1. Brian Barger & W. Pitt Derryberry (2013). Do Negative Mood States Impact Moral Reasoning? Journal of Moral Education 42 (4):443-459.
    This paper presents three studies exploring the relationship between emotional responses to classic cognitive developmental moral dilemmas and moral reasoning indices as measured by the Defining Issues Test (DIT). Each study indicated that certain moral dilemmas elicit varying levels of anger and sadness as compared to a neutral baseline. In each study, decreased moral reasoning was observed in those instances where reports in both sadness and anger were high following a dilemma. This did not occur, however, in those instances where (...)
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  2. Chris Chandler, Jeff Brooks, Ryan Mulvaney & W. Pitt Derryberry (2009). Addressing the Relationships Among Moral Judgment Development, Authenticity, Nonprejudice, and Volunteerism. Ethics and Behavior 19 (3):201-217.
    This study addresses how moral judgment development, authenticity, and nonprejudice account for variance in scores pertaining to various motivational functions underlying volunteerism in order to clarify certain problems associated with previous research that has considered such relationships. In the study, 127 participants completed measurements that pertain to these constructs. Correlations revealed that moral judgment had a negligible relationship with both authenticity and nonprejudice, thereby affirming that the former construct is distinct from the latter two. Linear regression analyses supported that moral (...)
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  3. Grace Livingstone, W. Pitt Derryberry, Amanda King & Michael Vendetti (2006). Moral Developmental Consistency? Investigating Differences and Relationships Among Academic Majors. Ethics and Behavior 16 (3):265 – 287.
    Previous study has asserted that education majors score lower on assessments of moral development than do other majors. However, important factors associated with moral development have been overlooked. This study investigated the degree to which moral developmental differences exist by accounting for some of the oversights observed in previous study. Samples of 51, 38, and 62 college students in education, psychology, and other majors were addressed in terms of their moral judgment development, moral sensitivity, nonprejudice, and attitudes about human rights (...)
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