RUNNING HEAD: DEVELOPMENTAL PERSPECTIVE ON MORAL EMOTIONS A Developmental Perspective on Moral Emotions

This article outlines a developmental approach to the study of moral emotions. Specifically, we describe our developmental model on moral emotions, one in which emotions and cognitions about morality get increasingly integrated and coordinated with development, while acknowledging inter-individual variation in developmental trajectories across the lifespan. We begin with a conceptual clarification of the concept of moral emotions. After a brief review of our own developmental approach to the study of moral emotions, we provide a selective summary of the developmental literature on negatively and positively valenced moral emotions, and describe a recent line of developmental research on the anticipation of negatively and positively valenced moral emotions in multifaceted contexts of social exclusion and inclusion. Next, we describe what it means to take a developmental perspective on moral emotions. Finally, we provide some preliminary conclusions and recommendations for future work to the developmental study of moral emotions. DOI: https://doi.org/10.1007/s11245-013-9224-5 Posted at the Zurich Open Repository and Archive, University of Zurich ZORA URL: https://doi.org/10.5167/uzh-87084 Accepted Version Originally published at: Malti, T; Dys, Sebastian P (2015). A developmental perspective on moral emotions. Topoi: An International Review of Philosophy, 34(2):453-459. DOI: https://doi.org/10.1007/s11245-013-9224-5 Developmental Perspective 1 RUNNING HEAD: DEVELOPMENTAL PERSPECTIVE ON MORAL EMOTIONS A Developmental Perspective on Moral Emotions Tina Malti and Sebastian P. Dys University of Toronto Author Note Tina Malti, Department of Psychology, University of Toronto; Sebastian Paul Dys, Department of Psychology, University of Toronto. This research was funded by the Social Sciences and Humanities Research Council of Canada. Special thanks and appreciation go to the Research Assistants at the Laboratory for Social-emotional Development and Intervention at the University of Toronto, to the families, teachers, and practitioners who dedicated their time to participate in our research, and to our research collaborators. Correspondence concerning this article should be addressed to Tina Malti, Department of Psychology, University of Toronto, 3359 Mississauga Road North, Missisauga, ON L5L 1C6, Canada. Electronic mail may be sent to [email protected]