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Moral Judgment Development And Moral Implicit Cognition Characteristic Of Deaf Students In High School

Posted on:2009-09-21Degree:MasterType:Thesis
Country:ChinaCandidate:J L ZhangFull Text:PDF
GTID:2167360245974066Subject:Special education
Abstract/Summary:PDF Full Text Request
One of the most essential features of individual's moral development is moral judgment ability. Moral judgment ability is an individual's ability of making decisions and judgments based on one's inner moral principles. Improving individual's moral judgment ability can accelerate moral development. Research on moral judgment development and moral implicit cognition characteristic of deaf students in high school has significant importance to deaf morality education.This essay consists of three researches. In the first research, a Moral Judgment Ability Test of the Younger in Shanghai is employed to evaluate the deaf students' level of moral development, who are studying at senior high school. The second research adopts the Process Dissociation Procedure of Jacoby. 27 deaf students are tested on their implicit and explicit memory contributions towards moral, anti-moral and neutral moral two-character Chinese words in order to study the characteristic of deaf students' moral cognition. The third research, preference test, is to examine the subjects' preference to different types of words.The main results include:1. Most deaf students are at the stage 3 and stage 4 of moral development.2. The level of moral development of deaf students is lower than the normal hearing peers. The moral judgment of deaf students is 3 to 4 years behind that of hearing peers.3. The majority of normal hearing students, including grade 7,8,9,10 and 11, are at the stage 3 and stage 4 of moral development. There are no significant differences in grades, no significant gender differences, either.4. Moral cognition of deaf students has implicit ingredient. The contributions of implicit memory to processing the three types of words are much greater than the contributions of explicit memory.5. Female deaf students' contributions of explicit memory to processing moral words are grater than that of the male.6. Female deaf students' contributions of explicit memory to processing moral words are grater than that of the anti-moral words.7. Deaf students have formed fundamental social moral standards. They show more preference to moral words than anti-moral words.
Keywords/Search Tags:deaf students in high school, moral judgment, implicit cognition, explicit memory contribution, implicit memory contribution
PDF Full Text Request
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