Abstract
One hundred college students were randomly divided into four groups and were administered the standard version (i.e., other-orientation) of the Defining Issues Test (DIT) and/or a Modified version (i.e., self-orientation) of the same instrument on two separate occasions. Subjects displayed greater amounts of principled moral reasoning when responding to the standard (other-orientation) rather than the modified (self-orientation) version of the DIT. Also, significant test-retest reliability was obtained for the standard, but not the modified, version of the DIT. The role of affective factors in the evaluation of moral problems involving the self versus hypothetical others was discussed.
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Received M.A. from the State University of New York at Oswego. Current research interests are moral development, social cognition across the life-span.
Received Ph.D. from Purdue University. Current research interests are children's cognitive development, eidetic imagery, and moral thinking.
Received Ph.D. from the University of Wisconsin, Madison. Current research interests are logical concept development and moral and political development.
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Rybash, J.M., Roodin, P.A. & Lonky, E. Young adults' scores on the defining issues test as a function of a “self” versus “other” presentation mode. J Youth Adolescence 10, 25–31 (1981). https://doi.org/10.1007/BF02088420
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DOI: https://doi.org/10.1007/BF02088420