The Relation of Role Taking to the Development of Moral Judgment in Children

Selman, Robert L.

doi:10.2307/1127066

Cited by 228 publications

(93 citation statements)

References 8 publications

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“…Following the Piagetian tradition this theoretical approach is a strongly structural-developmental construct originally developed in studies of social and moral reasoning (Selman, 1971). In spite of this the basic model of Selman's theory gives a theoretical insight to the level of interaction in other contexts, such as negotiation and shared experience (DeVries & Zan, 1996).…”

Section: Case Discussion 38 What Kinds Of Skills Children Learn In Smentioning

confidence: 99%

What is reciprocal understanding in virtual interaction?

Byman

Järvelä

Häkkinen³

2005

Instr Sci

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The aim of this study is to investigate what is reciprocal understanding in virtual web-based interaction and what does it consist of. The context of this study was an international web-based pre-service teacher education (N ¼ 116) course. The study is based on an idea of shared cognition and reciprocal understanding, in particular. It is assumed that reciprocity is an essential component not only of social interaction, but also of successful virtual interaction. Since many kinds of virtual interaction, such as e-learning, web-based courses, and virtual universities are rapidly getting more common in education, there is a need to analyse the issue of reciprocal understanding in webbased learning in order to develop more profound pedagogical models. The results widely show that during this particular web-based course there was reciprocal discussion between the participants. Participants had mutual negotiations and they discussed about issues from a variety of different viewpoints. Seven different ideas were found for the mechanisms of reciprocal understanding. It is concluded that this information is useful for developing a new pedagogical model for web-based learning and enhancing the quality of virtual interaction.

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Section: Case Discussion 38 What Kinds Of Skills Children Learn In Smentioning

confidence: 99%

What is reciprocal understanding in virtual interaction?

Byman

Järvelä

Häkkinen³

2005

Instr Sci

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“…According to Selman (1971b), each of these categories of response indicates a different level of role-taking: at first level, children cannot differentiate their own perspective from that of other people, and consider that everyone will always perceive the world like themselves; at the second level, children are able to understand that people might have different perspectives, but they cannot coordinate these different pointsof-view very well and tend to mix their own perspective with other people's point of view; at the third level, children are able to distinguish and correctly coordinate their own perspective with others' perspectives.…”

Section: Figure 1 Illustrations Used In the Role-taking Task (Rtt)mentioning

confidence: 99%

“…From a developmental perspective, some authors have argued that social development should be studied in a framework in which cognition, affection, and behavior are viewed as inseparable components of social life (Eisenberg, 2000;Hoffman, 1987;1991;Kurtz & Eisenberg, 1983;Selman, 1971b). By implication, as children improve in their ability to put themselves into another's shoes, they should coordinate and distinguish different points of view, using more complex patterns of moral reasoning (Vaish, Carpenter, & Tomasello, 2009).…”

Section: Introductionmentioning

confidence: 99%

A cross-cultural study: Empathy and role-taking in Brazilian and American children

Sampaio

2017

Univ Psychol

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a RESUMENEstudios anteriores mostraron avances en la toma de perspectiva y la empatía a lo largo de la infancia, y sugieren la existencia de relaciones entre estas variables y los aspectos de la cultura. El estudio presentado aquí investigó la relación entre empatía y toma de perspectiva en una muestra compuesta por niños brasileños y estadounidenses, entre 6 y 13 años de edad. En el método, se utilizo el Índice de Empatía para Niños y Adolescentes -IECA (Bryant, 1982) y una tarea de toma de perspectiva (Flavell, 1968). Los resultados mostraron que los niños estadounidenses obtuvieron un puntaje más alto en la toma de perspectiva que los participantes brasileños. Por otro lado, los niños brasileños obtuvieron calificaciones más altas en empatía que los estadounidenses. Los resultados se discuten considerando estudios transculturales previos sobre desarrollo social y cognitivo.Palabras clave niños; empatía; toma de perspectiva; Estados Unidos de América; Brasil. ABSTRACTPrevious studies have showed development in perspective-taking abilities and empathy along childhood, and suggested the existence of relationships between these variables and aspects of culture. The study presented here investigated the relationship between empathy and roletaking in a sample composed by American and Brazilian children, aged 6 to 13. The method involved the administration of the Index of Empathy for Children and Adolescent -IECA (Bryant, 1982) and one Roletaking task. Results showed that American children scored higher in Role-taking than Brazilian participants. On the other hand, Brazilian children scored higher in empathy than American participants. Results are discussed considering previous cross-cultural studies on social and cognitive development.

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“…Indeed, several studies have indicated that the attainment of a moral stage requires the prior attainment of both the parallel cognitive and role-taking stages (for reviews, see Kurdek, 1978: Selman, 1976. For conventional moral reasoning, for example, formal operational thought and reciprocal role-taking ability seem to be necessary conditions (e.g., Kohlberg, 1984;Selman, 1971). Kohlberg ( 1969) suggested that parents facilitate moral development by providing their children with ample opportunities for role taking, but role taking might also be stimulated by participation in social institutions like work, politics, and school, and in interaction with peers.…”

Section: Attachment and Moral Reasoningmentioning

confidence: 99%

Adolescents' Attachment Representations and Moral Reasoning

IJzendoorn

Zwart-Woudstra

1995

The Journal of Genetic Psychology

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Theoretical speculations and empirical data on the relation between attachment and moral reasoning are presented. An autonomous attachment representation was hypothesized to be an important personality dimension facilitating higher levels of moral (Type B) reasoning in adolescence. A sample of 47 U.S. college students (mean age 19.5 years) completed the Adult Attachment Interview (Main & Goldwyn, 1985-1993) and the Sociomoral Reflection Measure-Short Form (Gibbs, Basinger, & Fuller, 1992). Although the overall score for sociomoral reflection was not associated with attachment representation, moral Type B reasoning was more prevalent in respondents with an autonomous attachment representation; thus, autonomous attachment may be at the core of mature moral reasoning.

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The Relation of Role Taking to the Development of Moral Judgment in Children

Cited by 228 publications

References 8 publications

What is reciprocal understanding in virtual interaction?

What is reciprocal understanding in virtual interaction?

A cross-cultural study: Empathy and role-taking in Brazilian and American children

Adolescents' Attachment Representations and Moral Reasoning

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