The Development of Altruism: Toward an Integrative Model

Krebs, Dennis L.; Hesteren, Frank Van

doi:10.1006/drev.1994.1006

Cited by 103 publications

(82 citation statements)

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“…Here, we provide evidence that children as young as 5 years of age form impressions of trustworthiness from faces. However, the socialization of trust begins in the first few years of life, developing with accumulated experience and interpersonal interactions throughout early childhood (Krebs & Hesteren, 1994;Rotenberg, 1995). Thus, it seems possible that appearance-based trust judgments may emerge even earlier in development than reported here.…”

Section: Discussionmentioning

confidence: 69%

Judging trustworthiness from faces: Emotion cues modulate trustworthiness judgments in young children

Caulfield

Ewing

Bank

et al. 2015

British J of Psychology

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By adulthood, people judge trustworthiness from appearances rapidly and reliably.However, we know little about these judgments in children. This novel study investigates the developmental trajectory of explicit trust judgments from faces, and the contribution made by emotion cues across age groups. Five year-olds, 7 year-olds, 10 year-olds, and adults rated the trustworthiness of trustworthy and untrustworthy faces with neutral expressions. The same participants also rated faces displaying overt

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Section: Discussionmentioning

confidence: 69%

Judging trustworthiness from faces: Emotion cues modulate trustworthiness judgments in young children

Caulfield

Ewing

Bank

et al. 2015

British J of Psychology

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“…Cognitive-developmental theories have generally maintained that the maturity of children's reasoning in moral dilemmas is associated with the quality of their prosocial or moral behavior and that people who reason on higher moral levels also show greater social sensitivity and feelings of responsibility (Blasi, 1980;Eisenberg, 1986;Krebs & Van Hesteren, 1994). Psychologists from other research traditions judge the relationship between moral reasoning and behavior more pessimistically.…”

Section: The Dictator Game and Its Connection To Justice And Moral Rementioning

confidence: 99%

To Give or Not to Give: Children’s and Adolescents’ Sharing and Moral Negotiations in Economic Decision Situations

et al. 2008

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This study interconnects developmental psychology of fair and moral behavior with economic game theory. One hundred eighty-nine 9-to 17-year-old students shared a sum of money as individuals and groups with another anonymous group (dictator game). Individual allocations did not differ by age but did by gender and were predicted by participants' preferences for fair allocations. Group decision making followed a majority process. Level of moral reasoning did not predict individual offers, but group members with a higher moral reasoning ability were more influential during group negotiations and in influencing group outcomes. The youngest participants justified offers more frequently by referring to simple distribution principles. Older participants employed more complex reasons to justify deviations from allocation principles.Imagine that somebody gives you $10 and tells you that you may share this money with an anonymous person you will never meet. There is nobody observing you, and there seems to be no reason why giving part of the money to the other will benefit you. What would you do? In economic game theory, this scenario is called the dictator game. Over the past decades, economists have examined how adults divide real money with anonymous others in this game and have interpreted their allocation decisions as reflecting self-interest or norms of prosocial or fair sharing. Rarely have economists been interested in developmental questions. Conversely, developmental psychologists have long been investigating fair and prosocial behavior in children and adolescents without taking notice of the debate in economics. Because the dictator game differs from tasks typically used in research on fairness and moral development, connecting these two research traditions seems to be a promising interdisciplinary endeavor. In line with economic research, we used the real-life sharing situation of the dictator game with children and adolescents.There were three goals in the current research. The first was to find out whether children's and adolescents' allocations in the dictator game using real money differ from those of adults and across development. The second goal was to investigate whether participants' allocations would be influenced by psychological variables that have been shown in previous developmental research to affect fair and moral behavior. The third goal was to assess how groups of three peers achieve a common decision in group negotiations, and how they justify their offers to each other. We were specifically interested in whether participants with a certain allocation preference differ in influence during the group discussion, and whether level of moral development is related to gaining social influence in the group. The following sections will review previous research from economics and psychology that will help frame these questions in more detail. Research with the Dictator GameThe dictator game was designed to measure fairness preferences (Kahneman, Knetsch, & Thaler, 1986) and is widely used in economic ...

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“…Thus Blasi's explanation of moral identity has been the most extensive and has yielded the most insight regarding mechanisms underlying moral identity as a source of moral motivation. While identity is central to Blasi's understanding of morality, in the models proposed by most other scholars it is more of an appendage [e.g., Eisenberg, 1986;Gibbs, 2003;Hoffman, 2000;Kohlberg & Candee, 1984;Krebs & Van Hesteren, 1994;Narvaez & Lapsley, in press;Rest, 1983]. Most other models emphasize the role of other facets of morality, such as moral understanding [Gibbs, 2003;Kohlberg & Candee, 1984;Krebs & Van Hesteren, 1994;Rest, 1983], moral emotion [Gibbs, 2003;Hoffman, 2000], and moral schemas [Narvaez & Lapsley, in press], and only minimally explicate the role of moral identity.…”

Section: Identity As a Source Of Moral Motivationmentioning

confidence: 99%

“…In addition to moral understanding and moral emotion, some scholars have suggested that identity may play a role in motivating moral action [e.g., Blasi, 1983;Colby & Damon, 1992;Eisenberg, 1986;Gibbs, 2003;Hoffman, 2000;Kohlberg & Candee, 1984;Krebs & Van Hesteren, 1994;Monroe, 2001;Narvaez & Lapsley, in press;Nisan, 2004;Rest, 1983;Schwartz & Howard, 1982]. The various models proposed by these theorists are unified in suggesting that when morality is important and central to one's sense of self and identity, it heightens one's sense of obligation and responsibility to live consistent with one's moral concerns.…”

Section: Identity As a Source Of Moral Motivationmentioning

confidence: 99%

Identity as a Source of Moral Motivation

2005

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Theory and research regarding moral motivation has focused for decades on the roles of moral reasoning and, to some extent, moral emotion. Recently, however, several models of morality have positioned identity as an additional important source of moral motivation. An individual has a moral identity to the extent that he or she has constructed his or her sense of self around moral concerns (e.g., moral values). This paper reviews theory and research linking moral identity to moral behavior and commitment. Additionally, it suggests several key unanswered questions about moral identity and provides recommendations for future research.

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The Development of Altruism: Toward an Integrative Model

Cited by 103 publications

References 0 publications

Judging trustworthiness from faces: Emotion cues modulate trustworthiness judgments in young children

Judging trustworthiness from faces: Emotion cues modulate trustworthiness judgments in young children

To Give or Not to Give: Children’s and Adolescents’ Sharing and Moral Negotiations in Economic Decision Situations

Identity as a Source of Moral Motivation

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