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A BSTRACT This paper addresses the polarisation among theoretical perspectives in moral psychology regarding the relative signi® cance of parents and peers in children' s moral development and, in particular, the short shrift given the family context by cognitive± developmental theory. W e contend that parents do play a signi® cant role in this area of their children' s development. Research ® ndings from tw o studies are presented which indicate that parents' interaction styles, egodoi:10.1080/030572499103133 fatcat:3em4kaxikngmdorj2tvcfxuldi