Perspective Taking as the Cognitive Basis of Children's Moral Development: A Review of the Literature.

摘要: One aspect of social-cognitive development that has received in creasing attention is the identification cognitive factors underlying children's moral development; one such factor particular interest been ability to consider another person's viewpoint. This specific focus on perspective taking as major underpinning stems from theoretical accounts have given central importance child's viewpoint course establishing and maintain ing effective social interactions (Mead, 1934; Piaget, 1965; Wein stein, 1969). The purpose present paper review studies investigated relationship between some facet hopes both identify consistent developmental trends suggesting needed modifica tions for future research. An analysis relevant reveals several recurring conceptual methodological problems germane nature assessment skill various indices develop ment; brief, crux these involves global which two constructs conceived. unfortunate consequence this approach an implicit acceptance view measure or ment just valid another; available evidence simply does not support assumption. Neither nor a circumscribed unitary construct and, consequently, more informative investigations hypothesized must involve considera tion how threads interweave