College

Early adulthood is a developmentally important time period, with many novel life events needing to be traversed for the first time. Despite this important transition period, few studies examine the development of moral decision-making processes during this critical life stage. In the present study, college students completed moral decision-making measures during their freshman and senior years of college. Results indicate that, across four years, moral decision-making demonstrates considerable rank-order stability as well as change, such that people become more likely to help a friend relative to following societal rules. To help understand the mechanisms driving changes in moral decision-making processes, we examined their joint development with personality traits, a known correlate that changes during early adulthood in the direction of greater maturity. We found little evidence that personality and moral decision-making developmental processes are related. In sum, findings indicate that while moral decision-making processes are relatively stable across a four-year period, changes do occur which are likely independent of developmental processes driving personality trait change.