Democratic Socialization is viewed from a cognitive developmental perspective in which hypothetico-deductive thinking and exposure to democratic models are seen as necessary, but not sufficient to development of democrative values. A taxonomy of democratic development is offered. (MS)

From the moral development scale scoring manual, Kohlberg's published works, and the research of his collaborators and others, an analysis was made of the evidence supporting the hierarchy of moral reasoning and the claims put forth for the cross-cultural universality of the cognitive-developmental theory. (Author/CS)

Presents a theoretical perspective for the psychological study of moral development which does not rely on the notion that different types of moral view have different logical structures and which provides a framework for specific predictions about moral content and moral reasoning, motivation, and behavior. (Author/RH)

Reconceptualizes Kohlberg's theory and research on moral stages in the light of recent criticisms. A proposed revision describes moral development in adulthood as existential rather than Piagetian and restricts moral judgment in the standard stage sense to childhood and adolescence. (Author/SS)

A narrative approach to moral development sees a role for language in moral experience and regards the self as dialogic, or relational, as opposed to the epistemic self of the cognitive-developmental approach. This article reviews empirical foundations of the narrative approach, explores the dialogic conception of the self, and considers…

Comments on revision of Piagetian theory of reciprocity in forgiveness by Enright (PS 522 365) in this issue. Reviews relationship of Enright theory to previous research. Suggests that forgiveness may require moral insights in addition to reciprocity, but reciprocity appears central to children's and adults' understanding of forgiveness. Provides…

Suggests an approach to understanding moral functioning incorporating developments in biological and cognitive theory. (Author/MP)

Compares and demonstrates a correspondence between L. Kohlberg's stages of moral development and M. Douglas's grid/group theory. Reinterprets Kohlberg's findings and discusses limitations of both theories. (BJD)

Moral competence is more difficult to attain than scientific competence. Since language comprehension plays a central role in conceptual development, and moral language is difficult to learn, there is a common deficiency in moral conceptual development. This suggests a theory of non-spontaneous solutions to moral problems. (Author/MS)

Proposes a cognitive mechanism that makes forgiveness possible. Revises Piaget's theory that ideal reciprocity is the underlying cognitive operation that makes understanding and appreciation of forgiveness possible. Draws on modern philosophical inquiry, empirical study, and theory to argue instead that abstract identity provides--philosophically…

Underlines two major differences between moral judgments and moral behavior. For behavior, the moral situation is construed from an observer's perspective after the event and typically involves conflicts between moral and other kinds of pressures. For judgment, the situation is interpreted from the self's perspective in advance and often involves…

Comments on the issues introduced by Saltzstein (PS 522 554) in this issue. Elaborates on Saltzstein's proposed social cognitive factors that may account for discrepancies between moral reasoning and action, highlighting strengths and weaknesses. (AA)

Reviews a book which describes the Sociomoral Reflection Measure-Short Form. Compares the test to that of Lawrence Kohlberg, pointing out benefits and drawbacks of the test, and concludes the test represents a notable advance in the measurement of Kohlberg's first four stages of moral development. (TM)