Developmental research on moral psychology has long been driven by the classic studies of Lawrence Kohlberg with an almost exclusive focus on reasoning. The adoption of an evolutionary perspective has opened moral psychology to investigations into the deep roots of morality. From this perspective, it is thought that group living (cooperation), evolved psychological mechanisms, disgust, emotion, and punishment make for the complex building blocks that is morality. Based on this notion, it is quite possible that morality is present early in life and driven by the forces of natural selection. Thus, moral development may be understood by taking a different approach, one that takes into account the tenants of evolution. The purpose of this study was to investigate the effects of third-party punishment on children’s moral sentiments using a common moral transgression (exclusion from a group). For this cross-sectional study, children in age groups 4-5, 7-8, and 12-13 years heard two short stories describing a perpetrator (matched in gender to the participant) who excludes a victim (also matched in gender to the participant). For each story, children were asked to imagine a different relationship to the victim: kin (i.e., brother or sister) or non-kin (i.e., friend/stranger). After each story, children were asked to rate the intensity of the moral transgression, choose a possible punishment for the perpetrator, identify an emotion associated with the transgression, and then offer a justification for the emotion. A total of 109 children were interviewed for the study. Results were mixed. Relationship (kin vs. non-kin) made a difference in some cases, while not in others. Overall, all children rated the treatment of the victim as wrong, deemed punishment as necessary, and reported neutral emotions. The children in the 12 to 13 age group were different on measures of wrongness and emotional responses. There is some evidence that relationship may influence moral sentiments, which is in line with an evolutionary hypothesis. Moral sentiments seem to be present early, and common moral transgressions are perceived as wrong early and consistently across age groups. This study provides some insight into the evolutionary roots of morality. Additional research is necessary to gain a greater understanding of other factors contributing to the evolutionary roots of morality. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

In anticipation of a future social interaction, socially anxious individuals (SAIs) may imagine themselves appearing stupid or foolish and predict and exaggerate the probability and costs of conveying these undesirable social images both on oneself (e.g., “I will feel stupid”) and on others impressions of oneself (e.g., “Others will think I’m stupid”). However, there is a paucity of research examining the latter bias; moreover, research regarding SAIs estimates of the probability and costs of conveying a positive impression (e.g., “I will feel smart”) has typically been neglected. Thus, the a novel questionnaire was created in order to develop a more comprehensive model of SAIs estimates of probability and costs. We expected that positive and negative, self- and other-related judgments will represent four distinct, latent constructs that will be related to trait social anxiety indirectly through fears of positive and negative evaluation per the evolutionary model of social anxiety. Structural equation modeling was used to test study hypotheses. The final sample included four hounded and seventy-four college students (307 males and 167 females). Results generally supported study hypotheses. After minor theoretically justified modifications, the hypothesized model provided good fit to the data, χ2(94) = 151.78, CFI = .99, TLI = .99, RMSEA = .04. All social appraisals (or judgments) with the exception of other-negative appraisals were indirectly related to social anxiety through fears of positive and negative evaluation. Contrary to expectations, other-positive appraisals were negatively related to fear of negative evaluation and other-negative appraisals were uncorrelated with fear of positive evaluation, providing partial incremental validity of the novel questionnaire used in this study. Results provide preliminary evidence that suggests future research should extend evaluation of SAIs anticipatory social appraisals beyond negative, self-related social impact. Implications, limitations, and future directions of the research are be discussed.

The proposed research explores a contextual perspective in multiple object situations. Specifically, I focus on the context effect created by an object associated with strong attitude on the subsequent evaluative judgment of a target object. Through five studies, I find that the context effect of a strong attitude object is greater for objects with neutral-strength attitudes than for the objects with very strong or very weak attitudes, which result in a curved relationship between the magnitude of the context effect and the strength associated with attitudes towards targets. In addition, I find that the direction of the context effect of a strong attitude object is determined by the valence of the attitudes towards the target objects: targets with positive attitudes become less positive, and those with negative attitudes become less negative. That is, the results of the context effects represent as a form of decreased extremity of the attitudes towards targets. More importantly, it is found that these differing magnitudes and directions of the context effect of an object with strong attitude finally result in evaluative space distortion. I trace the underlying process mechanism of theses effects and find that: 1) the divergent magnitudes of the context effects are the result of the differing level of comparison difficulty between a contextual object and target objects; and 2) the divergent directions of the context effects are the product of perceived uncertainty about the attitude towards target objects.

It is a widely assumed principle that organisms reflexively approach possibilities for pleasure and avoid possibilities for pain. However, highly evolved organisms not only reflexively react to future possibilities of pleasure vs. pain, but also evaluate the chance or risk of actually experiencing such possibilities. Given the import of optimism judgments in shaping behavior and other outcomes, the main goal of the current research was to examine the relationship between the rudimentary systems of approach-avoidance that orient us toward possible outcomes in the environment and the higher-order optimism judgments we make when evaluating whether such outcomes are likely to occur. To this end, two experiments examined the impact of approach-avoidance cues in shaping participants' optimism judgments about experiencing positive and negative future life events. For the primary operationalization of approach-avoidance, college student participants engaged in arm flexion (a motor movement associated with approach) or arm extension (a motor movement associated with avoidance) while simultaneously making optimism judgments about experiencing a range of positive and negative events in the future. A secondary operationalization involved correlations computed between participants' chronic personality tendencies related to approach-avoidance (e.g., positive vs. negative affectivity) and their optimism judgments. The results of these experiments revealed complexities in the relationship between approach-avoidance and optimism, suggesting that when, how and why approach-avoidance cues will shape optimism may critically depend upon 1) the specific operationalization of approach-avoidance, 2) how optimism is measured, and 3) characteristics of the outcomes under consideration. Explanations for the complexities in the results are offered, and attempts are made to link the current work to broader theoretical and practical aspects of the connection between approach-avoidance and optimism.

The purpose of this study was to determine the physiological responses of subjects to an initial psychological interview, and to study the effect of physical proximity and touch on these responses. Heart rate and total skin conductance variability were the responses monitored. To assess the subjects' like or dislike of the psychologist interviewer, a measure of interpersonal attraction, the Interpersonal Judgment Scale, was employed. The California Psychological Inventory was utilized to investigate possible personality correlates with the physiological responses. Sixty females, between the ages of 18 and 28, responded to the California Psychological Inventory and were then connected to the physiological monitoring devices. The subjects' physiological responses were recorded for a 10-minute period in an empty office and then they randomly received one of the following treatments: In treatment I the psychologist entered the counseling office, introduced himself, and sat one foot from the subject while orally administering the Rotter Incomplete Sentences Blank--Adult Form. When the psychologist reached item 15 he stated, "Very good, now let's go on to page 2." After the test, the psychologist said, "That's all for today, thank you for your help. If you will wait here, the experimenter will be right in." The psychologist then left the office, and the subject responded to the Interpersonal Judgment Scale. Treatment II was identical to treatment I, except the subject was touched three times during the interview, once on the shoulder and twice on the arm. In treatment III the psychologist entered the office, sat behind a desk and followed the procedure outlined in treatment I. The results indicated that a subject's reaction to an initial psychological interview is a mild to moderate defensive response manifested by an increase in physiological stress levels. Total skin conductance variability increased significantly during the period when the psychologist was in the office. Heart rate increased in 54 out of 60 cases, but did not increase sufficiently enough in magnitude to justify significance. There were no significant differences between the three treatment groups on heart rate, skin conductance, or interpersonal attraction, and there were no personality correlates which were great enough to be of practical value. The data collected in the experiment supported the conclusion that a subject's reaction to an initial psychological interview is a mild to moderate stress response manifested by increments in physiological stress levels. Touch and physical proximity do not appear to alter the stress response or the subject's like--dislike attitude toward the psychologist.

Este trabalho trata da interpretação da sentença civil, aqui entendida como pronunciamento jurisdicional de órgão não penal de primeiro ou de grau superior, definitivo ou ainda sujeito a recursos , que deve oferecer solução adequada para uma demanda submetida a julgamento. Para preparar a discussão sobre esse tema central, são desenvolvidos diversos pontos envolvendo a sentença, cujos elementos estruturais devem ser bem identificados e compreendidos, a fim de poder sustentar afirmações a serem depois desenvolvidas. Da mesma forma, diversos outros temas relacionados a tal provimento judicial são tratados, com vistas a desenvolver a tese, que pretende demostrar que, como ato discursivo, as regras sobre interpretação de textos aplicam-se à sentença e, como ato jurídico, os métodos para interpretação da lei e do negócio jurídico são o ponto de partida para a compreensão dela; mas que, como pronunciamento jurisdicional de resposta a uma demanda, como ato destinado a eliminar um conflito de interesses com apoio no Direito vigente, a sentença apresenta particularidades, cuja interpretação deve seguir caminhos próprios. A identificação da natureza jurídica e da função da sentença, especialmente aquela do processo de conhecimento como ato processual resolutivo de disputa, destinado a restabelecer a paz social abalada pelo conflito apresentado ao Poder Judiciário, que, a um certo momento, deve ficar imune a rediscussão, sem o que haveria insegurança jurídica é pressuposto para a construção de métodos próprios de interpretação de tal pronunciamento jurisdicional. A tese considera que a preocupação interpretativa pode variar, conforme a sentença possa ainda ser aperfeiçoada ou já não mais se submeta a recursos, justificando o exame particular dessas duas situações. Sob outro aspecto, conquanto os requisitos para a elaboração da sentença sejam os mesmos que os para confecção de acórdão, a forma de realização de um julgamento por órgão monocrático é diversa daquela desenvolvida por órgão colegiado, exigindo o enfrentamento de particularidades a se terem em conta quando da interpretação de cada um desses pronunciamentos jurisdicionais. Depois de haverem sido oferecidos meios para interpretação da sentença (sempre naquele sentido amplo), destinados a que o seu intérprete disponha de elementos teóricos de sustentação para sua tarefa revelando-se, pois, como zetético o método de pesquisa aqui desenvolvido , a tese apresenta julgados, que são analisados à vista das propostas interpretativas nela desenvolvidas. O trabalho termina com uma conclusão, em que são resumidos os pontos mais salientes desenvolvidos ao longo dele. / This paper deals with the interpretation of the civil judgment, here it means a jurisdictional statement, from a non criminal court, in a trial or higher court - which is the final decision or which is subject to appeal, which needs to offer adequate solution to a demand on trial. In order to open up the discussion on this central theme, we developed several points involving the sentence whose structural elements should be well identified and understood, in order to substantiate claims that will be investigated later. Likewise, many other topics related to Court decisions, are considered in order to develop a thesis, which aims to demonstrate that the rules of text interpretation can be applied to sentences and, as a legal act, the methods for interpreting the law and the legal business are the starting point for understanding them; even more than a judicial statement to response to a demand, it is an act intended to eliminate a conflict of interest with its support coming from current legislation, the sentence has peculiarities, whose interpretation must follow its own paths. The identification of the legal nature and function of the sentence, especially that of knowledge as a resolute act of procedural dispute, designed to restore social peace shattered by conflict presented to the judiciary bodies, which, at a certain point, should be immune to re discussion, without which there would be legal uncertainty it is a prerequisite for the construction of proper methods of interpreting such court decisions. The thesis considers the interpretive concern may vary as long as the sentence can still be improved or if it can no longer use resources to appeal, justifying the particular examination of these two situations. On the other hand, while the requirements for the preparation of a sentence are the same as for making judgment, the embodiment of a trial by a tyrannical body is different from that developed by a collective body, requiring coping characteristics to take into account when interpreting each judicial decision. After the means to interpret the sentence having been provided (always in that broad sense), for the interpreter to have theoretical support for his task being zetetic, the research method developed here - the thesis presents judgments, which are analyzed in view of the interpretive proposals here developed. The paper ends with a conclusion that summarizes the main points developed along it.

Short-term service-learning experiences such as alternative breaks are increasing in popularity due to the focus on service in higher education and the institution’s responsibility to ensure students are graduating with the skills needed to succeed in an increasingly competitive, global economy and contribute to a democratic society as citizens who address societal needs. To meet this demand, colleges and universities continue to explore ways to increase civic engagement in the form of curricular and co-curricular programs. Additionally, faculty and administrators in higher education are intensely seeking a revitalization of the public purposes of higher education, which include educating for moral and civic development (Colby, 2000). One specific need identified in the research literature includes developing a better understanding of the relationship between service-learning and moral competence. There are strong indications that service-learning experiences support psychosocial development in areas such as appreciation of diversity, empathy, concern for social justice, a greater sense of personal efficacy, and problem solving (Bernacki & Jaeger, 2008; Einfeld & Collins, 2008; Marichal, 2010). While this limited research is hopeful, little to no research has been conducted to date to explore the relationship between a co-curricular service-learning experience and moral competence. An exploratory, mixed methods study was conducted with participants of a short-term service-learning experience known as a Bulls Service Break at the University of South Florida. A pre-post analysis was conducted on participants to determine if there was a relationship between moral competence and the service-learning experience through use of the Moral Competence Test. Additionally, a questionnaire was administered to participants upon completion of their service experience to explore the relationship between service-learning and Rest’s Four Component Model of Moral Behavior. The questions focused on moral sensitivity, moral judgment, moral motivation, and moral character. These data were analyzed using a combination of statistical analysis through SPSS for the quantitative research question, and through thematic coding for the qualitative questionnaire responses. Results indicated that students experienced an increase in their moral competence as evidenced pre-post comparison of C-scores. Additionally, for the research questions pertaining to Rest’s Four Component Model of Moral Behavior, relationships between moral sensitivity, moral judgment, moral motivation and moral character were confirmed via the themes generated from the qualitative data analysis. Participants experienced increased self-awareness and social awareness with relation to moral sensitivity. When exploring the data pertaining to moral judgment, participants expressed a realization of social injustice in our communities. This awareness then prompted participants to be morally motivated to combat social injustices by helping others and giving back to my community and by treating others equally and with respect. And finally, the participants’ moral character was tested when they experienced situations that made them uncomfortable during their service but they persisted toward combating social injustices and helping the communities they served. Based on the findings of the study, suggestions for future research and practical implications are offered.

We live in an age of public accountability. For university-based business schools, housed within institutions with responsibilities for fostering public wellbeing, public accountability represents major challenges. The specific challenge of this dissertation is interpreting that accountability in moral, as opposed to legal or bureaucratic terms. Much of the academic attention to public accountability has focused on the legal aspects of compliance and regulation. The systemic nature of the educative-formative problem of moral accountability argued herein is especially evident inside postgraduate management education. I argue that nascent ideas of moral accountability foreground a systemic and inescapable challenge to the legitimacy of the now ubiquitous Masters of Business Administration (MBA) within university based management education. Illustrating the formative-educative problem via a case study at an Australian university and drawing on a critical review of the management studies literature I argue that current approaches to meeting those public responsibilities are at risk of being marginal at best. This is a view increasingly recognised by those within the management studies field already committed to redressing amoral management theory and practice. Efforts to professionalise management by bringing management studies inside universities have long been abandoned in favour of following market logic - a predominantly financially driven logic that is formatively amoral - thus exposing universities' moral legitimacy to rising public skepticism, if not acute and justifiable concern. Beyond the professionalisation efforts and the compliance mentality of corporate governance and against the commonplace smorgasbord approach to business ethics (foreclosing engagement with larger and relevant political, ethical and philosophical dimensions) I argue for cultivating a specific capability for management graduates - one area that will yield considerable philosophical scope and pedagogical options while meeting the university's public responsibility. I make a case for cultivating reflective judgment on matters of moral accountability {and specifically at the individual level} as a defining capability in management studies - a capability that is worthy of public trust in universities. To that end I argue for a Kantian approach to cultivating reflective moral accountability. The scope of this approach is global, the mode is action-guiding principles under public scrutiny, where reverence for individual human dignity is at its base: a civic or enlightened accountability, oriented to earning and warranting public trust, by individuals and through institutions. Kantian hope in a cosmopolitan ethical commonwealth sustains practical-idealist commitment to cultivating this capability. This Kantian approach is shaped by Kant's grossly under-recognised moral anthropology: a composite of a modest metaphysical framework of justice intersecting with his almost completely ignored philosophy of experience / anthropology. The pedagogical approach developed here is based on Kant's moral anthropology and notion of maturity. It is oriented to deeply experiential organic learning as university-based preparation for reflective moral judgment in pressured, complex situations of uncertainty. The aim here is fostering ideas on approaching what is problematic not to develop a comprehensive theory of moral accountability in the MBA. Taken together this Kantian response sees paideia as central to the public role of university education, and as such represents a radical challenge to seemingly unassailable assumptions of authority in management theory and practice. I follow a phronesis approach in this research, a perspective on knowledge that views the social sciences as categorically different from the natural sciences, calling less for universal laws and more for knowledge drawing on wisdom and moral judgment derived through extensive experience. Flyvbjerg's phronetic approach to the social sciences guides the case study, influences the selection of perspectives in both the literature review and the Kantian considerations. I approach this educative-formative problem out of liberal-humanist, social-contract traditions.

We live in an age of public accountability. For university-based business schools, housed within institutions with responsibilities for fostering public wellbeing, public accountability represents major challenges. The specific challenge of this dissertation is interpreting that accountability in moral, as opposed to legal or bureaucratic terms. Much of the academic attention to public accountability has focused on the legal aspects of compliance and regulation. The systemic nature of the educative-formative problem of moral accountability argued herein is especially evident inside postgraduate management education. I argue that nascent ideas of moral accountability foreground a systemic and inescapable challenge to the legitimacy of the now ubiquitous Masters of Business Administration (MBA) within university based management education. Illustrating the formative-educative problem via a case study at an Australian university and drawing on a critical review of the management studies literature I argue that current approaches to meeting those public responsibilities are at risk of being marginal at best. This is a view increasingly recognised by those within the management studies field already committed to redressing amoral management theory and practice. Efforts to professionalise management by bringing management studies inside universities have long been abandoned in favour of following market logic - a predominantly financially driven logic that is formatively amoral - thus exposing universities' moral legitimacy to rising public skepticism, if not acute and justifiable concern. Beyond the professionalisation efforts and the compliance mentality of corporate governance and against the commonplace smorgasbord approach to business ethics (foreclosing engagement with larger and relevant political, ethical and philosophical dimensions) I argue for cultivating a specific capability for management graduates - one area that will yield considerable philosophical scope and pedagogical options while meeting the university's public responsibility. I make a case for cultivating reflective judgment on matters of moral accountability {and specifically at the individual level} as a defining capability in management studies - a capability that is worthy of public trust in universities. To that end I argue for a Kantian approach to cultivating reflective moral accountability. The scope of this approach is global, the mode is action-guiding principles under public scrutiny, where reverence for individual human dignity is at its base: a civic or enlightened accountability, oriented to earning and warranting public trust, by individuals and through institutions. Kantian hope in a cosmopolitan ethical commonwealth sustains practical-idealist commitment to cultivating this capability. This Kantian approach is shaped by Kant's grossly under-recognised moral anthropology: a composite of a modest metaphysical framework of justice intersecting with his almost completely ignored philosophy of experience / anthropology. The pedagogical approach developed here is based on Kant's moral anthropology and notion of maturity. It is oriented to deeply experiential organic learning as university-based preparation for reflective moral judgment in pressured, complex situations of uncertainty. The aim here is fostering ideas on approaching what is problematic not to develop a comprehensive theory of moral accountability in the MBA. Taken together this Kantian response sees paideia as central to the public role of university education, and as such represents a radical challenge to seemingly unassailable assumptions of authority in management theory and practice. I follow a phronesis approach in this research, a perspective on knowledge that views the social sciences as categorically different from the natural sciences, calling less for universal laws and more for knowledge drawing on wisdom and moral judgment derived through extensive experience. Flyvbjerg's phronetic approach to the social sciences guides the case study, influences the selection of perspectives in both the literature review and the Kantian considerations. I approach this educative-formative problem out of liberal-humanist, social-contract traditions.

<p>Klinisk blick är en term som frekvent återkommer under sjuksköterskeutbildningen och i klinisk verksamhet. Den återfinns ofta i samband med klinisk bedömning och som</p><p>en övergripande beskrivning av en patient. Endast antydda betydelser har framkommit och då tätt knutna till andra termer och processer. Syftet med studien var att</p><p>undersöka komponenterna intuition och tyst kunskap som delar i sjuksköterskans kliniska blick. Studien genomfördes som en litteraturstudie där 17 vetenskapliga artiklar granskades. Resultatet visar att intuition och tyst kunskap är huvudkomponenter i sjuksköterskans kliniska blick. Intuition verkar som en länk mellan kognitiva, affektiva och perceptuella processer. Tyst kunskap sammanbinder intuition och teoretisk kunskap. Intuition och tyst kunskap utvecklas över tid och baseras på personlighet, erfarenhet och teoretisk kunskap. Förslag till vidare forskning är att försöka utveckla</p><p>och specificera termen och förstå de bakomliggande processerna bättre med syftet att utbilda och stödja sjuksköterskan i hennes professionella utveckling.</p>