Moral Decisions Research Articles

Being blind (or not) to scenarios used in sacrificial dilemmas: the influence of factual and contextual information on moral responses

IntroductionTraditionally, human morality has been largely studied with classical sacrificial dilemmas. A way to advance current understandings of moral judgment and decision-making may involve testing the impact of contexts that are made available to individuals presented with these archetypal dilemmas. This preliminary study focused on assessing whether the availability of factual and contextual information delivered through classical scenarios would change moral responses.MethodA total of 334 participants were presented with sacrificial dilemmas either with a scenario or without a scenario before performing two moral tasks: one consisted in moral judgment (e.g., is it acceptable to sacrifice one person to save five?) and one was related to choice of action (e.g., would you sacrifice one person to save five?). In the condition with a scenario, participants were presented with a story describing the dilemma, its protagonists, their roles, the location and some background details of the situation, before answering to the two moral tasks. In the condition without a scenario, participants were only asked to perform the two moral tasks without any additional contextual elements usually provided by the scenario. Participants’ emotions were also measured before and after completing the two moral tasks.ResultsThe results indicated that the presence of a scenario did not affect moral judgments. However, the presence of a scenario significantly increased utilitarian action choices (i.e., sacrificing one person in the interest of saving a greater number) and this effect was partially mediated by an increase in the perceived plausibility of the sacrificial action. Regarding emotional reaction to dilemmas, no differences were observed between the two conditions, suggesting that emotions are mainly based on the two moral tasks.DiscussionThese findings underscore the value of carefully considering the role of factual and contextual information provided by the scenarios in moral dilemmas.

Is It Fair to Kill One to Save Five? How Just World Beliefs Shape Sacrificial Moral Decision-making.

Sacrificing a target to save a group violates deontological ethics against harm but upholds utilitarian ethics to maximize outcomes. Although theorists examine many factors that influence dilemma decisions, we examined justice concerns: We manipulated the moral character of sacrificial targets, then measured participants' dilemma responses and just world beliefs. Across four studies (N=1116), participants considering guilty versus innocent targets scored lower on harm-rejection (deontological) responding, but not outcome-maximizing (utilitarian) responding assessed via process dissociation. Just world beliefs (both personal and general) predicted lower utilitarian and somewhat lower deontological responding, but these effects disappeared when accounting for shared variance with psychopathy. Results suggest that dilemma decisions partly reflect the moral status of sacrificial targets and concerns about the fairness implications of sacrificing innocent targets to save innocent groups.

Axiological reflection for nursing ethics education: The missing link in understanding value conflicts.

Texts from various areas of the world highlight the importance of moral values like compassion and integrity in healthcare. Such values are held in high esteem by healthcare organisations and are actively 'taught' within nursing ethics education to ensure their presence within the future workforce. With such an emphasis, it is easy to overlook that moral values are not the only values that people, including nurses, hold. Other personal values - which may or may not conflict with moral values - are simultaneously present within individuals. Therefore, moral behaviour cannot be predicted solely by the presence/absence of certain moral values. Instead, it depends on how these integrate into an individual's broader values system.Using Schwartz's axiological Theory of Basic Human Values as a framework, I argue that moral values are but one part of an individual's greater personal values spectrum, which also includes, for instance, hedonism, achievement, and power. Within this spectrum, values are ordered hierarchically, influencing behaviour based on relative priority. When a conflict arises between moral and other personal values, the prioritisation of moral values is a requirement for moral behaviour.I discuss how socialisation in suboptimal clinical practice environments can cause moral values to be deprioritised and argue that the development of practical reasoning skills is paramount to learning to balance one's values and guide decision-making. I advocate for the integration of (meta-)axiological reflection - characterised by introspection and aimed at developing a deeper understanding of one's personal values spectrum - within nursing ethics education. This involves exploring the origin, meaning, and perceived relative importance of one's different personal values. By incorporating specific reflective exercises, students can increase self-awareness/insight and enhance their ability to recognise situations where conflicts between their moral values and other personal values may occur, which is likely to benefit moral decision-making in clinical practice.

Language mediation training and the foreign‑language effect in moral decision‑making*

Abstract Moral cognition is an emerging field investigating the cognitive underpinnings of moral judgement and moral decision-making. Of particular interest for Cognitive Translation and Interpreting Studies (CTIS) is the impact of the use of a foreign language on the cognitive processes associated with moral decision making, what has been labeled “Foreign Language Effect” (FLE). Using a second language has been reported to reduce decision-making biases, doing away with framing effects in risk aversion settings. At the same time, moral dilemmas posed in a second language prompt more utilitarian responses than when presented in the subjects’ native tongues. These results beg the following question for the CTIS scholar: does language mediation training mitigate the FLE? This paper reports on an exploratory study investigating the impact of language mediation training on the FLE. Drawing from Costa et al. (2014), 1st and 4th year, bilingual students in a Translation and Interpreting degree are presented with the trolley dilemma both in their L1, L2, and L3. Initial results seem to indicate that language mediation training might have an impact on the FLE. However, the limitations of the study suggest the need for further exploration of the intersection between language mediation training and the FLE.

Moral reasoning in a digital age: blaming artificial intelligence for incorrect high-risk decisions

AbstractThe increasing involvement of Artificial Intelligence (AI) in moral decision situations raises the possibility of users attributing blame to AI-based systems for negative outcomes. In two experimental studies with a total of $$N = 911$$ participants, we explored the attribution of blame and underlying moral reasoning. Participants had to classify mushrooms in pictures as edible or poisonous with support of an AI-based app. Afterwards, participants read a fictitious scenario in which a misclassification due to an erroneous AI recommendation led to the poisoning of a person. In the first study, increased system transparency through explainable AI techniques reduced blaming of AI. A follow-up study showed that attribution of blame to each actor in the scenario depends on their perceived obligation and capacity to prevent such an event. Thus, blaming AI is indirectly associated with mind attribution and blaming oneself is associated with the capability to recognize a wrong classification. We discuss implications for future research on moral cognition in the context of human–AI interaction.

Moral Learning and Decision-Making Across the Lifespan.

Moral learning and decision-making are crucial throughout our lives, from infancy to old age. Emerging evidence suggests that there are important differences in learning and deciding in moral situations, and these are underpinned by co-occurring changes in the use of model-based values and theory of mind. Here, we review the decision neuroscience literature on moral choices and moral learning considering four key concepts. We show how in the earliest years, a sense of self/other distinction is foundational. Sensitivity to intention versus outcome is crucial for several moral concepts and is most similar in our earliest and oldest years. Across all ages, basic shifts in the influence of theory of mind and model-free and model-based learning support moral decision-making. Moving forward, a computational approach to key concepts of morality can help provide a mechanistic account and generate new hypotheses to test across the whole lifespan.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik dan Budi Pekerti Materi Suara Hati dengan Metode Problem Based Learning (PBL) Berbantu Video Fase E Kelas X SMA PGRI Purwoharjo-Banyuwangi

Learning in Class X, Phase E, at SMA PGRI Purwoharjo-Banyuwangi in the subject of Catholic Religious Education and Character Development with the topic "Conscience" has shown limitations in the variety of teaching methods. This has impacted the low learning outcomes of students and the failure to achieve the target in the competent and developing categories as expected. The average learning outcomes before the intervention showed that only 30% of students achieved scores above the Minimum Mastery Criteria (KKM), while the rest were in the non-competent category. This study aims to improve student learning outcomes through the implementation of the Problem-Based Learning (PBL) method, supported by video media. The PBL method was chosen because it encourages students to actively think critically, identify problems, and find relevant solutions independently. The use of video as a supporting medium aims to visualize abstract concepts, thereby strengthening students' understanding of the subject matter.This classroom action research was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The research subjects consisted of 9 Catholic students, and the material discussed included the concept of conscience according to Catholic Church teachings, the steps for making sound decisions based on conscience, and the application of moral principles in everyday life. The instruments used in this study included learning outcome tests, observation sheets, and interviews to measure student engagement and understanding.The success indicators of this study include the students' ability to formulate moral problems related to conscience, ask critical questions, answer questions based on analysis from various sources, and their ability to make ethical decisions in line with Catholic moral principles. In Cycle I, the percentage of students who reached competence was only 68%, with many students still struggling to understand the application of conscience in daily life. However, in Cycle II, the results showed a significant improvement, with 85% of students achieving competence and progressing as expected. This improvement was also evident from the observation of student activities in class, where active participation and critical thinking skills improved. In addition to cognitive observations, affective data comparisons from Cycle I and Cycle II showed an increase in the critical thinking dimension of the Pancasila Student Profile (P3) character, rising from 69.44% to 87.88% during the learning process using the PBL method. Thus, learning with the Problem-Based Learning (PBL) method, supported by E-LKPD on the Pancasila Student Profile (P3) character in the dimensions of Creative and Critical Thinking, has had a positive impact by enhancing the Critical Thinking dimension of the Pancasila Student Profile (P3) in students. This study proves that the application of the PBL method, supported by video media, not only improves student learning outcomes but also facilitates the development of critical thinking skills and problem-solving relevant to everyday life. Furthermore, students demonstrated a better understanding of how conscience plays a role in moral decision-making. The suggestions based on the results of this study emphasize the need for more interactive and contextual learning methods, especially in the subject of Catholic Religious Education and Character Development. The use of visual media, such as video, is recommended as an effective tool to clarify abstract concepts and motivate students to participate more actively in the learning process. Overall, the focus on the critical thinking dimension using the PBL method with video assistance has proven effective in improving critical thinking and academic performance in the subject of Catholic Religious Education in Class X at SMA PGRI Purwoharjo

Making Moral Decisions With Artificial Agents As Advisors. An fNIRS Study

Artificial Intelligence (AI) is on the verge of impacting every domain of our lives. It is increasingly being used as an advisor to assist in making decisions. The present study aimed at investigating the influence of moral arguments provided by AI-advisors (i.e., decision aid tool) on human moral decision-making and the associated neural correlates. Participants were presented with sacrificial moral dilemmas and had to make moral decisions either by themselves (i.e., baseline run) or with AI-advisors that provided utilitarian or deontological arguments (i.e., AI-advised run), while their brain activity was measured using an fNIRS device. Overall, AI-advisors significantly influenced participants. Longer response times and a decrease in right dorsolateral prefrontal cortex activity were observed in response to deontological arguments than to utilitarian arguments. Being provided with deontological arguments by machines appears to have led to a decreased appraisal of the affective response to the dilemmas. This resulted in a reduced level of utilitarianism, supposedly in an attempt to avoid behaving in a less cold-blooded way than machines and preserve their (self-)image. Taken together, these results suggest that motivational power can led to a voluntary up- and down- regulation of affective processes along moral decision-making.

The Perceived Coach Motivational Climate and Moral Decision-Making: A Study among University Football Players

The Perceived Coach Motivational Climate and Moral Decision-Making: A Study among University Football Players

What we owe (to) the present: Normative and practical challenges for strong longtermism

This paper critically examines the conceptual, normative, and practical challenges to strong longtermism—the view that the far future is the key priority in moral decision-making. The main challenge is that if we take strong longtermism seriously, it follows that harming present and near-future people is permissible, if not obligatory. Given that this conclusion is repugnant to most, we argue that strong longtermism must be substantially weakened. Furthermore, even if strong longtermists bite the bullet on the challenge of what we owe to the present, we raise a set of related concerns that demand attention. Specifically, we argue that it is questionable whether the far future can be a difference-maker in moral decision-making. Even if it could, our inability to predict or understand how the far future will unfold, or what values future generations will hold, severely limits our capacity to account for it. Finally, the implementation of strong longtermism requires a level of progressive moral reasoning that far exceeds our current cognitive and ethical capabilities. While these objections do not necessarily debunk strong longtermism, they seriously challenge its plausibility—as it currently stands.

Is severe alcohol use disorder really associated with increased utilitarian moral judgment? Exploration using the CNI model

ObjectivesThe psychology of moral decision-making classically contrasts utilitarianism (based on consequences) and deontology (based on moral norms). Previous studies capitalizing on this dichotomy have suggested the presence of a utilitarian bias among patients with severe alcohol use disorder (SAUD). We aimed to further disentangle the processes involved in such bias through a more validated approach, the CNI model of moral decision-making. This model allows to go further than the classical approach by distinguishing sensitivity to consequences (C), to moral norms (N), and general preference for inaction over action (I) in response to moral dilemmas. MethodsThirty-four recently detoxified patients with SAUD and 34 matched control participants completed a battery of 48 dilemmas derived from the CNI model, as well as social cognition tasks. ResultsIn contrast with the utilitarian bias suggested in previous studies based on the classical approach, patients with SAUD did not show an increased sensitivity to consequences in comparison with control participants. However, they showed a reduced sensitivity to moral norms, as well as a greater action tendency. These biases were not related to social cognition deficits. ConclusionsPatients with SAUD are not more utilitarian than healthy controls, this previously reported bias being artificially generated by the methodological limits of the classical approach. Instead, they present a reduced sensitivity to moral norms and an action bias, which might impact their interpersonal relations and contribute to the social isolation frequently reported in this population, thus identifying moral decision-making as a new therapeutic lever in SAUD.

Classification of Moral Decision Making in Autonomous Driving: Efficacy of Boosting Procedures

Classification of Moral Decision Making in Autonomous Driving: Efficacy of Boosting Procedures

A Probe into the Role of Educators in Moral and Ethical Education

This paper explores the role of educators in moral and ethical education. Historically, educators have always recognized the importance of moral education, emphasizing the great responsibility of educators in promoting students' moral development and moral decision-making. Through a comprehensive literature review, the study analyzes the dual roles of educators as ethical role models and rule-makers and enforcers. The focused research of Narinasamy et al., and Campbell, is carefully and critically analyzed in this paper to understand how educators' own behavior and classroom rules affect students' moral development. The analysis reveals the significant influence that educators have on shaping students' moral perspectives and the overall moral climate of the educational environment. In addition, the paper explores the impact of multicultural backgrounds and educators' personal values on their role in moral education, and recommendations for future research also highlight the need to address outstanding questions about cultural influences and educators' personal values. The findings highlight the important role of educators in moral education and suggest directions for further research to improve the effectiveness of ethical teaching practices.

Social decision making in binge drinking: An exploration through moral dilemmas.

The continuum hypothesis proposes that binge drinking and severe alcohol use disorder (SAUD) share qualitatively similar cognitive and emotional impairments. In SAUD, these deficits have a demonstrated impact on social decision making, resulting in a utilitarian bias. Namely, when confronted with moral dilemmas, patients with SAUD tend to focus on the consequences of their actions rather than on social norms. However, social decision-making abilities remain unexplored in binge drinking. We offered the first insights on the generalization of the continuum hypothesis to social decision making, through a multinomial processing tree model applied to moral dilemmas, the "CNI model" of moral decision making. We compared 35 binge drinkers (20 females) and 36 light drinkers (21 females) on a battery of 48 moral dilemmas involving interpersonal relations from the CNI model, through multinomial modeling analyses. In each dilemma, participants were asked if they would perform the described action, generating individual scores for sensitivity to consequences, sensitivity to norms, and inaction tendency. The statistical model related to the CNI approach fits the data well. Binge drinkers and controls did not differ regarding their sensitivity to consequences nor their sensitivity to moral norms, and both groups displayed an equal inaction tendency in response to moral dilemmas. We provided insights to better understand the specific (socio)cognitive domains impaired in subclinical populations with alcohol use disorder. We showed preserved social decision making in binge drinking, which suggests that the continuum hypothesis documented for classical neurocognitive functions does not extend to complex social abilities. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

“Let the Driver off the Hook?” moral decisions of autonomous cars and their impact on consumer well-being

Equipped with sophisticated, AI-based driver assistance systems, passenger cars are becoming increasingly intelligent. It seems that in a matter of a few years, fully autonomous vehicles will operate without any driver intervention. In this context, researchers are addressing the question of how fully automated vehicles should make decisions in critical situations. Should they spare the driver, children jumping out into the road or elderly people standing on the sidewalk? Projects such as MIT’s Moral Machine are investigating the preferences of people from different nations and cultures for ethical decision algorithms. Evaluations of these automated decisions and how the may impact consumer perception and well-being are still scarce. In our experimental study, participants experienced a simulator-based driving situation in a fully autonomous car, after which they were confronted with alternative scenarios requiring automated action by the car in a critical situation. We measured the emotional status and well-being of our test-persons (N=33) in those critical situations using facial expression recognition (FER), electroencephalography (EEG), and standardized questions. The results show that there are detectable differences between the scenarios with respect to emotions as well as subjective well-being and behavioral intentions in the test group’s responses to the questionnaire. Regarding FER and EEG, no statistically significant differences could be shown due to the small subsample.

“It’s a terrible choice to make but also a necessary one”: Exploring player experiences with moral decision making mechanics in video games

Video games offer a unique platform for players to engage interactively with morally challenging topics and dilemmas. Despite the growing popularity of games that offer such content, there is a paucity of research on the player experiences and the specific game mechanics that facilitate moral decision making. To address this gap, this research identifies key game mechanics that support moral decision making through a comprehensive review of related literature and qualitative survey responses from players (n = 30). The effects of these mechanics on players’ decision making processes and their overall impact on player experience were further explored through semi-structured, video-elicitation interviews (n = 11). This research develops a theoretical framework based on the findings from these two exploratory studies, culminating in a set of design guidelines to inform the future development of moral decision making games.

When Healthcare Professionals Disagree: Finding the Right Balance.

Healthcare disagreements are common, but recognising the causes is essential to reaching a moral consensus. The article describes the challenges associated with resolving the disagreements. Therefore, a systematic and timely team-based discussion, ethics consultation with ethicists and the hospital ethics committee, active participation of all members' discussions, and scheduled debriefings are pragmatic ways to find balance when healthcare professionals disagree. Teams need these attempts to build consensus and make moral decisions. It also fosters harmony, prioritises patient and team interests and, most importantly, keeps the team intact.

Scoring Individual Moral Inclination for the CNI Test

Item response theory (IRT) is a modern psychometric framework for estimating respondents’ latent traits (e.g., ability, attitude, and personality) based on their responses to a set of questions in psychological tests. The current study adopted an item response tree (IRTree) method, which combines the tree model with IRT models for handling the sequential process of responding to a test item, to score individual moral inclination for the CNI test—a broadly adopted model for examining humans’ moral decision-making with three parameters generated: sensitivity to moral norms, sensitivity to consequences, and inaction preference. Compared to previous models for the CNI test, the resulting EIRTree-CNI Model is able to generate individual scores without increasing the number of items (thus, less subject fatigue or compromised response quality) or employing a post hoc approach that is deemed statistically suboptimal. The model fits the data well, and the subsequent test also supported the concurrent validity and the predictive validity of the model. Limitations are discussed further.

Do one’s moral foundations impact how they respond to information on climate change emissions? A vehicle choice experiment

Transportation is a major source of climate change emissions. Providing people with better information on those emissions is one means of helping individuals make climate-friendly choices. However, not everyone is influenced by the same type of information. Previous research has demonstrated that Goal Framing Theory could help improve the influence of climate change emissions information and that different framings have different levels of influence depending on a number of socio-demographic and attitudinal characteristics. However, apart from climate change motivation, what other underlying psychological factors might help us understand why the framings vary in their influence between individuals? Moral Foundation Theory (MFT) identifies key values that influence people’s moral decisions, providing a useful framework for understanding diverse responses to information. The objective of this study is to understand whether MFT can help explain different responses by individuals and identify which framings are associated with stronger responses for different moral foundations. This study investigates the moderating effects of moral foundations on individuals’ responsiveness to different emission information framings. Utilizing data from discrete choice experiments involving 2015 Canadian drivers, we examine how different moral foundations impact the willingness-to-pay (WTP) for reducing emissions. The results reveal that the impact of emissions information framing varies significantly according to individuals’ moral foundations. Specifically, moral values associated with Authority, Fairness, and Purity play negative moderating roles on WTP for CO2 emissions under different framings, whereas Ingroup and Harm foundations have positive moderating effects on WTP with the framings tested. Additionally, innovative communication tools like new emojis demonstrated strong positive effects on WTP, especially among those with strong Ingroup, Fairness, and Purity values. Conversely, individuals with a strong Authority value showed the lowest WTP when presented with pressure gauge visuals. Using appropriate framing based on Moral Foundation Theory can considerably change the willingness-to-pay for climate change emissions for different parts of the population, with a notable increase in WTP observed among individuals inclined to alter their behavior. Future framings should incorporate MFT in their design.

Age differences in utilitarian and deontological moral judgments

ABSTRACT This study utilized a combination of questionnaires and computational modeling to investigate age-related differences in moral judgments and the underlying cognitive mechanisms among the Chinese population. Study 1 employed the Oxford Utilitarianism Scale to investigate impartial beneficence and instrumental harm across different age groups. Results indicated that older adults scored significantly higher than younger adults on both dimensions even after controlling for level of education and gender. Study 2 utilized the CNI (consequences, norms, inaction) model to gain a more nuanced understanding of age differences in moral judgments. Findings indicated that older adults exhibited less sensitivity to moral norms when forming moral judgments. This implies that older individuals psychologically lean toward utilitarianism and are less influenced by prevailing norms in their moral decision-making.