Академический Документы
Профессиональный Документы
Культура Документы
611
ELLIOT TURIEL
612
Scoring Methods
An individual's developmental stage is determined
by using Kohlberg's (1958) moral judgment interview, which contains nine hypothetical conflict
stories and corresponding sets of probing questions.
The following story is an example:
In Europe, a woman was near death from a
special kind of cancer. There was one drug that
the doctors thought might save her. It was a
form of radium that a druggist in the same town
had recently discovered. The drug was expensive
to make, but the druggist was charging ten times
what the drug cost him to make. He paid $200
for the radium and charged $2,000 for a small
dose of the drug. The sick woman's husband,
Heinz, went to everyone he knew to borrow the
money, but he could only get together about
$1,000, which is half of what it cost. He told the
druggist that his wife was dying and asked him
to sell cheaper or let him pay later. But the
druggist said: "No, I discovered the drug and I'm
going to make money from it." So Heinz got
desperate and broke into the man's store to steal
the drug for his wife. Should the husband have
done that?
Two scoring procedures are available for determining a subject's scores on each of the six stages.
(The stage with the highest score represents his
dominant stage.) The first, a more global method,
involves the use of rating forms devised by Kohlberg
(19S8). A second scoring procedure uses detailed
coding forms (Kohlberg, 1958) for each of the nine
situations of the interview. These coding forms were
constructed and standardized on the basis of responses given by a large number of subjects. Each
response listed in the coding forms has a stage
assigned to it. A subject's responses to a given situation are divided into "thought-content" units, and
each unit is assigned to a stage, as determined by
the stage classification of that unit in the coding
form. In this way the total number of units assigned
to each stage is determined.
613
ELLIOT TURIEL
614
RESULTS
The analysis of the posttest interview,
which included all nine moral judgment
situations, was divided into the following two
parts:
1. Stage scores were obtained from the
posttest responses to the three situations used
in the treatments and not in the pretest. Since
the experimental subjects were directly influenced on those three situations, these scores,
which will be referred to as "direct scores,"
represent the amount of direct influence of
the treatment.
2. Posttest stage scores for the six situations used in the pretest represent the amount
of indirect influence, or the tendency to generalize the treatment influence to situations
differing from those on which subjects were
directly influenced. The measure reflecting indirect influence is the difference between a
subject's pretest and posttest scores on each
stage. These change scores will be referred to
as "indirect scores."
TABLE 1
MEAN DIRECT POSTTEST STAGE SCORES (!N PROPORTIONS) ON THE STAGES ONE BELOW (1), THE
SAME As (0), ONE ABOVE (+1), AND
Two ABOVE (+2) THE PRETEST
DOMINANT STAGE
Stage level
relative to
pretest
dominant
stage"
-1
+1
+2
Condition groupsb
i
treatment
+2
+1
treatment treatment
.336n
.283
.183,,
.346
.13121
.26622
.057
.102
.20913
.374
.14S2,
.099
Control
.240,4
.395
.12224
.085
Direct Scores
The analysis of the direct scores involved
the percentage of usage for each subject of
the stage that is: one below the initial dominant stage ( 1 scores), at the same stage
as the initial dominant stage (0 scores), one
above the initial dominant stage ( + 1 scores),
and two above the initial dominant stage
( + 2 scores).3
The hypothesis was that an individual accepts concepts one stage above his own dominant position more readily than he accepts
those two stages above, or those one stage
below. Two specific hypotheses result from
this general hypothesis that the +1 treatment
would be the most effective: (a) that the +1
treatment causes more movement to +1 than
the +2 treatment causes movement to +2
or the 1 treatment to 1, and (b) that the
+ 1 treatment causes more 4-1 movement
than does any other treatment.
Test 0} Hypothesis a. Table 1 presents
(in boldface type), for each experimental
group, the mean amount of usage of concepts
at the same stage as that of the treatment
condition. Table 1 also presents the control
group mean scores on the stages that are one
below ( 1 scores), one above ( + 1 scores),
and two above ( + 2 scores) their dominant
stage.
The experimental groups' scores may not
reflect solely the influence of the experimental
manipulations. To determine how much of
these scores reflects factors other than the
treatments, it is necessary to correct for the
change that would have occurred independently of the experimental manipulations. The
best estimate of this change is provided by
the control group, which had no treatment.
It may be assumed that the scores of the
control group are due to statistical regression
and other artifactual sources.4
8
The other scores, such as those of the stage
two below or three above the dominant stage, are
not reported because they did not show significant
differences between the groups and do not add to
the understanding of the problem.
4
It may be a function of skewness that the 1
score of the control group was considerably larger
than the +1 or +2 scores. Of a subject's series of
scores one stage has the largest score while its
adjacent stages have the next largest scores, with
the more distant stages to the dominant stage having
615
of the +1 treatment group and the 1 treatment group reached a borderline level of
significance (t = 1.43, p < .10).
The corrected mean of the 1 treatment
group was significantly greater than the corrected mean of the + 2 treatment group
(* = 2.03, p< .05).
Test of Hypothesis b. We have demonstrated that the amount of usage of the treatment condition stage was greater in the +1
treatment group than in the other two experimental groups. While this result is necessary
to demonstrate the greater influence of the
+1 treatment, the +1 scores of the +1 treatment group must also be compared with the
+ 1 scores of the other groups.
Table 1 contains the +1 scores of each of
the four groups. The differences between the
+1 score of the +1 treatment group and the
+ 1 scores of the other groups were tested
using Dunnett's t statistic, which is appropriate in simultaneously testing one group mean
against each of several others (Winer, 1962).
These t tests indicated that the +1 treatment
was the most effective condition in moving
subjects up one stage, since the +1 score of
the +1 treatment group was significantly
larger than the +1 scores of any other group
(Table 1).
Other findings. Table 1 also presents the
1, 0, and +2 scores for the four groups.
The 1 score of the 1 treatment group was
larger than the 1 scores of the other groups.
However, the Dunnett t test indicates that
the difference between the 1 score of the
1 treatment group and the 1 score of the
control group did not reach significance
(t= 1.66). The differences between the -1
score of the 1 treatment group and the
1 scores of the +1 and the +2 treatment
groups were both significant (Table 1).
Using Dunnett t tests, comparisons of the
+2 score of the +2 treatment group with the
+2 scores of the control group (t < 1), of
the 1 treatment group (t = 1.16), and the
+ 1 treatment group (t < 1), indicated that
the +2 treatment did not show a significant
effect.
Congruent with the hypothesis, the control group and the +2 treatment group
showed the greatest usage of the dominant
ELLIOT TURIEL
616
stage (0 scores). An analysis of variance comparing the control and the + 2 treatment
groups on the one hand, with the 1 and
+ 1 treatment groups on the other hand,
showed a significant difference (F = 4.72,
dj- 1/32, p< .OS).
Conclusions regarding the direct scores, (a)
The +1 treatment had a direct effect, an
effect greater than that of either the 1 or
+ 2 treatment, (b) Although not reaching
an acceptable significance level, there was
some suggestion that the 1 treatment had
an effect in moving subjects down one stage.
(c) The +2 treatment did not show a significantly greater effect than the control
condition or the other experimental treatments in moving subjects up two stages.
(-.002). The one-tailed t test of the difference between the corrected means of the +1
treatment group (.052) and the 1 treatment
group (.012) reached a borderline level of
significance (t = 1.46, p < .10). Although
the +1 score of the +1 treatment group was
larger than the +1 scores of the other groups,
none of these differences was significant. No
other relevant differences were significant.
DISCUSSION
+2
a
+ .057
-.045
-.004
-.016
N = 11 in each group.
+ .001
-.043
+ .045
-.002
+ .009
-.022
+ .016
+.008
+ .045
-.061
-.007
+.010
617
618
ELLIOT TURIEL
REFERENCES
BANDURA, A., & MCDONALD, F. J. Influence of social
reinforcement and the behavior of models in
shaping children's moral judgments. Journal of
Abormal and Social Psychology, 1963, 67, 274-281.
INHELDER, B., & PIAOET, J. The growth of logical
thinking from childhood to adolescence. New
York: Basic Books, 1958.
KOHLBERG, L. The development of modes of moral
thinking in the years ten to sixteen. Unpublished
doctoral dissertation, University of Chicago, 1958.
KOHLBERG, L. The development of children's orientations toward a moral order: I. Sequence in the
development of moral thought. Vita Humana,
1963, 6, 11-33. (a)
KOHLBERG, L. Moral development and identification.
In H. W. Stevenson (Ed.), Yearbook of the National Society for the Study of Education: Pt. I.
Child psychology. Chicago: University of Chicago
Press, 1963. Pp. 277-332. (b)
PIAGET, J. The moral judgment of the child. (Orig.
publ. 1932) Glencoe, 111.: Free Press, 1948.
PIAGET, J. The psychology of intelligence. (Orig.
publ. 1947) New York: Harcourt, Brace, 1950.
SMEDSLUND, J. The acquisition of conservation of
substance and weight in children: II. External
reinforcement of conservation of weight and of the
operations of addition and subtraction. Scandinavian Journal of Psychology, 1961, 2, 71-84. (a)
SMEDSLUND, J. The acquisition of conservation of
substance and weight in children: III. Extinction
of conservation of weight acquired "normally"
and by means of empirical controls on a balance.
Scandinavian Journal of Psychology, 1961, 2, 8587. (b)
SMEDSLUND, J. The acquisition of conservation of
substance and weight in children: V. Practice in
conflict situations without external reinforcement.
Scandinavian Journal of Psychology, 1961, 2, 156160. (c)
SMEDSLUND, J. The acquisition of conservation of
substance and weight in children: VI. Practice on
continuous vs. discontinuous material in problem
situations without external reinforcement. Scandinavian Journal of Psychology, 1961, 2, 203-210.
(d)
WINER, B. J. Statistical principles in experimental
design. New York: McGraw-Hill, 1962.
(Received June 1, 1965)