Berndt T J, Berndt E G
Child Dev. 1975 Dec;46(4):904-12.
Preschool, second-, and fifth-grade children watched films and heard stories which portrayed an actor who intentionally or accidentally injured another for either good or bad motives. After each film or story, children were interviewed to determine their understanding of the actor motives and the intentionality of his act and their moral judgements. The results suggest that children of all ages understood the concepts of motive and intentionality, but that the ability to make accurate inferences about motives and intentionality develops with age. Motives affected children's evaluations at all ages, but intentionality affected only grade school children's evaluations. The results for moral judgment were discussed in terms of a theory which included features of both cognitive-developmental and social learning explanations of moral development.
学龄前儿童、二年级学生和五年级学生观看了影片，并听了一些故事，这些故事描绘了一个演员出于好或坏的动机故意或意外地伤害了另一个人。在每部影片或每个故事之后，会对孩子们进行访谈，以确定他们对演员动机、其行为的故意性的理解以及他们的道德判断。结果表明，所有年龄段的孩子都理解动机和故意性的概念，但对动机和故意性做出准确推断的能力会随着年龄的增长而发展。动机在所有年龄段都影响着孩子们的评价，但故意性只影响小学生的评价。研究结果依据一种理论进行了讨论，该理论包含了道德发展的认知发展和社会学习解释的特征。
