Evaluating Moral Schemata Learning

Claudia Jaquelina Gonzalez, Ernesto Octavio López Ramírez, Guadalupe Elizabeth Morales Martínez

Research output: Contribution to journalArticle

Abstract

Students involving in a moral development course that included a dilemma discussion were tested in a
semantic priming experiment and in an attention experiment before and after the course. The first experiment compared reaction times of “moral related words” with “non related words” whereas the second experiment tested if moral
“related words” had an effect on attention tasks after the course. Here, moral related words were obtained from a semantic network technique that generates moral schemata
based on subjects’ moral knowledge but not from an idiosyncratic moral schema. Results showed a priming
effect on “moral related words” only after the course. The second experiment also showed significant differences for “moral related words” after the course. Implications for
moral education and moral cognitive modeling are presented.
Original languageEnglish
Pages (from-to)130-136
Number of pages7
JournalInternational Journal of Advances in Psychology (IJAP)
Volume2
Issue number2
Publication statusPublished - May 2013

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Gonzalez, C. J., López Ramírez, E. O., & Morales Martínez, G. E. (2013). Evaluating Moral Schemata Learning. International Journal of Advances in Psychology (IJAP), 2(2), 130-136.