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Moral learning as intuitive theory revision.

Marjorie Rhodes1, Henry Wellman2

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|September 11, 2016
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Summary
This summary is machine-generated.

Children

Keywords:
Conceptual developmentIntuitive theoriesMoral learning

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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Moral Development

Background:

  • Conceptual development in children involves evolving intuitive theories of the world.
  • Children utilize abstract, domain-specific representations to understand causality.
  • Existing approaches include constructivism and nativism.

Purpose of the Study:

  • To propose that moral learning is driven by changes in children's intuitive theories.
  • To examine the role of intuitive sociological and psychological theories in moral reasoning.
  • To investigate how children integrate these theories during development.

Main Methods:

  • Analysis of existing research on young children's moral reasoning and learning.
  • Theoretical comparison with constructivist and nativist developmental approaches.
  • Focus on children's predictions, explanations, and evaluations of morally-relevant actions.

Main Results:

  • Children's moral learning involves changes in their intuitive sociological theories (e.g., group obligations).
  • Moral learning also involves changes in intuitive psychological theories (e.g., mental states).
  • Developmental changes occur in how children integrate sociological and psychological intuitive theories.

Conclusions:

  • Moral learning is fundamentally linked to the development and integration of intuitive world theories.
  • This perspective offers a novel framework for understanding children's moral development.
  • The proposed model is supported by empirical research on early moral reasoning.