Skip navigation
Universidade Federal da Bahia |
Repositório Institucional da UFBA
Use este identificador para citar ou linkar para este item: https://repositorio.ufba.br/handle/ri/42754
Registro completo de metadados
Campo DCValorIdioma
dc.creatorSilva, Lucas Carmo da-
dc.date.accessioned2025-08-19T16:46:31Z-
dc.date.available2025-08-19T16:46:31Z-
dc.date.issued2023-05-26-
dc.identifier.urihttps://repositorio.ufba.br/handle/ri/42754-
dc.description.abstractMoral development encompasses a broad range of social skills studied by contemporary Neuropsychology. However, the literature points to inconsistencies in research due to the lack of standardization in vocabulary and evaluation methods for these skills. Therefore, the objective of this study was to develop and seek evidence of content-based validity for a new instrument. The study was divided into three phases: item pre-selection, evidence collected from expert judgment, and evidence collected from the target population. This new measure presented, from the written item pre-selection to the final illustrated task, good psychometric qualities based on test content, and positive feedback from experts in the field. This item selection should be confirmed or transformed by studies with larger and more diverse samples, such as children from other cultures and with atypical development, in order to broaden its relevance in the professional practice of Psychologists.pt_BR
dc.languageporpt_BR
dc.publisherUniversidade Federal da Bahiapt_BR
dc.rightsAcesso Abertopt_BR
dc.subjectDesenvolvimento moralpt_BR
dc.subjectNeuropsicologia - avaliaçãopt_BR
dc.subjectMoralidadept_BR
dc.subject.otherMoral developmentpt_BR
dc.subject.otherNeuropsychological assessmentpt_BR
dc.subject.otherMoralitypt_BR
dc.titleDesenvolvimento e neurociências: criação e validação do teste de cognição ético-moral para criançaspt_BR
dc.typeDissertaçãopt_BR
dc.publisher.programPrograma de Pós-Graduação em Psicologia (PPGPSI) pt_BR
dc.publisher.initialsUFBApt_BR
dc.publisher.countryBrasilpt_BR
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO DESENVOLVIMENTO HUMANO::DESENVOLVIMENTO SOCIAL E DA PERSONALIDADEpt_BR
dc.contributor.advisor1Lima, Thatiana Helena-
dc.contributor.advisor1IDhttps://orcid.org/0000-0001-9832-8546pt_BR
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/8893474219361074pt_BR
dc.contributor.advisor-co1Andrade, Nara Côrtes-
dc.contributor.advisor-co1IDhttps://orcid.org/0000-0002-9115-4720pt_BR
dc.contributor.advisor-co1Latteshttp://lattes.cnpq.br/6501857105181860pt_BR
dc.contributor.referee1Lima, Thatiana Helena-
dc.contributor.referee1IDhttps://orcid.org/0000-0001-9832-8546pt_BR
dc.contributor.referee1Latteshttp://lattes.cnpq.br/8893474219361074pt_BR
dc.contributor.referee2Barros, Leonardo de Oliveira-
dc.contributor.referee2Latteshttps://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4479674E2&tokenCaptchar=0cAFcWeA6bUYDTtKANdKxZAB36TWxno-uQrAndqizfM7Lm-6N5Fg684BLTbqxecxeRWo7tDcp6QA2ac-YZsEm-kDSe595grJp0DBVd0ZTv-VVrvhdiyvfIQ_zq1flJTYS2UYuxB8sq89nQosCszTveY0NeU-L-2Qq23VbBLVOobVJwHsgyLTz7YZDgj95jm-L--nAQE-yUoqh3oIPC2rxWqRzjEwyZQlMf5N4TWZU8awgEVx9pIJVBNtdyWoO2DXrSkUdEYLVyS0Wkhvqd9GONWba-OituTzqUYREibCf725Ly8h3eaT4usW-MkKvZdMgdrGWxJwKyNDNsrR90zs063_W_fd4x20qMk20izUWLwHT78SV42nWf9FQU_UYfdhXZelVUTtGO5IzMT4xJTolRPAONAi_UMwNvIqt2p-2HHX7_UviPZCPWKFqMQSYTEybSHSM0nwkcdv58GXWat5xw3mtfUemAX_Ij3pqFuouF3RlkHvJDpNtSzV_fipUN9XkkJTjDwJ_8iAcVEhvkoblJfk1J7a0S0oSzt8Dh_50gAQqCRogRmUmeUSKi1uCd1yApQ2bGrDDU33OARs-y3dBVm9tAoWtsH62AP14biHh4H8iovJTMpLO7UCuYAKklCBs01yvGmfYOEmfpYGgSzhlf7UMU86OqnPD1DRsBcr1McYm8uMkt6QbwaHWNy3zli-HWS-PtuqklBxIFv6BWzC4YbzBpspn611fTT6wHBYSTNbhRnpU9wM9z9IBDi_XmlB-mGya5ccKcoEX-N7aHFXrde6N_qIBIQAK4kaVYfntxeQqDM2uib_1kc9P8RFwJ70Q5xFLWDcAEYK-bkvSg_IyLBMCDfhZmEyyj4Apt_BR
dc.contributor.referee3Lima, Lisandra Borges Vieira-
dc.contributor.referee3Latteshttps://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4450533P4&tokenCaptchar=0cAFcWeA4y3fgIoHTB-tCgLkgxt__7NI-ukcgHj9yvApeTUZof6H3YTddzizWKuPuMXRou5rc3V7Rn6QGIsG8CkRW5572J3EeiMy8XyYPMFec7ZzWk0bpF3jduQici-bDvXnHBw691ao7KddWRzS6Ny1AKuUKYYbeL8tnf7j-Yxy7nx_K7CPRZqeUjwITAb6_mTdpMIjDRT-hrJCpmIc032Gil6LEnGAPfnwEBKx6eq8Eo-jCjhEBt5Uz2S1WmUGYVIpSWHsHm8UNR5LwI-SDyMzSvcYxFbVbW8tI0CK1XswEcxC3yvh3Tsb-9wmsLI37kQR5IhT6fhwJ08nF5E-kA6kkoZppoPaoyAl2OGymj165-JjbgJfdf57IAgVgIWL1O0PEz5s0TwfTqUPvl7GcueugnpfKVW2YlYyZ3l3_7I52EoBoZFfy6ZlZVf3Kp7whli9JDQL_DLaMkZB7SwTLuLiAmBkLwV8yXH-3605vMA_pJQYQVuzl92onQ4NCjAwFUdzdL5tnGx4GXmSuPDNYvUHvxXDjCsOOjI4jwIxZHTHQ-AMp26sEqrJAqsBtd676lneCgML_Fb52jn0T9NsLhfUu5zSuQGlp4UTa-o6QDeQ07rmyeStJeK3GTq2SmkaqRtiQSz68WGz-SJ9O_fJaZ2VnsCr_HSsMYsYHfjJM_3F9KvfvLspRw-BQ3G36QCfjs7aD-i5pCDhPN0d-5-k2dgus3QlJkQ2AWrGrrSCR4umQ3qTnbjBN5THoPEF-Tr5B5_y4zPYcDWq2GZVDvXLOpy-dPGz2TkINFmRNeT59i8r2uD86urmLwqn0VP-cTqDXxGVXHZG5nKhwwpt_BR
dc.creator.IDhttps://orcid.org/0000-0002-8715-4074pt_BR
dc.creator.Latteshttps://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4373440E6&tokenCaptchar=0cAFcWeA6eMvpzrE6_fAoPUiDaVw_zJOJjS7qEP5EJw-yk2a6E_MjiQ3n7llZTgxDTTk-88plV9Qzdlx5ixTVI3kS-UhWzqAfkMY5l_r5qjwbyM8dwqjDn20QdOBjsVhRSLrDY0uWiDOz7s41PBT6kYnaVznfnP2lIIi5PHx9KF8VmEVQyA3WnlWs5LY3D2futyefwFMncg7r7E4oh0Z2g7ZmSL19TTR4wsEGQXGyNFVPlAktEhJ4OZhDzma_Yy7gHBlhtaOls_FaKYdRv_-wHCauIlsKciCSssxWBUxWFFIi5ioP4TeANJi-xkAXZpAimEL70YiuZY4JLGZnhzkj_FQrqPd9s7MBuV0zs-Zw3tUezB7TUxZerQlGZ7MTUSi4BSbpVEnkZ-Z-8S1vrqHyS0sOETxHSAjlIe1ECzAjp8nwJ73xgSMyX3ryaZLxs0wqbxY3rbXcT2kwP3cFeWAZioQfVI-KxEsYEM-0vFscXUk1MW6S_jf6sfAubQ7Uqt0XRRCpZY55guIXDkfkgT_AxYLQF_kMRV3P5o2j3x0LiBlxs6hoKESHw1sLZyk0nx7QnMX_zDYFDlzFxSA7q2Ii8hvG0_cvdsn3ybr0l2jHAdAxzHfrBdnVpEMSiS3aG4-ClRTIiB4jwTT0AhuAzjrnUFsFmJOVj95-XBCRmp8byzys5VwrOsZ5CNg3u9-wN5dwJy_rxVI5OscsaDVGWs2Rz3qP5Qojv4VrV5_wNxnqu5NKAqjm-1-mK-p01SNPTN917QddE1aeHLn7IIrqllVvPAWKWHx5aGXYQ6aP38d1y8D6RSkIoCgGnaEMKBrPuFxY--ehcvY36v9xBpt_BR
dc.description.resumoO desenvolvimento moral compõe uma ampla gama de habilidades sociais estudadas pela Neuropsicologia contemporânea. No entanto, a literatura aponta inconsistências das pesquisas devido ao não ordenamento do vocabulário e dos métodos de avaliação dessas habilidades. Por isso, o objetivo desse estudo foi desenvolver e buscar evidências de validade baseada no conteúdo de um novo instrumento. O estudo foi dividido em três fases: pré-seleção de itens, evidências coletadas a partir do parecer de juízes e evidências coletadas com a população-alvo. Essa nova medida apresentou, desde a pré-seleção dos itens por escrito até a tarefa ilustrada, boas qualidades psicométricas baseadas no conteúdo do teste, e bons feedbacks de especialistas na área. Essa seleção de itens deverá ser confirmada ou transformada por estudos com amostras maiores e mais diversas como crianças de outras culturas e de desenvolvimento atípico, a fim de que se amplie sua relevância na prática do Psicólogo.pt_BR
dc.publisher.departmentInstituto de Psicologiapt_BR
dc.relation.referencesArsenio, W. F., & Lemerise, E. A. (2004). Aggression and moral development: Integrating social information processing and moral domain models. Child Development, 75(4), 987–1002. https://doi.org/10.1111/j.1467-8624.2004.00720.x Baird, J. A., & Astington, J. W. (2004). The role of mental state understanding in the development of moral cognition and moral action. New Directions for Child and Adolescent Development, 103, 37–49. https://doi.org/10.1002/cd.96 Baldwin, J. M. (1896). Social and ethical interpretations in mental development. McMillan. Bataglia, P. U. R. (1996). Um estudo sobre o juízo moral e a questão ética na prática da Psicologia. Universidade de São Paulo. Bataglia, P. U. R. (2001). A Construção da competência moral e a formação do psicólogo. Universidade de São Paulo. Bataglia, P. U. R., de Morais, A., & Lepre, R. M. (2010). A teoria de Kohlberg sobre o desenvolvimento do raciocínio moral e os instrumentos de avaliação de juízo e competência moral em uso no Brasil. Estudos de Psicologia (Natal), 15(1), 25–32. https://doi.org/10.1590/S1413-294X2010000100004 Beauchamp, M. H., Dooley, J. J., & Anderson, V. (2013). A preliminary investigation of moral reasoning and empathy after traumatic brain injury in adolescents. Brain Injury, 27(7–8), 896–902. https://doi.org/10.3109/02699052.2013.775486 Beauchamp, Miriam H. (2017). Neuropsychology’s social landscape: Common ground with social neuroscience. Neuropsychology, 31(8), 981–1002. https://doi.org/10.1037/neu0000395 Beauchamp, Miriam H., & Anderson, V. (2010). SOCIAL: An Integrative Framework for theDevelopment of Social Skills. Psychological Bulletin, 136(1), 39–64. https://doi.org/10.1037/a0017768 Brown, T. T., & Jernigan, T. L. (2012). Brain development during the preschool years. Neuropsychology Review, 22(4), 313–333. https://doi.org/10.1007/s11065-012-9214-1 Camino, C., Luna, V., Alves, A., Silva, M., & Rique, J. (1989). Reformulação e Adaptação do Defining Issues Test (X. R. A. de P. In Sociedade Brasileira de Psicologia (Org.) (ed.)). Chiasson, V., Vera-Estay, E., Lalonde, G., Dooley, J. J., & Beauchamp, M. H. (2017). Assessing social cognition: age-related changes in moral reasoning in childhood and adolescence. Clinical Neuropsychologist, 31(3), 515–530. https://doi.org/10.1080/13854046.2016.1268650 Christensen, J. F., & Gomila, A. (2012). Moral dilemmas in cognitive neuroscience of moral decision-making: A principled review. Neuroscience and Biobehavioral Reviews, 36(4), 1249–1264. https://doi.org/10.1016/j.neubiorev.2012.02.008 Cicchetti, D. V. (1994). Interreliability standards in psychological evaluations. Psychological Assessment, 6(4), 284–290. Colby, A., Kohlberg, L., Gibbs, J., & Lieberman, M. (1983). A Longitudinal Study of moral Judgment. In Moographs of the Society for Research in Child Development (Vol. 48, Issue May). Wiley on behalf of the Society for Research in Child Development. Crick, N. R., & Dodge, K. A. (1994). A Review and Reformulation of Social Information-Processing Mechanisms in Children’s Social Adjustment. Psychological Bulletin, 115(1), 74–101. https://doi.org/10.1037/0033-2909.115.1.74 Cui, L., Colasante, T., Malti, T., Ribeaud, D., & Eisner, M. P. (2016). Dual Trajectories of Reactive and Proactive Aggression from Mid-childhood to Early Adolescence: Relations to Sensation Seeking, Risk Taking, and Moral Reasoning. Journal ofAbnormal Child Psychology, 44(4), 663–675. https://doi.org/10.1007/s10802-015-0079-7 Dahl, A., Gross, R. L., & Siefert, C. (2020). Young children’s judgments and reasoning about prosocial acts: Impermissible, suberogatory, obligatory, or supererogatory? Cognitive Development, 55(March), 100908. https://doi.org/10.1016/j.cogdev.2020.100908 Daniel, E., Dys, S. P., Buchmann, M., & Malti, T. (2014). Developmental relations between sympathy, moral emotion attributions, moral reasoning, and social justice values from childhood to early adolescence. Journal of Adolescence, 37(7), 1201–1214. https://doi.org/10.1016/j.adolescence.2014.08.009 Decety, J. (2020). The social brain. In Philosophical Transactions of the Royal Society B: Biological Sciences (Vol. 362, Issue 1480). https://doi.org/10.1098/rstb.2006.2003 Decety, J., Michalska, K. J., & Kinzler, K. D. (2012). The contribution of emotion and cognition to moral sensitivity: A neurodevelopmental study. Cerebral Cortex, 22(1), 209–220. https://doi.org/10.1093/cercor/bhr111 Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-Emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. https://doi.org/10.1111/cdev.12739 Dooley, J. J., Beauchamp, M., & Anderson, V. A. (2010). The measurement of sociomoral reasoning in adolescents with traumatic brain injury: A pilot investigation. Brain Impairment, 11(2), 152–161. https://doi.org/10.1375/brim.11.2.152 Dys, S. P., Peplak, J., Colasante, T., & Malti, T. (2019). Children’s sympathy and sensitivity to excluding economically disadvantaged peers. Developmental Psychology, 55(3), 482–487. https://doi.org/10.1037/dev0000549 Eisenberg, N., & Mussen, P. H. (1989). The Roots of prosocial behavior in children.Cambridge Univ Press. Elizabeth S. Spelke, Emily P. Bernier, & Skerry, A. E. (2013). Core Social Cognition. In Navigating the Social World (Vol. 6, Issue 38, pp. 11–16). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199890712.003.0003 Fast, A. A., & Van Reet, J. (2018). Preschool children transfer real-world moral reasoning into pretense. Cognitive Development, 45(November 2017), 40–47. https://doi.org/10.1016/j.cogdev.2017.11.003 Feest, U. (2020). Construct validity in psychological tests – the case of implicit social cognition. European Journal for Philosophy of Science, 10(1), 1–24. https://doi.org/10.1007/s13194-019-0270-8 Fernandes, L. M., Leme, V. B. R., Elias, L. C. S., & Soares, A. B. (2018). Preditores do desempenho escolar ao final do ensino fundamental: histórico de reprovação, habilidades sociais e apoio social. Temas Em Psicologia, 26(1), 215–228. https://doi.org/10.9788/tp2018.1-09pt Francis, K. B., Howard, C., Howard, I. S., Gummerum, M., Ganis, G., Anderson, G., & Terbeck, S. (2016). Virtual morality: Transitioning from moral judgment to moral action? PLoS ONE, 11(10), 170133. https://doi.org/10.1371/journal.pone.0164374 Garon, M., Forgeot d’Arc, B., Lavallée, M. M., Estay, E. V., & Beauchamp, M. H. (2018). Visual encoding of social cues contributes to moral reasoning in autism spectrum disorder: An eye-tracking study. Frontiers in Human Neuroscience, 12(October), 1–14. https://doi.org/10.3389/fnhum.2018.00409 Garrigan, B., Adlam, A. L. R., & Langdon, P. E. (2018). Moral decision-making and moral development: Toward an integrative framework. Developmental Review, 49(March), 80–100. https://doi.org/10.1016/j.dr.2018.06.001 Gilligan, C. (1982). In a different voice: Psychological theory and women’s development (K.L. Gratz & L. Roemer (eds.)). Harvard University Press. Groman, C. M. J., & Barzman, D. H. (2014). The impact of ADHD on morality development. ADHD Attention Deficit and Hyperactivity Disorders, 6(2), 67–71. https://doi.org/10.1007/s12402-014-0131-4 Happé, F., & Frith, U. (2014). Annual research review: Towards a developmental neuroscience of atypical social cognition. Journal of Child Psychology and Psychiatry and Allied Disciplines, 55(6), 553–577. https://doi.org/10.1111/jcpp.12162 Hinnant, J. B., Nelson, J. A., O’Brien, M., Keane, S. P., & Calkins, S. D. (2013). The interactive roles of parenting, emotion regulation and executive functioning in moral reasoning during middle childhood. Cognition and Emotion, 27(8), 1460–1468. https://doi.org/10.1080/02699931.2013.789792 Hutz, C. S., Bandeira, D. R., & Trentini, C. M. (2015). Psicometria. Artmed. Jambon, M., & Smetana, J. G. (2020). Self-Reported Moral Emotions and Physical and Relational Aggression in Early Childhood: A Social Domain Approach. Child Development, 91(1), e92–e107. https://doi.org/10.1111/cdev.13174 Johnston, M., & Krettenauer, T. (2011). Moral self and moral emotion expectancies as predictors of anti- and prosocial behaviour in adolescence: A case for mediation? European Journal of Developmental Psychology, 8(2), 228–243. https://doi.org/10.1080/17405621003619945 Josephs, M., Kushnir, T., Gräfenhain, M., & Rakoczy, H. (2016). Children protest moral and conventional violations more when they believe actions are freely chosen. Journal of Experimental Child Psychology, 141, 247–255. https://doi.org/10.1016/j.jecp.2015.08.002 Junge, C., Valkenburg, P. M., Deković, M., & Branje, S. (2020). The building blocks of social competence: Contributions of the Consortium of Individual Development.Developmental Cognitive Neuroscience, 45(June). https://doi.org/10.1016/j.dcn.2020.100861 Killen, M., & Dahl, A. (2021). Moral Reasoning Enables Developmental and Societal Change. Perspectives on Psychological Science. https://doi.org/10.1177/1745691620964076 Killen, M., Mulvey, K. L., Richardson, C., Jampol, N., & Woodward, A. (2011a). The {Accidental} {Transgressor}: {Morally}-{Relevant} {Theory} of {Mind}. Cognition, 119(2), 197–215. https://doi.org/10.1016/j.cognition.2011.01.006.The Killen, M., Mulvey, K. L., Richardson, C., Jampol, N., & Woodward, A. (2011b). The Accidental Transgressor: Morally Relevant Theory of Mind. Cognition, 119(2), 197–215. https://doi.org/10.1016/j.cognition.2011.01.006.The Killen, M., & Smetana, J. G. (2014). Handbook of Moral Development. In Psychology Press. https://doi.org/10.4324/9780203581957 Labelle-chiasson, V. (2017). Évaluation De La Cognition Sociale : Étude Du Raisonnement Moral Chez L ’ Enfant Neurotypique Et Avec Lésion Cérébrale Focale. Département de psychologie, Faculté des arts et sciences, Université de Montréal. Lane, J. D., Wellman, H. M., Olson, S. L., LaBounty, J., & Kerr, D. C. R. (2010). Theory of mind and emotion understanding predict moral development in early childhood. British Journal of Developmental Psychology, 28(4), 871–889. https://doi.org/10.1348/026151009X483056 Lemerise, E. A., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71, 107–118. Levasseur, C., Desbiens, N., & Bowen, F. (2017). Moral reasoning about school bullying in involved adolescents. Journal of Moral Education, 46(2), 158–176. https://doi.org/10.1080/03057240.2016.1268113Li, T., Decety, J., Hu, X., Li, J., Lin, J., & Yi, L. (2019). Third-Party Sociomoral Evaluations in Children With Autism Spectrum Disorder. Child Development, 90(5), e584–e597. https://doi.org/10.1111/cdev.13206 Malti, T., Eisenberg, N., Kim, H., & Buchmann, M. (2013). Developmental trajectories of sympathy, moral emotion attributions, and moral reasoning: The role of parental support. Social Development, 22(4), 773–793. https://doi.org/10.1111/sode.12031 Malti, T., Gasser, L., & Buchmann, M. (2009). Aggressive and prosocial children’s emotion attributions and moral reasoning. Aggressive Behavior, 35(1), 90–102. https://doi.org/10.1002/ab.20289 Mammen, M., Köymen, B., & Tomasello, M. (2019). Children’s reasoning with peers and parents about moral dilemmas. In Developmental Psychology (Vol. 55, Issue 11, pp. 2324–2335). https://doi.org/10.1037/dev0000807 Margoni, F., Guglielmetti, G., & Surian, L. (2019). Brief Report: Young Children with Autism Can Generate Intent-Based Moral Judgments. Journal of Autism and Developmental Disorders, 49(12), 5078–5085. https://doi.org/10.1007/s10803-019-04212-9 McGuire, J., Langdon, R., & Brüne, M. (2014). Moral cognition in schizophrenia. Cognitive Neuropsychiatry, 19(6), 495–508. https://doi.org/10.1080/13546805.2014.928195 Mecca, T. P., Dias, N., & Berberian. (2016). Cognição Social. Memnon Edições Científicas. Mecca,T.P., Dias, N. M., Oliveira, P. V. & Muniz, M (2018) Theory Of Mind Test for Children: Content Validity. Psico-USF, 23(3), 393-407. htttp://dx.doi.org/10.1590/1413-82712018230301 Orobio De Castro, B., Veerman, J. W., Koops, W., Bosch, J. D., & Monshouwer, H. J. (2002). Hostile attribution of intent and aggressive behavior: A meta-analysis. Child Development, 73(3), 916–934. https://doi.org/10.1111/1467-8624.00447Paciello, M., Ballarotto, G., Cerniglia, L., & Muratori, P. (2020). <p>Does the Interplay of Callous-Unemotional Traits and Moral Disengagement Underpin Disruptive Behavior? A Systematic Review</p>. Adolescent Health, Medicine and Therapeutics, Volume 11, 9–20. https://doi.org/10.2147/ahmt.s151699 Pasquali, L. (1998). Princípios de elaboração de escalas psicológicas. Revista de Psiquiatria Clinica, 25(5). Piaget, J. (1932). The Moral Judgment of the Child. Routledge and Kegan Paul. Piaget, J. (1970). Genetic Epistemology. Norton & Company. Pinkham, A. E., & Penn, D. L. (2006). Neurocognitive and social cognitive predictors of interpersonal skill in schizophrenia. Psychiatry Research, 143(2–3), 167–178. https://doi.org/10.1016/j.psychres.2005.09.005 Raboteg-Saric, Z., & Hoffman, M. L. (2001). Empathy and Moral Development: Implications for Caring and Justice. In Contemporary Sociology (Vol. 30, Issue 5). https://doi.org/10.2307/3089337 Rizzo, M. T., Cooley, S., Elenbaas, L., & Killen, M. (2018). Young children’s inclusion decisions in moral and social–conventional group norm contexts. Journal of Experimental Child Psychology, 165, 19–36. https://doi.org/10.1016/j.jecp.2017.05.006 Ruessmann, J. K., & Unkelbach, C. (2021). Rational Dictators in the Dictator Game Are Seen as Cold and Agentic but Not Intelligent. Personality and Social Psychology Bulletin. https://doi.org/10.1177/01461672211040686 Smetana, J. G. (2013). Moral Development: The Social Domain Theory View. In The Oxford Handbook of Developmental Psychology (Vol. 1, Issue January). https://doi.org/10.1093/oxfordhb/9780199958450.013.0029 Spenser, K., Bull, R., Betts, L., & Winder, B. (2020). Underpinning prosociality: Age relatedperformance in theory of mind, empathic understanding, and moral reasoning. Cognitive Development, 56(July), 100928. https://doi.org/10.1016/j.cogdev.2020.100928 Suhaimi, N. S., Mountstephens, J. & Teo, J. (2020) EEG-Based Emotion Recognition: A State-Of Art Review of Current Trends and Opportunities. Computational Intelligence and Neuroscience, , vol. 2020, Article ID 8875426, 19 pages, 2020. https://doi.org/10.1155/2020/8875426 Terwee, C. B., Prinsen, C. A., Chiarotto, A., Cw De Vet, H., Bouter, L. M., Alonso, J. M., Westerman, M. J., Patrick, D. L., Mokkink, L. B., & Terwee, C. B. (2018). COSMIN methodology for assessing the content validity of PROMs: User manual (Vol. 120, Issue 9). Thompson, E. J., Beauchamp, M. H., Darling, S. J., Hearps, S. J. C., Brown, A., Charalambous, G., Crossley, L., Darby, D., Dooley, J. J., Greenham, M., Jaimangal, M., McDonald, S., Muscara, F., Turkstra, L., & Anderson, V. A. (2018). Protocol for a prospective, school-based standardisation study of a digital social skills assessment tool for children: The Paediatric Evaluation of Emotions, Relationships, and Socialisation (PEERS) study. BMJ Open, 8(2). https://doi.org/10.1136/bmjopen-2017-016633 Tonks, J., Williams, W. H., Frampton, I., Yates, P., & Slater, A. (2007). Assessing emotion recognition in 9-15-years olds: Preliminary analysis of abilities in reading emotion from faces, voices and eyes. Brain Injury, 21(6), 623–629. https://doi.org/10.1080/02699050701426865 Tuerk, C., Anderson, V., Bernier, A., & Beauchamp, M. H. (2021). Social competence in early childhood: An empirical validation of the SOCIAL model. Journal of Neuropsychology, 15(3), 477–499. https://doi.org/10.1111/jnp.12230Turiel, E. (2015). Moral Development. In Handbook of Child Psychology and Developmental Science, (pp. 1–39.). https://doi.org/10.1002/9781118963418.childpsy113 Vera-Estay, E., Seni, A. G., Champagne, C., & Beauchamp, M. H. (2016). All for one: Contributions of age, socioeconomic factors, executive functioning, and social cognition to moral reasoning in childhood. Frontiers in Psychology, 7(MAR), 1–13. https://doi.org/10.3389/fpsyg.2016.00227 Wellman, H. M. (2018). Theory of mind: The state of the art. European Journal of Developmental Psychology, 15(6), 728–755. https://doi.org/10.1080/17405629.2018.1435413 Yoo, H. N., & Smetana, J. G. (2019). Children’s moral judgments about psychological harm: Links among harm salience, victims’ vulnerability, and child sympathy. Journal of Experimental Child Psychology, 188, 104655. https://doi.org/10.1016/j.jecp.2019.06.008pt_BR
dc.type.degreeMestrado Acadêmicopt_BR
Aparece nas coleções:Dissertação (PPGPSI)

Arquivos associados a este item:
Arquivo Descrição TamanhoFormato 
Lucas_Carmo_PSI (dissertacao).pdfDisertação - Lucas Carmo4,11 MBAdobe PDFVisualizar/Abrir
Mostrar registro simples do item Visualizar estatísticas


Os itens no repositório estão protegidos por copyright, com todos os direitos reservados, salvo quando é indicado o contrário.