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The Moral Judgement of the Child

Philosophy 8 (31):373-374 (1933)

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  1. The Realm of Continued Emergence: The Semiotics of George Herbert Mead and its Implications to Biosemiotics, Semiotic Matrix Theory, and Ecological Ethics.Jorge Conesa Sevilla - 2005 - Sign Systems Studies 33 (1):27-50.
    This examination of the often-inaccessible work and semiotics of George Herbert Mead focuses first on his pivotal ideas of Sociality, Consciousness, and Communication. Mead’s insight of sociality as forced relatedness, or forced semiosis, appearing early in evolution, or appearing in simple systems, guarantees him a foundational place among biosemioticians. These ideas are Mead’s exemplar description of multiple referentiality afforded to social organisms, thus enabling passing from one umwelt to another, with relative ease. Although Mead’s comprehensive semiosis is basically sound, and (...)
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  • Teachers' Views of Forgiveness for the Resolution of Conflicts Between Students in School.Ju´lio Rique & Maria Tereza Lins-Dyer - 2003 - Journal of Moral Education 32 (3):233-250.
    This study investigated teachers' views of forgiveness and institutional pardon for conflict resolution at schools. We asked, "Should teachers endorse student resolution of interpersonal conflicts at school by asking for forgiveness and forgiving?" "Considering that students' conflict led to behaviours that violated norms in the school, should schools pardon students' misconduct if students effectively used forgiveness for interpersonal conflict resolution?" Finally, "Is an internal and autonomous orientation for forgiveness related to social harmony or interpersonal ethics of care?" Fifty-three participants answered (...)
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  • Representation of Morality in Children: A Qualitative Approach.Alexandra Maftei & Andrei Holman - 2020 - Journal of Moral Education 49 (2):194-208.
    ABSTRACTPrevious research on children’s moral reasoning usually used a quantitative approach and a pre-determined set of methods in order to establish early moral landmarks. We proposed a qualitative perspective on the basis of which we have formulated three main objectives: 1) to identify the main categories of behaviors that children spontaneously associate with the notion of morality, in line with Turiel’s Domain Theory; 2) to investigate children’s conceptions of moral and social-conventional rules and 3) to assess the gender differences in (...)
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  • The Role of Elevation in Moral Judgment.Christoph Klebl, Isabel Dziobek & Rhett Diessner - 2020 - Journal of Moral Education 49 (2):158-176.
    ABSTRACTElevation is the emotion elicited by witnessing acts of moral beauty and may be framed as the opposite of disgust. Two studies investigated the role of elevation in moral judgment and its relation to disgust. In Study 1 it was investigated whether elevation can attenuate the effects of disgust on moral transgression judgments. Participants were either induced to experience disgust, or to experience disgust and elevation simultaneously. No effects of either emotion on moral transgression judgments were found. In Study 2 (...)
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  • Moral Disengagement and Children’s Propensity to Tell Coached Lies.Frances Lee Doyle & Kay Bussey - 2018 - Journal of Moral Education 47 (1):91-103.
    This study investigated the relationship between children’s proneness to endorse moral disengagement mechanisms and their anticipated antisocial lie telling. Participants were 107 predominantly white Australian children in Grade 1 and Grade 4. Children completed a lie-telling moral disengagement scale and two vignettes. In the first vignette, a child character witnessed a transgression and was coached to say that they did not see the transgression occur. In the second vignette, a child character did not witness a transgression and was coached to (...)
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  • Located in the Thin of It: Young Children’s Use of Thin Moral Concepts.Jennifer Cole Wright, Trisha Sedlock, Jenny West, Kelly Saulpaugh & Michelle Hopkins - 2016 - Journal of Moral Education 45 (3):308-323.
    One important socio-cultural medium through which young children’s moral understanding is cultivated is parent/child discourse. Of particular interest to us was young children’s use of basic evaluative concepts, which are ubiquitous in everyday discourse and serve as a potential bridge from the non-moral to the moral domain. We investigated 14 2–5-year-old children’s use of thin evaluative concepts and found that while they frequently used good and bad to morally evaluate other people’s and their own psychological/dispositional states and behaviors—as well as, (...)
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  • Condoning Aggressive Behaviour in Sport: A Cross-Sectional Research in a Few Consecutive Age Categories.Eric Fruchart & Patricia Rulence-Pâques - 2016 - Journal of Moral Education 45 (1):87-103.
    The aim of this study was to compare the way in which 216 young handball players of different ages combined and integrated five different information cues for judging the extent to which an aggressive act performed by a player during a match of handball could be condoned. The participants indicated their judgement in 48 scenarios constructed from the combination of these information cues. A cluster analysis has been done. Two different positions on moral judgement were observed. The information cues were (...)
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  • A Person-Centered Approach to Moral Motivations During Emerging Adulthood: Are All Forms of Other-Orientation Adaptive?Chien-Ti Lee, Laura M. Padilla-Walker & Larry J. Nelson - 2015 - Journal of Moral Education 44 (1):51-63.
    The purpose of this study was to explore other-oriented motivations for moral behavior, including community orientation and fear of negative evaluation from others and to examine how differences in the way that these motivations are balanced might be linked to prosocial behavior, identity development and well-being. Participants included 550 university students from four different universities across the United States. The majority of the respondents were Caucasian, living away from home. Results of latent profile analyses revealed four classes: ‘low other-orientation’, ‘high (...)
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  • Teaching Applied Ethics to the Righteous Mind.Peter Murphy - 2014 - Journal of Moral Education 43 (4):413-428.
    What does current empirically informed moral psychology imply about the goals that can be realistically achieved in college-level applied ethics courses? This paper takes up this question from the vantage point of Jonathan Haidt’s Social Intuitionist Model of human moral judgment. I summarize Haidt’s model, and then consider a variety of pedagogical goals. I begin with two of the loftiest goals of ethics education, and argue that neither is within realistic reach if Haidt’s model is correct. I then look at (...)
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  • Detecting Children’s Lies: Are Parents Accurate Judges of Their Own Children’s Lies?Victoria Talwar, Sarah-Jane Renaud & Lauryn Conway - 2015 - Journal of Moral Education 44 (1):81-96.
    The current study investigated whether parents are accurate judges of their own children’s lie-telling behavior. Participants included 250 mother–child dyads. Children were between three and 11 years of age. A temptation resistance paradigm was used to elicit a minor transgressive behavior from the children involving peeking at a forbidden toy and children were subsequently questioned about the transgressive event. Mothers were asked to make predictions about whether their child would peek and then watched a video of their child being questioned (...)
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  • Cognitive Underpinnings of Moral Reasoning in Adolescence: The Contribution of Executive Functions.E. Vera-Estay, J. J. Dooley & M. H. Beauchamp - 2015 - Journal of Moral Education 44 (1):17-33.
    Adolescence is a developmental period characterized by intense changes, which impact the interaction between individuals and their environments. Moral reasoning is an important skill during adolescence because it guides social decisions between right and wrong. Identifying the cognitive underpinnings of MR is essential to understanding the development of this function. The aim of this study was to explore predictors of MR in typically developing adolescents and the specific contribution of higher order cognitive processing using an innovative visual MR assessment tool (...)
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  • Moral Rationality and Intuition: An Exploration of Relationships Between the Defining Issues Test and the Moral Foundations Questionnaire.Rebecca J. Glover, Prathiba Natesan, Jie Wang, Danielle Rohr, Lauri McAfee-Etheridge, Dana D. Booker, James Bishop, David Lee, Cory Kildare & Minwei Wu - 2014 - Journal of Moral Education 43 (4):395-412.
    Explorations of relationships between Haidt’s Moral Foundations Questionnaire and indices of moral decision-making assessed by the Defining Issues Test have been limited to correlational analyses. This study used Harm, Fairness, Ingroup, Authority and Purity to predict overall moral judgment and individual Defining Issues Test-2 schema scores using responses from 222 undergraduates. Relationships were not confirmed between the separate foundations and the DIT-2 indices. Using the MFQ moral judgment items only, confirmatory factor analyses confirmed higher order constructs called Individualizing and Binding (...)
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  • The Effect of Personal Orientations Toward Intergroup Relations on Moral Reasoning.Stefano Passini - 2014 - Journal of Moral Education 43 (1):89-103.
    This article examined how the group membership of the person being judged influenced the level of moral reasoning. Nearly 200 ordinary Italians were given two measures of moral ingroup inclusiveness and the short form of Rest’s Defining Issues Test. The protagonists in the dilemmas were either Italian or Romanian. Overall, the post-conventional score was related to higher inclusiveness. However, respondents with a narrow moral ingroup scored lower on post-conventional reasoning when the protagonists were Romanian than when they were Italian. By (...)
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  • Good and Evil at School: Bullying and Moral Evaluation in Early Adolescence.Lenka Kollerová, Pavlína Janošová & Pavel Říčan - 2014 - Journal of Moral Education 43 (1):18-31.
    We investigated how adolescents morally evaluated hypothetical bullying and defending protagonists and whether these evaluations related to behavior in bullying as nominated by peers. Exploratory factor analysis resulted in four factors for the evaluation of the hypothetical bullies: Evil soul, Contempt, Cowardice, and Deviance, and five factors for the evaluation of the hypothetical defender: General admiration, Courage, Cool, Empathic care, and Fair justice. Corresponding scales were constructed. The findings showed that bullying positively correlated with evaluating the hypothetical bullies using Cowardice (...)
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  • Moral Foundations Theory and Moral Development and Education.Bruce Maxwell & Darcia Narvaez - 2013 - Journal of Moral Education 42 (3):271-280.
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  • The Concept of the Moral Domain in Moral Foundations Theory and Cognitive Developmental Theory: Horses for Courses?Bruce Maxwell & Guillaume Beaulac - 2013 - Journal of Moral Education 42 (3):360-382.
    Moral foundations theory chastises cognitive developmental theory for having foisted on moral psychology a restrictive conception of the moral domain which involves arbitrarily elevating the values of justice and caring. The account of this negative influence on moral psychology, referred to in the moral foundations theory literature as the ?great narrowing?, involves several interrelated claims concerning the scope of the moral domain construct in cognitive moral developmentalism, the procedure by which it was initially elaborated, its empirical grounds and the influence (...)
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  • The Future of Research in Moral Development and Education.Darcia Narvaez - 2013 - Journal of Moral Education 42 (1):1-11.
    (2013). The future of research in moral development and education. Journal of Moral Education: Vol. 42, No. 1, pp. 1-11. doi: 10.1080/03057240.2012.757102.
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  • The Effects of Off-Campus Service Learning on the Moral Reasoning of College Students.James M. Lies, Tonia Bock, Jay Brandenberger & Thomas A. Trozzolo - 2012 - Journal of Moral Education 41 (2):189-199.
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  • What Develops in Moral Development? A Model of Moral Sensibility.Stephen A. Sherblom - 2012 - Journal of Moral Education 41 (1):117-142.
    The field of moral psychology would benefit from an integrative model of what develops in moral development, contextualized within the larger scope of social science research. Moral sensibility is proposed as the best concept to embody stated aims, but the content of this concept must be more finely articulated and conceptualized as a dynamic system. Moral sensibility is defined here as a developing dynamic interaction of (1) a host of developing capacities for morally relevant knowing (e.g. moral reasoning, self-awareness and (...)
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  • Promotion of Moral Judgement Maturity Through Stimulation of Social Role‐Taking and Social Reflection: An Italian Intervention Study.Anna L. Comunian & Uwe P. Gielen - 2006 - Journal of Moral Education 35 (1):51-69.
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  • The Ontogenetic Foundations of Epistemic Norms.Michael Tomasello - 2020 - Episteme 17 (3):301-315.
    In this paper, I approach epistemic norms from an ontogenetic point of view. I argue and present evidence that to understand epistemic norms – e.g., scientific norms of methodology and the evaluation of evidence – children must first develop through their social interactions with others three key concepts. First is the concept of belief, which provides the most basic distinction on which scientific investigations rest: the distinction between individual subjective perspectives and an objective reality. Second is the concept of reason, (...)
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  • Manipulating Morality: Third-Party Intentions Alter Moral Judgments by Changing Causal Reasoning.Jonathan Phillips & Alex Shaw - 2015 - Cognitive Science 39 (6):1320-1347.
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  • Facts, Values and the Psychology of the Human Person.Amedeo Giorgi - 2006 - Indo-Pacific Journal of Phenomenology 6 (sup1):1-17.
    The notion of value neutrality has been a contentious issue within the human and social sciences for some time. In this paper, some of the philosophical and scientific bases for the confusion surrounding the fact-value dichotomy are covered and the discrepancy between how psychology studies values and expresses them is noted. The sense of value neutrality is clarified historically and the clarified meaning of the term applied to some qualitative data demonstrating in what sense values may be expressed in psychology. (...)
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  • Straight Out of Durkheim? Haidt’s Neo-Durkheimian Account of Religion and the Cognitive Science of Religion.Steve Clarke - 2020 - Sophia 59 (2):197-210.
    Jon Haidt, a leading figure in contemporary moral psychology, advocates a participation-centric view of religion, according to which participation in religious communal activity is significantly more important than belief in explaining religious behaviour and commitment. He describes the participation-centric view as ‘Straight out of Durkheim’. I argue that this is a misreading of Durkheim, who held that religious behaviour and commitment are the joint products of belief and participation, with neither belief nor participation being considered more important than the other. (...)
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  • Attainable and Relevant Moral Exemplars Are More Effective Than Extraordinary Exemplars in Promoting Voluntary Service Engagement.Hyemin Han, Jeongmin Kim, Changwoo Jeong & Geoffrey L. Cohen - 2017 - Frontiers in Psychology 8:283.
    The present study aimed to develop effective moral educational interventions based on social psychology by using stories of moral exemplars. We tested whether motivation to engage in voluntary service as a form of moral behavior was better promoted by attainable and relevant exemplars or by unattainable and irrelevant exemplars. First, experiment 1, conducted in a lab, showed that stories of attainable exemplars more effectively promoted voluntary service activity engagement among undergraduate students compared with stories of unattainable exemplars and non-moral stories. (...)
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  • Educating the Whole Child: Social-Emotional Learning and Ethics Education.Nikolaus J. Barkauskas & Michael D. Burroughs - 2017 - Ethics and Education 12 (2):218-232.
    Research supporting social and emotional learning in schools demonstrates numerous benefits for students, including increased academic achievement and social and emotional competencies. However, research supporting the adoption of SEL lacks a clear conception of ethical competence. This lack of clarity is problematic for two reasons. First, it contributes to the conflation of social, emotional, and ethical competencies. Second, as a result, insufficient attention is paid to the related, yet distinct, ends of social-emotional and ethical education. While supporting SEL we critique (...)
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  • The Emotional Dog and Its Rational Tail: A Social Intuitionist Approach to Moral Judgment.Jonathan Haidt - 2001 - Psychological Review 108 (4):814-834.
    Research on moral judgment has been dominated by rationalist models, in which moral judgment is thought to be caused by moral reasoning. The author gives 4 reasons for considering the hypothesis that moral reasoning does not cause moral judgment; rather, moral reasoning is usually a post hoc construction, generated after a judgment has been reached. The social intuitionist model is presented as an alternative to rationalist models. The model is a social model in that it deemphasizes the private reasoning done (...)
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  • An Investigation of the Divergences and Convergences of Trait Empathy Across Two Cultures.Paria Yaghoubi Jami, Behzad Mansouri, Stephen J. Thoma & Hyemin Han - forthcoming - Journal of Moral Education:1-16.
    The extent to which individuals with a variety of cultural backgrounds differ in empathic responsiveness is unknown. This paper describes the differences in trait empathy in one independent and one interdependent society (i.e., United States and Iran respectively). The analysis of data collected from self-reported questionnaires answered by 326 adults indicated a significant difference in the cognitive component of empathy concerning participants’ affiliation to either egocentric or socio-centric society: Iranian participants with interdependent cultural norms, reported higher cognitive empathy compared to (...)
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  • Sibling Socialisation of Moral Orientation: 'Share with Me!' 'No, It's Mine!'.Susan Lollis, Geraldine Van Engen, Louise Burns, Katherine Nowack & Hildy Ross - 1999 - Journal of Moral Education 28 (3):339-357.
    Sibling socialisation of moral orientation was investigated in 40 dual-parent families with two children, aged 2 and 4 years. Of particular interest were: (a) the prevalence of use of care and justice moral orientations by the children during real-life dilemmas with siblings, (b) the ability of the children to combine both care and justice orientations in resolving the dilemmas, and (c) the presence of sex differences in the use of the two orientations. Data consisted of transcripts of sibling interactions during (...)
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  • Parenting Style and the Development of Moral Reasoning.Lawrence J. Walker & Karl H. Hennig - 1999 - Journal of Moral Education 28 (3):359-374.
    This paper addresses the polarisation among theoretical perspectives in moral psychology regarding the relative significance of parents and peers in children's moral development and, in particular, the short shrift given the family context by cognitive-developmental theory. We contend that parents do play a significant role in this area of their children's development. Research findings from two studies are presented which indicate that parents' interaction styles, ego functioning and level of moral reasoning used in discussion are predictive of children's subsequent moral (...)
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  • The Role of Parents in Moral Development: A Social Domain Analysis.Judith G. Smetana - 1999 - Journal of Moral Education 28 (3):311-321.
    This article provides a social domain theory analysis of the role of parents in moral development. Social knowledge domains, including morality as distinct from other social concepts, are described. Then, it is proposed that, although morality is constructed from reciprocal social interactions, both affective and cognitive components of parents' interactions with their children may facilitate children's moral development. The affective context of the relationship may influence children's motivation to listen to and respond to parents; in addition, affect associated with responses (...)
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  • Autism, Empathy and Questions of Moral Agency.Timothy Krahn & Andrew Fenton - 2009 - Journal for the Theory of Social Behaviour 39 (2):145-166.
    In moral psychology, it has long been argued that empathy is a necessary capacity of both properly developing moral agents and developed moral agency . This view stands in tension with the belief that some individuals diagnosed with autism—which is typically characterized as a deficiency in social reciprocity —are moral agents. In this paper we propose to explore this tension and perhaps trouble how we commonly see those with autism. To make this task manageable, we will consider whether high functioning (...)
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  • Relationship Between Discrete Emotions and Moral Content Judgment in Sport Settings.Miltiadis Proios - 2014 - Ethics and Behavior 24 (5):382-396.
    The purpose of the present study was to provide new knowledge on the relation between emotions and morality by investigating the relation between discrete emotions and moral content judgment in sports. The participants were 363 athletes who were involved in competitive sport at the time of data collection. Their age ranged from 18 to 23 years. All participants were undergraduate sport-science students at a Greek university and were involved in several sports. The subjects filled in two questionnaires: Moral Content Judgment (...)
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  • The Elephant in the Room: What Matters Cognitively in Cumulative Technological Culture.François Osiurak & Emanuelle Reynaud - 2020 - Behavioral and Brain Sciences 43:1-57.
    Cumulative technological culture refers to the increase in the efficiency and complexity of tools and techniques in human populations over generations. A fascinating question is to understand the cognitive origins of this phenomenon. Because CTC is definitely a social phenomenon, most accounts have suggested a series of cognitive mechanisms oriented toward the social dimension, thereby minimizing the technical dimension and the potential influence of non-social, cognitive skills. What if we have failed to see the elephant in the room? What if (...)
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  • Parent-Child Conversations and the Socialization of Moral Autonomy in a Progressive Protestant Church Community.Allison DiBianca Fasoli & Grace Lozano - forthcoming - Journal of Moral Education:1-20.
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  • Moral Development in the Biographies of Skilled Industrial Workers.Wolfgang Lempert - 1994 - Journal of Moral Education 23 (4):451-468.
    Abstract This article is based on a longitudinal study of relations between biographical conditions and the personality development of 21 young workers ranging from 23 to 30 years of age who had passed through an apprenticeship in large plants of the metal industry in West Berlin. The biographical analyses focused mainly on occupational conditions; the personality analyses, on such socio?cognitive variables as patterns of control awareness and structures of moral judgement. A review of the relevant literature led to the hypothesis (...)
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  • Education in Virtues as Goal of Business Ethics Instruction.Rose Catacutan - 2013 - African Journal of Business Ethics 7 (2):62.
    The moral development paradigm underlying a particular business ethics curriculum design plays a significant role in determining the goals of business ethics instruction. Concretely, the view of moral development advanced by cognitive developmental psychology that dominates business ethics literature identifies moral development with cognitive processes, but disregards educating students in virtues. The aim of the present paper is to propose an alternative paradigm of moral development to that of cognitive developmental psychology and presents Aquinas' view of moral development as a (...)
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  • Tattling with Chinese Characteristics: Norm Sensitivity, Moral Anxiety, and “The Genuine Child”.Jing Xu - 2020 - Ethos: Journal of the Society for Psychological Anthropology 48 (1):29-49.
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  • Match-Fixing: Moral Challenges for Those Involved.Stef Van Der Hoeven, Els De Waegeneer, Bram Constandt & Annick Willem - 2020 - Ethics and Behavior 30 (6):425-443.
    ABSTRACT Match-fixing is a major ethical issue in sports. Although research interest in match-fixing has increased in recent years, we remain largely in the dark regarding how both betting- and non-betting-related match-fixing relate to the moral decision-making of those involved. Drawing on Rest’s theory of morality and on the perceptions of a large sample of participants in Flemish sports, this study indicates that most match-fixing incidents are non-betting-related, while moral motivation and associated challenges clearly differ according to the type of (...)
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  • Absent, Full and Partial Responsibility of the Psychopaths.Andrei G. Zavaliy - 2008 - Journal for the Theory of Social Behaviour 38 (1):87–103.
    The research into the typical behavioral pattern, motivational structure, and the value system of psychopaths can shed light on at least three aspects related to the analysis of the moral agency. First, it can help elucidating the emotive and cognitive conditions necessary for moral performance. Secondly, it can provide empirical evidence supporting the externalist theories of moral motivation. Finally, it can bring into greater focus our intuitive notion of the limits of moral responsibility. In this paper I shall concentrate on (...)
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  • Self-Proclaimed Ignorance About Public Affairs.Hélène Joffe & Robert Farr - 1996 - Social Science Information 35 (1):69-92.
    This paper explores the consequences of the socio-historical exclusion of women, and of young people, from public life. It is based upon an empirical study in which depth-interviews were conducted with 96 Britons, male and female, and of a younger and an older generation, concerning their private and public lives. Self-proclaimed ignorance is significantly more likely to be found in the interviews of the women rather than the men, and in those of the younger rather than the older generation. Qualitative (...)
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  • Piaget Ethnographer.Gerard Duveen - 2000 - Social Science Information 39 (1):79-97.
    Although there have been extensive discussions of Piaget's theory, relatively little attention has been given to his research methods. Indeed, where Piaget's methods have been discussed they have generally been attacked for what are perceived as limitations and inadequacies. However, both in his work based on observations of infants and particularly in the clinical interviews with children and adolescents Piaget's research can be seen as a striking demonstration of the power of the systematic use of qualitative methods. Piaget's work in (...)
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  • Behavioural Economics II: Motivated, Involuntary Behaviour.George Ainslie - 1984 - Social Science Information 23 (1):47-78.
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  • The Moral Cognition/Consciousness Connection.Mark Phelan & Adam Waytz - 2012 - Review of Philosophy and Psychology 3 (3):293-301.
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  • On Seeing Human: A Three-Factor Theory of Anthropomorphism.Nicholas Epley, Adam Waytz & John T. Cacioppo - 2007 - Psychological Review 114 (4):864-886.
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  • The Dissolution of Ethical Decision-Making in Organizations: A Comprehensive Review and Model. [REVIEW]Ralph W. Jackson, Charles M. Wood & James J. Zboja - 2013 - Journal of Business Ethics 116 (2):233-250.
    The purpose of this research is to present the major factors that lead to ethical dissolution in an organization. Specifically, drawing from a wide spectrum of sources, this study explores the impact of organizational, individual, and contextual factors that converge to contribute to ethical dissolution. Acknowledging that ethical decisions are, in the final analysis, made by individuals, this study presents a model of ethical dissolution that gives insight into how a variety of elements coalesce to draw individuals into decisions that (...)
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  • The Impact of Ethical Development and Cultural Constructs on Auditor Judgments: A Study of Auditors in Taiwan.Cynthia Jeffrey, William Dilla & Nancy Weatherholt - 2004 - Business Ethics Quarterly 14 (3):553-579.
    This research examines in a collectivist culture the influence of cognitive moral development, attitudes toward rule-directed behavior,and the perceived importance of codes of conduct and professional standards on auditor judgments about ethical dilemmas. Taiwanese audit professionals were asked to respond to two ethical dilemmas. The first dilemma concerns a situation in which the auditor is asked to acquiesce to a controller’s request to conceal an irregularity. The probability that the auditor’s acquiescence is discovered (i.e., the threat of a sanction) was (...)
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  • The Impact of Ethical Development and Cultural Constructs on Auditor Judgments: A Study of Auditors in Taiwan.Cynthia Jeffrey, William Dilla & Nancy Weatherholt - 2004 - Business Ethics Quarterly 14 (3):553-579.
    This research examines in a collectivist culture the influence of cognitive moral development, attitudes toward rule-directed behavior,and the perceived importance of codes of conduct and professional standards on auditor judgments about ethical dilemmas. Taiwanese audit professionals were asked to respond to two ethical dilemmas. The first dilemma concerns a situation in which the auditor is asked to acquiesce to a controller’s request to conceal an irregularity. The probability that the auditor’s acquiescence is discovered was manipulated in this scenario. The second (...)
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  • Practical Implications of Empirically Studying Moral Decision-Making.Nora Heinzelmann, Giuseppe Ugazio & Philippe Tobler - 2012 - Frontiers in Neuroscience 6:94.
    This paper considers the practical question of why people do not behave in the way they ought to behave. This question is a practical one, reaching both into the normative and descriptive domains of morality. That is, it concerns moral norms as well as empirical facts. We argue that two main problems usually keep us form acting and judging in a morally decent way: firstly, we make mistakes in moral reasoning. Secondly, even when we know how to act and judge, (...)
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  • Environmental Factors Contributing to Wrongdoing in Medicine: A Criterion-Based Review of Studies and Cases.James M. DuBois, Emily E. Anderson, Kelly Carroll, Tyler Gibb, Elena Kraus, Timothy Rubbelke & Meghan Vasher - 2012 - Ethics and Behavior 22 (3):163 - 188.
    In this article we describe our approach to understanding wrongdoing in medical research and practice, which involves the statistical analysis of coded data from a large set of published cases. We focus on understanding the environmental factors that predict the kind and the severity of wrongdoing in medicine. Through review of empirical and theoretical literature, consultation with experts, the application of criminological theory, and ongoing analysis of our first 60 cases, we hypothesize that 10 contextual features of the medical environment (...)
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