Discusses Lawrence Kohlberg's stages of moral development and suggests procedures both for analyzing moral issues in a story and for discussing these issues with children. (DD)

Information integration in judgments of deservingness and fair shares was studied in three experiments with 76 children from four to eight years of age. Even the youngest children had a well-developed sense of equity, and no age trends were found in this respect. (Author/MP)

Used a pretest/post-test control group design involving 44 female adolescent subjects to determine whether Moral Stage 3 subjects who have attained early basic formal operations are more susceptible to attempts to stimulate moral development than Stage 3 subjects who have attained only beginning formal operations and lack the cognitive…

Twenty-two preschoolers aged 48-63 months were observed and questioned by a familiar experimenter about their spontaneous helping, sharing, or comforting behavior over a 12-week period. (JMB)

Seeks to demonstrate that age differences in the interpretation of moral judgment stimulus stories can reliably predict differences in patterns of moral evaluations. Also attempts to characterize the nature of these age-related interpretation differences. Stimulus stories represented each of Heider's levels of responsibility and varied in outcome…

This study explored the relationship between moral reasoning and moral behavior in 31 average adults. Subjects were placed in a situation demanding low-key moral conflict. The study examined subjects' decisions and the relationship between their moral reasoning (revealed by verbal responses to Kohlberg's hypothetical dilemmas) and their behavior.…

This paper indicates how, in the two areas of (1) habit and reason and (2) affective and cognitive, Kohlberg's theory of cognitive moral development may be expanded to include the conceptualizations necessary for any visable moral developmental theory. (MM)

Argues that Kohlberg's reasons for abandoning the content of morality, what he calls "the bag of virtues", are not defensible and that the "bag of virtues" approach to moral education is necessary to his theory of stimulating moral development through cognitive stimulation. (Author/RK)

Critiques four studies of morality and culture from the point of view of domain theory, based on distinctions between morality and social construal, domains of judgment (moral, social conventional, and personal), and perspectives within the social and power structure. (Author)

Organizes information from the literature on six questions: (1) differences between incarcerated and nonincarcerated adult learners; (2) prisoners' placement in Piaget's and Kohlberg's developmental stages; (3) effects of drug abuse on learning; (4) prisoners' common cognitive errors; (5) goals and objectives of correctional education; and (6)…

Argues that schools will largely fail in their efforts to improve the moral and emotional growth of students if they do not attend to the moral and ethical development of teachers, especially urban teachers, who suffer from depression and disillusionment, the two primary causes of which are isolation and stress induced by problem students.…

This study investigated Korean kindergartners' reasoning during group moral discussions of problematic situations based on pictures depicting problem situations. Findings revealed that young children were able to reason about others' perspectives, acknowledge problematic situations, grasp the causes of the problems, predict consequences, and seek…

This study investigates the differences between levels of moral reasoning for traditional and nontraditional students. Results indicated that both groups of students enter college at similar levels. Implications of these findings would suggest that the college experience, not age is the most influential factor in the development of moral…

Examines changes in moral reasoning among college students and seeks to determine whether there are gender differences in the process. Women scored higher than men on both Principled moral reasoning and Davison's moral index and graduating students scored higher than first-year students on Davison's moral index. Discusses whether Kohlberg's theory…

Relates the positions taken by Saint Augustine in his "Confessions" to the stages of adolescent development identified in research by William G. Perry, Jr. Provides practical suggestions for using the "Confessions" to foster moral and intellectual development. (KO)