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% fill in short title
\pagestyle{myheadings} \markright{\protect\small Judgment and
  Decision Making, Vol.~7, No.~1, January 2012 \hfill Wording effects in moral judgments \qquad}

\title{Wording effects in moral judgments}

\author{Ross E. O'Hara\thanks{Dartmouth College}\;\,\thanks{Brown University (not really,
    this is just an example.}  \and Walter
  Sinnott-Armstrong\thanks{Duke University} \and Nicholas
  A. Sinnott-Armstrong\footnotemark[2]} % indicates same as 2nd thanks

\date{} % leave empty
\begin{document} % goes here

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\ahref{http://journal.sjdm.org}{Judgment and Decision Making}, vol. 7, no. 1, January 2012, pp.
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{\small Judgment and Decision Making, Vol.~7, No.~1, January 2012, pp.\ XX--XX}
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As the study of moral judgments grows, it becomes imperative to
compare results across studies in order to create unified theories
within the field. These efforts are potentially undermined, however,
by variations in wording used by different researchers. The current
study sought to determine whether, when, and how variations in wording
influence moral judgments. Online participants responded to 15
different moral vignettes (e.g., the trolley problem) using 1 of 4
adjectives: ``wrong'', ``inappropriate'', ``forbidden'', or
``blameworthy''. For half of the sample, these adjectives were
preceded by the adverb ``morally''. Results indicated that people were
more apt to judge an act as wrong or inappropriate than forbidden or
blameworthy, and that disgusting acts were rated as more acceptable
when ``morally'' was included. Although some wording differences
emerged, effects sizes were small and suggest that studies of moral
judgment with different wordings can legitimately be compared.

\smallskip
\noindent
Keywords: morality, wording, trolley problem, language.
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{\renewcommand{\thefootnote}{}
\footnotetext{Portions of this research were presented
    at the 2010 Association for Psychological Science annual
    convention. The authors thank Jay Hull, Bertram Malle, and the
    Moral Psychology Research Group for their helpful comments. This
    paper is dedicated to Nicola Knight, whose untimely death saddened
    us all. Nicola contributed much inspiration and hard work during
    the design phase of this study. Address: Ross O'Hara, Department
    of Psychological and Brain Sciences, Hinman Box 6207, Dartmouth
    College, Hanover, NH, USA, 03755.  Email: ross.ohara@dartmouth.edu.}}
\saythanks
\section{Introduction}

Our hypothesis is that $E = MC^3$.

\section{Method} % example of a heading

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\caption{Experiment 3: Mean (SD) willingness to contribute to identified
and unidentified victims, for self and for the average student.}
\begin{tabular}{L{.7in}C{.7in}C{.7in}C{.7in}}\toprule
 & Self & Average student & Total\\\midrule
Identified victim & 68.28 (55.77) & 45.30 (66.17) & 56.79 (61.89)\\
Unidentified victim & 54.06 (61.89) & 38.63 (67.20) & 46.35 (60.63)\\\midrule
Total & 61.17 (58.81) & 41.97 (66.51) & \\\bottomrule
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\caption{Results of linear regressions predicting course evaluation scores.}
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& \multicolumn{7}{c}{Model Number}\\ \cmidrule{2-8}
& 1 & 2 & 3 & 4 & 5 & 6 & 7 \\\midrule

Critiques & 0.0749* & & & 0.0855* & $-$0.00172 & & $-$0.00558\phantom{0} \\
solicited & (0.0334) & & & (0.0334) & (0.0446) & & (0.0632) \\\midrule

Critiques & & $-$0.118 & & $-$0.162{\dag} & & 0.00344 & 0.012 \\
produced & & (0.0957) & & (0.0928) & & (0.0971) & (0.138) \\\midrule

Ratio of & & & $-$1.070** & & $-$1.081* & $-$1.075** & $-$1.12{\dag} \\
produced & & & (0.312) & & (0.439) & (0.343) & (0.667) \\
to solicited & & & & & & & \\\midrule

Adj $R^2$ & .066 & .009 & .159 & .099 & .144 & .144 & .128\\\bottomrule\addlinespace[.3ex]
\multicolumn{8}{l}{{\dag} .05 {\textless} \textit{p} {\textless} .10, * \textit{p} {\textless} .05,
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coefficients, with standard deviations in parentheses.  Adjusted
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column.}
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\section{Results}

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\section{Discussion}

It turns out that $E = MC^2$.  Specifically,

\begin{equation}

E = \frac { \sum_{i=1}^n ( M_i C )^2 }{ \alpha + \beta }

\end{equation}

Equation 1 is true.

\section*{References}

\begin{hangparas}{1em}{1}

  Aarts, H. \& Dijksterhuis, A. (1999).  How often did I do it?
  Experienced ease of retrieval and frequency estimates of past
  behavior.  \textit{Acta Psychologica, 103,} 77--89.

  Bar-Hillel, M., \& Yaari, M. (1993).  Judgments of distributive
  justice.  In B. A. Mellers and J. Baron (Eds.),
  \textit{Psychological perspectives on justice: Theory and
    applications}

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\newpage
\begin{hangparas}{1em}{1}

  Grice, H.~P. (1975).  Logic and conversation. In P. Cole, \&J.
  L. Morgan, (Eds.), \textit{Speech Acts}, pp.~41--58. London:
  Academic Press.
\end{hangparas}

\bigskip
\section*{Appendix}

\end{document}