Children's Moral Behavior Research Articles

AN EXPERIMENTAL STUDY OF ADULT DOMINANCE AND WARMTH, CONFLICTING VERBAL INSTRUCTIONS, AND CHILDREN'S MORAL BEHAVIOR

AN EXPERIMENTAL STUDY OF ADULT DOMINANCE AND WARMTH, CONFLICTING VERBAL INSTRUCTIONS, AND CHILDREN'S MORAL BEHAVIOR

An Experimental Study of Adult Dominance and Warmth, Conflicting Verbal Instructions, and Children's Moral Behavior

An Experimental Study of Adult Dominance and Warmth, Conflicting Verbal Instructions, and Children's Moral Behavior

Privilege, deprivation, and children's moral behavior: An experimental clarification of the role of investments

A previous experiment ( Stephenson & White, 1968) showed that status deprivation led ten-year-old schoolboys to cheat in order to gain a prize. The present experiment was designed to test the hypothesis that maintenance of legitimate or “justified” privilege, as well as compensation for illegitimate or “unjustified” deprivation, can motivate delinquent actions. Privilege and deprivation were manipulated in the context of a model racing game, in which privileged boys raced the cars while deprived boys simply replaced them on the track. Justly Privileged and Justly Deprived groups were told that they had done well or badly on a word-making pretest. Unjustly Privileged and Unjustly Deprived groups, having been given the same information at the outset, were told that a mistake had been made and that their positions should have been reversed. Control subjects were told that, since they had done equally well on the pretest, they had been randomly assigned to the two roles. All subjects were given the opportunity to obtain prizes by cheating on a quiz. As predicted, cheating was greatest in the Justly Privileged and in the Unjustly Deprived groups. The implications for Homans' theory of distributive justice and for subcultural explanations of delinquency are discussed.

Teacher perceptions of children's moral behavior

Psychology in the SchoolsVolume 6, Issue 4 p. 394-395 Article Teacher perceptions of children's moral behavior Richard L. Krebs, Richard L. Krebs Sinai Hospital of BaltimoreSearch for more papers by this author Richard L. Krebs, Richard L. Krebs Sinai Hospital of BaltimoreSearch for more papers by this author First published: October 1969 https://doi.org/10.1002/1520-6807(196910)6:4<394::AID-PITS2310060415>3.0.CO;2-7Citations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article.Citing Literature Volume6, Issue4October 1969Pages 394-395 RelatedInformation

An experimental study of some effects of injustice on children's moral behavior

Status-deprivation accounts of delinquency can be fruitfully linked with exchange theories of social interaction. Working-class delinquents perceive that their situation is unjust relative to their middle-class contemporaries; status frustration is aroused and attempts are made to restore the balance by engaging in delinquent activities. In experiments on 10-year-old schoolboys, injustice was manipulated in the context of a model racing-car game. Four levels of “justice” were created: a “Privileged” group (who raced cars all the time); an “Equity” group (who raced half the time and retrieved cars half the time); a “Relatively Deprived” group (who retrieved all the time for adult racers); and an “Absolutely Deprived” group (who retrieved all the time for the “Privileged” boys). Replies to a questionnaire revealed the boys' attitudes to the task and to each other. All subjects were then given the opportunity to win prizes by cheating on a motor-racing quiz. The major hypothesis was confirmed in that cheating was greater in the Absolutely than in the Relatively Deprived condition, and more prevalent in the Relatively Deprived than in the Equity condition. Contrary to expectations, boys in the Privileged condition did not cheat less than those in the Equity condition. Results showed that they had not perceived the situation as unjust, and an explanation in terms of “status congruence” is suggested.