Lockwood, P. L., Van Den Bos, W., & Dreher, J. (2024).
Annual Review of Psychology.
Abstract
Moral learning and decision-making are crucial throughout our lives, from infancy to old age. Emerging evidence suggests that there are important differences in learning and decision-making in moral situations across the lifespan, and these are underpinned by co-occurring changes in the use of model-based values and theory of mind. Here, we review the decision neuroscience literature on moral choices and moral learning considering four key concepts. We show how in the earliest years, a sense of self/other distinction is foundational. Sensitivity to intention versus outcome is crucial for several moral concepts and is most similar in our earliest and oldest years. Across all ages, basic shifts in the influence of theory of mind and model-free and model-based learning support moral decision-making. Moving forward, a computational approach to key concepts of morality can help provide a mechanistic account and generate new hypotheses to test across the whole lifespan.
Here are some thoughts:
The article highlights that moral learning and decision-making evolve dynamically throughout the lifespan, with distinct patterns emerging at different developmental stages. From early childhood to old age, individuals shift from rule-based moral reasoning toward more complex evaluations that integrate intentions, outcomes, and social context.
Understanding these developmental trajectories is essential for psychologists, as it informs age-appropriate interventions and expectations regarding moral behavior. Neuroscientific findings reveal that key brain regions such as the ventromedial prefrontal cortex (vmPFC), temporoparietal junction (TPJ), and striatum play critical roles in processing empathy, fairness, guilt, and social norms. These insights help explain how neurological impairments or developmental changes can affect moral judgment, particularly useful in clinical and neuropsychological settings.
Social influence also plays a significant role, especially during adolescence, where peer pressure and reputational concerns strongly shape moral decisions. This has practical implications for therapists working with youth, including strategies to build resilience against antisocial influences and promote prosocial behaviors.
The research further explores how deficits in moral learning are linked to antisocial behaviors, psychopathy, and conduct disorders, offering valuable perspectives for forensic psychology and clinical intervention planning.
Lastly, the article emphasizes the importance of cultural sensitivity, noting that moral norms vary across societies and change over time. For practicing psychologists, this underscores the need to adopt culturally informed approaches when assessing and treating clients from diverse backgrounds.
