Alle Publikationen
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2018
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(2018) : Moral judgment: Reflective, interactive, spontaneous, challenging, and always evolving. In: Gray, Kurt James; Graham, Jesse (Hg.): Atlas of moral psychology: What do we evaluate when we evaluate moral character? - Helzer, Erik G.; Critcher, Clayton R.: New York, NY: The Guilford Press
Abstract: Why is moral reasoning fundamental to an explanation of the development of morality? Reasoning is the process by which humans create and apply principles for how individuals ought to treat one another; it is neither innate nor inculcated, but constructed through everyday interactions over the course of development. In this chapter, we discuss the developmental origins of morality, drawing on theories and empirical research in developmental science. Understanding the origins and developmental changes of any phenomenon provides insights into sources of influence, change, and evolution throughout the life course. Although morality was once thought to be the province of adulthood (children were viewed as selfish, antagonistic, or as a blank slate), a large body of research has demonstrated that children are social beings, oriented toward others, motivated to help others and to cooperate, and, beginning in early childhood, capable of drawing categorical distinctions between mo ral cons iderations and other social organizational norms. Moreover, starting at preschool age, children justify moral judgments by reference to fairness, rights, or others’ welfare, whereas they justify conventional judgments by reference to rules, authority, and social traditions. Over several decades, empirical evidence has demonstrated that the developmental emergence of morality stems out of social interactions, both with peers and through adult-child exchanges, and changes slowly over the life course. Morality is constructed through social interactions and observations of events in the world, involving evaluation, reflection, and judgments about the fair treatment of others. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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(2018) : The multi-norm structural social-developmental model of children's intergroup attitudes: Integrating intergroup-loyalty and outgroup fairness norms. In: Vala, Jorge; Waldzus, Sven; Calheiros, Maria Manuela (Hg.): The Social Developmental Construction of Violence and Intergroup Conflict: Berlin, Germany: Axel Springer SE
DOI: https://doi.org/10.1007/978-3-319-42727-0 Abstract: This chapter presents a new complete theoretical model of intergroup attitudes of children—the Multi-Norm Structural Social-Developmental (MNSD) model. The MNSD offers a comprehensive and integrative approach that builds on three extant social-developmental theories that explain the dynamic variation of prejudiced responses during child development. The unique contribution of MNSD is in integrating hypotheses on the role of competing social norms, using social-developmental and social psychological theory. The MNSD proposes that two strong social norms, the ingroup loyalty norm and the norm not to be prejudiced (outgroup fairness norm), operate in a complementary rather than mutually exclusive way in social-developmental intergroup contexts. In specifying when and how these norms become influential and shape intergroup biases of children, the MNSD proposes two kinds of hypotheses, one regarding lasting changes in the availability and internalization of these norms and o ne regar ding the situational and context dependent salience of them. With this the authors explain existing results and generate novel untested systematic hypotheses on how the dynamic relationship between groups' complex normative repertoires and socio-structural variables proposed by social identity theory (status differences, their stability and legitimacy) might operate insidiously to protect or reify the status quo within asymmetric intergroup contexts. (PsycINFO Database Record (c) 2017 APA, all rights reserved) Document Type:
2017
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(2017) : Social intelligence in a multicultural world. What is it? Who needs it? How does it develop? In: Budwig, Nancy; Turiel, Elliot; Zelazo, Philip David; Budwig, Nancy (Ed); Turiel, Elliot (Ed); Zelazo, Philip David (Ed) (Hg.): New perspectives on human development: New York, NY, US: Cambridge University Press, S. 313-329
Abstract: This chapter discusses the development of social intelligence in a multicultural world. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
2016
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(2016) : Sozialisation und Gewalt. Von der Übertretung zum Verbrechen In: Ahrbeck, Bernd; Dörr, Margret; Göppel, Rolf; Krebs, Heinz; Wininger, Michael (Hg.): Innere und äußere Grenzen: Psychische Strukturbildung als pädagogische Aufgabe: Orig.-Ausg: Gießen: Psychosozial-Verl. (Jahrbuch für psychoanalytische Pädagogik), S. 74-87
Abstract: Bei dem Unterfangen, das Gewaltpotenzial zu handhaben, das Menschen und ihre Gesellschaften aufweisen, sich im Leben zu behaupten und erfolgreich zu sein und gleichzeitig Gesetze und Regeln anzuerkennen, die ein verträgliches Zusammenleben ermöglichen, ergeben sich zahlreiche Probleme. Anhand von zwei Fallbeispielen wird gezeigt, wie Menschen mit unterschiedlichen Sozialisationsbedingungen an dieser Aufgabe scheitern und eine durch Gewalt gekennzeichnete kriminelle Entwicklung nehmen. Dabei wird dargestellt, wie das Individuelle und das Soziale, das Bewusste und das Unbewusste ineinandergreifen. Es wird betont, dass psychoanalytisch-sozialpsychologische Verstehensmöglichkeiten von Lebensgeschichten Raum für pädagogische und therapeutische Konzepte eines hilfreichen Umgangs mit diesen Menschen eröffnen.
2015
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(2015): Developmental social robotics. An applied perspective. In: International Journal of Social Robotics 7 (4), S. 417-420. DOI: 10.1007/s12369-015-0312-0
DOI: https://doi.org/10.1007/s12369-015-0312-0 Abstract: This article provides an overview of the special issue on developmental social robotics. The aim of this special issue is not to contribute in the understanding of fundamental process of social development. The focus is to identify and address some of the important milestones, steps, and building blocks of development of social intelligence, and how to adapt, extend and apply them into robotics by identifying as well as addressing the underlying research and development (R&D) challenges when combination of such blocks should be functioning together. The special issue consists of high quality research papers along three broader categories: (i) Methodologies for embodiment of some basic social developmental blocks (ii) User perception, evaluation and design guidelines for social embodiment of robots with some basic social developmental blocks (iii) Potential societal applications of social robots embodied with some of the social developmental blocks. This special issue has touched an important aspect of developmental robotics: the applied side in the domain of social robotics. The special issue incorporates a balance of high quality research papers on embodiment mechanisms, evaluations, design guidelines and applications of some of the fundamental building blocks and capabilities constituting the development of social intelligence. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2013
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(2013): Kultur und Kognition. Wie das Selbst das Denken formt
Abstract: Es wird der Frage nachgegangen, wie die Kultur das Selbstkonzept einer Person beeinflusst und welche Konsequenzen das Selbstkonzept fur personliches Erleben und Handeln hat. Das Verhaltnis zwischen dem Einzelnen und sozialen Gruppen, denen der Mensch angehort, bzw. die relative Betonung von Autonomie versus sozialer Eingebundenheit, stellen eine der wichtigsten Kulturdimensionen dar. Entlang dieser Dimension finden sich auch Unterschiede in den Selbstkonzepten der jeweiligen Kulturmitglieder. So konnen Personen sich selbst einerseits vorwiegend durch solche Aspekte definieren, die die eigene Unabhangigkeit betonen (etwa eigene Ansichten, Fahigkeiten oder Eigenschaften). Andererseits kann das Selbst durch solche Merkmale definiert werden, die den sozialen Bezug zu anderen Personen herstellen (zum Beispiel eigene Gruppenmitgliedschaften oder soziale Rollen). Wann immer ein psychologischer Prozess die eigene Person betrifft, wirkt sich der Unterschied in den Selbstkonzepten auf das Ergebnis aus. Dies gilt etwa auch fur subjektive Erklarungen von eigenen und fremden Handlungen. Personen neigen generell dazu, den Einfluss von internen Merkmalen des Handelnden (etwa seine Motive oder Einstellungen) zu uberschatzen, situative Einflusse jedoch nicht ausreichend zu berucksichtigen. Eigene Entscheidungen werden uberdies als Ausdruck der personlichen Identitat angesehen und als solche oftmals auch im Nachhinein gerechtfertigt. Diese Urteilstendenzen sind in solchen Kulturen, die die Autonomie des Einzelnen betonen, besonders stark ausgepragt. Der Vortrag wurde anlasslich des Symposiums turmdersinne "Bewusstsein - Selbst - Ich: Die Hirnforschung und das Subjektive" vom 04. bis 06. Oktober 2013 in Furth aufgezeichnet.
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(2013): Sozialisation, Sozialverhalten und psychosoziale Auffälligkeiten. Eine Einführung in die Bewältigung sozialer Aufgabenstellungen. Weinheim [u.a.]: Beltz Juventa (Grundlagentexte Soziale Berufe)
Abstract: Mit Blick auf die Zielgruppe der Sozialarbeiterinnen/Sozialarbeiter und Erzieherinnen/Erzieher werden psychologische Grundlagen von Sozialisation, Sozialverhalten und psychosozialen Auffälligkeiten vermittelt. Unter anderem werden Antworten auf folgende Fragen gegeben: Wie entsteht durch Entwicklung, Erziehung und Sozialisation Persönlichkeit? Wieson wird Interaktion durch Einstellungen und Vorurteile gestört? Wie entstehen Konflikte und wie werden Wertebewusstsein und prosoziales Verhalten vermittelt? Welche Möglichkeiten gibt es, bei psychischen Erkrankungen und ungünstigen Lernprozessen, bei Angst, Depression, Aggression, sexueller Devianz und Sucht zu einem gelingenden Leben beizutragen? - Inhalt: (1) Das Entstehen der Persönlichkeit (Entwicklung; Erziehung; Sozialisation; Persönlichkeit). (2) Soziale Wahrnehmung (Attribution; Einstellung; Vorurteil). (3) Sozialverhalten (Konflikt; Gehorsam; Moral; prosoziales Verhalten). (4) Psychosoziale Auffälligkeiten (Normalität und Behinderung; Psychosen, Neurosen, Persönlichkeitsstörungen; Angst und Phobien; Depression und Suizid; Aggression und Gewalt; sexuelle Devianz; Sucht und Abhängigkeit).
2011
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(2011) : Emotion, self-regulation, and social behavior in cultural contexts In: Chen, Xinyin; Rubin, Kenneth H. (Hg.): Socioemotional development in cultural context: New York, NY: Guilford (Social, emotional, and personality development in context), S. 131-163
Abstract: Presented a cultural model of emotion, self-regulation, and social development. The authors argue that culture plays a pivotal role in the socialization of emotion, having an effect on children's ability to self-regulate and ultimately their social behavior. Topics of discussion include the functional relations between emotional and social development, the aspects of social competence, parenting, universal and individual developmental conditions, the role of culture-specific socialization conditions, the role of cognitive and emotional factors in the development of self-regulation, universal and culture-specific conditions of emotion regulation, and culture-specific aspects of socialization processes. It is concluded a culturally informed view on the development of emotion and social behavior is necessary for the proper evaluation of any actual outcome. The need for more cross-cultural, within-culture, and culturally informed studies on the development of emotion regulation, self-regulation, and social competence is recommended. zitiert von 42
2009
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(2009): Geschlecht und Interaktionskontext als Bedingungen sozialer Unsicherheit bei Kindern. In: KINDHEIT UND ENTWICKLUNG 18 (1), S. 6-12. DOI: 10.1026/0942-5403.18.1.6
DOI: https://doi.org/10.1026/0942-5403.18.1.6 Abstract: Based on the process model of social unassertiveness, sex of children in the context of interaction is studied. Are girls more unassertive than boys in situations that require them to take over leadership? For situations demanding communication of feelings, we expect more unassertiveness in opposite-sex interactions. We studied 357 children aged 10 to 15 years using a questionnaire. More unassertiveness was reported for situations which demand that feelings be communicated than in situations which demand that leadership be assumed. Girls were more unassertive in taking over leadership compared to boys. In situations demanding communication of feelings, more unassertiveness was reported for opposite-sex interactions than for same-sex interactions. Moreover, there was a three-way interaction of social unassertiveness depending on age, sex, and context of interaction. The research method used in this study has allowed us to show that age, sex, and mode of interaction are con ditions of social unassertiveness in different situations. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 5
2008
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(2008): Emotional intelligence and social skills in adolescents with high social acceptance. In: Electronic Journal of Research in Educational Psychology 6 (2), S. 319-338
Abstract: Introduction: Adolescence is a critical period for individual and social development in which youngsters face different situations that involve their Emotional Intelligence and social skills. One of the most significant challenges for the adolescent is social acceptance, expressed through popularity, indifference or rejection from peers. In social acceptance it is important to know the role of Emotional Intelligence and social skills, thus helping to clarify lines of action in intervention programs with socially weak adolescents. Method: Using BArOn EQ-i:YV, emotional intelligence was evaluated for a group of 62 adolescents with high social acceptance (average age 13). These were selected by partner nominations. Similarly, 331 students from natural groups, not identified by their degree of social acceptance, were also evaluated. Gismero's scale (2002) was used to evaluate their social skills. Results: Statistical analyses of the variables showed significant differences in emotional intelligence (self-report measure) in favor of the higher social acceptance group as compared to the natural group. In the former group, lower scores were found for several social skills, with the request-making skill being lowest. In the same way, statistically significant correlations were found among several factors from BarOn's test and from the social skills scale. Discussion: The high emotional intelligence scores of students in the higher social acceptance group are congruent with theoretical models and with results from other studies. Significant statistical correlations were found among the EI factors and social skills that showed a partial relationship between these constructs; however, the low scores in the area of social skills observed in adolescents with higher social acceptance uncover an opportunity for developing such skills with them, since these skills represent learned, situational and contextualized behaviors. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2007
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(2007): Familiale Kontexte und sozial-emotionale Entwicklung. In: KINDHEIT UND ENTWICKLUNG 16 (4), S. 199-208. DOI: 10.1026/0942-5403.16.4.199
Abstract: The various behavioral domains of childhood social development and the most prominent domains in the socialization process are summarized, i.e., significant characteristics of immediate family members, social and societal environment, attachment behavior, parenting behavior, and couple relationship qualities. For each domain, a short state-of-the-art overview is provided, and significant relationships with the social development of children are described. It is concluded that a description of possible developmental processes calls for multivariate longitudinal studies modeling the interplay of the various domains over time, as well as the study of possible relationships or overlap between concepts in various domains, e.g., sensitivity in the domain of attachment and parenting behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 89
2005
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(2005) : Entwicklung von Moral und Verantwortlichkeit In: Birbaumer, Niels-Peter; Asendorpf, Jens (Hg.): Enzyklopädie der Psychologie: Soziale, emotionale und Persönlichkeitsentwicklung: [Neubearb. ab 2003]: Göttingen [u.a.]; Göttingen [u.a.]: Hogrefe, Verl. für Psychologie, Hogrefe, Verl. für Psycholgie (Enzyklopädie der Psychologie : Themenbereich C, Theorie und Forschung : Serie 5, Entwicklungspsychologie), S. 141-189
Abstract: Ausgehend von einer Darstellung psychologischer Indikatoren der Moral (etwa Wissen über geltende Normen, Urteile über das moralisch Gebotene, normentsprechendes oder normabweichendes Verhalten, moralische Gefühle) wird der Stand der Forschung zur Entwicklung von Moral und Verantwortlichkeit aufgearbeitet. Dabei wird insbesondere auf Theorien, Konzepte und empirische Befunde zu folgenden Bereiche eingegangen: (1) Internalisierung moralischer Normen, die von der Person als verpflichtend akzeptiert werden (Konditionierungsmodelle; Normvermittlung durch Beobachtung und Identifikation; Einfluss der familialen Sozialisation; Prozesse der Selbstkonstruktion von Normen), (2) die Entwicklung moralischen Denkens (J. Piagets Theorie der Moralentwicklung; Entwicklung der Zuschreibung von Verantwortlichkeit und Schuld sowie der Verteilungsgerechtigkeit und Fairness; L. Kohlbergs Stufenmodell der Entwicklung von der egozentrischen zur universalistischen Begründung moralischer Urteile; Möglichkeiten und Grenzen der Entwicklungsförderung des moralischen Denkens; Anmerkungen zur Kritik kultureller und geschlechtsspezifischer Einseitigkeiten von Kohlbergs Theorie), (3) Zusammenhänge zwischen moralischem Urteilen und Handeln unter Berücksichtigung der Entwicklung der moralischen Motivation (Modell von J. R. Rest zu den vier Prozesskomponenten moralischer Handlungen; Beziehungen zwischen dem deontischen Urteil, dem Verantwortlichkeitsurteil und den moralischen Urteilsstufen; die Entwicklung eines "moralischen Selbst").
2004
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(2004) : Social Interaction and the Construction of Moral and Social Knowledge. In: Carpendale, Jeremy I. M.; Müller, Ulrich (Hg.): Social interaction and the development of knowledge: Hove, UK: Psychology Press, Taylor & Francis Group, S. 195-213
Abstract: The authors explore the social interactions associated with the child's construction of concepts of morality and social convention. This section looks at research on child-child interactions followed by work examining adult responses to children's moral and conventional transgressions. Issues of childhood autonomy are further explored in the subsequent section, which presents research on parent-child interactions around issues within the personal domain. The authors conclude the review of social interactions and sociomoral development with work that has examined the nature of adolescent-parent conflict. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
1998
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(1998): Things of the spirit: Spiritual, moral social and cultural development.. United Kingdom: Blackwell Publishing. Online verfügbar unter http://dx.doi.org/10.1111/1467-9604.00081, zuletzt geprüft am 25.04.2018
Abstract: Discusses the role of the school in affirming the spiritual, moral, social, and cultural development of students. Every school has the opportunity and obligation to meet these needs of its students and to promote core values in its efforts to minister to the development of the whole person. The article concludes with a list of attributes of a 'good' school. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von: 13
1997
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(1997) : Sozial-moralisches Lernen In: Birbaumer, Niels-Peter; Weinert, Franz E. (Hg.): Enzyklopädie der Psychologie: Psychologie des Unterrichts und der Schule: Göttingen [u.a.]; Göttingen [u.a.]: Verl. für Psychologie Hogrefe, Hogrefe, Verl. für Psychologie (Enzyklopädie der Psychologie : Themenbereich D, Praxisgebiete : Serie 1, Pädagogische Psychologie), S. 461-501
Abstract: Grundlegende Fragen der sozial-moralischen Erziehung und darauf bezogener Lernprozesse in der Schule werden unter normativer, entwicklungspsychologischer und diaktischer Schwerpunktsetzung diskutiert. Im Vordergrund stehen dabei (1) Fragen der Begrifflichkeit im Bereich der sozialen Moral, (2) Fragen der Relevanz und Echtheit der institutionellen sozial-moralischen Erziehung, (3) die philosophischen Bedingungen für Diversifikationen in Erziehungsprozessen, (4) Ideenmodelle, Handlungsmodelle und lernpsychologische Modelle der sozial-moralischen Erziehung, (5) eine Mikroanalyse sozial-moralischer Entwicklungsprozesse, (6) Wissenspartikel und die Konzepte sozial-moralischen Urteilens, (7) die fehlende Schulung emotionaler Qualitäten im Erziehungsprozess, (8) ganzheitliche Ansätze der sozial-moralischen Erziehung, (9) das Konzept der Prozessmoral aus dem Diskursansatz sowie (10) ungeklärte Fragen der sozial-moralischen Erziehung, die sich auf die Behandlung kognitiv geteilter moralischer Normen und das Lernen aus moralischen Fehlern beziehen. Abschließend wird eine neue, andere Art der Forschung im Feld der sozial-moralischen Erziehung gefordert, da die alten Interventionsprogramme der Komplexität der Realität in Klassenraum und Schulkultur nicht mehr gerecht werden. zitiert von: 15
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(1997) : Social intelligence and success. Don't be too clever in order to be smart In: Whiten, Andrew; Byrne, Richard W. (Hg.): Machiavellian intelligence II. Extensions and evaluations: Cambridge: Cambridge University Press, S. 86-111
Abstract: Reviews research into the success and failure of behaviors in achieving social goals and argues that social and ultimately reproductive success is mainly determined by the consequences of a behavior rather than the cognitive complexity underlying it. The importance and difficulty of learning social metarules once the procedural rules of social interaction behavior (e.g., how to lie) have been mastered is discussed and is considered to be a major force driving social intelligence. A review of empirical research into children's social success illustrates the points made and shows the diversity of children's behavioral repertoire. The need for more data, for a measure of the cognitive complexity of behavior and solutions, and for an integrative functional theory is stressed.
Keywords: Achievement, Childhood Development, Cognitive Complexity, consequences vs complexity of behavior as determinant of social success or failure, Deception, Entwicklung in der Kindheit, Failure, Intelligence, Intelligenz, Kognitionswissenschaften, Kognitive Komplexität, Leistung (Fähigkeit), overview & theoretical study, Machiavellianism, Pädagogische Psychologie, Machiavellismus, Psychosocial & Personality Development, Misserfolg, Psychosocial Development, Psychosoziale Entwicklung, Psychosoziale Entwicklung und Persönlichkeitsentwicklung, Review, Social Behavior, social intelligence & procedural rules vs metarules & hidden motives & trust & social success in children & children's behavioral repertoire, Social Perception & Cognition, Soziale Intelligenz, Soziale Wahrnehmung und soziale Kognition, soziales Verhalten, Täuschen, Verhaltensforschung 1994
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(1994): Instead of OFSTED: A critical discussion of OFSTED on 'spiritual, moral, social and cultural development.'. In: Cambridge Journal of Education, Vol 24(3, S. 369-377, zuletzt geprüft am 25.04.2018
Abstract: Offers a critical appraisal of the consultation document on 'Spiritual, Moral, Social and Cultural Development' issued by the Office for Standards in Education (OFSTED) in Britain in February 1994. The author argues that the analogy of development is misleading. The analogy does not make sense when applied to mental, as distinct from physical, matters. Moral matters do not have an innate beginning structure or a final stage beyond which they fail to grow. Moral maturity is not a matter of empirical fact; it involves value judgments about qualities we prize. The terms the spiritual, the moral, the social, and the cultural are discussed concerning their ambiguity in the OFSTED paper. (0 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von: 31
1991
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Anderson, Norman H. (1991): Contributions to information integration theory. Moral-social development. pp. 137-187. Hillsdale, NJ: Erlbaum
Abstract: moral development is not autonomous, but an integral part of general social and personality development / a theory of moral development cannot be self-contained, therefore, but must be part of a larger theory that includes social-personality development, and indeed, much perceptual-cognitive development as well this view is explicit in information integration theory, which seeks a unified treatment of moral development within a general theory of judgment and action / in this view, the processes involved in moral judgment are not essentially different from those involved in other social and cognitive judgment / the following discussion of moral development is accordingly set within the framework of social cognition this chapter illustrates how information integration theory can be used to study moral-social development / the first part gives a theoretical overview of three basic concepts, valuation, integration, and action, within a functional, goal-oriented framework / this leads to a discussion of several issues of cognitive analysis, mainly concerned with moral attitudes and values the second part of the chapter considers a schema approach to blame / begins with an illustration to show how much information can be gained from a single experiment through the integration approach / a more general discussion is then given, with an emphasis on social learning / the third part discusses unfairness and deserving in similar manner / the integration approach provides cognitive analysis that entails substantial revision of previous developmental studies / popular methods based on verbal report are shown to be seriously invalid the final part compares the integration approach with current stage formulations and makes some suggestions for collaboration between these two approaches / of primary concern is the development of a theoretical framework that can combine phenomenology with experimental method theoretical overview [integration, valuation, action, cognitive analysis] / blame and punishment / deserving and fairness [deserving, unfairness, equity and inequity, developmental analysis of deserving and equity, fairness studied with interviews, equity studies with children] / stage theories [Piaget's interview method, Kohlberg's approach, Rest's approach] / combined approach to moral development [integration, moral development, everyday life] (PsycINFO Database Record (c) 2016 APA, all rights reserved)
1990
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(1990): Activities handbook for the teaching of psychology. Three tasks of adolescence: Cognitive, moral, social.. Washington, DC, US: American Psychological Association
Abstract: In this activity students should read the appropriate background materials before you engage them in this three-part discussion that is designed to bring the abstract theories they have read about to life. No materials are needed and any size class can participate. The cognitive theory of Piaget (1972), the moral theories of Kohlberg (1986) and Gilligan (1982), and the idea of social age-graded norms are key constructs for the study of adolescence. According to Erikson (1954), the formation of identity is aided by development in these areas. Piaget postulated that formal operational thought requires an ability for hypothetical thinking and the generation of logical rules for abstract problems. Both Kohlberg and Gilligan proposed that adolescents become capable of moral reasoning and look beyond simple rewards and punishments. Kohlberg's theory is based on considerations of justice and equity, and seems applicable to most men. Gilligan's theory describes moral decisions as being b ased on relationships and responsibilities, and seems to be more relevant to women. Adolescents are frequently caught between the norms for children and the norms for adults. These developments make the adolescent's search for his or her own identity a difficult, although not impossible, struggle. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
1984
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(1984): Gerechtigkeit und ihre Veranderung aus entwicklungspsychologischer Sicht. In: Universitas 39 (10), S. 1079-1089
Abstract: With resources running short, social contrasts growing sharper, and international tensions increasing it appears more than ever necessary to pay attention to justice and fairness in solving social and political problems. Psychologists have now also taken on the analysis of the equity phenomenon. Developmental psychology asks questions like: How does the sense of equity develop? How do ideas about equity change in the course of the human life? Nachdem es angesichts knapper werdender Ressourcen, sich verscharfender sozialer Gegensatze und zunehmender internationaler Spannungen mehr denn je notig erscheint, auf die Gerechtigkeit und Fairness der Losung sozialer, gesellschaftlicher und politischer Probleme zu achten, hat sich auch die Psychologie der Analyse von Gerechtigkeitsphanomenen angenommen. Die Entwicklungspsychologie etwa stellt folgende Fragen: Wie kommt es zur Herausbildung eines Gerechtigkeitsbegriffs? Wie verandern sich Gerechtigkeitsvorstellungen im Laufe des menschlichen Lebens?
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