This is the manuscript that was published, with only minor copy-editing alterations, as: Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review. 108, 814-834 Copyright 2001, American Psychological Association To obtain a reprint of the final type-set article, please go through your library’s journal services, or contact the author directly Research on moral judgment has been dominated by rationalist models, in which moral judgment is thought to be caused by moral reasoning. Four reasons are given for considering the hypothesis that moral reasoning does not cause moral judgment; rather, moral reasoning is usually a post-hoc construction, generated after a judgment has been reached. The social intuitionist model is presented as an alternative to rationalist models. The model is a social model in that it de-emphasizes the private reasoning done by individuals, emphasizing instead the importance of social and cultural influences. The model is an intuitionist model in that it states that moral judgment is generally the result of quick, automatic evaluations (intuitions). The model is more consistent than rationalist models with recent findings in social, cultural, evolutionary, and biological psychology, as well as anthropology and primatology. Author notes

This paper presents experimental results from an analysis of two similar games, the repeated ultimatum game and the repeated best-shot game. The experiment examines whether the amount and content of information given to players affects the evolution of play in the two games. In one experimental treatment, subjects in both games observe not only their own actions and payoffs, but also those of one randomly chosen pair of players in the just-completed round of play. In the other treatment, subjects in both games observe only their own actions and payoffs. We present evidence suggesting that observation of other players ' actions and payoffs may a ect the evolution of play relative to the case of no observation.

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The authors address the verification of the functional properties of self-efficacy beliefs and document how self-efficacy beliefs operate in concert with goal systems within a sociocognitive theory of self-regulation in contrast to the focus of control theory on discrepancy reduction. Social cognitive theory posits proactive discrepancy production by adoption of goal challenges working in concert with reactive discrepancy reduction in realizing them. Converging evidence from diverse methodological and analytic strategies verifies that perceived self-efficacy and personal goals enhance motivation and performance attainments. The large body of evidence, as evaluated by 9 meta-analyses for the effect sizes of self-efficacy beliefs and by the vast body of research on goal setting, contradicts findings (J. B. Vancouver, C. M. Thompson, & A. A. Williams, 2001; J. B. Vancouver, C. M. Thompson, E. C. Tischner, & D. J. Putka, 2002) that belief in one’s capabilities and personal goals is self-debilitating. Social cognitive theory is rooted in an agentic perspective in which people function as anticipative, purposive, and selfevaluating proactive regulators of their motivation and actions (Bandura, 2001). A theory embodying feed-forward selfregulation differs from control theories rooted solely in a negative feedback control system aimed at error correction. Among the mechanisms of human agency, none is more central or pervasive than beliefs of personal efficacy. Whatever other factors serve as guides and motivators, they are rooted in the core belief that one has the power to produce desired effects; otherwise one has little incentive to act or to persevere in the face of difficulties. Selfefficacy beliefs regulate human functioning through cognitive, motivational, affective, and decisional processes (Bandura, 1997). They affect whether individuals think in self-enhancing or selfdebilitating ways, how well they motivate themselves and persevere in the face of difficulties, the quality of their emotional well-being and their vulnerability to stress and depression, and the choices they make at important decisional points.

Learning from experience, the cyclical interplay of thinking and doing, is increasingly important as organizations struggle to cope with rapidly changing environments and more complex and interdependent sets of knowledge. This paper confronts two central issues for organizational learning: (1) how is local learning (by individuals or small groups) integrated into collective learning by organizations? and (2) what are the differences between learning practices that focus on control, elimination of surprises, and single-loop incremental “fixing ” of problems with those that focus on deep or radical learning, double-loop challenging of assumptions, and discovery of new opportunities? We articulate these relationships through an analysis of learning practices in high-hazard organizations, specifically, problem investigation teams that examine the most serious and troubling events and trends in nuclear power plants and chemical plants. Our analysis suggests a four-stage model of organizational learning reflecting different approaches to control and learning. LEARNING FROM EXPERIENCE IN HIGH-HAZARD ORGANIZATIONS 1

Different periods of life present certain prototypic challenges and competency demands for successful functioning. Changing aspirations, time perspectives, and societal systems over the course of the life span alter how people structure, regulate, and evaluate their lives. Psychosocial changes with age do not represent lock-step stages through which everyone must inevitably pass as part of a preordained developmental sequence. There are many pathways through life and, at any given period, people vary substantially in how successfully they manage their lives in the milieus in which they are immersed. The beliefs they hold about their capabilities to produce results by their actions are an influential personal resource in negotiating their lives through the life cycle. Social cognitive theory analyzes developmental changes across the life span in terms of evolvement and exercise of human agency. When viewed from this perspective, the paths that lives take are shaped by the reciprocal interplay between personal factors and diverse influences in everchanging societies. The environment in which people live their lives is not a situational entity that ordains their life course. Rather, it is a varied suc-

The Internet has become a major vehicle for people to engage virtual cooperative interaction in which loosely associated individuals interact through a complex social network to mutual benefits. It has given new prominence to human discourse as a continuing source of knowledge. With the growth of usage of listservers and the World Wide Web, it is important to model and support the processes by which knowledge is acquired and disseminated through the Internet (i.e., the net). The emerging cyberorganism consisted of distributed intelligent agents, that is the Internet community at large, provides a `cybernetic living expert system' with a scope and scale well beyond that yet conceivable with computer-based systems alone. This dissertation develops a living systems conceptual framework for modeling socio-technical processes on the net; describes various forms of support mechanisms on the net and categorizes them in terms of the model; applies the conceptual model to generate techniques ...

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This extended review of the literature on pupil grouping includes an analysis and synthesis of current and yet to be published research to identify types of grouping suited to particular pupils, the range of organisational policies regarding pupil grouping within schools that are related to different levels of performance and subjects suited to particular types of grouping. The review also considers how type of grouping may affect pupil learning and how the transition from primary to secondary school may be affected by various pupil groupings. This review of the literature draws upon studies undertaken in primary and secondary schools. The literature review draws together school-based information on ‘organisational’ and ‘within-class’ grouping of pupils, as well as theoretical background and practical implementation issues. The methodology adopted used systematic procedures that include electronic and hand searching, mapping the research territory and quality-assuring the studies. This review identifies issues in the study of grouping, theories underlying grouping initiatives, the role of grouping practices in school transfer and the importance of teaching pupils to work in groups.