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Interpersonal rejection and intergroup exclusion in childhood reflect different, but complementary, aspects of child development. Interpersonal rejection focuses on individual differences in personality traits, such as wariness and being fearful, to explain bully-victim relationships. In contrast, intergroup exclusion focuses on how in-group and out-group(More)
Children and adolescents evaluated group inclusion and exclusion in the context of generic and group-specific norms involving morality and social conventions. Participants (N = 381), aged 9.5 and 13.5 years, judged an in-group member's decision to deviate from the norms of the group, whom to include, and whether their personal preference was the same as(More)
This study investigated whether the use of the Addiction Severity Index (ASI) in a network of inner-city alcohol and drug abuse clinics under nonideal conditions would yield internally consistent and valid data. A sample of 8,984 ASI scores was collected over a 34-month period. Construct validity was examined by computing the internal consistency of all(More)
Social exclusion of those who challenge group norms was investigated by asking children and adolescents, adolescents, age 9–13 years (N = 381), to evaluate exclusion of group members who deviated from group norms. Testing predictions from social reasoning developmental theories of group-based exclusion, children and adolescents evaluated exclusion based on(More)
for proofreading the manuscript. We greatly appreciate the helpful editorial feedback from Michael E. Lamb. 702 Origins and Development of Morality INTRODUCTION Morality is a central aspect of social life and has been at the core of psychological theories for more than a century. The scientific study of morality poses enduring questions about how individual(More)
Social domain theory (SDT) provides a model for how individuals identify, evaluate, and coordinate domains of social knowledge when judging socially relevant actions. To date, little research has focused on the cognitive processes that underlie these capacities. Utilizing principles from the literature on SDT and the hierarchical competing systems model, we(More)
Ingroup preferences when deciding who to include in 2 distinct intergroup contexts, gender and school affiliation, were investigated. Children and adolescents, in the 4th (9-10 years) and 8th (13-14 years) grades, chose between including someone in their group who shared their group norm (moral or conventional) or who shared their group membership (school(More)
The likelihood of resisting gender-stereotypic peer group norms, along with expectations about personal resistance, was investigated in 9- to 10-year-olds and 13- to 14-year-olds (N = 292). Participants were told about a stereotype conforming group (boys playing football; girls doing ballet) and a stereotype nonconforming group (boys doing ballet; girls(More)
This article reviews the developmental science literature on stereotyping and exclusion, with a focus on gender, race, and ethnicity. Stereotyping of others, which is defined as the attribution of traits to individuals based on group membership, is often used to justify exclusion of others in social group contexts. This review includes a focus on the links(More)
Research indicates that in-group favoritism is prevalent among both adults and children. Although research has documented that individuals do not consistently display an in-group bias, the conditions under which out-group preference exists are not well understood. In this study, participants (N = 462) aged 9 to 16 years judged in-group deviant acts that(More)