Abstract
A 16-year-old gunslinger named “Doug,” who performed nine drive-by shootings in his hometown of Omaha in 1 year, considers the films South Central and Boyz'n the Hood to be affirmations of his aspirations and lifestyle (Hull, 1993). In contrast, most viewers of these films absorbed explicit lessons about which behaviors and life choices to avoid. What are the factors that lead to these radically different understandings of the same video text? Why are the “take-home” moral lessons so distinct? Combining methods and theory from two research areas—discourse comprehension and moral judgment—a research program is summarized that examines moral thinking using methods such as narrative recall, multiple-choice moral theme extraction, thinking aloud while reading, and probing for inferences while reading on computer. These studies offer a new approach to uncovering how people process moral events in discourse such as written and visual texts, persuasive messages, and real-life events.
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Narvaez, D. Using Discourse Processing Methods To Study Moral Thinking. Educational Psychology Review 11, 377–393 (1999). https://doi.org/10.1023/A:1022061417089
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DOI: https://doi.org/10.1023/A:1022061417089