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Littérature scientifique sur le sujet « Cognitive-Moral Model »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Articles de revues sur le sujet "Cognitive-Moral Model"

Dedeke, Adenekan. "A Cognitive–Intuitionist Model of Moral Judgment." Journal of Business Ethics 126, no. 3 (2013): 437–57. http://dx.doi.org/10.1007/s10551-013-1965-y.

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Prastyo, Danang, and Dwi Retnani Srinarwati. "Pengembangan Model PBL Terintegrasi Kognitif Moral Pada Mahasiswa PGSD UNIPA Surabaya." MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran 7, no. 1 (2021): 37–42. http://dx.doi.org/10.30653/003.202171.150.

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The research aims to produce learning tools for Moral Cognitive Integrated PBL Learning Model, knowing the level of moral cognitive of PGSD Unipa Surabaya students and the influence of Moral Cognitive Integrated PBL Learning Model on Moral Cognitive of PGSD Unipa Surabaya Students. This type of research is R&D development research that has been simplified into three stages, namely preliminary studies, model development and model validation. The study population was all students of PGSD Class 2020 which consisted of seven classes, namely classes A-F. Whereas the sample of this study were st

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Staines, Dan, Paul Formosa, and Malcolm Ryan. "Morality Play: A Model for Developing Games of Moral Expertise." Games and Culture 14, no. 4 (2017): 410–29. http://dx.doi.org/10.1177/1555412017729596.

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According to cognitive psychologists, moral decision-making is a dual-process phenomenon involving two types of cognitive processes: explicit reasoning and implicit intuition. Moral development involves training and integrating both types of cognitive processes through a mix of instruction, practice, and reflection. Serious games are an ideal platform for this kind of moral training, as they provide safe spaces for exploring difficult moral problems and practicing the skills necessary to resolve them. In this article, we present Morality Play, a model for the design of serious games for ethica

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김현수. "Backgrounds of Cognitive Model Approach on Moral Creativity." Journal of Moral & Ethics Education ll, no. 36 (2012): 191–221. http://dx.doi.org/10.18338/kojmee.2012..36.191.

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Larson, Carol A. "A Cognitive Prototype Model of Moral Judgment and Disagreement." Ethics & Behavior 27, no. 1 (2015): 1–25. http://dx.doi.org/10.1080/10508422.2015.1116076.

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Białek, Michał, Sylvia Terbeck, and Simon Handley. "Cognitive Psychological Support for the ADC Model of Moral Judgment." AJOB Neuroscience 5, no. 4 (2014): 21–23. http://dx.doi.org/10.1080/21507740.2014.951790.

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Prayogi, Ryan, Sapriya Sapriya, M. Januar Ibnu Adam, and T. Heru Nurgiansah. "Model of Civic Education as Moral Education." ASANKA : Journal of Social Science and Education 5, no. 1 (2024): 43–51. http://dx.doi.org/10.21154/asanka.v5i1.8353.

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This research examines the importance for civic education teachers in carrying out the learning process in class not only achieving cognitive aspects but every teacher must also prioritise affective aspects in the learning process, so that using the Moral Education model in Civic Education can be a reference for teachers in carrying out Civic Education learning by using the Moral Education model as an effort to foster Moral feeling, Moral Behaviour and Moral action. The purpose of this research is how Citizenship Education as Moral Education and the Development of Moral Education models in Cit

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Bennie, Natalie L., Ray Celeste Tanner, and Marina Krcmar. "Dual Processing of Moral Conflicts in Media Entertainment and Their Effect on Moral Judgement and Moral Reasoning." Journal of Education and Culture Studies 4, no. 3 (2020): p62. http://dx.doi.org/10.22158/jecs.v4n3p62.

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Moral conflict occurs readily in everyday life. Rarely are moral decisions without some ambiguity. In part because moral conflict is so prevalent in life and in part because it seems to be intrinsically absorbing, moral conflict is often present in narrative entertainment as well. Prior research has used a dual-system model of cognitive processing to examine media narratives and has found that moral conflict results in more reflective and systematic processing. However, the research to date leaves several unanswered questions regarding how moral conflict narratives are processed and how that p

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Ghomi Avili, Mohsen, MohammadJavad Taghipurian, Davood KiaKojouri, and Reza Verij Kazemi. "Meta-Synthesis on Business Managers' Moral Intelligence: Designing a Model of Drivers, Outcomes, and Dimensions." Business, Marketing, and Finance Open 1, no. 4 (2024): 25–35. https://doi.org/10.61838/bmfopen.1.4.3.

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Moral intelligence is defined as the capacity to distinguish right from wrong and as the mental capacity to determine how universal human principles should be applied to our values and objectives. The present study aims to conduct a meta-synthesis on business managers' moral intelligence and design a model encompassing its drivers, outcomes, and dimensions. Using a systematic review and meta-synthesis methodology, the researcher analyzed the results and findings of previous studies. By following the seven-step method proposed by Sandelowski and Barroso, two categories of influencing and influe

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Stojiljkovic, Snezana. "Towards a holistic study of morality." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 49–61. http://dx.doi.org/10.2298/zipi0204049s.

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The to date studies of morality do not provide a holistic picture of a moral person since they most often rely only upon some dimensions of morality neglecting the others. The same goes for leading theoretical orientations in the psychology of moral, such as psychoanalysis, theories of learning and cognitive-development theory. Each enters into one of the dimensions only thus reducing the domain of morality either to moral emotions, moral behavior or to moral thinking. Rest is severely critical and considers those single-dimensional theories of morality unsustainable but also goes one step fur

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Thèses sur le sujet "Cognitive-Moral Model"

Määttä, Jessica. "Moral Cognition and Emotion: A Dual-Process Model of Moral Judgment." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5138.

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Cognitive and emotional processes both seem to contribute in the production of moral judgments, but how they interact is still under investigation. Greene’s dual-process model suggests that these processes constitute dissociable systems in the brain, which are hypothesized to give rise to two qualitatively different ways of moral thinking characterized by two normative moral theories, consequentialism and deontology. Greene indicates that this research undermine deontology as a normative theory. The empirical investigation of moral judgments implies that the dual-process model only seems to ac

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Arico, Adam J. "The New Folk Psychology." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293642.

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How do we recognize that someone is thinking that the train is running late, desiring another cookie, or intending to make coffee? What is the cognitive process by which we come to attribute to another individual the belief, for instance, that Barack Obama is President? For the past few decades, philosophers working on Folk Psychology--i.e., those involved in the study of how people typically form judgments about others’ mental states--have focused largely on questions involving everyday attributions of mentality in terms of intentional states, like beliefs and desires. What I dub ‘the New Fol

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Frankenstein, Andrea. "To Kill or Not to Kill: Exploring the Roles of Empathy and Working Memory in Moral Decision Making." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/625.

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Two studies were conducted to support the dual process model of moral decision making, which states that there are two pathways to moral decisions: one emotional and the other cognitive. Decisions made in personal dilemmas are driven by emotions and intuition, while decisions made in impersonal dilemmas are driven by cognitive factors. Intuitive, emotional reactions tend to lead to non-utilitarian decisions while deliberative reasoning tends to lead to utilitarian decisions. For the current studies, undergraduate students from the University of North Florida completed working memory tests, an

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Logan, Patricia Adele. "Enhancing counselor empathy to promote moral development and conceptual complexity: A new model for counselor preparation and supervision." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154121.

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Chen, Chien An. "Cognitive beliefs, moral development, and social knowledge in differentiating offender type : an attempt to integrate different models." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/16573.

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This dissertation originated out of a research interest in the role of moral-reasoning development in different types of crime. However, as this interest developed, it became apparent that the evidence that moral-reasoning development is differentially involved in different types of crime was a) somewhat weak and b) did not apply to all types of crime. In addition, as part of the developmental work for this dissertation, it was decided to re-analyze a previous Taiwanese study by the author. This reanalysis substantially supported what the previous research literature had indicated in terms of

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Koop, Gregory James. "Beyond process tracing: The response dynamics of preferential choice." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1342725429.

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Kim, Samuel Yi. "A Social Cognitive Model of Bystander Behavior and the Mediating Role of Self-Efficacy on Bullying Victimization." 2014. http://scholarworks.gsu.edu/cps_diss/98.

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This dissertation introduces a social cognitive model of bystander behavior and examines the mediating role of self-efficacy on the relationship between bullying victimization and negative outcomes. Based on Bandura’s (1986; 2001) social cognitive theory, this model utilizes two frameworks for understanding bystander behavior in bullying: group process framework (Salmivalli, 2010) and the bystander motivation framework (Thornberg et al., 2012). A research agenda is presented based on the key elements of the proposed model, including bystander agency, bystander self-efficacy, bystander moral di

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Njozela, Duduzile. "Teachers' implicit mental models of learners' cognitive and moral development with reference to the inclusion of learners in the governing bodies of schools." Thesis, 1998. http://hdl.handle.net/10413/4481.

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This study set out to investigate teachers' mental models of learners' cognitive and moral development, with reference to the inclusion of learners in the governing bodies of schools. Strauss' (1996), concept of implicit mental models is used as a basis for the investigation of teachers' beliefs about learners' cognitive and moral development. The study made use of Piaget's stages of concrete and formal operation thinking because learners in the governing bodies of schools fall within that part of the continuum, and Stages 5 and 6 of Kohlberg's theory of moral development. The research was in

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Livres sur le sujet "Cognitive-Moral Model"

Frisch, Noreen Cavan. THE VALUE ANALYSIS MODEL AND THE MORAL AND COGNITIVE DEVELOPMENT OF BACCALAUREATE NURSING STUDENTS. 1986.

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Papish, Laura. Kant’s Two-Stage Model of Moral Reform. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190692100.003.0008.

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This chapter offers an interpretive proposal for Kant’s two-stage model of moral reform in the Religion. Kant explicitly argues that an initial stage of moral conversion must be followed by continual moral progress in the empirical realm, but it is unclear why two stages are needed or how, exactly, they differ from one another. In this chapter, it is argued that one can best understand the first stage if conversion is framed as a kind of commitment, and that one can best understand the second stage if moral progress is conceived more as a cognitive, as opposed to volitional, type of effort. In

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Tyler, Tom R., and Rick Trinkner. The Development of Legal Reasoning. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190644147.003.0005.

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The cognitive developmental model of legal socialization is discussed in chapter 5. This approach emphasizes the development of legal reasoning and focuses on how such thinking shapes legal judgments about the purpose of laws, how legal authority should be used, and whether people should feel obligated to obey legal institutions. Basically, legal reasoning provides a framework to understand the nature of society and the requirements of social order, leading to judgments about the legitimacy of the law. Building on Kohlberg’s work in moral development, the legal reasoning perspective argues tha

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Anderson, Amanda. In the Middle of Life. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198755821.003.0003.

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This chapter explores the specific challenges that cognitive science and social psychology pose to those literary concepts and modes that are grounded in traditional moral understandings of selfhood and action, including integrity of character and notions such as tragic realization and moral repair. Focusing on the concept of moral time, the chapter explores two literary texts in which profound middle-of-life dramas take place: Henry James’s “The Beast in the Jungle” and Shakespeare’s The Winter’s Tale. A form of slow psychic time entirely lost to view in recent cognitive science is shown to t

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Anderson, Amanda. Psychology contra Morality. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198755821.003.0002.

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This chapter summarizes key elements of the challenge psychology has posed to morality beginning with Freud and extending to three consequential claims of the current literature on social psychology and cognitive science: the undermining of deliberative moral agency by intuitive or automatic processes; the post-hoc or rationalizing nature of moral reasoning; and the emphasis on psychological mechanisms of self-justification. A clear resonance between the challenge to rational agency in the history of literary studies and the claims of more recent forms of psychology is established, leading to

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Moss-Wellington, Wyatt. Cognitive Film and Media Ethics. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197552889.001.0001.

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Cognitive Film and Media Ethics provides a grounding in the use of cognitive science to address key questions in film, television, and screen media ethics. This book extends prior works in cognitive media studies to answer normative and ethically prescriptive questions: what could make media morally good or bad, and what, then, are the respective responsibilities of media producers and consumers? Moss-Wellington makes a primary claim that normative propositions are a kind of rigor, in that they force media theorists to draw more active ought conclusions from descriptive is arguments. Cognitive

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Thomas, R. Murray. Moral Development Theories -- Secular and Religious. Greenwood Publishing Group, Inc., 1997. http://dx.doi.org/10.5040/9798400687358.

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Moral Development TheoriesâSecular and Religious introduces readers to 13 secular models and 13d religious theories in a wide-ranging comparative study of the roots of moral development. The secular models include attribution theory, cognitive-structural views, social-learning and social-cognition approaches, Freud's psychoanalysis (plus Erikson and Fromm), Marxist beliefs, a composite theory, Hoffman's conception of empathy, Anderson's information-integration view, Gilligan's gender distinction, Sutherland and Cressey's explanation of delinquency, and Lovinger on ego development. Religious

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Gazzaniga, Michael S., and George R. Mangun, eds. The Cognitive Neurosciences. 5th ed. The MIT Press, 2014. http://dx.doi.org/10.7551/mitpress/9504.001.0001.

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The fifth edition of a work that defines the field of cognitive neuroscience, with entirely new material that reflects recent advances in the field. Each edition of this classic reference has proved to be a benchmark in the developing field of cognitive neuroscience. The fifth edition of The Cognitive Neurosciences continues to chart new directions in the study of the biological underpinnings of complex cognition—the relationship between the structural and physiological mechanisms of the nervous system and the psychological reality of the mind. It offers entirely new material, reflecting recen

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Jeffares, Ben, and Kim Sterelny. Evolutionary Psychology. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0020.

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The article presents several models of evolutionary psychology. Nativist evolutionary psychology is built around a most important insight that ordinary human decision-making has a high cognitive load. Evolutionary nativists defend a modular solution to the problem of information load on human decision-making. Human minds comprises of special purpose cognitive devices or modules. One of the modules is a language module, a module for interpreting the thoughts and intentions of others, another is a ‘naive physics’ module for causal reasoning about sticks, stones, and similar inanimate objects, a

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Wallmark, Zachary. Nothing but Noise. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190495107.001.0001.

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This book explores how timbre shapes musical affect and meaning. Integrating perspectives from musicology with the cognitive sciences, it advances a novel model of timbre interpretation that takes into account the bodily, sensorimotor dynamics of sound production and perception. The contribution of timbre to musical experience is clearest in drastic situations where meaning is itself contested—that is, in polarizing contexts of reception, where the evaluation of “musical” timbre by some listeners collides headlong into a competing claim that it is just “noise.” Taking this commonplace reaction

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Chapitres de livres sur le sujet "Cognitive-Moral Model"

Rozek, David C., and Craig J. Bryan. "A cognitive behavioral model of moral injury." In Addressing moral injury in clinical practice. American Psychological Association, 2021. http://dx.doi.org/10.1037/0000204-002.

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Dellantonio, Sara, and Luigi Pastore. "Freedom and Moral Judgment A Cognitive Model of Permissibility." In Model-Based Reasoning in Science and Technology. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37428-9_19.

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Dellantonio, Sara, and Remo Job. "Morality According to a Cognitive Interpretation: A Semantic Model for Moral Behavior." In Model-Based Reasoning in Science and Technology. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15223-8_28.

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Brosco, Jeffrey P. "The Limits of the Medical Model: Historical Epidemiology of Intellectual Disability in the United States." In Cognitive Disability and Its Challenge to Moral Philosophy. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444322781.ch2.

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Singer, Wolf. "Differences Between Natural and Artificial Cognitive Systems." In Robotics, AI, and Humanity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54173-6_2.

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AbstractThis chapter identifies the differences between natural and artifical cognitive systems. Benchmarking robots against brains may suggest that organisms and robots both need to possess an internal model of the restricted environment in which they act and both need to adjust their actions to the conditions of the respective environment in order to accomplish their tasks. However, computational strategies to cope with these challenges are different for natural and artificial systems. Many of the specific human qualities cannot be deduced from the neuronal functions of individual brains alo

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Stanchina, Gabriella. "5. Self-limitation of the Moral Self as Kenosis." In The Art of Becoming Infinite. Open Book Publishers, 2025. https://doi.org/10.11647/obp.0442.05.

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Chapter 5 is devoted to the dynamism of self-limitation (ziwo kanxian 自我坎陷) of the moral self—that is, a paradoxical dynamism of entanglement that produces an ontological bifurcation between the moral self and cognitive self. From the viewpoint of the self, the question is how knowing, limited egos, scattered through the multiplicity of our brains and intentionally related to an exterior world, can be produced by an all-embracing and inexhaustible moral self, and ultimately contribute to its full realization. Now we have reached the key point of Mou’s definition of the human being as a “finite

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Eder, Jens. "13. Imaginative Involvement with Characters." In Characters in Film and Other Media. Open Book Publishers, 2025. https://doi.org/10.11647/obp.0283.13.

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Part VII of the book (Chapters 13 and 14) explores imaginative and affective involvement with characters, beginning with a critical discussion of existing theories and concepts. It proposes a more integrated model of ‘perspectivised multi-level appraisal’ that takes into account that audience responses to characters and their situations involve diverse cognitive and affective processes and always occur from specific perspectives. Chapter 13 focuses on imaginative involvement with characters and the perspectival relations to them. It emphasises the need to go beyond theories of moral evaluation

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Stanchina, Gabriella. "3. The “Diaphanous Subject” in Daoist Thought." In The Art of Becoming Infinite. Open Book Publishers, 2025. https://doi.org/10.11647/obp.0442.03.

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In Critique of the Cognitive Mind, Mou moves toward a comparative approach, establishing a similarity between an ephemeral intuitive mind and Daoist thought. This chapter investigates Mou’s interpretation of Daoist subjectivity. In addition to his treatise on “Neo-Daoist” intellectual developments during the Wei-Jin dynasties entitled Physical Nature and the “Profound Thought”, Mou’s philosophical engagement with Daoism is evident throughout his entire body of work. The model of the Daoist saint, emerging from classics such as Daodejing and Zhuangzi, represents the first step in the elaboratio

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Marina, Olena, and Iryna Shevchenko. "Сultural Conceptualization of Restoration Libertine Identity." In Cultural Linguistics. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-6192-0_5.

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AbstractThis chapter examines cultural conceptualization of libertine identities in the dramatic discourse of the English Restoration. It was a period of social, cultural, and ideological transition, when theatrical production conceptualized new identities and served royal ambitions. We argue that cultural conceptualizations depend upon the prevailing social-cultural values and change historically. During the Restoration period, cultural conceptualization of new libertine identities went along with the reconceptualization of old Puritan ones: the former embodied hedonism, neglect of social and

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Normand, Romuald, Michael Uljens, and Janne Elo. "On Maintaining Social and Moral Agency beyond Instrumental Managerialism in a Knowledge-Based Economy—A Sociological and Educational Perspective." In Educational Governance Research. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-55116-1_8.

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AbstractThis chapter examines transformations in the epistemic governance of higher education and research on education in Europe, and in how the production of scientific knowledge increasingly is constrained by utilitarian expectations and standards based on policymaking decisions. The chapter explains how new political technologies produce certain modes of representation, cognitive categories, and value judgments that support development of new forms of interaction between researchers, experts, and policymakers. By characterizing transformations of academic capitalism, the chapter examines h

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Actes de conférences sur le sujet "Cognitive-Moral Model"

Freiheit, Theodor. "Validity and Predictive Ability of Wilde’s Cognitive Teamology Model to Design Team Outcomes." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35257.

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An extensive analysis of the validity of Wilde’s Teamology cognitive diversity model was undertaken with 120 teams composed of over 661 participants. Myers-Briggs Type Indicator (MBTI) data was collected using a qualified test over five years from students enrolled in a fourth year capstone design course. Cognitive factor scores using Wilde’s Teamology model were calculated from the MBTI data for eight factors associated with Wilde’s Information Collection and Decision Making dimensions. Wilde’s team formation model was found to nominally contribute 10.2% to the overall prediction of the varia

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DIȚA, Maria, and Daniela CAPBĂTUT. "Aberrant behavior: factors, manifestations, and psychological implications." In "Higher education: traditions, values, perspectives", international scientific conference. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p84-89.

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Aberrant behaviour, defined as activities that deviate from societal or psychological norms, is impacted by a complex interaction of biological, environmental, psychological, and sociocultural influences rather than just being a reflection of moral failing or intentional deviance. According to neurobiological research, impulsive and violent behavior can be significantly attributed to structural abnormalities in the brain, such as those in the prefrontal cortex. These behaviors are further shaped by sociocultural pressures including poverty and violence, as well as environmental factors such as

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Cervantes, Jose-Antonio, Luis-Felipe Rodriguez, Sonia Lopez, and Felix Ramos. "A biologically inspired computational model of Moral Decision Making for autonomous agents." In 2013 12th IEEE International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2013. http://dx.doi.org/10.1109/icci-cc.2013.6622232.

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Ungureanu, Maria. "School solutions for family resilience. Fairytale heroes — models of resilience." In Scientific-Practical Сonference ‘FAMILY RESILIENCE PERSPECTIVES IN THE CONTEXT OF MULTIPLE CRISES’. X Edition. Stratum plus I.P., High Anthropological School University, 2023. http://dx.doi.org/10.55086/prfcmcx183190.

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The need for resilience has been widely acknowledged in all social and cultural settings in the context of the pandemic crisis that has shaken humanity. Recent studies show that the psychological effects of the pandemic include anxiety, depression, severe disruption of family relationships and divorce. The context thus created brings into question the importance of emotional education. We are witnessing the transfer of responsibility for the development of young people’s emotional intelligence from the family to the school. Starting from the premise that moral education is linked to affective

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