Research on moral judgment has been dominated by rationalist models, in which moral judgment is thought to be caused by moral reasoning. The author gives 4 reasons for considering the hypothesis that moral reasoning does not cause moral judgment; rather, moral reasoning is usually a post hoc construction, generated after a judgment has been reached. The social intuitionist model is presented as an alternative to rationalist models. The model is a social model in that it deemphasizes the private reasoning done by individuals and emphasizes instead the importance of social and cultural influences. The model is an intuitionist model in that it states that moral judgment is generally the result of quick, automatic evaluations (intuitions). The model is more consistent than rationalist models with recent findings in social, cultural, evolutionary, and biological psychology, as well as in anthropology and primatology.

https://www.motherjones.com/files/emotional_dog_and_rational_tail.pdf

The emotional dog and its rational tail: a social intuitionist approach to moral judgment.

How and why do moral judgments vary across the political spectrum? To test moral foundations theory (J. Haidt & J. Graham, 2007; J. Haidt & C. Joseph, 2004), the authors developed several ways to measure people's use of 5 sets of moral intuitions: Harm/care, Fairness/reciprocity, Ingroup/loyalty, Authority/respect, and Purity/sanctity. Across 4 studies using multiple methods, liberals consistently showed greater endorsement and use of the Harm/care and Fairness/reciprocity foundations compared to the other 3 foundations, whereas conservatives endorsed and used the 5 foundations more equally. This difference was observed in abstract assessments of the moral relevance of foundation-related concerns such as violence or loyalty (Study 1), moral judgments of statements and scenarios (Study 2), "sacredness" reactions to taboo trade-offs (Study 3), and use of foundation-related words in the moral texts of religious sermons (Study 4). These findings help to illuminate the nature and intractability of moral disagreements in the American "culture war."

/pdf/liberals-and-conservatives-rely-on-different-sets-of-moral-kv7azhdtsy.pdf

Liberals and Conservatives Rely on Different Sets of Moral Foundations

There is disagreement in the literature about the exact nature of the phenomenon of empathy. There are emotional, cogni- tive, and conditioning views, applying in varying degrees across species. An adequate description of the ultimate and proximate mecha- nism can integrate these views. Proximately, the perception of an object's state activates the subject's corresponding representations, which in turn activate somatic and autonomic responses. This mechanism supports basic behaviors (e.g., alarm, social facilitation, vicar- iousness of emotions, mother-infant responsiveness, and the modeling of competitors and predators) that are crucial for the reproduc- tive success of animals living in groups. The Perception-Action Model (PAM), together with an understanding of how representations change with experience, can explain the major empirical effects in the literature (similarity, familiarity, past experience, explicit teach- ing, and salience). It can also predict a variety of empathy disorders. The interaction between the PAM and prefrontal functioning can also explain different levels of empathy across species and age groups. This view can advance our evolutionary understanding of empa- thy beyond inclusive fitness and reciprocal altruism and can explain different levels of empathy across individuals, species, stages of de- velopment, and situations.

/pdf/empathy-its-ultimate-and-proximate-bases-3gnr9okjki.pdf

Empathy: Its ultimate and proximate bases.

https://faculty.weber.edu/eamsel/Research%20Groups/Dual%20PRocess%20Research/New%20Papers/Steinberg%20(2008).pdf

A Social Neuroscience Perspective on Adolescent Risk-Taking.

A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important directions for current and future motivational science research efforts. They include (1) What do students want? (2) What motivates students in classrooms? (3) How do students get what they want? (4) Do students know what they want or what motivates them? (5) How does motivation lead to cognition and cognition to motivation? (6) How does motivation change and develop? and (7) What is the role of context and culture? Each of the questions is addressed in terms of current knowledge claims and future directions for research in motivational science.

https://blog.sciencegeekgirl.com/wp-content/uploads/2012/05/pintrich-motivation-review.pdf

A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.

Handbook of child psychology: Social, emotional, and personality development, Vol. 3, 5th ed.

1. Introduction (Nancy Eisenberg). 2. The Development of the Person: Social Understanding, Relationships, Conscience, Self (Rosa A. Thompson). 3. Temperament (Mary K. Rothbart and John E. Bates). 4. Biology, Culture, and Temperamental Biases (Jerome Kagan and Nathan A. Fox). 5. Emotional Development: Action, Communication, and Understanding (Carolyn Saarni, Joseph J. Campos, Linda A. Camras and David Witherington). 6. Personality Development (Avshalom Caspi and Rebecca L. Shiner). 7. Socialization Processes (Daphne Blunt Bugental and Joan E. Grusec). 8. Socialization in the Family: Etnnic and Ecological Perspectives (Ross D. Parke and Raymond Buriel). 9. The Self (Susan Harter). 10. Peer Interactions, Relationships, and Groups (Kenneth H. Rubin, William M. Bulkowski, and Jeffrey G. Parker). 11. Prosocial Development (Nany Eisenberg, Richard A. Fabes, and Tracy L. Spinrad). 12. Aggression and Antisocial Behavior in Youth (Kenneth A. Dodge, John D. Coie, and Donald Lynam). 13. The Development of Morality (Elliot Turiel). 14. Gender Development (Diane N. Ruble, Carol Lynn Martin, and Sheri A. Berebaum). 15. Development of Achievement Motivation (Allan Wigfield, Jacquelynne S. Eccles, Ulrich Schiefele, Robert W. Rosser, and Pamela Davis-Kean). 16. Adolescent Development in Interpersonal Context (W. Andrew Collins and Laurence Steinberg). Author Index. Subject Index.

Social, emotional, and personality development

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Handbook of child psychology: Social, emotional, and personality development, Vol. 3, 5th ed.

Social, emotional, and personality development