Two studies, involving elementary school children, investigated children's representation of adults' use of the moral intentionality principle, with particular emphasis on the distinction between causal attributions of events-to-the-situation vs. events-to-the-person. (JS)

Argues that critics are caught in the dialectical tension between "technology" and "art" in television research. Examines how this dialectic informs and constrains examination of television. Presents "rhetorical aesthetics" to support the claim that critics should draw inferences from practical consideration of…

The similarity between rules used by mothers and those used by sons was extensive. Results suggest that research should emphasize the process by which children come to employ multidimensional rules and the role of parental models in this process. Current research in moral judgments largely ignores the rule-governed nature of children's judgments.…

In an earlier article in this journal (v9 1980), Rich argued that the emotions should have a more central place in moral education. David W. Gosling (Journal of Moral Education; v13 1984) claimed that these arguments cannot be sustained. Rich responds to Gosling's critique. (Author/RM)

Organized assessment procedures are used as preface to therapy to help in transmittal of information structuring of relationships, and information gathering. The results can be a mix of descriptive information and value judgment, confusing tester values with facts about those tested. Caution in use of such procedures is suggested. (Author/NRB)

INDSCAL analysis, based on bipolar ratings of physically agressive incidents by 217 subjects, yielded a solution in three dimensions: Provocation by Target, Intimates vs. Strangers and Harmful Outcome. One bipolar scale, the Right-Wrong Scale, was used as a direct measure of subjects' moral evaluation of each incident. (Author/LMO)

Presents results of a study which compared the moral evaluations of a sample of current undergraduates with evaluations given by college students in 1929, 1939, 1949, and 1958. The intensity of disapproval for most of the behaviors examined showed little change from 1929 to the present; disapproval for some behaviors peaked in 1958. (KH)

Argues the necessity of making distinctions between facts, values as subject matter, value judgments, and world views when discussing goals and methods of sexuality education. Demonstrates the utility of such distinctions through analysis of one debate. Proposes the development of critical inquiry skills as the primary goal of sexuality education.…

Presents recent changes in the theory of moral stages, including a broadening of theoretical and research concerns, differentiation of "hard" and "soft" stages, clarification of the form-content distinction, revision of A and B substages, clarification of stages six and seven, discussion of moral action, and listing of nine…

Explicates the goals of a counselor education curriculum, including sensitizing counselors to ethical issues, improving their ability to make ethical judgments, encouraging responsible ethical actions, and tolerating the ambiguity of ethical decision making. (Author/BL)

Explores Gibbs's (1977, 1979) hypothesis that mature levels of moral reasoning are related to affirmative coping with human needs while conventional reasoning is related to abortive coping. In one study of 28 women and another of 70 adults, an interview questionnaire was used to assess ability to deal with Fromm's existential needs. (Author/CB)

Investigated sex differences in moral thinking and the relationship between sex roles and moral judgment across the adult lifespan. A total of 60 subjects participated: 10 women and 10 men in each of three age groups (18-24, 30-50, 60-75). A multiple measures approach to data collection was employed. (RH)

Administered standard and modified versions of the Defining Issues Test (DIT) to 40 older adults. Contrary to previous studies, the self/other manipulation failed to significantly influence older adults' moral judgments. The role of cognitive/perspective-taking and personal/affective factors in moral reasoning abilities are discussed. (JAC)

The cognition/conduct problem is outlined as it arises in cognitive-developmental moral theory. A model of the connection between stage of moral reasoning and behavior is developed, involving two separate steps (from reasoning to judgments and from judgments to behavior).(Author/RH)

The ordinary systems of morality which function so well in most decisions in our personal lives break down when we consider the very complex moral decisions in the professions. Clear and practical steps that can be taken to improve this situation are discussed. (RM)