Moral Reasoning and Emotion

This chapter discusses contemporary scientific research on the role of reason and emotion in moral judgment. The literature suggests that moral judgment is influenced by both reasoning and emotion separately, but there is also emerging evidence of the interaction between the two. While there are clear implications for the rationalism-sentimentalism debate, we conclude that important questions remain open about how central emotion is to moral judgment. We also suggest ways in which moral philosophy is not only guided by empirical research but continues to guide it

Moral reasoning in sport:validation of the Portuguese version of the RSBH value-judgement inventory in adolescents

The purpose of this study was to examine the validity and reliability of the Portuguese version of the Rudd Stoll Beller Hahm Value-judgement Inventory (RSBHVI) in a sample of adolescents. The RSBHVI, which measures moral and social reasoning, was translated using a back translation method. A sample of 238 10th to 12th grade high school students (age mean value 16.93 years, s = 1.34) completed the Portuguese versions of RSBH, and the Task and Ego-orientation Questionnaire. Partial support for the original structure of the moral reasoning scale, but not the social reasoning scale, was found. Females, and non-athletes and individual sport athletes scored significantly higher than males and team sport athletes in moral reasoning, respectively. Moral reasoning was negatively correlated with ego-orientation (r = −30; p <. 001) and uncorrelated with task-orientation (r = .10, p > .05). Participants who were low-ego scored higher in moral reasoning than those who were high-ego. It is suggested that decreasing levels of ego-orientation may be necessary to improve athletes’ moral reasoning

Moral reasoning and judgment in childhood. Relations to mind understanding and peer acceptance

Abstract de póster presentado a First meeting of the SEJyD (Society for the Advancement of Judgment and Decision Making Studies)Children’s moral reasoning on compliance and rules violation, and their moral judgments, are linked to the development of their “theory of mind”. Greater ability to attribute mental states (intentions, knowledge and emotions) enable to base the attribution of responsibility, and judgment on the degree of punishment deserved, not only on the outcome of the action (harmful or not), but also on the intent to cause damage. This effect could vary depending on whether: a) the rule transgressed is a social conventional rule or a moral rule, b) the damage is physical-material or psychological-emotional. Moreover, understanding of other minds and moral reasoning that children make about the actions of others appears to be a key element in their degree of popularity and social impact. The aim of this study is to evaluate the developmental relationship between child moral reasoning, understanding of other minds and degree of acceptance by their peers. Participants were 89 children from 4 to 13 years; they were administered: a battery of stories that assessed moral reasoning abilities, a battery of “theory of mind” tasks, peer-nomination inventory. Results show that by 6 years of age begin differences in mind understanding and moral reasoning and judgment among children of the same age: popular and average distinguish between accidental and deliberate transgression (although up to 8 years all children believe that both deserve to be punished); only rejected children consider that the transgression of conventional norms does not deserve punishment; their moral judgments are not different for physical damage than for psychological-emotional damage. By age 8 differences between popular and rejected children in their mind understanding ability and moral reasoning are increased, especially in situations of accidental damage. Children’s moral reasoning ability may have important implications for their social relationships and positive peer interactions.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Building machines that learn and think about morality

Lake et al. propose three criteria which, they argue, will bring artificial intelligence (AI) systems closer to human cognitive abilities. In this paper, we explore the application of these criteria to a particular domain of human cognition: our capacity for moral reasoning. In doing so, we explore a set of considerations relevant to the development of AI moral decision-making. Our main focus is on the relation between dual-process accounts of moral reasoning and model-free/model-based forms of machine learning. We also discuss how work in embodied and situated cognition could provide a valu- able perspective on future research

Parent-Child Interaction Variables Related to the Moral Reasoning of High School Senior Males

The purpose of the study was to examine the relationship of parent-child interaction variables to moral reasoning and to identify those variables that best predict moral reasoning. Subjects were 51 high school senior males and their parents from intact families. Parents and sons completed separate questionnaires designed to measure the following variables: moral reasoning, induction, power-assertion, love-withdrawal, authoritarian attitudes, intrusiveness, support, communication, socio-economic status and academic achievement. The instruments used to measure these variables were the Defining Issues Test, Parent-Child Relationship II Questionnaire, Child-Rearing Questionnaire, Child-Rearing Practices Report, Traditional Family Ideology Scale, the Two Factor Index of Socio-Economic Status, a set of communication items, and a self-report measure of findings were discussed in terms of future research Correlations were computed between sons\u27 moral reasoning and all other variables. Multiple regression with forward inclusion was computed to identify those variables which best predict sons\u27 moral reasoning. Socio-economic status was the only variable that, by itself, was found significantly related to sons\u27 moral reasoning. However, a combination of eight variables was found to account for 51 percent of the variance in sons\u27 moral reasoning. The variables are: socio-economic status, mothers\u27 moral reasoning, fathers\u27 maintenance of boundaries (overprotection), mothers control of sex and aggression (authoritarian attitudes), mothers\u27 power-assertion, fathers\u27 love withdrawal, fathers\u27 moral reasoning and mothers\u27 love withdrawal. Based on these results, it was concluded that parent-child interaction are related to sons\u27 moral reasoning. Parents who were able to step outside of traditional gender roles while interacting with and disciplining their children were more likely to have morally advanced sons. Parents\u27 levels of moral reasoning were found to be important predictors of sons\u27 moral reasoning. These findings were discussed in terms of future research possibilities

The role of emotional intelligence and personality in moral reasoning

In this study we investigated the potential role of Emotional Intelligence (EI) in Moral Reasoning (MR). A sample of 131undergraduate students completed a battery of psychological tests, which included measures of Emotional Intelligence, Moral Reasoning and the Big Five dimensions of personality. Results demonstrated support for a proposed model of the relationship between Emotional Intelligence, personality and Moral Reasoning. Specifically, Emotional Intelligence was found to be a significant predictor of four of the Big Five personality dimensions (Extraversion, Openness, Neuroticism, Agreeableness), which in turn were significant predictors of Moral Reasoning. These results have important implications in regards to our current understanding of the relationships between Emotional Intelligence, Moral Reasoning and personality. We emphasize the need to incorporate the constructs of Emotional Intelligence and Moral Reasoning into a broader, explanatory personality framework. ISBN: 978192151366

Exploring the impact of traumatic brain injury on moral reasoning and how this relates to executive functioning, empathy and emotion-based decision making.

Traumatic brain injury (TBI) leads to cognitive, behaviour, and social functioning difficulties. It has also been associated with offending behaviour. The common area of damage is to the fronto-temporal brain regions (Salmond et al, 2006). These are considered important for moral reasoning. Moral reasoning is believed to be important for upholding social function and preventing delinquent behaviour (Gibbs, 2010). It is suggested that TBI may disrupt moral reasoning and contribute to social and behaviour deficits (Anderson & Catroppa, 2006). Studies to date have indicated that there are greater difficulties in moral reasoning following a childhood TBI than adulthood TBI. Studies have been small and have not examined the impact of childhood TBI in early adulthood. Fewer studies have explored the neurocognitive processes underpinning moral reasoning. This study compared moral reasoning, measured by the Sociomoral Reflection Measure - Short Form (SRM-SF, Gibbs, Basinger & Fuller, 1992) in a group of 20 survivors of TBI aged between 17 and 25 years and a group of 34 healthy individuals. It also explored the relationships between moral reasoning and executive functions, cognitive flexibility, inhibition; empathy and emotion-based decision making. The healthy comparison group demonstrated significantly higher moral reasoning. This was maintained when the groups were matched on age, sex, socioeconomic status and when intellectual functioning was controlled. The study revealed significant relationships between moral reasoning and cognitive flexibility, inhibition, executive function difficulties and empathy in the healthy comparison group. Only one significant correlation was revealed in the TBI group; between cognitive flexibility and moral reasoning. This was attributed to insufficient power to detect other significant findings. The study concluded that TBI sustained during childhood does disrupt moral development. It also indicated that executive function processes and empathy may be involved iii in moral reasoning. These findings were considered in relation to theories of moral reasoning, brain development and methodological rigour. Further research is suggested

ACCOUNTING STUDENT’S PERCEPTION ON AUDITOR’S UNETHICAL BEHAVIOR: THE ROLE OF ETHICAL SENSITIVITY, ETHICAL ORIENTATION AND MORAL REASONING

This study aims to examine the influence of ethical sensitivity, idealism ethical orientation, relativism ethical orientation and moral reasoning on accounting student’s perception toward auditor’s unethical behavior. The sample in this research uses purposive sampling method. The sample in this research is 123 students of accounting undergraduate students of Diponegoro University who have taken auditing 1 and 2; business ethics and profession courses. This study used multiple regression analysis. The result of hypothesis testing shows that the ethical sensitivity, idealism ethical orientation and moral reasoning variables influence accounting student’s perception on auditor’s unethical behavior. The variable of relativism ethical orientation does not influence accounting student’s perception on auditor’s unethical behavior

Children\u27s Ideas about the Moral Standing and Social Welfare of Non-human Species

Moral and social welfare issues related to humane treatment of animals confront children and continue to be important societal issues through adulthood. Despite this, children\u27s moral reasoning about animals has been largely ignored. This paper addresses six questions concerning how children reason morally about non-human animals: (1) How do children think about the moral claims of animals? Is there a developmental progression in such reasoning? (2) How does moral reasoning about animals differ from moral reasoning about other life forms-plants and ecological systems? (3) What is the relation, if any, between children\u27s moral reasoning about non-human animals and their moral reasoning about other humans? (4) How do child characteristics and environmental factors contribute to individual differences in children\u27s moral reasoning about animals? (5) What is the relation between moral reasoning about animals and children\u27s behaviors toward animals? (6) What is known about children\u27s kindness toward and nurturing of animals-examples of prosocial reasoning and behavior