Social–Cognitive Domain Theory: Consistencies and Variations in Children's Moral and Social Judgments

By J. Smetana. 2006

529 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/973375aeafd7d56fa64dad8e4e887a77721f67cb

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Citations in the corpus

Capturing the Complexity of Moral Development and Education (2009, background): “Early adolescence is a period of expansion and refinement of what young people consider to be personal matters of individual discretion (Smetana, 2006).”
Why Do People Tend to Infer “Ought” From “Is”? The Role of Biases in Explanation (2016, background): “…Sloane, Baillargeon, & Premack, 2012), by domain distinctions constructed through early interactions with other people (e.g., Helwig & Turiel, 2011; Smetana, 2006), and by explicit knowledge acquired through socialization and enculturation (e.g., Dahl & Campos, 2013; Shweder, Mahapatra, & Miller,…”
A Developmental Science Approach to Reducing Prejudice and Social Exclusion: Intergroup Processes, Social‐Cognitive Development, and Moral Reasoning (2015, methodology): “We are able to advocate with confidence the use of intergroup contact interventions at a young age because developmental research drawing on both SDT and SIT shows that children increasingly attend to group norms (i.e., conventional and moral) in middle childhood (e.g., Abrams, Rutland, & Cameron, 2”
Moral Judgment Development across Cultures: Revisiting Kohlberg's Universality Claims. (2007, background): “The social domain research of Turiel and colleagues (e.g., Nucci, 2006; Smetana, 2006; Turiel, 2006a, 2006b; Turiel & Smetana, 1998) has identified an apparent sophistication in young children’s understanding of moral as distinct from conventional and personal matters (but cf.”
Developing Moral Agency through Narrative (2010, background): “Even very young children view harming others as wrong [Smetana, 2006; Turiel, 1998], show evidence of empathy with others’ experiences [Eisenberg, Carlo, Murphy, & Van Court, 1995; Rotenberg & Eisenberg, 1997], and consider moral issues as distinct from other domains of social cognition [e.g.,…”
Taking and Coordinating Perspectives: From Prereflective Interactivity, through Reflective Intersubjectivity, to Metareflective Sociality (2008, methodology): “In our discussion of Selman’s account, we also propose modifications to Selman’s descriptions of his five levels, that reflect our commitment to a social positioning and relational account of development, as well as other relevant work on young persons’ sociomoral growth [e.g., Nucci, 2001; Smetana,”
Coordinate to cooperate or compete: Abstract goals and joint intentions in social interaction (2016, background): “uals, depending on their group membership and social behaviors, in ways that strongly suggest they are guided by abstract moral principles or an intuitive moral theory (Barragan & Dweck, 2014; Hamlin, 2013; Hamlin, Mahajan, Liberman, & Wynn, 2013; Kohlberg, 1981; Powell & Spelke, 2013; Rhodes, 2012;”
The evolution of religion and morality: a synthesis of ethnographic and experimental evidence from eight societies (2017, background): “…and “virtue” as a domain of explicit information consisting of interpersonal social phenomena that entail or imply a cost or benefit to others (Cronk, 1994; Gray, Young, & Waytz, 2012; Greene, 2013; Haidt, 2008; McKay & Whitehouse, 2014; Purzycki, 2013; Rossano, 2008; Smetana, 2006; Turiel, 1983).”
Do Adolescents' Perceptions of Parental Racial Attitudes Relate to Their Intergroup Contact and Cross-Race Relationships? (2009, background): “Based on previous findings, which have shown that negative parental attitudes about choice of friends creates confl ict in the home (Smetana, 2006), we expected that perceptions of parents’ racial attitudes and levels of intergroup contact would be associated with reports of having cross-race relati”
Moral decision-making and moral development: Toward an integrative framework (2018, methodology): “In summarising domain-related research, Smetana (2006) argued that studies with children of different ages confirm understanding within the moral domain develops from a focus on concrete harm in early childhood to an understanding of fairness in later childhood.”