Origins of Human Cooperation and Morality

Tomasello, Michael; Vaish, Amrisha

doi:10.1146/annurev-psych-113011-143812

Cited by 591 publications

(439 citation statements)

References 113 publications

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“…Moral Foundation Theory is consistent with recent work on the evolution of culture and morality (e.g., Pagel, 2012;Tomasello & Vaish, 2013). At the same time, MFT is 'work in progress' and makes no claim to be the ultimate explanation of moral reasoning.…”

Section: Mft In the Current Academic And Political Debatesupporting

confidence: 83%

Dialogic Literacy: contexts, competences and dispositions

Caviglia¹,

Dalsgaard²,

Delfino³

et al. 2017

L1 Educational Studies in Language and Literature

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Dialogic Literacy is understood as being able to participate in productive dialogue with others and is a key competence for learning and active citizenship in a cultural and societal landscape shaped by the 'participatory turn'. The article develops a definition of Dialogic Literacy based on a cross-disciplinary approach combining deliberative discourse, collaborative rationality, and Moral Foundation Theory. Furthermore, it presents a framework that educators can utilize in order to transform classroom discussion into activity that fosters learners' Dialogic Literacy. Finally, the article argues for elevating the status of Dialogic Literacy as an overarching learning goal that should become an integral part of language education.

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Section: Mft In the Current Academic And Political Debatesupporting

confidence: 83%

Dialogic Literacy: contexts, competences and dispositions

Caviglia¹,

Dalsgaard²,

Delfino³

et al. 2017

L1 Educational Studies in Language and Literature

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“…They arise early in ontogeny [10] and precede the development of physical and spatial cognitive abilities [11]. The most important among these abilities is language, which critically relies on shared intentionality, cooperative communicative intent and the attribution of mental states to others [12].…”

mentioning

confidence: 99%

Explaining brain size variation: from social to cultural brain

Schaik

Isler

Burkart

2012

Trends in Cognitive Sciences

154

124

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“…Although requests and rewards for prosocial behavior are not always successful in increasing prosocial choices (Eisenberg, Wolchik, Goldberg, & Engel, 1992;Warneken & Tomasello, 2008), authoritative, warm, mind-minded parenting is positively associated with prosocial behavior (Farrant, Devine, Maybery, & Fletcher, 2012;Padilla-Walker, 2014). Moreover, children as young as 3 years express socially learnt, normative rules concerning the desirability of prosocial action (Tomasello & Vaish, 2013). These results imply that socialization plays a role in the appearance of other-focused responses.…”

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confidence: 79%

You and me: Investigating the role of self-evaluative emotion in preschool prosociality

Ross

2017

Journal of Experimental Child Psychology

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Citation for published version (APA): Ross, J. (2017). You and me: investigating the role of self-evaluative emotion in preschool prosociality. Journal of Experimental Child Psychology, 155, 67-83. DOI: 10.1016/j.jecp.2016 General rights Copyright and moral rights for the publications made accessible in Discovery Research Portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from Discovery Research Portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain.• You may freely distribute the URL identifying the publication in the public portal. Take down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 13. May. 2018Self-evaluative emotion and preschool prosociality AbstractSelf-evaluative emotions depend on internalized social standards and motivate social action. However, there is a lack of empirical research documenting the impact of self-evaluative emotion on 3-and 4-year-olds' prosociality. Extant research relates children's experiences of guilt to empathetic concern and making amends. However, the relationship between guilt and both concern and making amends is potentially reductive. Empathetic concern involves similar bodily expressions to guilt, and amend making is used to distinguish guilt from shame in children. This is the first study to relate the development of both positive and negative selfevaluative emotions to empathetic concern and prosocial choice (making amends, spontaneous help). Results confirm that the broad capacity for self-evaluative emotion is established in the preschool years, and relates to empathetic concern. Moreover, these social emotions can be used to predict prosocial choice. Making amends was best predicted by empathetic concern and by children's responses to achievement (pride following success, lack of shame following failure). Alongside moral pride, pride in response to achievement and resilience to shame was also the best predictor of spontaneous help. The data support the idea that young children's prosocial choices may be partially driven by the affective drive to maintain an 'ideal' self. Psychologists have emphasised that in order to be adaptive, selfevaluative emotion should be guilt rather than shame orientated. However, the adaptive role of pride has been neglected. We call on future research to redress the focus on negative selfevaluation in moral development and further explore the prosocial potential of pride. Research Highlights1. Self-evaluative emotions depend on internalized standards and motivate social action.2. Extant developmental research associates guilt with empathetic concern and reparation.3. The current paper shows th...

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Origins of Human Cooperation and Morality

Cited by 591 publications

References 113 publications

Dialogic Literacy: contexts, competences and dispositions

Dialogic Literacy: contexts, competences and dispositions

Explaining brain size variation: from social to cultural brain

You and me: Investigating the role of self-evaluative emotion in preschool prosociality

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