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“Developmental Synthesis of Affect and Cognition and Its Implications for Altruistic Motivation,”
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See also M.L. Hoffman, “Empathy, Role‐taking, Guilt, and the Development of Altruistic Motives,” in Thomas Lickona, ed., Moral Development and Behavior (New York: Holt, Rinehart, and Winston, 1976)
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Hoffman, M.L.1
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“Normative Influences on Altruism.”.
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Schwartz1
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10
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“Stage and Sequence: The Cognitive‐Development Approach to Socialization,”
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David Goslin, (Chicago:, Rand McNally). See also Lawrence Kohlberg, “Moral Stages and Moralization: The Cognitive‐Developmental Approach,” in Lickona, ed., Moral Development and Behavior.
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Kohlberg1
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18
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0004268076
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(Cambridge, Mass.:, Belkap Press); Hoffman, “Empathy,” 1976; H.J. Eysenck, “The Biology of Morality.” in Lickona, ed., Moral Development and Behavior, pp. 108–123.
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(1975)
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Wilson, E.O.1
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19
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For example, Allport‐Vernon‐Lindzey Study of Values; Rokeach Values Test.
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22
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0009246078
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“The Rescuers: Motivational Hypotheses about Christians Who Saved Jews from the Nazis,”
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J. Macaulay, E. L. Berkowitz, New York:, Academic Press
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(1970)
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London, P.1
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23
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84978990048
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“Processes in Delay of Gratification,”
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L. Berkowitz, (New York:, Academic Press); J.C. Masters and J. Santrock, “Studies in the Self‐Regulation of Behavior: Effects of Contingent Cognitive and Affective Events,” Developmental Psychology 12:4 (1976), 334‐48.
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(1974)
Advances in Social Psychology
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Mischel, W.1
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24
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84977398937
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Most professional schools have additional data and procedures for determining the technical competence of their graduates: doctors, dentists, nurses, teachers, etc. must demonstrate their abilities in actual on‐the‐job performances; lawyers, accountants, clinical psychologists, etc. must pass national professional exams (the bar exam, C.P.A. exam, psychologist licensure exams, etc.). Even strictly academic programs granting the Ph.D. require students to demonstrate competence beyond course grades by producing a dissertation, a sort of work‐sample of their future research productivity. These additional sources of information do not reflect on individual courses, but on the overall program. If ethics instruction has only “traditional evaluation,” it does not carry on as much evaluation as is usually involved in certifying competence for a degree or a profession.
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