what pyschological explaination u can offer for peoples anti- enviornment behaviour?
eason for anti environment attitude
-lot of energy invested in earlier attitude formation, do not want to change it
-fear of change, not mobile personality
-short term thinking of materialistic loss
-lack of education, no scientific temper
-narcisstic orientation: major concern for present generation and my family and not future generation
-scarcity of resources,psychological reality in india hence overexploitation w/o consideration
-no stringent action,tf no consequences, tf no incentive to stop
-no role models in developed countries
other points that i have are more general tahn psychological, infact i feel points mentioned earlier are also very general. do give additional inputs.
2) tokenism: ppl do ltl bit n assume they have done thr bit
3) denial: whr is envt change its not immideately visible....one may ask
4) rationalization: whn others dont do nethin y shud I?
5) bystander effect: of social psych. collective responsibilty gets divided among all so impulse to do nethin abt envt is very ltl
6) poor role models: various summits n how envt is not the real q but the politics that sabotages all genuine efforts
7) lack of identification: whith varuios org lyk green peace etc.they r still activists with banners n stuff for common ppl
many more can be added
remdies: 1) cognitive dissonance for attitude change
2) dealing with various rationalizations n defenses etc
3) gud ldrship
4) sensitzation thru mass media: showing hoe glaciers r really melting etc etc
Lack of incentive/reinforcement /punishment for engaging in this behavior
2.Lack of awareness /knowledge about what harm we are doing by engaging in anti-environment behavior
3.Some times mental disorder also increase the chance of anti-environmental behavior
Remedies:
1. Inclusion of pro- environment behavior in CRPs
2.Use of small groups for promotion of pro-envirn behaviour
Wednesday, August 24, 2011
Saturday, August 13, 2011
Psychological Consequences of recent developments in IT
1. Social cohesion, isolation, exclusion It has been argued that "the Internet is a socially connecting device that’s socially isolating at the same time.” Indeed, social effects of theInternet on interpersonal attraction and social cohesion are mixed. Some research has
shown that ICTs threatens existing social relations. Other research suggests ICTs sustain
existing relationships and help building new ones. Similar issues resurface in the literature
on groups and larger social organisations: New virtual communities emerge and existing
social structures are strengthened according to some studies. Conversely, other studies
have shown that ICTs fosters individualism, and social exclusion of less powerful sectors
of society. In short, there is evidence that ICTs sometimes promote social cohesion and
sometimes erodes it. Indeed both occur in parallel and in different ways.
Social norms and antisocial behaviour Similar to the social cohesion outcomes of ICTs,
some studies have suggested that ICTs diminish normative behaviour (leading, in the
extreme, to antisocial behaviours such as hacking), whereas other evidence suggest that
anti-social aspects may be overstated. In fact, much of the research suggests that ICTs
foster normative behaviour and behaviour that is not necessarily of a different nature or
order to that outside of ICTs. However, the Internet does provide new possibilities and
powers that mean that the effects of cyber-sabotage (for example) can be wide-ranging
and consequential.
3. Identity manipulation and self-management One of the much-lauded features of the web
is that it allows people to manipulate and play with their identity, suggesting that “the
Internet is the identity technology.” However, this possibility can be easily overestimated,
idealised or romanticised. In fact, recent research reveals that people online are more
likely to use the opportunities for identity-manipulation provided by the Internet to present
what they see as their “real” selves, rather than to dissimulate and escape everyday
identity.
4. Power and politics The developments of ICTs provide new freedoms with political
implications. The survey shows social psychological effects of ICTs have important
political implications. At the macro level, the power of the net to transcend not only
locality but also nationality provides new freedoms to the users, but also to the owners of
technology and websites. At the micro level there are benefits from anonymity in breaking
down social barriers. However, there is also evidence that these barriers evident in the real
world are not eliminated, but sometimes are reproduced and accentuated in its virtual
counterpart.
5. Cognitive consequences, mental health, addiction The use of ICTs also raises issues of
their direct psychological and physiological effects on health and well being. Once again,
research evidence is mixed. On the positive side, the Internet is a realm for enlightenment,social support, and self-help. On the negative, there are hazards for mental health due to
cognitive overload, uncertainty and boundlessness.
6. Education. Although the use of ICTs in education is much applauded (and we do not
dispute its necessity), research has shown problems with implementation and uses in
educational practice. Some of these problems occur if opportunities of ICTs for
collaboration are ignored, when tools provided are inadequate, or when students and staff
are poorly trained. As a result expectations of increased achievement with ICTs in
education are often not met or, even worse, the quality of education may deteriorate.
7. Work and organisations There is mixed evidence on whether ICTs have increased
productivity or innovation. Organisations tend to view innovation as an end in itself,
without always making a careful analysis of the gains and pains of ICTs. As a result,
organisations are frequently disappointed with the effectiveness of their investments.
These macro-level observations generalise to in situ effectiveness of specific tools used in
organisations, such as groupware, group decision support systems, and intranets.
8. e-business, e-commerce, and entertainment In this domain, the Internet has clearly been
effective and is fast adding to as well as replacing other traditional domains. It has
simultaneously accelerated the twin trends to globalisation and individualisation in the
consumer society. From a social psychological angle, the power of rumour to affect
reputation increases the power of the individual to affect global markets, while
introducing a new instability to these markets' behaviour.
Grounded in a theoretical perspective on explaining the diverse empirical results, we come to
some principal conclusions about the social-psychological effects of ICTs:
1. Don’t believe the hype The first general conclusion is that it is misleading to draw
general conclusions about ICTs at all. The same ICT may have different effects in
different circumstances, and in the same circumstances we will find different social
effects with different ICTs. ICT has no generic effects: features of the technology (e.g.,
anonymity, isolation, asynchrony) combine and interact with social features (culture,
norms, identity, task). Moreover, media are populated by people, and people are not
created by the media: they use it for a range or reasons arising from their everyday lives.
The temptation to generalise is understandable, given the tremendous hype surroundingICTs. However, generic statements about the effects of technology are a common danger
in evaluating new media.
2. Beware evaluative closure and determinism Closely related to this first principle are
its specific forms, such as the tendency to overemphasise the positive or negative
consequences of aspects of the technology (utopian versus dystopian visions), or to
emphasise the driving force as either technology or society (technological versus social
determinism). These tendencies are oversimplifications: ICTs offer many possibilities but
they are unlikely to form either panaceas or plagues.
3. ICTs are not “less social” The notion that ICTs such h as CMC and the Internet are
less “social” media is something of a myth. Research and theory suggests that these
media can sometimes be more social in important ways than FtF communication. This
has implication for two major assumptions that plague research, namely that ICTs a)
undermine social relations, and b) foster anti-normative and asocial behaviour. Our
review suggests that neither of these concerns is well grounded. Social and group
identities take on a renewed importance in the network society, partly as resources to
resist the de-individualising and alienating tendencies of ICTs. People need social
structures, and they re-create and create them in the virtual world.
4. ICTs add to rather than replace existing technology and social arrangements Related
to the previous, ICTs do not generally replace or threaten either existing technologies of
communication, or the social relations in which these are embedded. Rather, social
factors and earlier communication technology form a context in which the new
technologies are embraced, shaping their use. Indeed, technologies that build on existing
social arrangements tend to be more successful than those that do not.
5. ICTs affect power and potency While it is problematic to associate ICTs with
specific effects, it may be true that they increase their potency. First, research has shown
that the impact of various aspects of social identities (e.g., status, gender, age, race,
nationality) is sometimes accentuated in ICTs, making them more influential. Second, the
Internet offers unprecedented access to information, which can be empowering to those
with access. This can have positive and negative effects (e.g., medical self-help vs. bombmaking). Third, the Internet offers new powers in terms of the willingness to share
knowledge, the ability to reach others, to organise, to resist powerful authorities, and to
undermine the very medium itself. Conversely, ICTs can be used for surveillance and
monitoring by the state and commercial organisations.
Going beyond these conclusions, we draw the following policy implications and
recommendations from this survey:
1. Social division and social exclusion Where divisions become accentuated (race, gender,
and age) by communication technology this gives cause for concern. The problems of the
future are better anticipated now in education and other domains: Policy needs to bridge
digital divides by focusing resources and opportunities on the disadvantaged in the
network society. Left alone the gaps between the advantaged and deprived sectors are
likely to become accentuated by uneven access to and use of these new technologies.
2. Identity Perspectives on identity need to change. People are not mere individuals, nor are
they rigidly categorised (or stigmatised) as in the days of the "verzuiling". Instead, ICT
reinforces the flexibility of individuals to take on different social identities. It is important
to question the idea of “homo economicus”, the idea that we are fixated at the individual
level of self-definition, acting on the basis of individual interests. The open source
movement is a good example of they types of identity-based collective behaviour thatICTs have fostered which transcend self-interest. The survey shows that people often act
for the good of a group or in terms of a common ideology, but that they flexibly shift their
group affiliations from context to context. Thus, while patterns of social identifications
are complex and changeable, taking the collective motives of people into account is a
prerequisite for dealing with collectives on the Internet.
3. Political participation ICT is increasingly used for grassroots organisation. Technology
will serve as a platform for collective/civil action, and in this capacity it surpasses the
somewhat narrow conceptions of ICT as a carrier of information. This stands in contrast
to the governments' present initiatives of electronic democracy (top-down models of
"inspraak"). Bridging the divide between the grassroots initiatives and electronic
democracy are an opportunity and necessity for increasing future contact between
governments and people who are willing to play an active role. Being connected to the
net is likely to be an important feature in participation and citizenship at the supranational
as well as at the national level (the European Community).
4. Mental health It is not easy to limit access or use of ICTs where these are causing
problems for mental health (stress, addiction). However, the government can provide
information to warn of the dangers of overuse, particularly directed at parents and
educators, and even integrate this on-line. In addition, the government could play an
active role in stimulating the development of high-quality content. Codes of practice,
especially in work environments, may help to guard against the dangers of overuse and
overload.
5. Education Going beyond the issues of access through education addressed in (1) above,
there is the question of how ICTs can facilitate education. More research is needed in the
context of learning with the aid of computers. The challenge for this research is to
provide concrete guidelines to shape design of ICT environments for collaborative
learning: evidence suggests that targeted design will be more fruitful than the present
practice transposing existing ICTs into the realm of education.
6. E-commerce, e-business The volume of commerce on the Internet, and the difficulty of
policing this domain, raise issues of consumer and business protection. Awareness of
client profiles and the social psychology of marketing and consumer behaviour will
acquire increasing importance. Social psychological factors such as perceived trust,
security, privacy issues and identity concerns will need to be analysed and taken into
account at the policy level. At the same time government has to be sensitive to how these
developments will affect existing social arrangements and communities.
7. Surveillance, security and privacy We live increasingly under the scrutiny of CCTV and
private personal information becomes increasingly public (data-bases on economic
activity, creditworthiness, etc). Protection of civil and citizens rights is therefore a major
concern, especially because legislation has barely kept pace with the technological
changes. Social psychological research highlights some of the adverse effects of
surveillance technologies, suggesting that increasing visibility is not the best way to
prevent crime. However, surveillance of the Internet may be necessary to monitor and
challenge extremist activity.
“The Internet is unlike anything we have seen before. It’s a socially connecting device
that’s socially isolating at the same time” (Greenfield, 2000).
shown that ICTs threatens existing social relations. Other research suggests ICTs sustain
existing relationships and help building new ones. Similar issues resurface in the literature
on groups and larger social organisations: New virtual communities emerge and existing
social structures are strengthened according to some studies. Conversely, other studies
have shown that ICTs fosters individualism, and social exclusion of less powerful sectors
of society. In short, there is evidence that ICTs sometimes promote social cohesion and
sometimes erodes it. Indeed both occur in parallel and in different ways.
Social norms and antisocial behaviour Similar to the social cohesion outcomes of ICTs,
some studies have suggested that ICTs diminish normative behaviour (leading, in the
extreme, to antisocial behaviours such as hacking), whereas other evidence suggest that
anti-social aspects may be overstated. In fact, much of the research suggests that ICTs
foster normative behaviour and behaviour that is not necessarily of a different nature or
order to that outside of ICTs. However, the Internet does provide new possibilities and
powers that mean that the effects of cyber-sabotage (for example) can be wide-ranging
and consequential.
3. Identity manipulation and self-management One of the much-lauded features of the web
is that it allows people to manipulate and play with their identity, suggesting that “the
Internet is the identity technology.” However, this possibility can be easily overestimated,
idealised or romanticised. In fact, recent research reveals that people online are more
likely to use the opportunities for identity-manipulation provided by the Internet to present
what they see as their “real” selves, rather than to dissimulate and escape everyday
identity.
4. Power and politics The developments of ICTs provide new freedoms with political
implications. The survey shows social psychological effects of ICTs have important
political implications. At the macro level, the power of the net to transcend not only
locality but also nationality provides new freedoms to the users, but also to the owners of
technology and websites. At the micro level there are benefits from anonymity in breaking
down social barriers. However, there is also evidence that these barriers evident in the real
world are not eliminated, but sometimes are reproduced and accentuated in its virtual
counterpart.
5. Cognitive consequences, mental health, addiction The use of ICTs also raises issues of
their direct psychological and physiological effects on health and well being. Once again,
research evidence is mixed. On the positive side, the Internet is a realm for enlightenment,social support, and self-help. On the negative, there are hazards for mental health due to
cognitive overload, uncertainty and boundlessness.
6. Education. Although the use of ICTs in education is much applauded (and we do not
dispute its necessity), research has shown problems with implementation and uses in
educational practice. Some of these problems occur if opportunities of ICTs for
collaboration are ignored, when tools provided are inadequate, or when students and staff
are poorly trained. As a result expectations of increased achievement with ICTs in
education are often not met or, even worse, the quality of education may deteriorate.
7. Work and organisations There is mixed evidence on whether ICTs have increased
productivity or innovation. Organisations tend to view innovation as an end in itself,
without always making a careful analysis of the gains and pains of ICTs. As a result,
organisations are frequently disappointed with the effectiveness of their investments.
These macro-level observations generalise to in situ effectiveness of specific tools used in
organisations, such as groupware, group decision support systems, and intranets.
8. e-business, e-commerce, and entertainment In this domain, the Internet has clearly been
effective and is fast adding to as well as replacing other traditional domains. It has
simultaneously accelerated the twin trends to globalisation and individualisation in the
consumer society. From a social psychological angle, the power of rumour to affect
reputation increases the power of the individual to affect global markets, while
introducing a new instability to these markets' behaviour.
Grounded in a theoretical perspective on explaining the diverse empirical results, we come to
some principal conclusions about the social-psychological effects of ICTs:
1. Don’t believe the hype The first general conclusion is that it is misleading to draw
general conclusions about ICTs at all. The same ICT may have different effects in
different circumstances, and in the same circumstances we will find different social
effects with different ICTs. ICT has no generic effects: features of the technology (e.g.,
anonymity, isolation, asynchrony) combine and interact with social features (culture,
norms, identity, task). Moreover, media are populated by people, and people are not
created by the media: they use it for a range or reasons arising from their everyday lives.
The temptation to generalise is understandable, given the tremendous hype surroundingICTs. However, generic statements about the effects of technology are a common danger
in evaluating new media.
2. Beware evaluative closure and determinism Closely related to this first principle are
its specific forms, such as the tendency to overemphasise the positive or negative
consequences of aspects of the technology (utopian versus dystopian visions), or to
emphasise the driving force as either technology or society (technological versus social
determinism). These tendencies are oversimplifications: ICTs offer many possibilities but
they are unlikely to form either panaceas or plagues.
3. ICTs are not “less social” The notion that ICTs such h as CMC and the Internet are
less “social” media is something of a myth. Research and theory suggests that these
media can sometimes be more social in important ways than FtF communication. This
has implication for two major assumptions that plague research, namely that ICTs a)
undermine social relations, and b) foster anti-normative and asocial behaviour. Our
review suggests that neither of these concerns is well grounded. Social and group
identities take on a renewed importance in the network society, partly as resources to
resist the de-individualising and alienating tendencies of ICTs. People need social
structures, and they re-create and create them in the virtual world.
4. ICTs add to rather than replace existing technology and social arrangements Related
to the previous, ICTs do not generally replace or threaten either existing technologies of
communication, or the social relations in which these are embedded. Rather, social
factors and earlier communication technology form a context in which the new
technologies are embraced, shaping their use. Indeed, technologies that build on existing
social arrangements tend to be more successful than those that do not.
5. ICTs affect power and potency While it is problematic to associate ICTs with
specific effects, it may be true that they increase their potency. First, research has shown
that the impact of various aspects of social identities (e.g., status, gender, age, race,
nationality) is sometimes accentuated in ICTs, making them more influential. Second, the
Internet offers unprecedented access to information, which can be empowering to those
with access. This can have positive and negative effects (e.g., medical self-help vs. bombmaking). Third, the Internet offers new powers in terms of the willingness to share
knowledge, the ability to reach others, to organise, to resist powerful authorities, and to
undermine the very medium itself. Conversely, ICTs can be used for surveillance and
monitoring by the state and commercial organisations.
Going beyond these conclusions, we draw the following policy implications and
recommendations from this survey:
1. Social division and social exclusion Where divisions become accentuated (race, gender,
and age) by communication technology this gives cause for concern. The problems of the
future are better anticipated now in education and other domains: Policy needs to bridge
digital divides by focusing resources and opportunities on the disadvantaged in the
network society. Left alone the gaps between the advantaged and deprived sectors are
likely to become accentuated by uneven access to and use of these new technologies.
2. Identity Perspectives on identity need to change. People are not mere individuals, nor are
they rigidly categorised (or stigmatised) as in the days of the "verzuiling". Instead, ICT
reinforces the flexibility of individuals to take on different social identities. It is important
to question the idea of “homo economicus”, the idea that we are fixated at the individual
level of self-definition, acting on the basis of individual interests. The open source
movement is a good example of they types of identity-based collective behaviour thatICTs have fostered which transcend self-interest. The survey shows that people often act
for the good of a group or in terms of a common ideology, but that they flexibly shift their
group affiliations from context to context. Thus, while patterns of social identifications
are complex and changeable, taking the collective motives of people into account is a
prerequisite for dealing with collectives on the Internet.
3. Political participation ICT is increasingly used for grassroots organisation. Technology
will serve as a platform for collective/civil action, and in this capacity it surpasses the
somewhat narrow conceptions of ICT as a carrier of information. This stands in contrast
to the governments' present initiatives of electronic democracy (top-down models of
"inspraak"). Bridging the divide between the grassroots initiatives and electronic
democracy are an opportunity and necessity for increasing future contact between
governments and people who are willing to play an active role. Being connected to the
net is likely to be an important feature in participation and citizenship at the supranational
as well as at the national level (the European Community).
4. Mental health It is not easy to limit access or use of ICTs where these are causing
problems for mental health (stress, addiction). However, the government can provide
information to warn of the dangers of overuse, particularly directed at parents and
educators, and even integrate this on-line. In addition, the government could play an
active role in stimulating the development of high-quality content. Codes of practice,
especially in work environments, may help to guard against the dangers of overuse and
overload.
5. Education Going beyond the issues of access through education addressed in (1) above,
there is the question of how ICTs can facilitate education. More research is needed in the
context of learning with the aid of computers. The challenge for this research is to
provide concrete guidelines to shape design of ICT environments for collaborative
learning: evidence suggests that targeted design will be more fruitful than the present
practice transposing existing ICTs into the realm of education.
6. E-commerce, e-business The volume of commerce on the Internet, and the difficulty of
policing this domain, raise issues of consumer and business protection. Awareness of
client profiles and the social psychology of marketing and consumer behaviour will
acquire increasing importance. Social psychological factors such as perceived trust,
security, privacy issues and identity concerns will need to be analysed and taken into
account at the policy level. At the same time government has to be sensitive to how these
developments will affect existing social arrangements and communities.
7. Surveillance, security and privacy We live increasingly under the scrutiny of CCTV and
private personal information becomes increasingly public (data-bases on economic
activity, creditworthiness, etc). Protection of civil and citizens rights is therefore a major
concern, especially because legislation has barely kept pace with the technological
changes. Social psychological research highlights some of the adverse effects of
surveillance technologies, suggesting that increasing visibility is not the best way to
prevent crime. However, surveillance of the Internet may be necessary to monitor and
challenge extremist activity.
“The Internet is unlike anything we have seen before. It’s a socially connecting device
that’s socially isolating at the same time” (Greenfield, 2000).
IT+Psychology
Information technology is a term that is used fairly
frequently because it embraces the many ways in which
computers are used. It includes telecommunications, a
wide range of medi a (software, CD-ROM, interactive
video and sound), several kinds of computers (supercomputers, mainframes, and microcomputers), and applications. Psychology is a discipline with some history
in the use of information technology for both instruction
and research
1. To k e ep up with advanc e s in research tools
2. To updat e ins t ruc t ional software.
3. To find out what works. A lot of software is available commercially, but it is often difficult to determine student reactions, or whether the software will fulfill
expectations. At our meetings, we have always emphasized the evaluation ofsoftware applications. Presenters are not hesitant about placing a piece of software within
a context and evaluating it against similar materials
4. The opportunity to me e t the peopl e who ar e author ing academi c software. Mel, SuperLab, MacLaboratory, PsyScope, and Eye Lines are a small fraction of the available materials that have been authored by SCiP members. The annual meeting provides members with
an opportunity to have an input into future developments
in instructional software
5. To understand new me thods ofdata analysis
6. Tof ind out what snew. Vendor displays have been
used over the years to provide an informal forum for discussion at our meetings. Innovative hardware and software products are presented.
7. The oppor tuni t y to as k que s t ions about spe c i f i c
research or ins t ruc t ional applications. With the emphasis on tool-based software, there is some flexibility in
how software can be used. Hints about effective techniques can be true time savers.
8. Tof ind solut ions to research and ins t ruc t ional applications that are specific to psychology. Although there
are many computer conferences, they tend to be dominated by a specific vendor or software application. Our
conference is dominated only by a shared interest in applications for psychology. We are not in the business of
hawking commercial products.
9. To me e t othe r s who have common ins t ruc t ional or
research applications. Working together, we can sometimes develop solutions that would not be possible alone.
10. Because the annual me e t ing prov ide s an opportunity to discuss developments in information technologies as they relate to the discipline ofps y chology . Research
tools developed for a specific area of research may be
useful when applied more broadly.
frequently because it embraces the many ways in which
computers are used. It includes telecommunications, a
wide range of medi a (software, CD-ROM, interactive
video and sound), several kinds of computers (supercomputers, mainframes, and microcomputers), and applications. Psychology is a discipline with some history
in the use of information technology for both instruction
and research
1. To k e ep up with advanc e s in research tools
2. To updat e ins t ruc t ional software.
3. To find out what works. A lot of software is available commercially, but it is often difficult to determine student reactions, or whether the software will fulfill
expectations. At our meetings, we have always emphasized the evaluation ofsoftware applications. Presenters are not hesitant about placing a piece of software within
a context and evaluating it against similar materials
4. The opportunity to me e t the peopl e who ar e author ing academi c software. Mel, SuperLab, MacLaboratory, PsyScope, and Eye Lines are a small fraction of the available materials that have been authored by SCiP members. The annual meeting provides members with
an opportunity to have an input into future developments
in instructional software
5. To understand new me thods ofdata analysis
6. Tof ind out what snew. Vendor displays have been
used over the years to provide an informal forum for discussion at our meetings. Innovative hardware and software products are presented.
7. The oppor tuni t y to as k que s t ions about spe c i f i c
research or ins t ruc t ional applications. With the emphasis on tool-based software, there is some flexibility in
how software can be used. Hints about effective techniques can be true time savers.
8. Tof ind solut ions to research and ins t ruc t ional applications that are specific to psychology. Although there
are many computer conferences, they tend to be dominated by a specific vendor or software application. Our
conference is dominated only by a shared interest in applications for psychology. We are not in the business of
hawking commercial products.
9. To me e t othe r s who have common ins t ruc t ional or
research applications. Working together, we can sometimes develop solutions that would not be possible alone.
10. Because the annual me e t ing prov ide s an opportunity to discuss developments in information technologies as they relate to the discipline ofps y chology . Research
tools developed for a specific area of research may be
useful when applied more broadly.
Moral Behaviour
A FOUR COMPONENT MODEL OF MORAL BEHAVIOR
The Four Component Model (Narvaez & Rest, 1995; Rest, 1979) represents the internal
“processes” necessary for a moral act to ensue: moral sensitivity, moral judgment, moral
r virtues; rather they are major units of analysis used to trace how a person responds in a particular social situation.
The model depicts an “ensemble of processes,” not a single, unitary one. Therefore, the
operation of a single component does not predict moral behavior. Instead, behaving morally
depends upon each process and the execution of the entire ensemble.
Each process involves cognitive, affective, and behavioral aspects that function together in fostering the completion of a moral action.
Collectively, the following processes comprise the Four Component
(1) “Ethical sensitivity” involves perceiving the relevant elements in the
situation and constructing an interpretation of those elements. This first component also includes consideration of what actions are possible, who and what might be affected by each possible action, and how the involved parties might react to possible outcomes.
(2) “Ethical judgment” relates to reasoning about the possible actions and deciding which is most moral or ethical.
(3)“Ethical motivation” involves prioritizing what is considered to be the most moral or ethical
action over all others and being intent upon following that course.
(4) “Ethical action” combines the strength of will with the social and psychological skills necessary to carry out the intended course of action. This fourth component, then, is dependent both on having the requisite skills and on persisting in the face of any obstacles or challenges to the action that may rise.
In fact, Friedman (1997) has shown that moral sensitivity and reasoning adolescents’ decisions and opinions regarding the acceptability of taking action violating copyright protection by making illegal copies of computer programs (i.e., pirating) or invading someone’s privacy through unauthorized access to (i.e., hacking) their computer files.
The Four Component Model (Narvaez & Rest, 1995; Rest, 1979) represents the internal
“processes” necessary for a moral act to ensue: moral sensitivity, moral judgment, moral
r virtues; rather they are major units of analysis used to trace how a person responds in a particular social situation.
The model depicts an “ensemble of processes,” not a single, unitary one. Therefore, the
operation of a single component does not predict moral behavior. Instead, behaving morally
depends upon each process and the execution of the entire ensemble.
Each process involves cognitive, affective, and behavioral aspects that function together in fostering the completion of a moral action.
Collectively, the following processes comprise the Four Component
(1) “Ethical sensitivity” involves perceiving the relevant elements in the
situation and constructing an interpretation of those elements. This first component also includes consideration of what actions are possible, who and what might be affected by each possible action, and how the involved parties might react to possible outcomes.
(2) “Ethical judgment” relates to reasoning about the possible actions and deciding which is most moral or ethical.
(3)“Ethical motivation” involves prioritizing what is considered to be the most moral or ethical
action over all others and being intent upon following that course.
(4) “Ethical action” combines the strength of will with the social and psychological skills necessary to carry out the intended course of action. This fourth component, then, is dependent both on having the requisite skills and on persisting in the face of any obstacles or challenges to the action that may rise.
In fact, Friedman (1997) has shown that moral sensitivity and reasoning adolescents’ decisions and opinions regarding the acceptability of taking action violating copyright protection by making illegal copies of computer programs (i.e., pirating) or invading someone’s privacy through unauthorized access to (i.e., hacking) their computer files.
Friday, August 12, 2011
Psychology and its role in information technology
1. To keep up with advances in research tools
2.To update instructional software.
To find out what works
5. To understand new methods ofdata analysis
6.Tofind out whats new.
2.To update instructional software.
To find out what works
The opportunity to meet the people who are authoring academic software
5. To understand new methods ofdata analysis
6.Tofind out whats new.
7. The opportunity to ask questions about specific research or instructional applications
8. Tofind solutions to research and instructional applications that are specific to psychology
9.As cognitive scientists, our work provides the basis for technological developments. As we learn
more about cognition, this understanding can be applied to the development of intelligent machines and communications
systems in the manner spelled out by Clark(1992).
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