Extending Social Domain Theory with a Process-Based Account of Moral Judgments

Abstract

Social domain theory (SDT) provides a model for how individuals identify, evaluate, and coordinate domains of social knowledge when judging socially relevant actions. To date, little research has focused on the cognitive processes that underlie these capacities. Utilizing principles from the literature on SDT and the hierarchical competing systems model, we examine the extant research with a new focus on the process by which domain coordination takes place. We argue for an integrated approach to social cognition that recognizes the cognitive processes involved in domain coordination.

Cognitive underpinnings of moral reasoning in adolescence: The contribution of executive functions

“…The current study provides information on the cognitive processes underlying MR, a subject matter overlooked by Social Domain Theory (Lahat & Zelazo, 2012;Richardson et al, 2012). The results regarding the relationship between MR and EF revealed that four of the six functions measured (conceptual reasoning, cognitive flexibility, verbal fluency and feedback utilization) were significantly associated with MR maturity.…”

“…As such, they have the potential to influence sociocognitive functions such as MR. However, as highlighted by Richardson, Mulvey, and Killen (2012) and Lahat and Zelazo (2012), research on Social Domain Theory does not provide details about the cognitive processes underlying MR. Cognitive-developmental theories have addressed this in part, Executive functioning and moral reasoning 19 underscoring the importance of higher-order cognitive abilities, such as abstraction and flexibility, for reaching moral maturity, even though they do not explicitly incorporate the concept of EF (Colby & Kohlberg, 1987;Gibbs, 2010).…”

Swiss Children's Moral and Psychological Judgments About Inclusion and Exclusion of Children With Disabilities

“…Children's increasing ability to coordinate multiple considerations in moral conflicts has been explained by advances in the cognitive and socialcognitive domain (Killen & Rutland, 2011). On the one hand, growing executive and reflective competencies enable children to take multiple aspects into account, which in turn allows reacting to the demands of multifaceted moral conflicts in more specific ways (Richardson, Mulvey, & Killen, 2012). On the other hand, recent research revealed that children's moral judgments of exclusion depend on their social-cognitive development such as their false belief understanding (Diamond & Hong, 2010;Killen, Mulvey, Richardson, & Jampol, 2011).…”

Adolescents’ Self-Perception of Morality, Competence, and Sociability and their Interplay with Quality of Family, Friend, and School Relationships: A Three-Wave Longitudinal Study

“…However, if on the one hand the findings show the primacy of morality as a core dimension of self-perception, on the other hand it should be acknowledged that in this study morality was examined considering the perceived correctness of one's own behavior, honesty, and trustworthiness. Other components of morality (Graham et al 2011;Lapsley and Carlo 2014), such as issues regarding justice and rights (Killen and Smetana 2008;Richardson et al 2012), could be addressed in further research.…”