Choosing between hearts and minds: Children's understanding of moral advisors
Choosing between hearts and minds: Children's understanding of moral advisors
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DOI：
10.1016/j.cogdev.2006.07.001
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发表时间：
2007-01-01
影响因子：
1.8
通讯作者：
Keil, Frank C.
中科院分区：
文献类型：
--
作者：
Danovitch, Judith H.;Keil, Frank C.
道德发展研究往往集中在道德推理的发展，而不考虑儿童对道德顾问的理解。我们通过考察儿童认为对道德或科学问题进行推理所必需的特征，研究了儿童如何接受道德建议的来源。在两个实验中，K、2和4年级的孩子面临道德性质或科学性质的困境，并在两名顾问之间做出选择。二年级和四年级的学生根据他们的专业知识选择不同的顾问，而学生则不歧视顾问。在第三个实验中，年龄较大的儿童表示，只有某些特征是需要解决道德或科学问题，他们赞同这些特征的差异基于要解决的问题。因此，到了童年中期，孩子们将道德知识与科学知识区分开来，并相应地选择每个领域的顾问。(C)2006爱思唯尔公司All rights reserved.
Moral development research has often focused on the development of moral reasoning without considering children's understanding of moral advisors. We investigated how children construe sources of moral advice by examining the characteristics that children deem necessary for reasoning about moral or scientific problems. In two experiments, children in grades K, 2, and 4 were presented with dilemmas of a moral nature or scientific nature and chose between two advisors. Second and fourth graders chose advisors differentially based on their expertise, while kindergartners did not discriminate between advisors. In a third experiment, older children indicated that only certain characteristics are needed to solve moral or scientific problems, and they endorsed these characteristics differentially based on the problem to be solved. Thus, by middle childhood, children construe moral knowledge as distinct from scientific knowledge and select advisors in each area accordingly. (C) 2006 Elsevier Inc. All rights reserved.