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Applying neopiagetian theory to the moral reasoning process
1Weber State College, School of Education, Department of Child and Family Studies, Ogden, Utah 84408-1301.
Psychological Reports
|June 1, 1990
Summary
This study explored moral reasoning in children using cognitive skill theory. Findings suggest moral issues like fairness and laws are scalable in children
Area of Science:
- Developmental Psychology
- Cognitive Science
- Moral Development
Background:
- Understanding moral reasoning is crucial for developmental psychology.
- Kohlberg's Heinz dilemma is a widely used tool for assessing moral judgment.
- Fischer's theory provides a framework for cognitive skill acquisition.
Purpose of the Study:
- To examine the moral reasoning process in children aged 4-12.
- To investigate patterns of cognitive skills underlying moral dilemmas.
- To test the scalability of moral issues within specific task domains using Fischer's theory.
Main Methods:
- Utilized K. W. Fischer's theory of cognitive skill acquisition.
- Interviewed 80 children (ages 4-12) using Kohlberg's Heinz dilemma scenarios.
- Applied Guttman scale analyses to assess the scalability of responses across task domains (Familial Relationships, Sickness/Death, Laws/Rules, Fairness).
Main Results:
- Guttman scale coefficients validated the scalability of Laws/Rules and Fairness task domains.
- Other scale coefficients indicated near-validity, suggesting potential for broader application.
- Identified patterns in cognitive skills related to moral reasoning development.
Conclusions:
- Moral reasoning, particularly concerning laws and fairness, demonstrates scalability in children.
- Fischer's theory offers a viable framework for analyzing cognitive skills in moral development.
- A revised scale is proposed to further refine the assessment of moral reasoning.