Lee Flashcards
1
Q
What are moral judgements of lying?
A
- how children make moral decisions, decisions whether a behaviour is good or bad
2
Q
What does western focus mean?
A
- research generally focussed on individualistic cultures, do collectivist cultures assess lying in different ways?
- chinese children taught honesty and modesty are important, taught to be truthful and report misdeeds, taught to lie when they have done something good (prosocial)
3
Q
What were the aims?
A
- To investigate and cross-culturally test the effect of culture on children’s moral evaluations of lying and truth-telling by comparing children from individualistic and collectivist cultures.
1. to see if in prosocial there would be cultural differences. would chinese children rate truth-telling less positively and lie telling less negatively than canadian children?
2. would this difference increase with age due to continued exposure to cultural norms?
3. would there be no difference in anti-social situations?
4
Q
What was the sample?
A
China - 120 children, even gender split, ages 7, 9, 11, from the main culture and education capital
Canada - 108 children, ages 7, 9, 11, from a smaller province more known for industry
5
Q
What research methods were used?
A
- Self-report (rating scale)
- Experiment
6
Q
What were the IV’s?
A
- social/physical story
- prosocial/antisocial story
- age 7, 9, 11
- Canadian/Chinese
7
Q
What were the 4 types of story?
A
- social -> deed directly affected another child
- physical -> deed only involved physical object
- prosocial -> intentionally does a good deed
- antisocial -> intentionally does a bad deed
—> lying/truth-telling - in story, either lies or tells the truth when questioned by the teacher
8
Q
What was the DV?
A
- rating given to story character’s deed and to what the character said using a 7-point rating scale (very, very good – very, very naughty)
9
Q
What happened in the procedure?
A
- participants randomly assigned to conditions and tested individually and rating system explained to them
- each child was then read 4 stories
- deed section was read and child was asked ‘is what the child did good or naughty?’. the child responded verbally/non-verbally or both
- second part of the story was read, ‘is what the child said to his teacher good or naughty?’
10
Q
What were the results in the prosocial/truth situations?
A
- no cultural differences -> children dealt with prosocial behaviour similarly and truth telling positively
- significant interaction with age -> chinese children ratings were less positive, canada had no age related changes
11
Q
What were the results in the prosocial/lie situations?
A
- significant interaction with age -> canadian children rated lie telling negatively, chinese ratings changed from negative to positive with age
12
Q
What were the results in the antisocial/truth situations?
A
- cross-cultural -> no significant difference, both cultures dealt with behaviour similarly, rated truth telling positively
13
Q
What were the results in the antisocial/lie situations?
A
- significant interaction with age -> rated lie telling negatively, negative ratings increased with age
- type of story -> significant difference between social and physical stories in 7-year-olds
14
Q
What were some results (qualitative comments)?
A
- in prosocial/truth-telling -> chinese have increased negative ratings, when asked why, the child was begging for the teacher’s praise
- in prosocial/lie-telling -> should not tell the teacher/leave name (after doing a good deed)
15
Q
What were some conclusions?
A
- moral development is culturally different
- children develop moral judgement from social norms of their culture and sociocultural practices
