SUBJECTIVE AND OBJECTIVE CUES IN MORAL JUDGMENT

GIYOO HATANO

doi:10.4992/psycholres1954.12.96

GIYOO HATANO

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JOURNAL FREE ACCESS

1970 Volume 12 Issue 3 Pages 96-106

DOI https://doi.org/10.4992/psycholres1954.12.96

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Published: 1970 Received: June 05, 1970 Available on J-STAGE: February 24, 2009 Accepted: - Advance online publication: - Revised: -
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Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : A questionnaire, consisting of 6 sets of questions concerning 3 wrongful acts, was constructed using the paradigm for concept learning and was administered to 2nd, 4th and 6th graders and female college students. Older respondents tended to be less consequence–(C–) oriented and more pure motive–(M–) oriented, though the college students became more consequentialistic when required to judge in terms of law-breaking instead of morality. In order to examine flexi-bility of children in utilizing cues I I M-oriented and 12 C-oriented 2nd graders were asked to anticipate a hypothetical person's judgment between 2 acts and informed of his “real” answer which was the reverse of their preexperimental tendency. After 6 reinforced items, all M-oriented and 5 C-oriented Ss were able to anticipate correctly.
Right : A questionnaire, consisting of 6 sets of questions concerning 3 wrongful acts, was constructed using the paradigm for concept learning and was administered to 2nd, 4th and 6th graders and female college students. Older respondents tended to be less consequence- (C-) oriented and more pure motive- (M-) oriented, though the college students became more consequentialistic when required to judge in terms of law-breaking instead of morality. In order to examine flexibility of children in utilizing cues 11 M-oriented and 12 C-oriented 2nd graders were asked to anticipate a hypothetical person's judgment between 2 acts and informed of his “real” answer which was the reverse of their preexperimental tendency. After 6 reinforced items, all M-oriented and 5 C-oriented Ss were able to anticipate correctly.

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : BANDURA, A., & MCDONALD, F. J. 1963 Influence of social reinforcement and the behavior of models in shaping children's moral judgments. J. abnorm. soc. Psychol., 67, 274-281.
BRUNER, J, S., OLVER, R. R., & GREENFIELD, P. M. 1966 Studies in cognitive growth. New York: John Wiley & Sons.
CROWLEY, P. M. 1968 Effect of training upon objectivity of moral judgment in grade school children. J. Pers. soc. Psychol., 8, 228-232.
DURKIN, D. 1961 The specificity of children's moral judgments. J. genet. Psychol., 98, 3-13.
INHELDER, B., & SINCLAIR, H. 1969 Learning cognitive structures. In P. Mussen, J. Langer, & M. Covington (Eds.) Trends and issues in developmental psychology. New York: Holt, Rinehart & Winston.
JENSEN, L. C., & LARM, C. 1970 Effects of two training procedures on intentionality in moral judgments among children. Developm. Psychol., 2, 310.
KOHLBERG, L. 1964 Development of moral character and moral ideology. In M. L. Hoffman, & L. W. Hoffman (Eds.) Review of child development research. Vol. 1 New York: Russell Sage Foundation.
LICKONA, T. 1969 Piaget misunderstood: A critique of the criticisms of his theory of moral development. Merrill-Palmer Quart., 15, 337-350.
PIAGET, J. 1932 The moral judgment of the child. (Trs. by M. Gabain) London: Routledge & Kegan Paul.

Right : BANDURA, A., & McDONALD, F. J. 1963 Influencc of social reinforcement and the behavior of models in shaping children's moral judgments. J. abnorm. soc. Psychol., 67, 274-281.
BRUNER, J. S., OLVER, R. R., & GREENFIELD, P. M. 1966 Studies in cognitive growth. New York: John Wiley & Sons.
CROWLEY, P. M. 1968 Effect of training upon objectivity of moral judgment in grade school children. J. Pers. soc. Psychol., 8, 228-232.
DURKIN, D. 1961 The specificity of children's moral judgments. J. genet. Psychol., 98, 3-13.
INHELDER, B., & SINCLAIR, H. 1969 Learning cognitive structures. In P. Mussen, J. Langer, & M. Covlngton (Eds.) Trendsand issues in developmental psychology. New York: Holt, Rinehart & Winston.
JENSEN, L. C., & LARM, C. 1970 Effects of two training procedures on intentionality in moral judgments among children. Developm. Psychol., 2, 310.
KOHLBERG, L. 1964 Development of moral character and moral ideology. In M. L. Hoffman, & L. W. Hoffman (Eds.) Review of child development research. Vol.1 New York: Russell Sage Foundation.
LICKONA, T. 1969 Piaget misunderstood: A critique of the criticisms of his theory of moral development. Merrill-Palmer Quart., 15, 337-350.
PIAGET, J. 1932 The moral judgment of the child.(Trs. by M. Gabain) London: Routledge & Kegan Paul.

Date of correction: February 24, 2009 Reason for correction: - Correction: PDF FILE Details: -

Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : A questionnaire, consisting of 6 sets of questions concerning 3 wrongful acts, was constructed using the paradigm for concept learning and was administered to 2nd, 4th and 6th graders and female college students. Older respondents tended to be less consequence- (C-) oriented and more pure motive- (M-) oriented, though the college students became more consequentialistic when required to judge in terms of law-breaking instead of morality. In order to examine flexibility of children in utilizing cues 11 M-oriented and 12 C-oriented 2nd graders were asked to anticipate a hypothetical person's judgment between 2 acts and informed of his “real” answer which was the reverse of their preexperimental tendency. After 6 reinforced items, all M-oriented and 5 C-oriented Ss were able to anticipate correctly.
Right : A questionnaire, consisting of 6 sets of questions concerning 3 wrongful acts, was constructed using the paradigm for concept learning and was administered to 2nd, 4th and 6th graders and female college students. Older respondents tended to be less consequence-(C-) oriented and more pure motive-(M-) oriented, though the college students became more consequentialistic when required to judge in terms of law-breaking instead of morality. In order to examine flexibility of children in utilizing cues 11 M-oriented and 12 C-oriented 2nd graders were asked to anticipate a hypothetical person's judgment between 2 acts and informed of his “real” answer which was the reverse of their preexperimental tendency. After 6 reinforced items, all M-oriented and 5 C-oriented Ss were able to anticipate correctly.

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : BANDURA, A., & McDONALD, F. J. 1963 Influencc of social reinforcement and the behavior of models in shaping children's moral judgments. J. abnorm. soc. Psychol., 67, 274-281.
BRUNER, J. S., OLVER, R. R., & GREENFIELD, P. M. 1966 Studies in cognitive growth. New York: John Wiley & Sons.
CROWLEY, P. M. 1968 Effect of training upon objectivity of moral judgment in grade school children. J. Pers. soc. Psychol., 8, 228-232.
DURKIN, D. 1961 The specificity of children's moral judgments. J. genet. Psychol., 98, 3-13.
INHELDER, B., & SINCLAIR, H. 1969 Learning cognitive structures. In P. Mussen, J. Langer, & M. Covlngton (Eds.) Trendsand issues in developmental psychology. New York: Holt, Rinehart & Winston.
JENSEN, L. C., & LARM, C. 1970 Effects of two training procedures on intentionality in moral judgments among children. Developm. Psychol., 2, 310.
KOHLBERG, L. 1964 Development of moral character and moral ideology. In M. L. Hoffman, & L. W. Hoffman (Eds.) Review of child development research. Vol.1 New York: Russell Sage Foundation.
LICKONA, T. 1969 Piaget misunderstood: A critique of the criticisms of his theory of moral development. Merrill-Palmer Quart., 15, 337-350.
PIAGET, J. 1932 The moral judgment of the child.(Trs. by M. Gabain) London: Routledge & Kegan Paul.

Right : BANDURA, A., & MCDONALD, F. J. 1963 Influence of social reinforcement and the behavior of models in shaping children's moral judgments. J. abnorm. soc. Psychol., 67, 274-281.
BRUNER, J. S., OLVER, R. R., & GREENFIELD, P. M. 1966 Studies in cognitive growth. New York: John Wiley & Sons.
CROWLEY, P. M. 1968 Effect of training upon objectivity of moral judgment in grade school children. J. Pers. soc. Psychol., 8, 228-232.
DURKIN, D. 1961 The specificity of children's moral judgments. J. genet. Psychol., 98, 3-13.
INHELDER, B., & SINCLAIR, H. 1969 Learning cognitive structures. In P. Mussen, J. Langer, & M. Covington (Eds.) Trends and issues in developmental psychology. New York: Holt, Rinehart & Winston.
JENSEN, L. C., & LARM, C. 1970 Effects of two training procedures on intentionality in moral judgments among children. Developm. Psychol., 2, 310.
KOHLBERG, L. 1964 Development of moral character and moral ideology. In M. L. Hoffman, & L. W. Hoffman (Eds.) Review of child development research. Vol.1 New York: Russell Sage Foundation.
LICKONA, T. 1969 Piaget misunderstood: A critique of the criticisms of his theory of moral development. Merrill-Palmer Quart., 15, 337-350.
PIAGET, J. 1932 The moral judgment of the child.(Trs. by M. Gabain) London: Routledge & Kegan Paul.

Abstract

A questionnaire, consisting of 6 sets of questions concerning 3 wrongful acts, was constructed using the paradigm for concept learning and was administered to 2nd, 4th and 6th graders and female college students. Older respondents tended to be less consequence-(C-) oriented and more pure motive-(M-) oriented, though the college students became more consequentialistic when required to judge in terms of law-breaking instead of morality. In order to examine flexibility of children in utilizing cues 11 M-oriented and 12 C-oriented 2nd graders were asked to anticipate a hypothetical person's judgment between 2 acts and informed of his “real” answer which was the reverse of their preexperimental tendency. After 6 reinforced items, all M-oriented and 5 C-oriented Ss were able to anticipate correctly.

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