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The Moral Judgment of the Child

Routledge (1999)

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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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • A Functional Contextualist Approach to Mastery Learning in Vocational Education and Training.Daniel A. Parker & Elizabeth A. Roumell - 2020 - Frontiers in Psychology 11.
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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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  • Exploring the Role of Theory of Mind in Moral Judgment: The Case of Children with Autism Spectrum Disorder.Roberta Fadda, Marinella Parisi, Luca Ferretti, Gessica Saba, Maria Foscoliano, Azzurra Salvago & Giuseppe Doneddu - 2016 - Frontiers in Psychology 7.
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  • The Paradox of Observing, Autopoiesis, and the Future of Social Sciences.Gennady Shkliarevsky - 2007 - Systems Research and Behavioral Science 24 (3):323-32.
    The current debates in social sciences show that the paradox of observing—the embeddedness of observer in the process of observing—is at the heart of the controversy about their cognitive status and future. Although the problem of observing has been addressed in numerous theoretical perspectives—some of which (Habermas, Leydesdorff, Maturana, and Luhmann) are examined in this article—the prospects for resolving this paradox remain problematic. Locating a point that allows reflection on the process of autopoiesis in general, not just the operation of (...)
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  • Moral Judgment in Adults with Autism Spectrum Disorders.Tiziana Zalla, Luca Barlassina, Marine Buon & Marion Leboyer - 2011 - Cognition 121 (1):115-126.
    The ability of a group of adults with high functioning autism (HFA) or Asperger Syndrome (AS) to distinguish moral, conventional and disgust transgressions was investigated using a set of six transgression scenarios, each of which was followed by questions about permissibility, seriousness, authority contingency and justification. The results showed that although individuals with HFA or AS (HFA/AS) were able to distinguish affect-backed norms from conventional affect-neutral norms along the dimensions of permissibility, seriousness and authority-dependence, they failed to distinguish moral and (...)
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  • Facilitando el desarrollo moral a través del clima escolar y la disciplina constructivista.Larry Nucci - 2015 - Postconvencionales: Ética, Universidad, Democracia 9.
    Dirigido a docentes, el texto aborda las implicaciones educativas de un enfoque actualizado e integrador del desarrollo moral, que recomienda diferenciar entre los dominios personal, convencional y moral. Desde esa perspectiva, examina dos temas relacionados, según los diferentes niveles educativos o de edad: Primero, la importancia del clima social y emocional predominante en las aulas y escuelas, ya que los climas caracterizados por la calidez, la equidad y la confianza promueven la conducta prosocial y una “orientación de buena voluntad”. Especial (...)
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  • Ethicists' Courtesy at Philosophy Conferences.Eric Schwitzgebel, Joshua Rust, Linus Ta-Lun Huang, Alan T. Moore & D. Justin Coates - 2012 - Philosophical Psychology 25 (3):331 - 340.
    If philosophical moral reflection tends to promote moral behavior, one might think that professional ethicists would behave morally better than do socially comparable non-ethicists. We examined three types of courteous and discourteous behavior at American Philosophical Association conferences: talking audibly while the speaker is talking (versus remaining silent), allowing the door to slam shut while entering or exiting mid-session (versus attempting to close the door quietly), and leaving behind clutter at the end of a session (versus leaving one's seat tidy). (...)
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  • Islamic and Western Perspectives on Applied Media Ethics.Saadin Izzeldin Malik - 2015 - Intellectual Discourse 23 (2).
    This study discusses the compatibility of Islamic theories of ethics with Western theories of ethics regarding the ethics of global journalism. The study examines Western and Islamic approaches and perspectives on ethics and applied ethics in the field of journalism. Central to the discussion are global journalism values of freedom of expression, individual right for privacy, public right to know, and the global clashing values of media ownership vs. freedom, and consumerism values vs. media values of social responsibility. These clashing (...)
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  • Rationalism and a Vygotskian Alternative to Business Ethics Education.David Ohreen - 2013 - Journal of Business Ethics Education 10:231-260.
    Studies have shown ethics education has not systematically improved the moral reasoning of business students and professionals and, therefore, its effectiveness should be seen as deeply questionable. Business ethics education has limited effect, in part, because it rests on rationalistic traditions within normative ethics, business theory, and cognitive psychology. Emphasis is usually placed on student’s rationally thinking about issues as a way of improving their critical analysis and reasoning skills. Yet by focusing primarily on its cognitive dimension, ethics education has (...)
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  • The Role of Ontogeny in the Evolution of Human Cooperation.Michael Tomasello & Ivan Gonzalez-Cabrera - 2017 - Human Nature 28 (3):274–288.
    To explain the evolutionary emergence of uniquely human skills and motivations for cooperation, Tomasello et al. (2012, in Current Anthropology 53(6):673–92) proposed the interdependence hypothesis. The key adaptive context in this account was the obligate collaborative foraging of early human adults. Hawkes (2014, in Human Nature 25(1):28–48), following Hrdy (Mothers and Others, Harvard University Press, 2009), provided an alternative account for the emergence of uniquely human cooperative skills in which the key was early human infants’ attempts to solicit care and (...)
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  • Beyond Value in Moral Phenomenology: The Role of Epistemic and Control Experiences.James F. M. Cornwell & E. Tory Higgins - 2019 - Frontiers in Psychology 10.
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  • Causation, Norm Violation, and Culpable Control.Alicke Mark, Rose David & Bloom Dori - 2011 - Journal of Philosophy 108 (12):670-696.
    Causation is one of philosophy's most venerable and thoroughly-analyzed concepts. However, the study of how ordinary people make causal judgments is a much more recent addition to the philosophical arsenal. One of the most prominent views of causal explanation, especially in the realm of harmful or potentially harmful behavior, is that unusual or counternormative events are accorded privileged status in ordinary causal explanations. This is a fundamental assumption in psychological theories of counterfactual reasoning, and has been transported to philosophy by (...)
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  • Who Is the Rightful Owner? Young Children’s Ownership Judgments in Different Transfer Contexts.Zhanxing Li, Minli Qi, Jing Yu & Liqi Zhu - 2018 - Frontiers in Psychology 9.
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  • Do Children with Better Inhibitory Control Donate More? Differentiating Between Early and Middle Childhood and Cool and Hot Inhibitory Control.Jian Hao - 2017 - Frontiers in Psychology 8.
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  • Espinalt's Concept of Human Will and Character and its Consequences for Moral Education.Carme Giménez-Camins & Josep Gallifa - 2011 - Ramon Llull Journal of Applied Ethics 2 (2):121-150.
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  • Societal Complexity and Moral Development.Carolyn P. Edwards - 1975 - Ethos: Journal of the Society for Psychological Anthropology 3 (4):505-527.
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  • Person as Scientist, Person as Moralist.Joshua Knobe - 2010 - Behavioral and Brain Sciences 33 (4):315.
    It has often been suggested that people’s ordinary capacities for understanding the world make use of much the same methods one might find in a formal scientific investigation. A series of recent experimental results offer a challenge to this widely-held view, suggesting that people’s moral judgments can actually influence the intuitions they hold both in folk psychology and in causal cognition. The present target article distinguishes two basic approaches to explaining such effects. One approach would be to say that the (...)
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  • A Dissociation Between Moral Judgments and Justifications.Marc Hauser, Fiery Cushman, Liane Young, J. I. N. Kang-Xing & John Mikhail - 2007 - Mind and Language 22 (1):1–21.
    To what extent do moral judgments depend on conscious reasoning from explicitly understood principles? We address this question by investigating one particular moral principle, the principle of the double effect. Using web-based technology, we collected a large data set on individuals' responses to a series of moral dilemmas, asking when harm to innocent others is permissible. Each moral dilemma presented a choice between action and inaction, both resulting in lives saved and lives lost. Results showed that: (1) patterns of moral (...)
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  • Moral Alchemy: How Love Changes Norms.Rachel W. Magid & Laura E. Schulz - 2017 - Cognition 167:135-150.
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  • Trzy trendy w filozofii politycznej i moralnej.Gilbert Harman - 2003 - Filo-Sofija 3 (1(3)):145-159.
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  • Moral Universals and Individual Differences.Liane Young & Rebecca Saxe - 2011 - Emotion Review 3 (3):323-324.
    Contemporary moral psychology has focused on the notion of a universal moral sense, robust to individual and cultural differences. Yet recent evidence has revealed individual differences in the psychological processes for moral judgment: controlled cognition, mental-state reasoning, and emotional responding. We discuss this evidence and its relation to cross-cultural diversity in morality.
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  • The Social Origin and Moral Nature of Human Thinking.Jeremy I. M. Carpendale, Stuart I. Hammond & Charlie Lewis - 2010 - Behavioral and Brain Sciences 33 (4):334.
    Knobe's laudable conclusion that we make sense of our social world based on moral considerations requires a development account of human thought and a theoretical framework. We outline a view that such a moral framework must be rooted in social interaction.
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  • How to Gauge Moral Intuitions? Prospects for a New Methodology.Attila Tanyi & Martin Bruder - 2014 - In Christoph Luetge, Hannes Rusch & Matthias Uhl (eds.), Experimental Ethics. Palgrave-Macmillan. pp. 157-174.
    Examining folk intuitions about philosophical questions lies at the core of experimental philosophy. This requires both a good account of what intuitions are and methods allowing to assess them. We propose to combine philosophical and psychological conceptualisations of intuitions by focusing on three of their features: immediacy, lack of inferential relations, and stability. Once this account of intuition is at hand, we move on to propose a methodology that can test all three characteristics without eliminating any of them. In the (...)
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  • Science and Its Discontents: Is There an End to Knowing?Gennady Shkliarevsky - 2013 - Systems Research and Behavioral Science 30 (1).
    Is there an end to our scientific quest? This question that continues to divide the scientific community between those who believe that the progress of science is infinite and those who think that we already understand how the universe works and no major discoveries are to be expected in the future. This article explores the philosophical worldview of modern science that has given rise to this question. It argues that an approach to knowledge that focuses on the process of construction (...)
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  • Emotions, Cognition, and Moral Philosophy.Ugazio Giuseppe - unknown
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  • Acting Intentionally and the Side-Effect Effect: 'Theory of Mind' and Moral Judgment.Joshua Knobe, Adam Cohen & Alan Leslie - 2006 - Psychological Science 17:421-427.
    The concept of acting intentionally is an important nexus where ‘theory of mind’ and moral judgment meet. Preschool children’s judgments of intentional action show a valence-driven asymmetry. Children say that a foreseen but disavowed side-effect is brought about 'on purpose' when the side-effect itself is morally bad but not when it is morally good. This is the first demonstration in preschoolers that moral judgment influences judgments of ‘on-purpose’ (as opposed to purpose influencing moral judgment). Judgments of intentional action are usually (...)
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  • Unauthorized Copying of Software: An Empirical Study of Reasons for and Against.Mikko T. Siponen & Tero Vartiainen - 2007 - Acm Sigcas Computers and Society 37 (1):30-43.
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  • Crucial Dimensions of Human Altruism. Affective Vs. Conceptual Factors Leading to Helping or Reinforcing Others.Anna Szuster - 2016 - Frontiers in Psychology 7.
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  • Priming Children’s Use of Intentions in Moral Judgement with Metacognitive Training.Katarina Gvozdic, Sylvain Moutier, Emmanuel Dupoux & Marine Buon - 2016 - Frontiers in Psychology 7.
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  • The Cross-Cultural Evolution of the Subordinate Influence Ethics Measure.David A. Ralston & Allison Pearson - 2010 - Journal of Business Ethics 96 (1):149 - 168.
    The purpose of our article is to describe the initial development process of the subordinate influence ethics (SIE) measure, an instrument that was crossculturally conceived, designed, and validity tested to measure upward influence ethics strategies of professional subordinates across different societies, as well as within a single society. Development of the SIE began by defining the SIE constructs through theoretical review and empirical (nominal group technique) assessments in Germany, France, Hong Kong, and the U. S. In the present measurement development (...)
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  • Modernity and the Upgrading of Psychological Reflectivity.Arne Poulsen - 1995 - Journal of Phenomenological Psychology 26 (2):1-20.
    The societal dynamism of modernity results in the theoretical upgrading and the actual development of personal reflective capacities, for example abstract reasoning, Kantian morality, and the development of the idiocentered perspective. These capacities are created in the disembedding of prereflective capacities, for example context-sensitive intelligence, care-morality, and mundocenteredness. The reflective capacities become the prerequisite of further modernization. The development-potential offered by the demands of modernity is accompanied by a risk of assimilative stress, for example pseudological reasoning, varieties of postmodernism, making (...)
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  • Children’s Moral Reasoning: Influence of Culture and Collaborative Discussion.Xin Zhang, Yuan Li, Kim Nguyen-Jahiel, Tzu-Jung Lin, Brian Miller, Richard C. Anderson & Ting Dong - 2013 - Journal of Cognition and Culture 13 (5):503-522.
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  • Autonomy and Morality: A Self-Determination Theory Discussion of Ethics.Alexios Arvanitis - 2017 - New Ideas in Psychology 47:57-61.
    Kantian ethics is based on a metaphysical conception of autonomy that may seem difficult to reconcile with the empirically-based science of psychology. I argue that, although not formally developed, a Self-Determination Theory (SDT) perspective of ethics can broaden the field of Kantian-based moral psychology and specify what it means, motivationally, to have autonomy in the application of a moral norm. More specifically, I argue that this is possible when a moral norm is fully endorsed by the self through a process (...)
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  • A Developmental Perspective on the Origins of Morality in Infancy and Early Childhood.Audun Dahl & Melanie Killen - 2018 - Frontiers in Psychology 9.
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  • Children's Motives for Admitting to Prosocial Behavior.Yayoi Watanabe & Kayo Lee - 2016 - Frontiers in Psychology 7.
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  • What is a Human? Toward Psychological Benchmarks in the Field of Humanrobot Interaction.Peter H. Kahn, Hiroshi Ishiguro, Batya Friedman, Takayuki Kanda, Nathan G. Freier, Rachel L. Severson & Jessica Miller - 2007 - Interaction Studies 8 (3):363-390.
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  • Towards a New Paradigm of Moral Personhood.Jeremy A. Frimer & Lawrence J. Walker - 2008 - Journal of Moral Education 37 (3):333-356.
    Moral psychology is between paradigms. Kohlberg's model of moral rationality has proved inadequate in explaining action; yet its augmentation—moral personality—awaits empirical embodiment. This article addresses some critical issues in developing a comprehensive empirical paradigm of moral personhood. Is a first-person or a third-person definition of moral behaviour more appropriate? Is operative moral judgement better understood as deliberative or intuitive? What is the essential nature of the moral self? Two basic constructs of moral personality which have been posited to help span (...)
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