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Scientific data of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC): Moral development.

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Nunner-Winkler, Gertrud

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Dataset Information

Title Scientific data of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC): Moral development.
Original Title Forschungsdaten der Mnchner Longitudinalstudie zur Genese individueller Kompetenzen (LOGIK): Moralentwicklung.
Citation Nunner-Winkler, G. (2012). Scientific data of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC): Moral development. [Translated Title] (Version 1) [Files on CD-ROM]. Trier: Center for Research Data in Psychology: PsychData of the Leibniz Institute for Psychology Information ZPID. https://doi.org/10.5160/psychdata.nrgd05lo30
Language of variable documentation German
Responsible for Data Collection Max-Planck-Institut fr psychologische Forschung; Weinert, Franz; Schneider, Wolfgang
Data Collection Completion Date 2005
Dataset Publication 2012
Dataset ID nrgd05lo30
Study Description The Munich "Longitudinal Study of the Genesis of Individual Competencies" (LOGIC) is a comprehensive examination of the differential description of developmental trajectories of cognitive skills and personality characteristics. It also describes individual differences in development due to the influence of varying school and classroom conditions. The changing state of the development of intelligence, psychomotor behavior, thinking, memory, school knowledge, motivation, personal characteristics, social skills and preferences, and moral reasoning and action were regularly reported. Beginning in 1984, 9 annual survey waves were carried out encompassing 3 points of measurement each. 205 children (aged 4 years and older) from 20 different kindergartens in Munich and from the Frstenfeldbruck area were examined. In 1997-1998, a follow-up study (wave 10) was conducted with the now 18-year-old subjects. The most recent survey (wave 11) took place in 2003-2005. For this wave, 153 subjects (74.6%) of the initial sample could be obtained. The entire study thus extends over an age range from preschool age to young adulthood (Schneider & Bullock, 2009, Weinert & Schneider, 1999).

The development of moral motivation was examined from pre-school to early adulthood. The knowledge of moral rules and moral motivation were analyzed using various, sometimes newly developed instruments. The results suggest that moral development can be understood as a two-stage learning process. Overall the children from early on acquire a knowledge of simple moral rules and understand their categorical validity. Moral motivation is developed in a second learning process that the children are undergoing at different speeds and varying degrees of success. On average, moral motivation increases with age. Class and gender were analyzed as factors influencing individual differences in developmental trajectories. It was found that mostly boys with a strong identification with their own gender role at puberty have decreases in moral motivation (Nunner-Winkler, 2009).
Hypotheses Contrary to Kohlbergs (1981; 1984) Theory of the Development of Moral Consciousness, all children understand from early on that moral norms possess validity independent of authority and sanctions. (cf. also Turiel, 1983). Moral motivation is developed in a second, delayed, differential learning process.
In modern times even children assign - contrary to Kant - a prima facie validity to negative obligations.
There is no difference between sexes pertaining to the content of moral convictions. The gender differences in the intensity of moral motivation beginning in puberty can be explained by identification with ones own gender role.
Keyphrase longitudinal study on genesis of individual competencies, about 200 children aged 4-23 years, moral development, knowledge & acceptance of moral rules, development of moral motivation, individual differences & stability
Funding Max Planck Society; Volkswagen Foundation; Jacobs Foundation
Rating To assess moral motivation, justified emotional attributions towards a hypothetical offender were used. This operationalization is derived from the Cognitivist Theory of Emotion. In a series of small cross-sectional surveys, childrens emotional understanding was investigated (Nunner-Winkler & Sodian, 1988a) and - after several preliminary tests - the validity of the operationalization was experimentally tested in LOGIC (Asendorpf & Nunner-Winkler, 1992).

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PSYNDEX Classification and Controlled Terms

Classification Cognitive & Perceptual Development
Psychosocial & Personality Development
Controlled Terms Childhood Development
Adolescent Development
Adult Development
Moral Development
Motivation
Individual Differences
Social Norms
Data Collection

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Research Method Description

Research Method Description Questionnaire Data
Classification of Data Collection Questionnaire data: Combined Standardized Survey Instruments; Test Data: Experimental Design, Laboratory Experiment
Research Instrument In waves 2, 4, 6, 7, 10 and 11, the subjects were presented with age appropriate moral conflicts (norm vs. need). In the investigational situation awareness and justification of the norms was inquired openly. Then a description of the protagonist violating the rule follows and a justified emotional attribution towards the hypothetical offender is requested (older subjects: towards the self in the role of the offender as well as in the role of the victim affected by the violation). Research data from waves 4, 7 and 11 is provided. The research data from the other waves will also be provided as soon as processing is completed.
In waves 2, 4 and 6, a dilemma developed by Damon was used to assess understanding of obedience and legitimacy of parental authority (Damon 1977, Nunner-Winkler & Sodian, 1988b).

In wave 3, parents were to state and justify how they would react in 2 hypothetical situations in which they observe their child violating a positive or negative obligation. They were also provided with a list of 9 child-rearing goals and were to choose the 3 most and the 3 least important to them.

In wave 5, a follow-up interview on autobiographical memory took place:
The children had watched a short film about a moral violation: A clique steals money from a boy and then refuses to return it, even though the boy won a kind of duel against the cliques leader. One of the clique members then supports the boy who was stolen from. In the follow-up interview six months later, the children were asked to evaluate the behaviour of the 3 protagonists (theft victim, clique leader, supporter). For each they were asked to provide an open (How does he feel? Why?) and a standardized emotional attribution (Does he feel sad/proud/angry/happy?). They were also asked to state which character they would like to play most in a play and who they would reward (Nunner-Winkler, 1992). The association was calculated between the strength of moral motivation, measured by the number of morally justified emotional attributions, and several memory measures (free recall, recognition) (Nunner-Winkler & Weber, 1992).

In wave 6, the "Heinz Dilemma" from Kohlberg was presented: Heinz's wife is suffering from a fatal illness and can only be saved by very expensive medication. The pharmacist sells the medication for ten times the price and, despite his pleas, will not sell it to Heinz for less, who has only been able to get together half the price. As a result, Heinz considers stealing the medication from the pharmacy. The children were asked for guidance and their justification for those actions.

In wave 8, a hypothetical situation was presented, in which a norm collides with a hedonistic need, a personal value and another moral norm (moral dilemma) and justified moral guidance is requested.

In wave 8, a film was shown in which the protagonist steals a pig from his uncle because he needs money to buy a tent with his friends. After each scene, the children stated how the protagonist was feeling at that moment (good/bad). They were also asked for emotional justification, evaluation of actions and guidance.

In wave 10, the "Moral Interview Understanding of Self" was conducted. The subjects were presented with the following question: What do you believe would change you the most as a person? First they were asked for an open answer, then they were presented with 10 characteristics and were to respond on a 5-point scale, how much of a different person they would be, if they had these different characteristics (e.g. different parents, other gender) (Nunner-Winkler 2000a, 2005).

The subsample of children from Prof. Asendorpfs area social development were investigated more extensively pertaining to shyness and took part in the following two experiments:
During an animal guessing game, children were given the chance to cheat, as the investigator left the room on a pretext. After a max. of 120 seconds, the investigator returned, either after the child had cheated and started to become bored or after the child hadnt cheated. The game was continued and the child was asked directly whether he/she had cheated. After the game, a short interview was conducted about whether and why cheating is allowed or not. The childrens behaviour in the tempting situation was filmed through a one-way mirror. The video material was analyzed pertaining to objective information. Furthermore, the second half of the video (after the investigator returns) was evaluated by three raters according to several criteria (assessment, whether the child cheated, childs motivation, childs feelings of guilt at different times during the experiment) (cf. Asendorpf & Nunner-Winkler, 1992).

In wave 8, the ring throwing experiment was conducted: During a ring throwing game, the children were given the chance to clarify an error made by the investigator to their advantage. After the ring throwing game, the child was supposed to write down his/her points. The investigator transferred the points onto her list but made an error and accredited the subject the points from another child with the highest score. The subject then had to transfer the list once more, while the investigator left the room for a short time. Only afterwards did the investigator notice her error. The association between moral motivation, shyness and behaviour pertaining to the investigators error (complete correction, partial correction, no correction of the error) was investigated.
Data Collection Method Data collection in the presence of an experimenter
- Individual Administration
- Group Administration
- Paper and Pencil
- Photographs, Video and Audio Recordings
Time Points repeated measurements
Survey Time Period 1st wave: 1984 - 1985
2nd wave: 1985 - 1986
3rd wave: 1986 - 1987
4th wave: 1987 - 1988
5th wave: 1988 - 1989
6th wave: 1989 - 1990
7th wave: 1990 - 1991
8th wave: 1991 - 1992
9th wave: 1992 - 1993
10th wave: 1997 - 1998
11th wave: 2003 2005
Characteristics Until 1993, the surveys were conducted in a single subject setting. The two later surveys were conducted in a group setting with group sizes between 1 and 8. The surveys from 1984 until the summer of 1987 took place in the kindergartens, later surveys took place in the facilities of the Max Planck Institute for Psychological Research, Munich.
Population Children
Experimental Pool Individuals
Sample Selection of 20 kindergartens in Greater Munich and in the Frstenfeldbruck area (near Munich), that corresponded to socio-economic criteria of (West) Germanys general population in the year 1984. After information sessions at each of the facilities, 205 children were recruited. After the first assessment year (wave 1) approx. another 20 children were recruited.
Subject Recruitment Personal contact to parents and subjects through psychological-technical assistants over the course of 20 years. Small gifts on special occasions. Yearly Christmas and birthday greetings with individually selected post cards. Individual aptitude tests for schooling and career paths as well as general counselling offered and performed by academic staff. Publication of a newsletter for the sample in the early assessment waves. Festive completion event in 1993 with gifts. Copy of the book Development in Childhood sent free of charge. During waves 10 and 11, subject compensation and offer of comparative performance evaluation.
Sample Size 205 individuals (wave 1)
Return/Drop Out After a drop out of 13 children in wave 2, a further 25 children were recruited, resulting in the following sample sizes for the further waves: 217 in wave 2; 213 in wave 3; 204 in wave 4; 200 in wave 5; 195 in wave 6; 194 in wave 7; 189 in wave 8; 186 in wave 9; 176 in wave 10 and still 153 subjects in wave 11.
The response rate was 74.6% in wave 11. The data on sample sizes refer to the entire LOGIC study. The number of subjects may vary between each of the single assessments.
Gender Distribution 1st wave: 49% female subjects (n=100); 51% male subjects (n=105)
2nd wave: 48% female subjects (n=104); 52% male subjects (n=113)
3rd wave: 48% female subjects (n=102); 52% male subjects (n=111)
4th wave: 49% female subjects (n=98); 51% male subjects (n=105)
5th wave: 48% female subjects (n=96); 52% male subjects (n=104)
6th wave: 48% female subjects (n=93); 52% male subjects (n=100)
7th wave: 48% female subjects (n=93); 52% male subjects (n=101)
8th wave: 47% female subjects (n=89); 53% male subjects (n=100)
9th wave: 47% female subjects (n=87); 53% male subjects (n=99)
10th wave: 47% female subjects (n=81); 53% male subjects (n=93)
Age Distribution 4-12 years (wave 1-9); 18 years ( wave 10); 23 years (wave 11)
Special Groups -
Country Germany
Region Bavaria
City Munich
Variables Subject ID
Experimenter ID
Variables of moral conflicts of waves 4, 7 and 11 (awareness and justification of Moral norms, emotional attributions and justifications)
Variables of Damon interview of waves 2, 4 and 6
Variables of (hypothetical) socialization dilemmas (interview of parents) of wave 3
Ranking of child-rearing goals (interview of parents) of wave 3
Variables of the cheating-experiment of wave 3
Variables of the follow-up interview on autobiographical memory of wave 5
Variables of Kohlberg-interview on the "Heinz-Dilemma" of wave 6
Variables of the ring throwing experiment of wave 8
Variables of a moral dilemma of wave 8
Variables of the follow-up interview of the movie "Buying a theft" of wave 8
Variables of the moral interview - Understanding of self , open and closed questions
Subject informations of waves 1-11

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Data Status

Data Status Data Set Excerpt
Original Records Questionnaire filled out by either the subject or the experimenter containing closed and/or open answers
Video and audio recordings
Transformation For the survey data with a closed response format, the subjects statements were immediately transferred into a machine-readable form according to simple coding instructions.
The interview data with an open response format, audio or video recordings or observation data were summarized into categories by independent coders. The research data, for which the responses have already been categorized is provided. In the datasets nrgd05lo30_w7_fd14, nrgd05lo30_w11_fd16 and nrgd05lo30_w8_fd17, only the variables that have already gone through several coding steps are provided. Examples of responses for each of the categories can be found in the coding instructions. Furthermore, the coding processes are described, for example, in Nunner-Winkler & Sodian (1988b, 1991), Nunner-Winkler (1992a, 1993a, 1993b, 1994a, 2000a, 2008).

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Description of the Provided Data

Description Research data of Damon-Interview, 2nd wave
File Name nrgd05lo30_w2_fd1.txt
Data Content 186 subjects, 17 variables
Data Points 186*17=3,162 data points
Variables information forthcoming
MD5 Hash 272536db2a3374a36ddbfa68dacdb176
  
Description Research data of Damon-Interviews, 4th wave, 1st measurement
File Name nrgd05lo30_w4_fd2.txt
Data Content 203 subjects, 13 variables
Data Points 203*13=2,639 data points
Variables information forthcoming
MD5 Hash 962baa29470e3957a2f5fca394555e80
  
Description Research data of Damon-Interview, 6th wave, 2nd measurement
File Name nrgd05lo30_w6_fd3.txt
Data Content 185 subjects, 22 variables
Data Points 185*22=4,070
Variables information forthcoming
MD5 Hash 34082446f76e99a12d13d40f07a7c5d8
  
Description Research data of moral development: interview of parents: socialization dilemmas, 3rd wave, 1st measurement
File Name nrgd05lo30_w3_fd4.txt
Data Content 212 subjects, 21 variables
Data Points 212*21=4,452 data points
Variables information forthcoming
MD5 Hash 414be876dce35143b733c55250822721
  
Description Research data of moral development - cheating-experiment (Mogelexperiment), 3rd wave, 1st measurement
File Name nrgd05lo30_w3_fd5.txt
Data Content 91 subjects, 80 variables
Data Points 91*80=7,280 data points
Variables information forthcoming
MD5 Hash 42269fabcf3e075b00f2ef07f83cb81e
  
Description Research data of moral development - interview - Autobiographical memory-movie, 5th wave, 3.measurement
File Name nrgd05lo30_w5_fd6.txt
Data Content 128 subjects, 71 variables
Data Points 128*71= 9,088 data points
Variables information forthcoming
MD5 Hash 5981cdced199a3f9de34fe7cc9fc63ed
  
Description Research data of moral development - Kohlberg-interview, 6th wave, 2nd measurement
File Name nrgd05lo30_w6_fd7.txt
Data Content 182 subjects, 26 variables
Data Points 182*26=4,732 data points
Variables information forthcoming
MD5 Hash e6c3b56c229daea8e4e0a3d5bb6d40e3
  
Description Research data of moral development - experiment: ring throwing (Ringwurfexperiment), 8th wave, 2nd measurement
File Name nrgd05lo30_w8_fd8.txt
Data Content 151 subjects, 9 variables
Data Points 151*9=1,359 data points
Variables information forthcoming
MD5 Hash 22b83a7fd9e80f53f7eb4b0f61858efb
  
Description Research data of moral development - interview: Buying a theft (Zeltkauf), 8th wave, 2nd measurement
File Name nrgd05lo30_w8_fd9.txt
Data Content 188 subjects, 78 variables
Data Points 188*78=14,664 data points
Variables information forthcoming
MD5 Hash e1b9646559a725c0a66b02660ab678b1
  
Description Research data of moral development - interview - Understanding of Self, 10th wave, 1st measurement
File Name nrgd05lo30_w10_fd10.txt
Data Content 172 subjects, 31 variables
Data Points 172*31= 5,332 data points
Variables information forthcoming
MD5 Hash b4f7588db81492a7de3beaec7aa804f4
  
Description Research data of moral development - interview: moral conflicts, 4th wave, 2nd measurement
File Name nrgd05lo30_w4_fd12.txt
Data Content 203 subjects, 60 variables
Data Points 203*60=12,180 data points
Variables information forthcoming
MD5 Hash 32f6451b550950f51abec4c39f80778c
  
Description Research data of moral development - interview: moral conflicts, 7th wave, 1st measurement
File Name nrgd05lo30_w7_fd14.txt
Data Content 184 subjects, 9 variables
Data Points 184*9=1,656 data points
Variables information forthcoming
MD5 Hash 9b762474ecec29f2f8310e310c885a90
  
Description Research data of moral development - interview: moral conflicts, wave 11
File Name nrgd05lo30_w11_fd16.txt
Data Content 153 subjects, 2 variables
Data Points 153*2=306 data points
Variables information forthcoming
MD5 Hash ecb78bad9efe08ae0b03a2e4759812e3
  
Description Research data of moral dilemma, wave 8, 1st measurement
File Name nrgd05lo30_w8_fd17.txt
Data Content 187 subjects*15 variables
Data Points 187*15=2,805 data points
Variables information forthcoming
MD5 Hash bcf6f3feaf0ecf5892d491c7bc9ae64e
  
Description Research data of subject information, wave 1-10
File Name wtfz05lo30_w1-10_fd1.txt
Data Content 265 subjects, 52 variables
Data Points 265*53=13,780 data points
Variables information forthcoming
MD5 Hash 37dd78603ae557c347ca4336c0ef4bf9
  
Description Research data of subject information, 11th wave
File Name wtfz05lo30_w11_fd2.txt
Data Content 196 subjects, 7 variables
Data Points 196*7=1,372 data points
Variables information forthcoming
MD5 Hash 37ea6ee0fb5317d435b04ab34ba5fa90
  

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Description of Additional Materials

Description File Name
German codebook of research data nrgd05lo30_w2_fd1.txt, Damon-Interview, 2nd wave nrgd05lo30_w2_kb1.txt
German codebook of research data nrgd05lo30_w4_fd2.txt, Damon-Interview, 4th wave, 1st measurement nrgd05lo30_w4_kb2.txt
German codebook of research data nrgd05lo30_w6_fd3.txt, Damon-Interview, 6th wave, 2nd measurement nrgd05lo30_w6_kb3.txt
German codebook of research data nrgd05lo30_w3_fd4.txt, moral development: interview of parents: socialization dilemmas, 3rd wave, 1st measurement nrgd05lo30_w3_kb4.txt
German codebook of research data nrgd05lo30_w3_fd5.txt, moral development - cheating-experiment (Mogelexperiment), 3rd wave, 1st measurement nrgd05lo30_w3_kb5.txt
German codebook of research data nrgd05lo30_w5_fd6.txt, moral development - interview - Autobiographical memory-movie, 5th wave, 3.measurement nrgd05lo30_w5_kb6.txt
German codebook of research data nrgd05lo30_w6_fd7.txt, moral development - Kohlberg-interview, 6th wave, 2nd measurement nrgd05lo30_w6_kb7.txt
German codebook of research data nrgd05lo30_w8_fd8.txt, moral development - experiment: ring throwing (Wurfspiel), 8th wave, 2nd measurement nrgd05lo30_w8_kb8.txt
German codebook of research data nrgd05lo30_w8_fd9.txt, moral development - interview: Buying a theft (Zeltkauf), 8th wave, 2nd measurement nrgd05lo30_w8_kb9.txt
German codebook of research data nrgd05lo30_w10_fd10.txt, moral development - interview: Understanding of Self, 10th wave, 1st measurement nrgd05lo30_w10_kb10.txt
German codebook of research data nrgd05lo30_w4_fd12.txt, moral development - interview: moral conflicts, 4th wave, 2nd measurement nrgd05lo30_w4_kb12.txt
German codebook of research data nrgd05lo30_w7_fd14.txt, moral development - interview: moral conflicts, 7th wave, 1st measurement nrgd05lo30_w7_kb14.txt
German codebook of research data nrgd05lo30_w11_fd16.txt, moral development - interview: moral conflicts, 11. wave nrgd05lo30_w11_kb16.txt
German codebook zu research data nrgd05lo30_w8_fd17.txt, moral dilemma, 8th wave, 1st measurement nrgd05lo30_w8_kb17.txt
German codebook of research data wtfz05lo30_w1-10_fd1.txt, subject information, wave 1-10 wtfz05lo30_w1-10_kb1.txt
German codebook of research data wtfz05lo30_w11_fd2.txt, subject information, 11th wave wtfz05lo30_w11_kb2.txt
Instructions and coding guidelines of Damon-Interview, 2nd wave nrgd05lo30_w2_in1.pdf
Instructions and coding guidelines of Damon-Interview, 4th wave, 1st measurement nrgd05lo30_w4_in2.pdf
Instructions and coding guidelines of Damon-Interview, 6th wave, 2nd measurement nrgd05lo30_w6_in3.pdf
Instructions and coding guidelines of moral development: interview - socialization dilemmas (parents), 3rd wave, 1st measurement nrgd05lo30_w3_in4.pdf
Instructions and coding guidelines of moral development - cheating-experiment (Mogelexperiment), 3rd wave, 1st measurement nrgd05lo30_w3_in5.pdf
Instructions and coding guidelines of moral development - interview: Autobiographical memory-movie, 5th wave, 3rd measurement nrgd05lo30_w5_in6.pdf
Instructions and coding guidelines of moral development - Kohlberg-interview, 6th wave, 2nd measurement nrgd05lo30_w6_in7.pdf
Instructions and coding guidelines of moral development - experiment - ring throwing (Ringwurfexperiment), 8th wave, 2nd measurement nrgd05lo30_w8_in8.pdf
Instructions and coding guidelines of moral development - interview: Buying a theft (Zeltkauf), 8th wave, 2nd measurement nrgd05lo30_w8_in9.pdf
Instructions and coding guidelines of of moral development - interview: Understanding of Self, 10th wave, 1st measurement nrgd05lo30_w10_in10.pdf
Instructions and coding guidelines of moral development - interview: moral conflicts, 4th wave, 2nd measurement nrgd05lo30_w4_in12.pdf
Concordance list of items of Damon-Interviews (wave 2, 4 and 6) nrgd05lo30_w2w4w6_iz1.txt
Concordance list of items of moral development - interview: moral conflicts (wave 4, 7 and 11) nrgd05lo30_w4w7w11_iz2.txt

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Publications Directly Related to the Dataset

Publications Directly Related to the Dataset
Asendorpf, J.B. (1991). Development of inhibited childrens coping with unfamiliarity. Child Development, 62,1460-1474.Datensatz 0062481
Asendorpf, J.B. (1992). A Brunswikean approach to trait continuity: Application to shyness. Journal of Personality, 60, 53-77.Datensatz 0064411
Asendorpf, J.B. (1992). Beyond temperament: A two-factorial coping model of the development of inhibition during childhood. In K.H. Rubin & J.B. Asendorpf (Eds.), Social withdrawal, inhibition, and shyness in childhood (pp. 265-289). Hillsdale, NJ: Erlbaum.Datensatz 0090866
Asendorpf, J., Knopf, M., Nunner-Winkler, G. & Sodian, B. (1989). Cross-domain relationships: The influence of inhibition. In F. E. Weinert & W. Schneider (Hrsg.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Report No. 6: Psychological developments in the preschool years: Longitudinal results of wave one to three (pp. 183-190). Mnchen: Max-Planck-Institut fr psychologische Forschung.Datensatz 0025278
Asendorpf, J. B., & Nunner-Winkler, G. (1991). Cross-domain relationship: Social inhibition and moral behavior. In F.E. Weinert & W. Schneider (Eds.), LOGIC - Report No.7: Assessment procedure and results of wave four (pp. 131-143). Munich: Max-Planck-Institute for Psychological Research.Datensatz 0056488
Asendorpf, J. B. & Nunner-Winkler, G. (1992). Children's moral motive strength and temperamental inhibition reduce their immoral behavior in real moral conflicts. Child Development, 63, 1223-1235.Datensatz 0068910
Bullock, M., Nunner-Winkler, G., Stern, E., Lopez, A., & Ziegler, A. (2003). Using a complex rule in different domains: When familiar schemes dont help. In D. Fasko (Ed.) Critical Thinking and Reasoning: Current Theory, Research, and Practice. Cresskill, NJ: Hampton Press.
Nunner-Winkler, G. (1988). Rederegeln und Betroffenheit. Eine Analyse der Kontroverse um das Fassbinder-Stck 'Die Stadt, der Mll und der Tod' [Conversational rules and personal involvement. An analysis of the controversy about the Fassbinder drama: 'The city, rubbish and death']. In Forum fr Philosophie, Bad Homburg; S. Blasche, W.R. Khler, W. Kuhlmann & P. Rohs (Eds.). Zerstrung des moralischen Selbstbewutseins: Chance oder Gefhrdung? [Destruction of moral self confidence: Chance or risk?] (pp. 66-90). Frankfurt/M.: Suhrkamp.
Nunner-Winkler, G. (1989). Gibt es eine weibliche Moral? [Female morality - does it exist?] In M. Haller, H. J. Hoffmann-Novotny, & W. Zapf (Eds.), Kultur und Gesellschaft. Verhandlungen zum gemeinsamen Kongress der Deutschen, sterreichischen und Schweizerischen Gesellschaft fr Soziologie in Zrich 1988 (pp. 165-178). Frankfurt/New York: Campus.
Nunner-Winkler, G. (1989). Wissen und Wollen. Ein Beitrag zur frhkindlichen Moralentwicklung. [Knowing and wanting. On moral development in early childhood.] In A. Honneth, Th. McCarthy, C. Offe, & A. Wellmer(Eds.), Zwischenbetrachtungen. Im Proze der Aufklrung (pp. 574-600). Frankfurt/M.: Suhrkamp.
Nunner-Winkler, G. (1990). Zur frhkindlichen Moralentwicklung [Early moral development]. In H. Dettenborn & G. Prillwitz (Eds.), Psychologie und moralisches Handeln. Tagungsbericht. [Psychology and moral acting. Conference report] (pp. 41-44). Berlin: Humboldt Universitt.Datensatz 0066005
Nunner-Winkler, G. (1992b). Die Genese moralischer Motivation [The development of moral motivation]. Friedrich Jahresheft 1992 (No.X: Verantwortung) [Responsibility] (pp. 10-13). Velber: Erhard Friedrich.
Nunner-Winkler, G. (1992c). Frhe moralische Weisheit? Zur Kritik an der Theorie von den zwei Moralen [Early moral wisdom? A critique of the two moralities]. In W. Herzog & E. Violi (Eds.), Beschreiblich weiblich. Aspekte feministischer Wissenschaft und Wissenschaftskritik [Speakably womanly. Aspects of feminist science and critique of science] (pp. 71-90). Zrich: Regger.
Nunner-Winkler (1992g). Knowing and wanting. On moral development in early childhood. In A. Honneth, T. McCarthy, C. Offe, & A. Wellmer (Eds.), Cultural-political interventions in the unfinished project of enlightenment (pp. 219-243). Cambridge, MA: MIT Press.
Nunner-Winkler, G. (1992a). Moral development. Post-Film Moral Interview. In F. E. Weinert & W. Schneider (Hrsg.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Report No. 8: Assessment Procedures and Results of Wave Five (pp. 127-136). Mnchen: Max-Planck-Institut fr psychologische Forschung.Datensatz 0059846
Nunner-Winkler, G. (1992e). Zur frhkindlichen Moralentwicklung [Moral development in early childhood]. In W. Althof & F. Oser (Eds.), Moralische Selbstbestimmung. Modelle der Entwicklung und Erziehung im Wertebereich [Moral self-determination. Models of development and education in the value domain] (pp. 193-196). Stuttgart: Klett Cotta.Datensatz 0065115
Nunner-Winkler, G. (1992d). Vom Selbst zum Miteinander. Soziales Lernen im Kindesalter. [From self to togetherness. Social learning in childhood.]. Welt des Kindes, 4, 11-15.
Nunner-Winkler, G. (1992f). Zur moralischen Sozialisation [Moral socialization]. Klner Zeitschrift fr Soziologie und Sozialpsychologie, 44, 252-272. Datensatz 0066123
Nunner-Winkler, G. (1993a). Moral development. In F. E. Weinert & W. Schneider (Hrsg.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Report No. 9: Assessment Procedures and Results of Wave Six (pp. 142-163). Mnchen: Max-Planck-Institut fr psychologische Forschung.Datensatz 0072070
Nunner-Winkler, G. (1993b). Moral development. In F. E. Weinert & W. Schneider (Hrsg.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Report No. 10: Assessment Procedures and Results of Wave Seven (pp. 126-142). Mnchen: Max-Planck-Institut fr psychologische Forschung.Datensatz 0082195
Nunner-Winkler, G. (1994b). Der Mythos von den Zwei Moralen [Myth of the two moralities]. Deutsche Zeitschrift fr Philosophie, 42, 237-254.Datensatz 0085520
Nunner-Winkler, G. (1994c). Die Entwicklung moralischer Motivation [The growth of moral motivation]. Moral Education Forum, 19, 8-20. (Shortened version reprinted from Moral und Person (1992) 278-303.)
Nunner-Winkler, G. (1994d). Eine weibliche Moral? Differenz als Ressource im Verteilungskampf [Female morality? Difference as a ressource in the struggle for fair shares]. Zeitschrift fr Soziologie, 23, 417-433.Datensatz 0089917
Nunner-Winkler, G. (1994a). Moral development. In F. E. Weinert & W. Schneider (Hrsg.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Report No. 11: Assessment Procedures and Results of Wave Eight (pp. 189-118). Mnchen: Max-Planck-Institut fr psychologische Forschung.Datensatz 0085952
Nunner-Winkler, G. (1995). Cognitive moral development - Gibb's Measurement of Sociomoral Reflection. In F. E. Weinert & W. Schneider (Hrsg.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Report No. 12: Assessment Procedures and Results of Wave Nine (pp. 104-108). Mnchen: Max-Planck-Institut fr psychologische Forschung.Datensatz 0100042
Nunner-Winkler, G. (1995). Moralentwicklung im Kindesalter. Zur Frage nach dem Verhltnis von Moral und Religion [Moral development in childhood. The relationship between morality and religion]. In E. Gro (Ed.), Der Kinderglaube [Children`s faith] (pp. 47-64). Donauwrth: Auer.Datensatz 0133258
Nunner-Winkler, G. (1996). Moralisches Wissen - moralische Motivation - moralisches Handeln. Entwicklungen in der Kindheit [Moral knowledge - moral motivation - moral action. Childhood development]. In M. Honig u.a. (Eds.), Kinder und Kindheit. Soziokulturelle Muster, sozialisationstheoretische Perspektiven [Children and childhood. Sociocultural patterns, socialization-theoretical perspectives]. Mnchen: Juventa.Datensatz 0106525
Nunner-Winkler, G. (1998). The development of moral understanding and moral motivation. International Journal of Educational Research, 27, 587-603.
Nunner-Winkler, G. (1998). Moralische Entwicklung und Funktionen von Strafe [Moral development and the functions of punishment]. In K. Lderssen (Ed.), Aufgeklrte Kriminalpolitik oder Kampf gegen das "Bse". Band I: Zur Legitimitt strafrechtlicher Normen [Enlightened criminal politics or fight against "evil". Vol. I: The legitimacy of penal law]. Frankfurt/M.: Suhrkamp.
Nunner-Winkler, G. (1999). Development of moral understanding and moral motivation. In F.E. Weinert & W. Schneider (Eds.), Individual development from 3 to 12. Findings from a longitudinal study. New York, NY: Cambridge University Press.Datensatz 0133452
Nunner-Winkler, G. (1999). Zum frhkindlichen Moralverstndnis [On moral understanding in early childhood]. In Sachverstndigenkomission Zehnter Kinder- und Jugendbericht (Hrsg.), Kindliche Entwicklungspotentiale. Normalitt, Abweichung und ihre Ursachen (Materialien zum Zehnten Kinder- und Jugendbericht, Bd 1) (S. 51-151). Mnchen: DJI Verlag.
Nunner-Winkler, G. (2000a). Moral development. In F. E. Weinert & W. Schneider (Hrsg.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Report No. 13: Assessment Procedures and Results of Wave Ten (pp. 70-82). Mnchen: Max-Planck-Institut fr psychologische Forschung.Datensatz 0147883
Nunner-Winkler, G. (2000b). Nicht mal der liebe Gott darf andere schlagen [Even God can't hit others]. Psychologie heute, 2000, 27 (12), 48-53.Datensatz 0142425
Nunner-Winkler, G. (2003). Moralentwicklung im Verlauf des Lebens [Moral development across the life span]. In W. Schneider & M. Knopf (Hrsg.), Entwicklung, Lehren und Lernen. Zum Gedenken an Franz Emanuel Weinert (S. 125-145). Gttingen: Hogrefe.Datensatz 0163530
Nunner-Winkler, G. (2004). Sociohistoric changes in the structure of moral motivation. In D.K. Lapsley & D. Narvaez (Eds.), Moral development, self, and identity (S. 299-333). Mahwah, NJ: Erlbaum.Datensatz 0179158
Nunner-Winkler, G. (2004). Weibliche Moral: Geschlechterdifferenzen im Moralverstndnis? [Female Morality: Sex differences in moral understanding?] In R. Becker & B. Kortendieck (Hrsg.), Handbuch Frauen- und Geschlechterforschung. Theorie, Methoden, Empirie (S.78-84). Wiesbaden: Verlag fr Sozialwissenschaften.
Nunner-Winkler, G. (2004). Wertbindungen und Identitt [Values and identity] (Wiederabdruck von: Identitt und Moral. In J. Straub & J. Renn (Hrsg), Transitorische Identitt, Frankfurt a. M., 2002: Campus). In H. Poser & B. B. Reuer (Hrsg.), Bildung Identitt Religion. Fragen zum Wesen des Menschen (S. 77-98). Berlin: Weidler Buchverlag.Datensatz 0161634
Nunner-Winkler, G. (2005). Strategischer Einsatz von Moral [Strategic uses of morality]. In R. Reichenbach & H. Breit (Hrsg.), Skandal und politische Bildung. Aspekte zu einer Theorie des politischen Gefhls (S. 141-158). Berlin: Logos Verlag.
Nunner-Winkler, G. (2005). Soziohistorischer Wandel in der Struktur moralischer Motivation [Sociohistoric changes in the structure of moral motivation]. In J. Berger (Hrsg.), Zerreit das soziale Band? Beitrge zu einer aktuellen gesellschaftspolitischen Debatte (S. 77-117). Frankfurt/New York: Campus.
Nunner-Winkler, G. (2005). Zum Verstndnis von Moral - Entwicklungen in der Kindheit [Understanding moral development in childhood] (Wiederabdruck von Kap. VII aus F.E. Weinert, Entwicklung im Kindesalter. Weinheim: Beltz, 1998). In D. Horster & J. Oelkers (Hrsg.), Pdagogik und Ethik (S. 173-192). Wiesbaden: VS Verlag fr Sozialwissenschaften.
Nunner-Winkler, G. (2006). Freiwillige Selbstbindung aus Einsicht - ein moderner Modus moralischer Motivation [Insight and self-awareness: A modern form of moral motivation]. In H.F. Klemme, M. Khn & D. Schnecker (Hrsg.), Moralische Motivation. Kant und die Alternativen. Hamburg: Felix Meiner Verlag
Nunner-Winkler, G. (2006). Moralbezogene Emotionen und Motive moralischen Handelns [Moral emotions and motives for moral action]. In N. Scarano & M. Suarez (Hrsg.), Ernst Tugendhats Ethik. Einwnde und Erwiderungen (S. 60-76). Mnchen: C. H. Beck.
Nunner-Winkler, G. (2006). Zur Entwicklung des Moralverstndnisses in Kindheit und Jugend [The development of moral understanding in childhood and youth]. Renovatio, 62 (1/2), 6-17.
Nunner-Winkler, G. (2007). Development of moral motivation from childhood to early adulthood. Journal of Moral Education, 36 (4), 399-414.
Nunner-Winkler, G. (2007). Frhe emotionale Bindungen und Selbstbindung an Moral [Early emotional relations and commitments of the self to morality]. In C. Hopf & G. Nunner-Winkler (Hrsg.), Frhe Bindungen und moralische Entwicklung. Weinheim: Juventa Verlag.Datensatz 0206410
Nunner-Winkler, G. (2008). From Super-Ego and Conformist Habitus to Ego-Syntonic Moral Motivation. Sociohistoric Changes in Moral Motivation. European Journal of Developmental Science, 2, 251-268.
Nunner-Winkler, G. (2008). Zur Entwicklung moralischer Motivation [The development of moral motivation]. In W. Schneider (Hrsg.), Entwicklung von der Kindheit bis zum Erwachsenenalter. Befunde der Mnchner Lngsschnittstudie LOGIK (S. 103-123). Weinheim: Beltz Psychologie Verlags Union.Datensatz 0211371
Nunner-Winkler, G. (2009). Moral motivation from childhood to early adulthood. In Schneider, W. & Bullock, M. (Eds.), Human development from early childhood to early adulthood. Findings from a 20 year longitudinal study (pp 91-118). New York: Psychology Press.Datensatz 0220227
Nunner-Winkler, G. (in press). Moral Motivation and the Happy Victimizer Phenomenon. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of Moral Motivation. Rotterdam: Sense Publishers.
Nunner-Winkler, G. & Sodian, B. (1987). Moral Development. In F. E. Weinert & W. Schneider (Hrsg.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Report No. 2: Documentation of assessment procedures used in wave one to three (S. 147-159). Mnchen: Max-Planck-Institut fr psychologische Forschung.Datensatz 0025278
Nunner-Winkler, G., & Sodian, B. (1988a). Children's understanding of moral emotions. Child Development, 59, 1323-1338.Datensatz 0035962
Nunner-Winkler, G. & Sodian, B. (1988b). Moral development. In F. E. Weinert & W. Schneider (Hrsg.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Report No. 4: Results of wave two (S. 171-200). Mnchen: Max-Planck-Institut fr psychologische Forschung.Datensatz 0037987
Nunner-Winkler, G. & Sodian, B. (1989). A study of young children's behaviors and emotions in a situation of moral temptation. In F. E. Weinert & W. Schneider (Hrsg.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Report No. 5: Results of wave three (pp. 143-154). Mnchen: Max-Planck-Institut fr psychologische Forschung.Datensatz 0042719
Nunner-Winkler, G. & Sodian, B. (1989). Moral development: Emotion attribution and moral behavior. In F. E. Weinert & W. Schneider (Hrsg.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Report No. 6: Psychological developments in the preschool years: Longitudinal results of wave one to three (pp. 174-182). Mnchen: Max-Planck-Institut fr psychologische Forschung.Datensatz 0025278
Nunner-Winkler, G. & Sodian, B. (1991). Moral development. In F. E. Weinert & W. Schneider (Hrsg.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Report No. 7: Results of wave four (pp. 113-130). Mnchen: Max-Planck-Institut fr psychologische Forschung.Datensatz 0056488
Nunner-Winkler, G. & Weber, A. (1992). Moral development. Moral Emotion Attribution and Autobiographical Memory. In F. E. Weinert & W. Schneider (Hrsg.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Report No. 8: Assessment Procedures and Results of Wave Five (pp. 137-142). Mnchen: Max-Planck-Institut fr psychologische Forschung.Datensatz 0059846

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Utilized Test Methods

Utilized Test Methods
Damon, W. (1977). The social world of the child. San Francisco: Jossey Bass Publishers.
Gibbs, J. C., Basinger, K. S., & Fuller, D. (1992). Moral Maturity. Measuring the development of sociomoral reflection. Hillsdale, NJ: Erlbaum.

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Further Reading

Further Reading
Kohlberg, L. (1981). Essays on moral development. Vol. 1: The philosophy of moral development. Moral stages and the idea of justice. San Francisco: Harper & Row.
Kohlberg, L. (1984). Essays on moral development. Vol. 2: The psychology of moral development. The nature and validity of moral stages. San Francisco: Harper & Row.
Nikele, M. (1999). Ein Modell mit latenten Variablen fr stetige und ordinale Response-Variablen: Bayesianische und frequentistische Schtzstrategien mit einem Anwendungsbeispiel aus der Soziologie [A model with latent variables for interval and ordinal response variables: Bayesian and frequential strategies of estimation with reference to an example of application from sociology]. Berlin: Logos Verlag.Datensatz 0127625
Nunner-Winkler, G. (1999). Sozialisationsbedingungen moralischer Motivation [Determinants of the development of moral motivation]. In H.R. Leu & L. Krappmann (Eds.), Zwischen Autonomie und Verbundenheit - Bedingungen und Formen der Behauptung von Subjektivitt (pp. 299-329). Frankfurt a.M.: Suhrkamp.Datensatz 0131602
Nunner-Winkler, G. (2000). Von Selbstzwngen zur Selbstbindung (und Nutzenkalklen) [From self-imposed forces to commitment of the self (and utility calculations)]. In M. Endre & Neil Roughley (Eds.), Anthropologie und Moral. Philosophische und soziologische Perspektiven. Wrzburg: Knigshausen & Neumann.
Schneider, W. (Hrsg.)(2008). Entwicklung von der Kindheit bis zum Erwachsenenalter. Befunde der Mnchner Lngsschnittstudie [Development from childhood to adulthood. Results from the Munich LOGIK study]. Weinheim: Beltz Psychologie Verlags Union.Datensatz 0202702
Schneider, W., & Bullock, M. (Eds.)(2009). Human development from early childhood to early adulthood. Findings from a 20 year longitudinal study. New York: Psychology Press,Datensatz 0220223
Turiel, E. (1983). The development of social knowledge. Morality and convention. Cambridge: Cambridge University Press.
Weinert, F. E. (Hrsg.)(1998). Entwicklung im Kindesalter [Childhood development]. Weinheim: Beltz.Datensatz 0112933
Weinert, F. E., & Schneider, W. (Eds.)(1999). Individual development from 3 to 12. Cambridge: Cambridge University Press. Datensatz 0133107

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