Descriptor
| Concept Formation | 2 |
| Moral Development | 2 |
| Adolescents | 1 |
| Children | 1 |
| Cognitive Structures | 1 |
| College Students | 1 |
| Depression (Psychology) | 1 |
| Developmental Stages | 1 |
| Epistemology | 1 |
| Loneliness | 1 |
| Moral Values | 1 |
| More ▼ | |
Source
| Child Development | 1 |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
Audience
| Researchers | 2 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedShultz, Thomas R.; And Others – Child Development, 1986
A theory of the assignment of moral responsibility and punishment for harm was tested with 5- to 11-year-old children. Results indicated sophisticated use of moral concepts from 5 years. Developmental trends suggested increasing sensitivity to these concepts, greater tolerance for harm doing, and more emphasis on restitution than punishment.…
Descriptors: Children, Concept Formation, Moral Development, Moral Values
Download full textLapsley, Daniel K.; And Others – 1984
Epistemological loneliness refers to the isolation adolescents may experience as the result of cognitive relativism, ushered in by the emergence of formal operational thought. To examine the relationship between cognitive relativity, epistemological loneliness, and depression in adolescence, 108 adolescents (29 seventh graders, 29 ninth graders,…
Descriptors: Adolescents, Cognitive Structures, College Students, Concept Formation
