Early Systematic Thinking Underlying Moral Values in Children Precognitive Stages: an Information Integration Theory Approach

Abstract

A sample of 25 children aging from 4 to 5 years old was required to judge twelve scenarios where moral values regarding respect, justice and kindness were manipulated. Participants had to use a jumping frog to rate how respectful a scenario actor was about the behavior of another child in the scenario. Results showed that when manipulated moral values of respect, justice and kindness were high, participants integrated scenery information by using a cognitive summative algebraic rule. It is argued that this kind of systematic thinking at pre-conventional stages of moral development can be typified and further explored by using an Information Integration Approach.