In this paper, four sets of data, collected by four different research teams over a period of 30 years are examined. Common item equating, which yielded correlations from .94 to .97 across datasets, was employed to justify pooling the data for a new analysis. Probabilistic conjoint measurement (Rasch analysis) was used to model the results. The detailed analysis of these pooled data con rms results reported in previous research about the ordered acquisition of moral stages and the relationship between moral stages and age, education, and sex. New ndings include: (1) empirical evidence that transitions between ''childhood'' and ''adult'' stages of development involve similar mechanisms; (2) support for the notion of stages as qualitatively distinct modes of reasoning that display properties consistent with a notion of structure d'ensemble; and (3) evidence of a stage between Kohlberg's stages 3 and 4. Consistent with reports from earlier research, the relationship between age and moral development is curvilinear. The relationship between educational attainment and moral development is linear, suggesting that educational environments have an equivalent impact across the course of development. Older males have slightly higher scores than older females after age and education are taken into account (accounting for 0.3% of the variance in moral ability).

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This long-term study found that moral reasoning as conceptualised by Kohlberg(1 981 1985) can develop into adulthood. Predominant& white, well-educated, m W -c l a s s particz$ants were interviewed four times at 4-year intervals (N = 44). Stage deuelopment was sequential and continued throughout the lqe spanJ although its occurrence decreased with advancing age in a curvilinear fashion. Post-conventional reasoning was demonstrated by seven adults. Stage of moral reasoning correlated with age strong& in children and moderateb in adultsJ and was moderately correlated with education in all age groups, Addi~onaUyJ advance in moral reasoning stage was correlated with increase in education in adults. Although no systematic gender dzrerences were fmnd across age groupsJ men in the younger adult group had si&zzj?cantly higher scores than women.This paper reports results from a longitudinal and cross-sectional study of the development of moral reasoning across the life span [I]. Investigated were the sequence and trajectory of development, particula3y in adulthood, and the relationships between educationy gender, and moral reasoning stage change. Of particular interest was the investigation of Piagetian-type, structural moral reasoning development during adulthood and the impact of education on such development during that period.The conception of moral reasoning used here relies primarily on Kohlberg's smcrural-developmental model of mural reasoning and its development the stage descriptions, criteria and many assumptions of which have been thoroughly articu-

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