Presents a review of the literature relating to the cognitive developmental approach to morality and addresses itself to several questions raised by moral development research. (RP)

Describes Kohlberg's interview test and Rest's Defining Issues Test and indicates that these are usable, reliable ways of assessing an individual's moral judgment development level. Evidence for accepting a developmental sequence in moral judgment is presented. Impressions about educational intervention are offered. (Author/CC)

The retesting of 88 adolescents on three measures of moral judgment after two years revealed significant developmental changes. Differences were found between younger and older groups and between college and noncollege subjects, but not between sexes. Comparisons with Kohlberg's test, construct validity, and analysis of developmental change are…

Proposes a model of moral judgment that builds on Lawrence Kohlberg's core assumptions. Addresses the concerns that have surfaced related to Kohlberg's work in moral judgment. Presents an overview of this model using Kohlberg's basic starting points, ideas from cognitive science, and developments in moral philosophy. (CMK)

Findings from research studies that use the Defining Issues Test (DIT), a test of moral judgment development, are described. These findings are relevant to three major questions in higher education research: (1) the question of student outcomes (i.e., what does college experience do for and to people?); (2) the question of the relevance and…

This paper analyzes and raises questions about two existing moral education programs, and suggests directions for future research in this area. Paper presented at the American Psychological Association Convention, Chicago, 1975. (Author/BP)

Students (N=178) judged the adequacy of reasons presented in stage prototypic responses to moral dilemmas to provide a profile of the frequency and strength with which students rejected early stage reasons. Data indicated definite age trends in rejecting lower-stage reasoning. Higher-stage items produced no significant age differences. (RC)

This paper describes the rationale for the Defining Issues Test (DIT), an objective test of moral judgment which attempts to improve upon three aspects of Kohlberg's research: data collection, categorization of moral judgments (the scoring system), and method of indexing a subject's progress in a developmental sequence. In each case, the way in…

The document discusses the nature of moral judgment, reviews previous studies which link higher education to moral judgment, and presents results of a longitudinal study comparing college and non-college subjects. This project report from the Higher Education and Cognitive-Social Development Project at the University of Minnesota is presented in…

Examines three areas of Lawrence Kohlberg's work and suggests that this information might have future application in the field of moral development. Discusses the cognitive model underlying morality, the exploration of other psychological constructs of morality, and the new approaches to moral education. (KO)

Two studies examined how moral judgment and cultural ideology combine to predict moral thinking in members of a conservative church and a liberal church, and in a secular sample of university undergraduates. Found that a combination of religious ideology, political identity, and moral judgment predicted the church members' opinions on human-rights…

Assessed the relationship between a measure of consolidation and transition in moral-judgment development and utility of moral concepts in sociomoral decision making in multiple cross-sectional and longitudinal samples. Found that participants' reliance on a Kohlbergian moral framework was highest during periods of consolidation and lowest during…

Reviews theories which link college attendance and moral judgment. Evaluation is made on basis of longitudinal, experimental, correlational, educational, and life experience studies. The theories of generalized understanding, intellectual stimulation, and generalized learning are found to be more plausible than simple age/maturation,…