おもいやり

• Brabeck, M. M. (Ed.). (1989). Who cares? Theory, research, and educational implications of the 　　ethic of care. New York: Praeger.
  
• Cassidy, K. W., Chu, J. Y., & Dahlsgaard, K. K. (1997). Preschoolers’ ability to adopt justice 　and care orientations to moral dilemmas. Early Education & Development, 8, 419-434.
  
• Colby, A., & Damon, W. (1992). Some do care: Contemporary lives of moral commitment. New York: The Free Press.
  
• Eisenberg, N. (1992). The caring child. Cambridge， MA:Harvard　UP　.
  
• Eisenberg, N., & Mussen, P. H. (1989). The roots of prosocial behavior in children. New York: Cambridge　UP.
  
• Gilligan, C., Lyons, N. P., & Hanmer, T. J. (Eds.). (1990). Making connections: The relational 　worlds of adolescent girls at Emma　Willard　School. Cambridge, MA:Harvard　UP
  
• Hoffman, M. L. (1981). Is altruism part of human nature? Journal of Personality and Social 　　Psychology, 40, 121-137.
  
• Hoffman, M. L. (1983). Empathy, guilt, and social cognition. In W. F. Overton (Ed.), The 　　　　　relationship between social and cognitive development (pp. 1-51). Hillsdale, NJ: Erlbaum.
  
• Hurd, T. L., & Brabeck, M. (1997). Presentation of women and Gilligan’s ethic of care in college textbooks, 1970-1990: An examination of bias. Teaching of Psychology, 24, 159-167.
  
• Kohn, A. (1990). The brighter side of human nature: Altruism and empathy in everyday life. New York: Basic Books.
  
• Larrabee, M. J. (Ed.). (1993). An ethic of care: Feminist and interdisciplinary perspectives. New York: Routledge.
  
• Leahy, R. L. (1979). Development of conceptions of prosocial behavior: Information affecting 　rewards given for altruism and kindness. Developmental Psychology, 15, 34-37.
  
• Noblit, G. W. (1993). Power and caring. American Educational Research Journal, 30, 23-38.
  
• Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. 　New York: Teachers College Press.
  
• Noddings, N. (1993). Educating for intelligent belief or unbelief.New York: Teachers College Press.
  
• Noddings, N. (1996). On community. Educational Theory, 46, 245-267.
  
• Puka, B. (1989). Caring?in an interpretive voice. New Ideas in Psychology, 7, 295-314.
  
• Puka, B. (1991). Interpretive experiments: Probing the care-justice debate in moral　　　　　　　development. Human Development, 34, 61-80.
  
• Skoe, E. E., & Marcia, J. E. (1991). A measure of care-based morality and its relation ot ego 　　identity. Merrill-Palmer Quarterly, 37, 289-304.
  
• Soechting, I., Skoe, E. E., & Marcia, J. E. (1994). Care-oriented moral reasoning and prosocial behavior: A question of gender or sex role orientation. Sex Roles, 31, 131-147.
  
• Walker, L. J. (1997). Is morality gendered in early parent-child relationships? A commentary on the Lollis, Ross, and Leroux study. Merrill-Palmer Quarterly, 43, 148-159.
• Walker, L. J., de Vries, B., & Trevethan, S. D. (1987). Moral stages and moral orientations in 　real-life and hypothetical dilemmas. Child Development, 58, 842-858.

品性発達

• Bandura, A., & McDonald, F. J. (1994). Influence of social reinforcement and the behavior 　　　models in shaping children’s moral judgments. In B. Puka (Ed.), Defining perspecitves in 　　　moral development. Moral Development: A compendium, Vol. 1. New York:Garland.
  
• Battistich, V., Watson, M., Solomon, D., Schaps, E., & Solomon, J. (1991). The child development 　project: A comprehensive program for the development of prosocial character. In W. M.Kurtines & J. L. Gewirtz (Eds.), Handbook of moral behavior and development, Vol. 3: Application.Hillsdale, NJ: Erlbaum.
  
• Bear, G. G., & Rys, G. S. (1994). Moral reasoning, classroom behavior, and sociometric status 　among elementary school children. Developmental Psychology, 30, 633-638.
  
• Damon, W. (1995). Greater expectations: Overcoming the culture of indulgence in our homes and schools. New York: The Free Press.
  
• DeVries, R., Reese-Learned, H., & Morgan, P. (1991). Sociomoral development in direct 　　　　instruction, eclectic, and constructivist kindergartens: A study of children’s enacted 　　　　　　interpersonal understanding. Early Childhood Research Quarterly, 6, 473-517.
  
• Hartshorne, H., May, M. A., & Shuttleworth, F. K. (1930). Studies in the nature of character. 　Vol. 3: Studies in the organization of character. New York: Macmillan.
  
• Lollis, S., Ross, H., & Leroux, L. (1996). An observational study of parents’ socialization of 　　moral orientation during sibling conflicts. Merrill-Palmer Quarterly, 42, 475-494.
  
• Siegal, M., & Cowen, J. (1984). Appraisals of intervention: The mother’s versus the culprit’s behavior as determinants of children’s evaluations of discipline techniques. Child 　　　　　　　　Development, 55, 1760-1766.
  
• Stipek, D. (1995). The development of pride and shame in toddlers. In J. P. Tangney & K. W.
• Fischer (Eds.), Self-conscious emotions: The psychology of shame, guilt, embarrassment, and 　pride.New York: Guilford

性差

• Baumrind, D. (1986). Sex differences in moral reasoning: Response to Walker's (1984) 　conclusion that there are none. Child Development, 57, 511-521.
• Block, J. (1973). Conceptions of sex roles. American Psychologist, 28, 512-526.
  
• Brown, L. M. & Gilligan, C. (1992). Meeting at the crossroads: Women’s psychology and girls development. Cambridge, MA: Harvard　UP.
  
• Gilligan, C. (1977). In a different voice: Women’s conceptions of self and morality. Harvard Educational Review, 47, 481-517.
  
• Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard　UP.
• Gilligan, C., Ward, J. V. & Taylor, J. M. (1988). Mapping the moral domain: A contribution of women’s thinking to psychological theory and education. Cambridge, MA: Harvard　UP.
  
• Holstein, C.B. (1976). Irreversible, stepwise sequence in the development of moral judgment: A longitudinal study of males and females. Child Development, 47, 51-61.
  
• Turiel, E. (1976). A comparative analysis of moral knowledge and moral judgment in males and females. Journal of Personality, 44, 195-208.
  
• Walker, L. J. (1984). Sex differences in the development of moral reasoning: A critical review. Child Development, 55, 677-691.
  
• Walker, L. J., (1986). Sex differences in the development of moral reasoning: A rejoinder to Baumrind. Child Development, 57, 522-526.

測定
       

• Berling, K. (1981). Moral development: The validity of Kohlberg’s theory. Stockholm, Swede: Almquist & Wiksell International.
  
• Brainerd, C. J. (1976-77). On the validity of propositional logic as a model for adolescent intelligence. Interchange, 7, 40-45.
  
• Brainerd, C. J. (1978). The stage question in cognitive-developmental theory. The Behavioral and Brain Sciences, 2, 173-213. (And all the responses to that article.)
  
• Haan, N. (1982). Can research on morality be "scientific"? American Psychologist, 37, 1096-1104.
  
• Holstein, C. B. (1976). Irreversible, stepwise sequence in the development of moral judgment: A longitudinal study of males and females. Child Development, 47, 51-61.
  
• Kohlberg, L., Levine, C., & Hewer, A. (1983). Moral stages: A current formulation and response to critics.New York: Karger. Kuhn, D. (1976). Short-term longitudinal evidence for the sequentiality of Kohlberg’s early stages of moral judgment. Developmental Psychology, 12, 162-186.
• Kuhn, T. S. (1970). The structure of the scientific revolutions (2nd ed.). Chicago,IL:Chicago UP.
• Martin, R. M., Shafto, M., & Vandeinse, W. (1977). The reliability, validity, and design of the Defining Issues Test. Developmental Psychology, 13, 460-468.
• Mishler, E. G. (1986). Research interviewing: Context and narrative. Cambridge, MA:Harvard　UP
• Rest, J. R. (1980). Development in moral judgment research. Developmental Psychology, 16, 　251-256.
• Rest, J. (1986). Moral development: Advances in research and theory.New York:Praeger.
• Rest, J., Cooper, D., Coder, R., Masanz, J., & Anderson, D. (1974). Judging the important issues in moral dilemmas: An objective measure of development. Developmental Psychology, 10,491-501.
• Haan, N. Bellah, R. N. Rabinow, P. & Sullivan, W. M. (Eds.). (1983). Social science as moral. 　New York:Columbia　UP.
• Rorty, R. (1985). Solidarity or objectivity? In J. Rajchman & C. West (Eds.), Post-analytic 　　　philosophy (pp. 3-19). New York:Columbia　UP. .
• Rubin, K. H. & Trotter, K. T. (1977). Kohlberg’s moral judgment scale: Some methodological 　considerations. Developmental Psychology, 13, 535-536.
• Toulmin, S. (1972). Human understanding: The collective use and evolution of concepts. Princeton,NJ: Princeton　UP
• Toulmin, S. (1990). Cosmopolis: The hidden agenda of modernity. New York: The Free Press.

文脈

• Bear, G. G., & Fink, A. (1991). Judgments of fairness and predicted effectiveness of classroomdiscipline: Influence of problem severity and reputation. School Psychology, Quarterly, 6, 　　　83-102.
• Blasi, A. (1980). Bridging moral cognition and moral action: A critical review of the literature. Psychological Bulletin, 88, 1-45.
• Blum, L. A. (1980). Friendship, altruism, & morality.Boston: Routledge & Kegan Paul.
• Boyes, M. C., & Walker, L. J. (1988). Implications of cultural diversity for the universality 　　　claims of Kohlberg's theory of moral reasoning. Human Development, 31, 44-59.
• Bredemeier, B., & Shields, D. (1984). Divergence in moral reasoning about sport and life. 　　　Sociology of Sport Journal, 1, 348-357.
• Crittenden, B. (1972). Form and content in moral education: An essay on aspects of the Mackay report. The Ontario Institute for Studies in Education, 12, 1-102.
• deVries, B., & Walker, L. J. (1987). Conceptual/integrative complexity and attitudes toward 　capital punishment. Personality and Social Psychology Bulletin, 13, 448-457.
• deVries, B., & Walker, L. J. (1986). Moral reasoning and attitudes toward capital punishment. Developmental Psychology, 22, 509-513.
• Fodor, E. M. (1973). Moral development and parent behavior antecedents in adolescent 　　　　psychopaths. The Journal of Genetic Psychology, 122, 37-43.
• Haan, N. (1975). Hypothetical and actual moral reasoning in a situation of civil disobedience. 　Journal of Personality and Social Psychology, 32, 255-270.
• Haan, N., Langer, J. & Kohlberg, L. (1976). Family patterns of moral reasoning. Child 　　　　　　Development, 47, 1204-1206.
• Haste, H. (1989). Everybody’s scared?but life goes on: Coping, defense and action in the face of nuclear threat. Journal of Adolescence, 12, 11-26.
• Jensen, L. A. (1997). Different worldviews, different morals: America’s culture war divide. 　Human Development, 40, 325-344.
• Jurkovic, G. J. (1980). The juvenile delinquent as a moral philosopher: A 　　　　　　　　　　　　　　　structural-developmental perspective. Psychological Bulletin, 88, 709-727.
• Kahn, P. H., Jr., & Turiel, E. (1988). Children’s conceptions of trust in the context of social 　　expectations. Merrill-Palmer Quarterly, 34, 403-419.
• Killen, M., & Hart, D. (1995). Morality in everyday life: Developmental perspectives. New York:Cambridge　UP.
• Kurtines, W. M., Alvarez, M., & Azmitia, M. (1990). Science and morality: The role of values in science and the scientific study of moral phenomena. Psychological Bulletin, 107, 283-295.
  
• Leming, J. S. (1978). Intrapersonal variation in stage of moral reasoning among adolescents as a function of situational context. Journal of Youth and Adolescence, 7, 405-416.
  
• Miller, J. G., & Luther, S. (1989). Issues of interpersonal responsibility and accountability: A comparison of Indians' and Americans' moral judgments. Social Cognition, 7, 237-261.
  
• Mischel, W., & Shoda, Y. (1995). A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. Psychological Review, 102, 246-268.
  
• Nucci, L. P., Turiel, E. & Encarnacion-Gawrych, E. G. (1983). Children’s social interactions and social concepts: Analysis of morality and convention in the Virgin Islands. Journal of Cross-Cultural Psychology, 14, 469-487.
  
• Simpson, E. L. (1974). Moral development research: A case study of scientific cultural bias. Human Development, 17, 81-106.
  
• Snarey, J. R. (1985). Cross-cultural universality of social-moral development: A critical review of Kohlberg’s research. Psychological Bulletin, 97, 202-232.
• Song, M-J., Smetana, J. G., & Kim, S. Y. (1987). Korean children’s conceptions of moral and conventional transgressions. Developmental Psychology, 23, 577-582.
  
• Thearle, L., & Weinreich_Haste, H. (1986). Ways of dealing with the nuclear threat: Coping and defense among British adolescents. International Journal of Mental Health, 15, 126-142.
  
• Tietjen, A. M., & Walker, L. J. (1985). Moral reasoning and leadership among men in a Papua New Guinea society. Developmental Psychology, 21, 982-992.
  
• Trevethan, S. D., & Walker, L. J. (1989). Hypothetical versus real-life moral reasoning among psychopathic and delinquent youth. Development & Psychopathology, 1, 91-103.
  
• Walker, L. J., & Hennig, K. H. (1997). Parent/child relationships in single parent families. Canadian Journal of Behavioral Science, 29, 63-75.
  
• Walker, L. J., & Taylor, J. H. (1991). Family interactions and the development of moral reasoning. Child Development, 62, 264-283.
  
• White, C. B., Bushnell, & Regnemer, J. L. (1978). Moral development in Bahamian school children: A 3-year examination of Kohlberg’s stages of moral development. Developmental Psychology, 14, 58-65.

道徳教育
           

• Arbuthnot, J. (1975). Modification of moral judgment through role-playing. Developmental Psychology, 11, 319-324.
  
• Battistich, V., Solomon, D., Watson, M., Solomon, J., & Schaps, E. (1989). Effects of an elementary school program to enhance prosocial behavior in children's cognitive-social problem solving skills and strategies. Journal of Applied Developmental Psychology, 10, 147-169.
  
• Bear, G. G., & Stewart, M. (1990). Early adolescents’ acceptability of interventions influence of problem severity, gender and moral development. Journal of Early Adolescence, 10, 191-208.
  
• Beck, C., Sullivan, E., & Taylor, N. (1972). Stimulating transition to postconventional morality: The Pickering High School study. Interchange, 3, 28-37.
  
• Clinchy, B., Lief, J., & Young, P. (1977). Epistemological and moral development in girls from a traditional and a progressive high school. Journal of Educational Psychology, 69, 337-343.
  
• Damon, W. (1988). The moral child: Nurturing children’s natural moral growth. New York: The Free Press.
  
• DeVries, R., & Kohlberg, L. (1987). Programs of early education: The constructivist view.New York: Longman.
  
• Fontana, A. F., & Noel, B. (1973). Moral reasoning in the university. Journal of Personality and Social Psychology, 27, 419-429.
  
• Galbraith, R. E., & Jones, T. M. (1976). Moral reasoning: A teaching handbook for adapting Kohlberg to the classroom. Minneapolis, MN: Greenhaven Press.
  
• Hoffman, M. L. (1980). Fostering moral development. In W. Johnson (Ed.), Toward adolescence: The middle school years. 79th Yearbook of the NSSE, Part 1. Chicago, IL: Chicago　UP.
  
• Host, K., Brugman, D., Tavecchio, L., & Beem, L. (1998). Students’ perception of the moral atmosphere in secondary school and the relationship between moral competence and moral atmosphere. Journal of Moral Education, 27, 47-70.
  
• Jackson, P. W., Boostrom, R. E. & Hansen, D. T. (1993). The moral life of schools. San Francisco, CA: Jossey-Bass.
  
• Kohlberg, L., & Mayer, R. (1972). Development as the aim of education. Harvard Educational Review, 43, 449-496.
  
• Kuhmerker, L. (1991). The Kohlberg legacy for the helping professions. Birmingham, AL: REP Books. Lickona, T. (1977). Creating the just community with children. From Theory into Practice, May, 174-185.
• McCann, J., & Bell, P. (1975). Educational environment and the development of moral concepts. Journal of Moral Education, 5, 63-70.
• Nucci, L. P. (1982). Conceptual development in the moral and conventional domains: Implications for values education. Review of Educational Research, 52, 93-122.
  
• Peters, R. S. (1981). Moral development and moral education. Boston: George Allen & Unwin.
  
• Power, F. C., Higgins, A., & Kohlberg, L. (1989). Lawrence Kohlberg’s approach to moral education. New York: Columbia　UP .
  
• Schleifer, M., & Douglas, V. I. (1973). Effects of training on the moral judgment of young children. Journal of Personality and Social Psychology, 28, 62-68.
  
• Schultz, T. R., & Wright, K., & Schleifer, M. (1986). Assignment of moral responsibility and punishment. Child Development, 57, 177-184.
  
• Selman, R. L. & Lieberman, M. (1975). Moral education in the primary grades: An evaluation of a developmental curriculum. Journal of Educational Psychology, 67, 712-716.
  
• Slaughter-Defoe, D. (1995). Revisiting the concept of socialization: Caregiving and teaching in the 90s: A personal perspective. American Psychologist, 50, 276-286
  
• Solomon, D., Watson, M. S., Delucchi, K. L., Schaps, E., & Battistich, V. (1988). Enhancing children's prosocial behavior in the classroom. American Educational Research Journal, 25, 527-554.
  
• Sprinthall, N. A., & Scott, J. R. (1989). Promoting psychological development, math achievement, and success attribution of female students through deliberate psychological education. Journal of Counseling Psychology, 36, 440-446.
  
• Youniss, J., McLellan, J. A., & Yates, M. (1997). What we know about engendering civic identity. American Behavioral Scientist, 40, 619-630.

道徳的同一性
           

• Campagna A. F., & Harter, S. (1975). Moral judgment in sociopathic and normal children. Journal of Personality and Social Psychology, 31, 199-205.
  
• Elkind, D. (1985). Egocentrism redux. Developmental Review, 5, 218-226.
  
• Erikson, E. H. (1963). Childhood and society. New York: Penguin.
  
• Flanagan, O. (1991). Varieties of moral personality: Ethics and psychological realism. Cambridge, MA: Harvard　UP
  
• Gibbs, J. C., Basinger, K. S., & Fuller, D. (1992). Moral maturity: Measuring the development of sociomoral reflection. Hillsdale, NJ: Erlbaum. Haan, N. (1974). The adolescent antecedents of an ego model of coping and defense and comparisons with Q-sorted ideal personalities. Genetic Psychology Monographs, 89, 273-306.
  
• Haan, N. (1978). Two moralities in action contexts: Relationships to thought, ego regulation, and development. Journal of Personality and Social Psychology, 36, 286-305.
  
• Haan, N. & Day, D. (1974). A longitudinal study of change and sameness in personality development: Adolescence to later adulthood. International Journal of Aging and Human Development, 5, 11-39.
• Haan, N., Stroud, J., & Holstein, C. (1973). Moral and ego stages in relationship to ego processes: A study of "hippies." Journal of Personality, 41, 596-612.
• Hart, D., & Chmiel, S. 91992). Influence of defense mechanisms on moral judgment development: A longitudinal study. Developmental Psychology, 28, 722-730.
• Hogan, R. (1973). Moral conduct and moral character: A psychological perspective. Psychological Bulletin, 79, 217-232.
• Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard UP
  
• Kegan, R. (1994). In over out fheads: The mental demands of modern life.Cambridge, MA:Harvard　UP.
  
• Kowaz, A. M., & Marcia, J. E. (1991). Development and validation of a measure of Eriksonian industry. Journal of Personality and Social Psychology, 60, 390-397.
  
• Lapsley, D. K. (1985). Elkind on egocentrism. Developmental Review, 5, 227-236.
  
• Lapsley, D. K., & Murphy, M. N. (1985). Another look at the theoretical assumptions of adolescent egocentrism. Developmental Review, 5, 201-217.
  
• Leahy, R. L., & Eiter, M. (1980). Moral judgment and the development of real and ideal androgynous self-image during adolescence and young adulthood. Developmental Psychology, 16, 362-370.
  
• Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3, 551-558.
  
• Matsuba, M. K., & Walker, L. J. (1998). Moral reasoning in the context of ego functioning. Merrill-Palmer Quarterly, 44, 447-463.
  
• Noam, G. G. (1988). Self-complexity and self-integration: Theory and therapy in clinical-developmental psychology. Journal of Moral Education, 17, 230-245.
  
• Powys, J. C. (1975). Psychoanalysis and morality. London: Village Press.
  
• Rowe, Ian, & Marcia, J. E. (1980). Ego identity status, formal operations, and moral development. Journal of Youth and Adolescence, 9, 87-99.
• Santrock, J. W. (1975). Moral structure: The interrelations of moral behavior, moral judgment, and moral affect. Journal of Genetic Psychology, 127, 201-213.
  
• Schonert-Reichl, K. A. (1994). Gender differences in depressive symptomatology and egocentrism in adolescence. Journal of Early Adolescence, 14, 49-64.
  
• Snarey, J., Kohlberg, L., & Noam, G. (1983). Ego development in perspective: Structural stage, functional phase, and cultural age-period models. Developmental Review, 3, 303-338.
  
• Stephen, J., Fraser, E., & Marcia, J. E. (1992). Moratorium-achievement (Mama) cycles in lifespan identity development: Value orientations and reasoning system correlates. Journal of Adolescence, 15, 283-300.
  
• Sullivan, E. V., McCullough, & Stager, M. (1970). A developmental study of the relationship between conceptual, ego, and moral development. Child Development, 41, 399-411.
  
• Sullivan, E. & Quarter, J. (1972). Psychological correlates of certain postconventional moral types: A perspective on hybrid types. Journal of Personality, 40, 149-161.
  
• Swanson, G. E. (1988). Ego defenses and the legitimation of behavior. New York: CambridgeUP
  
• Waterman, A. S., Geary, P. S., & Waterman, C. K. (1974). Longitudinal study of changes in ego identity status from the freshman to the senior year at college. Developmental Psychology, 10, 387-392.
  
• Walker, L. J. (1986). Experiential and cognitive sources of moral development in adulthood. Human Development, 29, 113-124.
  
• Walker, L. J. (1998). Naturalistic conceptions of moral maturity. Developmental Psychology, 34, 403-419.
  
• Walker, L. J., & Hennig, K. H. (1997). Moral development in the broader context of personality. In S. Hala (Ed.), The development of social cognition. Studies in developmental psychology (pp. 297-327). Hove/England, UK: Psychology Press/Erlbaum.
  
• Walker, L. J., & Pitts, R. C. (1998). Naturalistic conceptions of moral maturity. Developmental Psychology, 34, 403-419.
• Walker,L.,&Henning,K.H.（２００４）　Differing　Conceptions of Moral Examlarity:Just.Brave,and Caring.　Journal of Personality and Social Psychology,86,629-647　

道徳性と動機付け
           

• Dennett, D. C. (1978). Brainstorms: Philosophical essays on mind and psychology. Montgomery, VT: Bradford.
  
• Monte, C. F., & Fish, J. M. (1980). Lying true: An investigation of moral consistency in unethical behavior. International Journal of Group Tensions, 10, 130-138.
  
• Schwartz, S. H., Feldman, K. A., & Brown, M. E. (1969). Some personality correlates of conduct in two situations of moral conflict. Journal of Personality, 37, 41-57.
  
• Smith, C. P., Ryan, E. R., & Diggins, D. R. (1972). Moral decision making: Cheating on examinations. Journal of Personality, 40, 640-660.
  
• Thorkildsen, T. A. (1994). Some ethical implications of communal and competitive approaches to gifted education. Roeper Review, 17, 54-57.
  
• Thorkildsen, T. A. (1994). Toward a fair community of scholars: Moral education as the negotiation of classroom practices. Journal of Moral Education, 23, 371-385.
  
• Thorkildsen, T. A., Nolen, S. B., & Fournier, J. (1994). What is fair? Children’s critiques of practices that influence motivation. Journal of Educational Psychology, 86, 475-486.
  
• Torgoff, I., & Tesi, G. (1968). Effects of differences in achievement motivation and social responsibility on responses to moral conflict. Journal of Personality, 36, 513-527.
  
• Weiner, B., & Peter, N. (1973). A cognitive-developmental analysis of achievement and moral judgments. Developmental Psychology, 9, 290-309.

道徳性と政治
           

• Block, J. H., Haan, N., & Smith, M. B. (1969). Socialization correlates of student activism. Journal of Social Issues, 25, 143-177.
  
• Coles, R. (1986). The moral life of children. Boston: The Atlantic Monthy.
  
• Coles, R. (1986). The political life of children. Boston: The Atlantic Monthly.
  
• Emler, N., Renwick, S., & Malone, B. (1983). The relationship between moral reasoning and political orientation. Journal of Personality and Social Psychology, 45, 1073-1080.
  
• Fishkin, J., Keniston, K., & MacKinnon, C. (1973). Moral reasoning and political ideology. Journal of Personality and Social Psychology, 27, 109-119.
  
• Forsyth, D. R. (1980). A taxonomy of ethical ideologies. Journal of Personality and Social Psychology, 39, 175-184.
  
• Furnham, A., & Stacey, B. (1991). Young people's understanding of society. New York: Routledge.
  
• Gustafson, J. M., Peters, R. S., Kohlberg, L., Bettelheim, B., & Keniston, K. (1970). Five lectures on moral education. Cambridge, MA: Harvard　UP
  
• Haan, N. (1986). Systematic variability in the quality of moral action, as defined in two formulations. Journal of Personality and Social Psychology, 50, 1271-1284.
  
• Haan, N., Smith, M. B., & Block, J. (1968). Moral reasoning of young adults: Political-social behavior, family background, and personality correlates. Journal of Personality and Social Psychology, 10, 183-201.
  
• Haste, H., & Torney-Purta, J. (Eds.). (1992). The development of political understanding: A new perspective. New Directions in Child Development, Vol. 56. San Francisco, CA: Jossey-Bass Publishers.
  
• Hess, R. D., & Torney, J. V. (1967). The development of political attitudes in children. New York: Doubleday.
  
• Keniston, K. (1970). Student activism, moral development, and morality. American Journal of Orthopsychiatry, 40, 577-591.
  
• Kluegel, J. R., & Smith, E. R. (1986). Beliefs about inequality: Americans’ views of what is and what ought to be.New York: Aldine DeGruyter.
  
• Leahy, R. L. (1990). The development of concepts of economic and social inequality. New Directions for Child Development, 46, 107-120.
  
• Leahy, R. L. (1981). Parental practices and the development of moral judgment and self-image disparity during adolescence. Developmental Psychology, 17, 580-594.
  
• Leahy, R. L. (1981). The development of the conception of economic inequality: I. Descriptions and comparisons of rich and poor people. Child Development, 52, 523-532.
  
• Leahy, R. L. (1983). Development of the conception of economic inequality: II. Explanations, justifications, and concepts of social mobility and change. Developmental Psychology, 19, 111-125.
  
• Lockwood, A. L. (1975). Stage of moral development and students’ reasoning on public policy issues. Journal of Moral Education, 5, 51-61.
  
• Riegel, K. F. (1972). Influence of economic and political ideologies on the development of developmental psychology. Psychological Bulletin, 78, 129-141.
  
• Rotter, J. B. & Stein, D. K. (1971). Public attitudes toward the trustworthiness, competence, and altruism of twenty selected occupations. Journal of Applied Social Psychology, 1, 334-343.
  
• Sparks, P., & Durkin, K. (1987). Moral reasoning and political orientation: The context sensitivity of individual rights and democratic principles. Journal of Personality and Social Psychology, 52, 931-936.

道徳的推論
           

• Bandura, A. (1969). Social learning of moral judgments. Journal of Personality and Social Psychology, 11, 275-279.
  
• Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Mechanisms of moral disengagement in the exercise of moral agency. Journal of Personality and Social Psychology, 71, 364-374.
• Bandura, A., & McDonald, F. J. (1963). Influence of social reinforcement and the behavior of models in shaping children’s moral judgments. Journal of Abnormal and Social Psychology, 67, 274-281.
• Brabeck, M. M. (1983). Moral judgment: Theory and research on differences between males and females. Developmental Review, 3, 274-291.
  
• Brabeck, M. M. (1984). Ethical characteristics of whistle blowers. Journal of Research in Personality, 18, 41-53.
  
• Bringuier, J-C. (1980). Conversations with Jean Piaget. Chicago　UP　
• Chapman, M. (1988). Constructive evolution: Origins and development of Piaget’s thought. New York:Cambridge　UP
  
• Colby, A., & Kohlberg, L. (1987). The measurement of moral judgment: Vol 1, Theoretical foundations and research validation. New York:Cambridge　UP　　
  
• Colby, A., Kohlberg, L., Gibbs, J., & Lieberman, M. (1983). A longitudinal study of moral judgment. Monographs of the Society for Research in Child Development, 48, (1-2).
  
• Damon, W. (1977). The social world of the child. Chicago: Jossey
• Dienstbier, R. A. (1978). Emotion-attribution theory: Establishing roots and exploring future perspectives. Nebraska Symposium on Motivation, 26, 237-306.
  
• Dienstbier, R. A., Hillman, D., Lehnhoff, J., Hillman, J., & Valkenaar, M. C. (1975). An emotion-attribution approach to moral behavior: Interfacing cognitive and avoidance theories of moral development. Psychological Review, 82, 299-315.
  
• Dienstbier, R. A., Kahle, L. R., Willis, K. A., & Tunnell, G. B. (1980). The impact of moral theories on cheating: Studies of emotion attribution and schema activation. Motivation and Emotion, 4, 193-216.
  
• Gibbs, J. C. (1977). Kohlberg’s stages of moral judgment: A constructive critique. Harvard Educational Review, 47, 43-61.
  
• Gibbs, J. C. (1979). Kohlberg’s moral stage theory: A Piagetian revision. Human Development, 22, 89-112.
  
• Haan, N. (1985). Processes of moral development: Cognitive or social disequilibrium? Developmental Psychology, 21, 996-1006.
  
• Haan, N., Weiss, R., & Johnson, V. (1982). The role of logic in moral reasoning and development. Developmental Psychology, 18, 245-256.
  
• Hare, R. M. (1981). Moral thinking: Its levels, method, and point.Oxford: Clarendon
  
• Hogan, R. (1975). Theoretical egocentrism and the problem of compliance. American Psychologist, 30, 533-540.
  
• Kagan, J. (1984). The nature of the child. New York: Basic Books.
  
• Keasey, C. B. (1973). Experimentally induced changes in moral opinions and reasoning. Journal of Personality and Social Psychology, 26, 30-38.
  
• Keasey, C. B. (1974). The influence of opinion agreement and quality of supportive reasoning in the evaluation of moral judgments. Journal of Personality and Social Psychology, 30, 477-482.
  
• Kohlberg, L. (1969). Stage and sequence: The cognitive developmental approach to socialization. In D. A. Goslin (Ed.), Handbook of socialization theory and research (pp. 347-480). Chicago, IL: Rand McNally.
  
• Kohlberg, L. (1981). Essays on moral development: Vol. 1, The philosophy of moral development. New York: Harper & Row.
  
• Kohlberg, L. (1984). Essays on moral development: Vol 2, The psychology of moral development. New York: Harper & Row.
  
• Kurtines, W., & Grief, E. B. (1974). The development of moral thought: Review and evaluation of Kohlberg’s approach. Psychological Bulletin, 81, 453-470.
  
• Kohlberg, L., Ricks, D., & Snarey, J. (1984). Childhood development as a predictor of adaptation in adulthood. Genetic Psychology Monographs, 110, 91-172.
  
• Leahy, R. L. (1976). Developmental trends in qualified inferences and descriptions of self and others. Developmental Psychology, 12, 546-547.
  
• McGeorge, C. (1974). Situational variation in level of moral judgment. British Journal of Educational Psychology, 44, 116-122.
  
• Piaget, J. (1965). The moral judgment of the child. New York: The Free Press.
  
• Piaget, J. (1970). Genetic epistemology. New York: W. W. Norton.
  
• Piaget, J. (1974). The language and thought of the child.New Yor: The new American Library.
  
• Piaget, J. (1951). The child’s conception of the world. Savage, MD: Rowman & Littlefield.
  
• Rest, J., Turiel, E., & Kohlberg, L. (1969). Level of moral development as a determinant of preference and comprehension of moral judgments made by others. Journal of Personality, 37,225-252.
  
• Snarey, J. (1985). Cross-cultural universality of social-moral development" A critical review of Kohlbergian research. Psychological Bulletin, 97, 202-232.
  
• Sobesky, W. E. (1983). The effects of situational factors on moral judgments. Child Development, 54, 575-584.
  
• Tomlinson-Keasey, C., & Keasey, C. B. (1974). The mediating role of cognitive development in moral judgment. Child Development, 45, 291-298.
  
• Walker, L. J. (1982). The sequentiality of Kohlberg's stages of moral development. Child Development, 53, 1330-1336.
  
• Walker, L. J. (1989). A longitudinal study of moral reasoning. Child Development, 60, 157-166.
  
• Walker, L. J., deVries, B., & Bichard, S. L. (1984). The hierarchical nature of stages of moral development. Developmental Psychology, 20, 960-966.
  
• Walker, L. J., & Taylor, J. H. (1991). Stage transitions in moral reasoning: A longitudinal study of developmental processes. Developmental Psychology, 27, 330-337.
  
• Waterman, A. S. (1988). On the uses of psychological theory and research in the process of ethical inquiry. Psychological Bulletin, 103, 283-298.
  
• Weiss, R. (1982). Understanding moral thought: Effects on moral reasoning and decision making. Developmental Psychology, 18, 852-861.
  
• Wingfield, L., & Haste, H. (1987). Connectedness and separateness: Cognitive style or moral orientation? Journal of Moral Education, 16, 214-225.

対人交渉
           

• Abrahami, A., Selman, R. L., & Stone, C. (1981). A developmental assessment of children’s verbal strategies for social action resolution. Journal of Applied Developmental Psychology, 2, 145-163.
  
• Adalbjarnardottir, S., & Selman, R. L. (1989). How children propose to deal with the criticism of their teachers and classmates: Developmental and stylistic variations. Child Development, 60, 539-550.
  
• Cantor, G. N., & Parton, D. A. (1989). Psychic conflict and moral development. Advances in child Development and Behavior, 21, 243-268.
  
• Chandler, M. J. (1973). Egocentrism and antisocial behavior: The assessment and training of social perspective-taking skills. Developmental Psychology, 9, 326-332.
  
• Chandler, M. J., Greenspan, S., & Barenboim, C. (1974). Assessment and training of role-taking and referential communication skills in institutionalized emotionally disturbed children. Developmental Psychology, 10, 546-553.
  
• Chandler, M. J., Greenspan, S., & Barenboim, C. (1973). Judgments of intentionality in response to videotaped and verbally presented moral dilemmas: The medium is the message. Child Development, 44, 315-320.
  
• Haan, N. (1989). Coping with moral conflict as resiliency. In T. F. Dugan & R. Coles (Eds.) (1989). The child in our times: Studies in the development of resiliency (pp. 23-42). New York,NY: Brunner/Mazel.
  
• Heise, D. R., & Robberts, E. P. M. (1970). The development of role knowledge. Genetic Psychology Monographs, 82, 83-115.
  
• Leahy, R. L., & Huard, C. (1976). Role taking and self-image disparity in children. Developmental Psychology, 12, 504-508.
  
• Levine, C. (1976). Role-taking standpoint and adolescent usage of Kohlberg's conventional stages of moral reasoning. Journal of Personality and Social Psychology, 34, 41-46.
  
• Maitland, K. A., & Goldman, J. R. (1974). Moral judgment as a function of peer group interaction. Journal of Personality and Social Psychology, 30, 699-704.
  
• Rothman, G. R. (1976). The influence of moral reasoning on behavioral choice. Child Development, 47, 397-406.
  
• Selman, R. L. (1971). The relation of role taking to the development of moral judgment in children. Child Development, 42, 79-91.
  
• Selman, R. L. (1971). Taking another’s perspective: Role-taking development in early childhood. Child Development, 42, 1721-1734.
  
• Selman, R. L., Beardslee, W., Schultz, L. H., Krupa, M., & Podorefsky, D. (1986). Assessing adolescent interpersonal negotiation strategies: Toward the integration of structural and functional models. Developmental Psychology, 22, 450-459.
  
• Selman, R. L. & Demorest, A. P. (1984). Observing troubled children’s interpersonal negotiation strategies: Implications of and for a developmental model. Child Development, 55, 288-304.
  
• Walker, L. J. (1982). Verbal seriation: Children's solution strategies and stage of cognitive development. Canadian Journal of Behavioral Science. 14, 175-189.
  
• Walker, L. J. (1983). Sources of cognitive conflict for stage transition in moral development. Developmental Psychology, 19, 103-110.
  
• Walker, L. J. (1991). Verbal interactions within the family context. Canadian Journal of Behavioral Science, 23, 441-454.
  
• Yeates, K. O., Schultz, L. H., & Selman, R. L. (1991). The development of interpersonal negotiation strategies in thought and action: A social-cognitive link to behavioral adjustment and social status. Merrill-Palmer Quarterly, 37, 369-405.

宗教
        

• Batson, C. D., Schoenrade, P., & Ventis, W. L. (1993). Religion and the individual: A social-psychological perspective. New York: Oxford　UP.
  
• Fowler, J. W. (1981). Black theologies of liberation: A structural-developmental analysis. In. B. Mahan, & L. D. Richesin (Eds.), In the challenge of liberation theology (pp 69-90). New York: Orbis Books.
  
• Hoffman, M. L. (1971). Identification and conscience development. Child Development, 42, 1071-1082.

規則
          

• Aronfreed, J. (1968). Conduct & conscience: The socialization of internalized control over behavior. New York: Academic.
  
• Arsenio, W. F. (1988). Children’s conceptions of the situational affective consequences of sociomoral events. Child Development, 59, 1611-1622.
  
• Arsenio, W. F., & Ford, M. E. (1985). The role of affective information in social-cognitive development: Children’s differentiation of moral and conventional events. Merrill-Palmer Quarterly, 31, 1-17.
  
• Arsenio, W. F., & Kramer, R. (1992). Victimizers and their victims: Children’s conceptions of the mixed emotional consequences of moral transgressions. Child Development, 63, 915-927
  
• Buzzelli, C. (1993). Children’s perceptions of others’ understanding of moral transgressions: Who should know better and why. Social Development, 2, 96-103.
  
• Davidson, P., Turiel, E., & Black, A. (1983). The effect of stimulus familiarity on the use of criteria and justification in children’s social reasoning. British Journal of Developmental Psychology, 1, 49-65.
  
• Kim, J. M. (1998). Korean children’s concepts of adult and peer authority and moral reasoning. Developmental Psychology, 34, 947-955.
  
• Laupa, M. (1991). Children’s reasoning about three authority attributes: Adult status, knowledge, and social position. Developmental Psychology, 27, 321-329.
  
• Laupa, M. (1995). Children’s reasoning about authority in home and school contexts. Social Development, 4, 1-16.
  
• Laupa, M. & Turiel, E. (1986). Children’s conceptions of adult and peer authority. Child Development, 57, 405-412.
  
• Leon, M. (1982). Rules in children’s moral judgments: Integration of intent, damage, and rationale information. Developmental Psychology, 18, 835-842.
  
• Milgram, S. (1969). Obedience to authority. New York Harper and Row.
  
• Miller, J. G., & Bersoff, D. M. (1988). When do American children and adults reason in social conventional terms? Developmental Psychology, 24, 366-375.
  
• Nisan, M. (1987). Moral norms and social convention: A cross-cultural comparison. Developmental Psychology, 23, 719-725.
  
• Nucci, L. P. (1981). Conceptions of personal issues: A domain distinct from moral or societal conceptions. Child Development, 52, 114-121.
  
• Nucci, L. P., & Nucci, M. S. (1982). Children's social interactions in the context of moral and conventional transgressions. Child Development, 53, 403-412.
  
• Onuf, N. G. (1987). Rules in moral development. Human Development, 30, 257-267.
  
• Saltzstein, H. D., & Diamond, R. M. (1972). Moral judgment level and conformity behavior. Developmental Psychology, 7, 327-336.
  
• Smetana, J. G. (1981). Preschool children's conceptions of moral and social rules. Child Development, 52, 1333-1336.
  
• Smetana, J. G. (1983). Social-cognitive development: Domain distinctions and coordinations. Developmental Review, 3, 131-147.
  
• Tisak, M. S. (1986). Children's conceptions of parental authority. Child Development, 57, 166-176.
  
• Tisak, M. S., & Jankowski, A. M. (1996). Societal rule evaluations: Adolescent offender’s reasoning about moral, conventional, and personal rules. Aggressive Behavior, 22, 195-207.
  
• Tisak, M. S., & Turiel, E. (1984). Children's conceptions of moral and prudential rules. Child Development, 55, 1030-1039.
  
• Tisak, M. S., & Turiel, E. (1988). Variation in seriousness of transgressions and children's moral and conventional concepts. Developmental Psychology, 24, 352-357.
  
• Turiel, E. (1983). The development of social knowledge: Morality and convention. Cambridge, MA: Cambridge University Press.
  
• Turiel, E., Nucci, L. P., & Smetana, J. G. (1988). A cross-cultural comparison about what? A critique of Nisan's (1987) study of morality and convention. Developmental Psychology, 24, 140-143.

社会正義
           

• Barber, B. (1984). Strong democracy: Participatory politics for a new age. Berkeley, CA: California UP
  
• Barber, B. R. (1992). An aristocracy of everyone: The politics of education and the future of America. New York: Oxford UP.
  
• Bellah, R. N., Madsen, R., Sullivan, W. M., Swidler, A., & Tipton, S. M. (1985). Habits of the heard: Individualism and commitment in American life. Berkeley, CA: California UP.
  
• Benton, A. A. (1971). Productivity, distributive justice, and bargaining among children. Journal of Personality and Social Psychology, 18, 68-78
  
• Berkowitz, L., & Walster, E. (Eds.), Equity theory: Toward a general theory of social interaction. Advances in Experimental Social Psychology, Vol 9, (pp. 133-162). New York: Academic Press. New
  
• Bunker, B. B., Rubin, J. Z., & associates (Eds.). Conflict, cooperation, & justice: Essays inspired by the work of Morton Deutsch. San Francisco, CA: Jossey-Bass.
• Damon. W. (1975). Early conceptions of positive justice as related to the development of logical operations. Child Development, 46, 301-312.
  
• Damon, W. (1980). Patterns of change in children’s social reasoning: A two-year longitudinal study. Child Development, 51, 1010-1017.
  
• Deutsch, M. (1985). Distributive justice: A social-psychological perspective. New Haven: Yale UP.
  
• Dworkin, R. (1978). Taking rights seriously. Cambridge, MA: Harvard University Press.
  
• Emler, N. (1992). Childhood origins of beliefs about institutional authority. New Directions for Child Development, 56, 65-77.
  
• Enright, R. D., Bjerstedt, A., Enright, W. F., Levy, V. M., Jr., Lapsley, D. K., Buss, R. R., Harwell, M., & Zindler, M. (1984). Distributive justice development: Cross-cultural, contextual, and longitudinal evaluations. Child Development, 55, 1737-1751.
  
• Enright, R. D., Enright, W. F., Manheim, L. A., & Harris, E. (1980). Distributive justice development and social class. Developmental Psychology, 16, 555-563.
  
• Enright, R. D., Franklin, C. C., & Manheim, L. A. (1980). Children’s distributive justice reasoning: A standardized and objective scale. Developmental Psychology, 16, 193-202.
  
• Fivish, R. (1984). Learning about school: The development of kindergartner’s school scripts. Child Development, 55, 1697-1710.
  
• Folger, R. (1977). Distributive and procedural justice: Combined impact of voice and 　　　　　improvement on experienced inequality. Journal of Personality and Social Psychology, 35, 108-119.
  
• Gold, L. J., Darley, J. M., Hilton, J. L., & Zanna, M. P. (1984). Children’s perceptions of 　　　procedural justice. Child Development, 55, 1752-1759.
  
• Gordon, M. E., & Fryxell, G. E. (1989). Voluntariness of association as a moderator of the 　　　importance of procedural and distributive justice. Journal of Applied Social Psychology, 19, 　933-1009.
  
• Hamilton, V. L., & Sanders, J. (1992). Everyday justice: Responsibility and the individual in 　Japan and the United States. New Haven: Yale UP.
  
• Hampshire, S. (1983). Morality and conflict. Oxford, England: Basil Blackwell.
• Helwig, C. (1995). Adolescents’ and young adults’ conceptions of civil liberties: Freedom of 　speech and religion. Child Development, 66, 152-166.
• Helwig, C. (1997). The role of agend and social context in judgments of freedom of speech and religion. Child Development, 68, 484-495.
  
• Helwig, C. (1998). Children’s conceptions of fair government and free speech. Child 　　　　　　Development, 69, 518-531.
  
• Hochschild, J. L. (1981). What’s fair? American beliefs about distributive justice. Cambridge, MA: Harvard UP.
  
• Hook, J. G. (1982). Development of equity and altruism in judgments of reward and damage 　allocation. Developmental Psychology, 18, 825-834.
  
• Lerner, M. J. (1974). The justice motive:’Equity’ and ‘pairity’ among children. Journal of 　　Personality and Social Psychology, 29, 539-550.
  
• Lerner, M. J. (1975). The justice motive in social behavior. Journal of Social Issues, 31, 1-19.
  
• Lerner, M. J. (1977). The justice motive: Some hypotheses as to its origins and forms. Journal of Personality, 45, 1-52.
  
• Lucash, F. S. (1986). Justice and equality here and now. Ithica, NY: Cornell　UP.
  
• MacIntyre, A. (1988). Whose justice? Which rationality? Notre Dame, IN: Notre Dame UP.
  
• McGillicuddy-De-Lisi, A. V., Watkins, C., Vinchur, A. J. (1994). The effects of relationship on 　children’s distributive justice reasoning. Child Development, 65, 1694-1700.
  
• Nisan, M. (1984). Distributive justice and social norms. Child Development, 55, 1020-1029.
  
• Rawls, J. (1971). A theory of justice. Cambridge, MA: Harvard University Press.
  
• Rawls, J. (1993). Political liberalism. New York: Columbia University Press.
  
• Sigelman, C. K., & Waitzman, K. A. (1991). The development of distributive justice orientations: 　Contextual influences on children’s resource allocations. Child Development, 62, 1367-1378.
  
• Solomon, R. C. (1990). A passion for justice: Emotions and the origins of the social contract. New 　York: Addison-Wesley.
  
• Staub, E. (1990). Moral exclusion, personal goal theory, and extreme destructiveness. Journal of Social Issues, 46, 47-64.
  
• Thomas, L. (1993). Moral flourishing in an unjust world. Journal of Moral Education, 22, 83-96.
  
• Thorkildsen, T. A. (1989a). Justice in the classroom: The student’s view. Child Development, 60, 323-334.
  
• Thorkildsen, T. A. (1989b). Pluralism in children’s reasoning about social justice. Child 　　　　　Development, 60, 965-972.
  
• Thorkildsen, T. A. (1991). Defining social goods and distributing them fairly: The development of conceptions of fair testing practices. Child Development, 62, 852-862.
  
• Thorkildsen, T. A. (1993). Those who can, tutor: High ability students’ conceptions of fair ways to organize learning. Journal of Educational Psychology, 85, 182-190.
  
• Thorkildsen, T. A. (1994a). Toward a fair community of scholars: Moral education as the 　　　　negotiation of classroom practices. Journal of Moral Education, 23, 371-385.
  
• Thorkildsen, T. A. (1994b). Through students’ eyes: A fair classroom. Update on Law Related Education, 18, 56-62.
  
• Thorkildsen, T. A. (1999). The way tests teach: Children’s theories of how much testing is fair in school. To appear in M. Leicester, C. Modgil, & S. Modgil (Eds.) Education, culture, and 　　values, Vol. III Classroom issues: practice, pedagogy, and curriculum. London: Falmer Press.
  
• Thorkildsen, T. A., & Jordan, C. (1995). Is there a right way to collaborate? When the experts speak can the customers be right? In J. G. Nicholls, & T. A. Thorkildsen (Eds.), Reasons for 　learning: Expanding the conversation on student-teacher collaboration (pp. 134-158). New 　　York: Teachers College Press.
  
• Thorkildsen, T. A. & Nicholls, J. G. (1991). Students’ critiques as motivation. Educational 　　Psychologist, 26, 347-368.
  
• Thorkildsen, T. A., & Nicholls, J. G. (1998). Fifth graders’ achievement orientations and beliefs: 　Individual and classroom differences. Journal of Educational Psychology, 90, 179-201.
  
• Thorkildsen, T. A., Nolen, S. B., & Fournier, J. (1994). What is fair? Children’s critiques of 　　practices that influence motivation. Journal of Educational Psychology, 86, 475-486.
  
• Thorkildsen, T. A., & Schmahl, C. (1997). Conceptions of fair learning practices among 　　　　　low-income African American and Latin American children: Acknowledging diversity. Journal of Educational Psychology, 89, 719-727.
  
• Walzer, M. (1983). Spheres of justice: A defense of pluralism and equality. New York: Basic 　　Books.
  
• Walzer, M. (1994). Thick & thin: Moral argument at home and abroad. Notre Dame:Notre Dame UP.
  
• Young, I. M. (1990). Justice and the politics of difference. Princeton, NJ: Princeton UP

編集本

• Baumeister,R,F, & Vohs,K.D.（Eds.)（2004）　Handbook of Self-Regualtion　Guilford
• Beck, C. M., Crittendon, B. S., & Sullivan, E. V. (Eds.). (1971). Moral education: 　　　　　　　　　　Interdisciplinary approaches. Toronto: University of Toronto Press.
  
• Berkowitz, M. W., & Oser, F. (Eds.). (1985). Moral education: Theory and application.Hillsdale, 　NJ: Erlbaum.
  
• Damon, W. (Ed.). (1978). Moral development: New directions for child development. (Vol. 2). 　New York: Jossey-Bass.
  
• Eisenberg, N., Reykowski, J., & Staub, E. (Eds.). (1989). Social and moral values: Individual and societal perspectives. Hillsdale, NJ: Erlbaum.
  
• Garrod, A. (Ed.). (1992). Learning for life: Moral education theory and practice. Westport, CT: Prager.
  
• Garrod, A. (Ed.). (1993). Approaches to moral development: New research and emerging 　　　　themes. New York: Teachers College Press.
  
• Harding, C. G. (Ed.). (1985). Moral dilemmas: Philosophical and psychological issues in the 　　development of moral reasoning. Chicago, IL: Precedent Publishing, Co.
  
• Hersh, R. H., Paolitto, D. P., & Reimer, J. (Eds.). (1979). Promoting moral growth: From Piaget 　to Kohlberg. New York: Longman.
  
• Hersh, R. H., Miller, J. P., & Felding, G. D. (Eds.). (1980). Models of moral education: An 　　　appraisal. New York: Longman.
  
• Hinde, R. A., & Groebel, J. (Eds.). (1991). Cooperation and prosocial behavior. New York: 　　　Cambridge UP.
  
• Kagan, J., & Lamb, S. (Eds.). (1987). The emergence of morality in young children. Chicago, 　　IL:Chicago UP.
  
• Killen, M., & Hart, D. (Eds.). (1995). Morality in everyday life: Developmental perspectives. 　New York: Cambridge UP
  
• Kuhmerker, L., Mentkowski, M., & Erickson, V. L. (Eds.). (1980). Evaluating moral development and evaluating educational programs that have a value dimension. New York: CharacterResearch Press.
  
• Kurtines, W. M., & Gewirtz, J. L. (Eds.). (1984). Morality, moral behavior, and moral 　　　　　　development. New York: John Wiley & Sons.
  
• Kurtines, W. M., & Gewirtz, J. L. (Eds.). (1987). Moral development through social interaction. 　New York: Wiley.
  
• Kurtines, W. M., & Gewirtz, J. L. (Eds.). (1991). Handbook of moral behavior and development (Vols. 1-3). Hillsdale, NJ: Erlbaum.
  
• Kurtines, W. M., & Gewirtz, J. L. (Eds.). (1995). Moral development: An introduction. Boston: Allyn & Bacon.
  
• Leahy, R. L. (Ed.). (1983). The child’s construction of social inequality. New York: Academic
  
• Likona, T. (Ed.). (1976). Moral development and behavior. New York: Holt, Rinehart
  
• Modgil, S., & Modgil, C. (Eds.). (1985). Lawrence Kohlberg: Consensus and controversy. 　　　　Philadelphia, PA: Falmer Press.
  
• Mosher, R. (Ed.). (1980). Moral education: A first generation of research and development. New York: Praeger.
  
• Noam, G. G., & Wren, T. E. (Eds.). (1993). The moral self. Cambridge, MA: The MIT Press.
  
• Nucci, L. P. (Ed.). (1989). Moral development and character education: A dialogue. Berkeley, 　CA: McCutchan Publishing Corp.
  
• Power, F. C., & Lapsley, D. K. (Eds.). (1989). The challenge of pluralism: Education, politics, and values. Notre Dame: University of Notre Dame Press.
  
• Puka, B. (Ed.). (1994). Moral development: A compendium, Vols. 1-7. New York: Garland
• Rest, J., & Narvaez, D. (Eds.). (1994). Moral development in the professions: Psychology and 　applied ethics. Hillsdale, NJ: Erlbaum.
  
• Scharf, P. (Ed.). (1978). Readings in moral education. Minneapolis, MN: Winston Press.
  
• Wren, T. E. (Ed.). (1990). The moral domain: Essays in the ongoing discussion between 　　　　　philosophy and the social sciences. Cambridge, MA: The MIT Press.