Evaluating Moral Schemata Learning

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

Resultado de la investigaciónrevisión exhaustiva

Resumen

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.
Idioma originalEnglish
Páginas (desde-hasta)130-136
Número de páginas7
PublicaciónInternational Journal of Advances in Psychology (IJAP)
Volumen2
N.º2
EstadoPublished - may 2013

Huella Profundice en los temas de investigación de 'Evaluating Moral Schemata Learning'. En conjunto forman una huella única.

Citar esto