An official website of the United States government
Online platforms offer forums with rich, real-world illustrations of moral reasoning. Among these, the r/AmITheAsshole (AITA) subreddit has become a prominent resource for computational research. In AITA, a user (author) describes an interpersonal moral scenario, and other users (commenters) provide moral judgments with reasons for who in the scenario is blameworthy. Prior work has focused on predicting moral judgments from AITA posts and comments. This study introduces the concept of moral sparks—key narrative excerpts that commenters highlight as pivotal to their judgments. Thus, sparks represent heightened moral attention, guiding readers to effective rationales. Through 24,676 posts and 175,988 comments, we demonstrate that research in social psychology on moral judgments extends to real-world scenarios. For example, negative traits (rude) amplify moral attention, whereas sympathetic traits (vulnerable) diminish it. Similarly, linguistic features, such as emotionally charged terms (e.g., anger), heighten moral attention, whereas positive or neutral terms (leisure and bio) attenuate it. Moreover, we find that incorporating moral sparks enhances pretrained language models’ performance on predicting moral judgment, achieving gains in F1 scores of up to 5.5%. These results demonstrate that moral sparks, derived directly from AITA narratives, capture key aspects of moral judgment and perform comparably to prior methods that depend on human annotation or large-scale generative modeling.
more »
« less
Morality in the Mundane: Categorizing Moral Reasoning in Real-Life Social Situations
Moral reasoning reflects how people acquire and apply moral rules in particular situations. With social interactions increasingly happening online, social media provides an unprecedented opportunity to assess in-the-wild moral reasoning. We investigate the commonsense aspects of morality empirically using data from a Reddit subcommunity (i.e., a subreddit), r/AmITheAsshole, where an author describes their behavior in a situation and seeks comments about whether that behavior was appropriate. A commenter judges and provides reasons for whether an author or others’ behaviors were wrong. We focus on the novel problem of understanding the moral reasoning implicit in user comments about the propriety of an author’s behavior. Specifically, we explore associations between the common elements of the indicated rationale and the extractable social factors. Our results suggest that a moral response depends on the author’s gender and the topic of a post. Typical situations and behaviors include expressing anger emotion and using sensible words (e.g., f-ck, hell, and damn) in work-related situations. Moreover, we find that commonly expressed reasons also depend on commenters’ interests.
more »
« less
- Award ID(s):
- 2116751
- PAR ID:
- 10538105
- Publisher / Repository:
- AAAI
- Date Published:
- Journal Name:
- Proceedings of the International AAAI Conference on Web and Social Media
- Volume:
- 18
- ISSN:
- 2162-3449
- Page Range / eLocation ID:
- 1648 to 1660
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Framing public-health behaviors as benefiting others, rather than the self, can increase behavior uptake in adults. However, there are mixed results on the effects of such messaging in a vaccination context, and it is unclear how children reason about the social and moral implications of vaccination. In this study, we present school-aged children ( N = 60) with hypothetical vaccine-like behaviors and manipulate whether they benefit the self or others, and whether they prevent low or high severity harm. We find that children readily endorse these behaviors when they prevent high severity harm, and that the beneficiary of the behavior does not impact children’s endorsement. Younger children thought vaccine-like behaviors were morally important regardless of who they protected; However, as children get older, they thought about the vaccine-like behaviors in moral terms when they protected others. We discuss potential implications for how communications about vaccination may impact children’s reasoning about others.more » « less
-
Cognitive and psychological studies on morality have proposed underlying linguistic and semantic factors. However, laboratory experiments in the philosophical literature often lack the nuances and complexity of real life. This paper examines how well the findings of these cognitive studies generalize to a corpus of over 30,000 narratives of tense social situations submitted to a popular social media forum. These narratives describe interpersonal moral situations or misgivings; other users judge from the post whether the author (protagonist) or the opposing side (antagonist) is morally culpable. Whereas previous work focuses on predicting the polarity of normative behaviors, we extend and apply natural language processing (NLP) techniques to understand the effects of descriptions of the people involved in these posts. We conduct extensive experiments to investigate the effect sizes of features to understand how they affect the assignment of blame on social media. Our findings show that aggregating psychology theories enables understanding real-life moral situations. Moreover, our results suggest that there exist biases in blame assignment on social media, such as males are more likely to receive blame no matter whether they are protagonists or antagonists.more » « less
-
This chapter begins by discussing two broad criticisms of engineering ethics education (EEE) assessment and then suggests ways to improve it. The criticisms focus on whether (1) measures used in EEE effectively assess behavior change and (2) they should be used across different national and cultural groups. To address these criticisms, the authors argue that educators and researchers should draw on insights and methods from moral and cultural psychology, using more globally representative participant samples. Measures of EEE assessment have been developed primarily by scholars working in the United States, with participants from US universities. However, it is unclear whether moral reasoning, sensitivity, attitudes, or values result in more ethical behaviors – presumably, the goal of EEE – or if these measures assess what they should. It also remains unclear whether these measures are reliable across global populations. Engineering is a global profession, but measures of EEE have been developed by researchers in and with sample groups primarily drawn from the United States. The United States is culturally WEIRD (Western, educated, industrialized, rich, and democratic), and relative to global populations, individuals from WEIRD cultures are outliers on various psychological and social measures. This chapter provides food for thought about behavior and culture related to ethics.more » « less
-
Inclusive classrooms aim to promote the social participation of children with learning difficulties (LD). Research shows that children without LD view it as fair to include their peers with LD into the classroom community. Still, children with LD often face social exclusion. This study addressed this gap by investigating how children reason about challenging LD-based exclusion. One objective was to document the distinction between children’s personal goals and their expectations of their peers’ goals when confronting exclusionary behavior toward a peer with LD. Swiss elementary school children (N= 349, 7–13 years, 48% female) were introduced to a scenario about a classmate with LD who was excluded from a group task. They reasoned whether and why they would intervene and what reactions they expected from the group and the perpetrator. The results showed that the vast majority of childrenpersonallyintended to intervene, primarily for moral reasons. However, children’s expectations about their peers were different. They expected a wide range of responses, including negative group dynamics and LD-stereotypes. Higher perceptions of inclusive classroom norms were related to fewer expectations of negative group dynamics. Moreover, older children’s reasoning was more differentiated and included multiple concerns simultaneously. These findings inform strategies for creating inclusive classrooms.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1609/icwsm.v18i1.31415
