Markus Paulus
Datos Biográficos
| ID | 3801710 |
|---|---|
| NOMBRE | Markus Paulus |
| NOMBRES | Markus |
| APELLIDO | Paulus |
| FIRMA | PAULUS M |
| AFILIACIONES | Ludwig-Maximilians-Universität München |
| VERIFICADO | No |
| TOTAL DE OBRAS | 32 |
| TOTAL DE CITAS | 39 |
| TOTAL COMO AUTOR | 32 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
The relation of different constructs of parental mentalization
Parental mentalization is parents’ capacity to understand and interpret their child’s behaviors in terms of underlying mental states. It has been shown to be an important predictor of children’s socioemotional development. Different constructs of parental mentalization have been developed and investigated in distinct research lines. These include reflective functioning, mind-mindedness, insightfulness and parental embodied mentalizing. While all …
The codevelopment of moral and conventional normative stances from 2.5 to 3.5 years
Developmental science has accumulated considerable evidence that by 2 to 3 years of age, children begin to appreciate the obligatory nature of different social norms and distinguish between moral and conventional transgressions. However, little is known about the early ontogenetic trajectories of normative stances in the moral and conventional domains. Theoretical considerations point to three open questions: (1) Do young children's reactions tow…
Testing the relationship between preferences for infant-directed speech and vocabulary development
From early on, infants show a preference for infant-directed speech (IDS) over adult-directed speech (ADS), and exposure to IDS has been correlated with language outcome measures such as vocabulary. The present multi-laboratory study explores this issue by investigating whether there is a link between early preference for IDS and later vocabulary size. Infants’ preference for IDS was tested as part of the ManyBabies 1 project, and follow-up CDI d…
Caregivers’ Social Conformity Predicts Their Judgments of Toddlers’ Moral Agency
Research Findings: Social constructivist theories have proposed that caregivers’ perceptions of children as morally responsible agents are an important factor in children’s moral development. However, there is substantial variance in caregivers’ ascriptions of moral agency to young children. The present study examined caregiver social conformity and reflective functioning as factors potentially explaining these interindividual differences. We pre…
The development of processing nested structures in language and action and false-belief understanding in preschool children
Influential theories have proposed that processing nested structures constitutes an important characteristic of human cognition among various domains. It might represent an important cognitive capacity in human development. We assessed the development of nested structure processing (NSP) in 3- to 6-year-old German children ( N = 130) across two domains, language and action. We explored (1) whether NSP development is related across the domains, (2…
The moral self in formation
During early childhood, children develop a moral self-concept (MSC), reflecting the representation of their own moral behavioral preferences. Little is known about the developmental processes that relate to the emergence of the MSC. This longitudinal study followed participants from infancy to preschool age ( n = 99-139; 49%-55% girls, 45%-51% boys, mostly Caucasian). It investigated the relations between the quality of early social interactions,…
The emergence of a coherent self-concept
The moral self-concept (MSC) is an early indicator of how children view themselves as moral agents. It has been proposed that an important feature of an established self-concept (SC) is sufficient coherency in how one views oneself. Furthermore, the MSC is expected to develop into a multidimensional, hierarchical construct which is stable over time. Investigating these theoretical hypotheses, this study aims to take three aspects into account to …
Developmental changes in category-based inductions
The psychological mechanisms that subserve inductions about novel social categories in childhood are hotly debated. While research demonstrated that language, and in particular generic statements, plays a major role in how children learn to attribute properties to social categories, developmental theories propose other mechanisms. One theoretical account holds that the mere act of labeling social categories is sufficient for children to generaliz…
How does the moral self-concept relate to prosocial behaviour? Investigating the role of emotions and consistency preference
The moral self-concept has been proposed as a central predictor of prosocial behaviour. In two experiments (one preregistered), we explored the nature of the relation between the moral self-concept (explicit and implicit) and prosocial behaviour. Specifically, we investigated the role of emotions associated with prosocial behaviour (consequential or anticipated) and preference for consistency. The results revealed a relation between the explicit …
Normative views and resource distribution behavior in childhood
Previous research debated whether and to which extent normative views and own resource distribution behavior in childhood are dissociated or aligned. The present study aims to advance this debate by examining the relation from two different methodological viewpoints within the same study. Here, 4–6-year-old children’s ( N = 91) normative views and distribution behavior when confronted with a rich friend and a poor non-friend were assessed. Childr…
The developmental trajectories of racial and gender intergroup bias in 5- to 10-year-old children
Racism and intergroup discrimination are pervasive problems in human societies. Whereas several studies have shown that children show bias in the context of many kinds of groups, much less is known about how and when general psychological tendencies and contextual factors contribute to the manifestation of intergroup bias across development, and whether individual differences play a role. In the present study, we pursue these questions by investi…
Can you count on a calculator? The role of agency and affect in judgments of robots as moral agents
Robots are becoming an integral part of society, and might soon take on roles involving making morally relevant decisions. In a pre-registered experiment (n = 184), we investigated which factors modulate the extent to which we trust a robot to make a moral choice. Specifically, the effects of anthropomorphic appearance and anthropomorphic agency and affect attributions were assessed. Participants were presented with moral dilemmas in which the in…
Prevention for oneself or others? Psychological and social factors that explain social distancing during the Covid-19 pandemic
Identifying the underlying psychological and social factors of social distancing is crucial to foster preventive behavior during a pandemic effectively. We investigated the relative contribution of self-focused factors (fear of infection, fear of punishment) and other-focused factors (moral judgment, moral identity, empathy for unspecific others, empathy for loved ones) in an online study in Germany ( N = 246) while COVID-19 was climaxing. Import…
When do caregivers begin to view their child as a moral agent? Comparing moral and non-moral reactions to young children’s moral transgressions
Caregivers’ moral reactions to young children’s moral transgressions are informative environmental responses for children’s developing understanding of morality. One central question concerns by which age parents hold their children responsible for moral transgressions. This study indirectly investigated this question by having parents and non-parents (N = 150) rate the appropriateness of caregivers’ moral and non-moral reactions to moral transgr…
Robin Hood or Matthew? Children’s Reasoning About Redistributive Justice in the Context of Economic Inequalities
How should one respond to ubiquitous economic inequalities? The legend Robin Hood suggests to take away from the wealthy to benefit the poor, whereas another strategy holds the opposite (Matthew effect). Here, 3- to 8-year-old children (N = 140) witnessed protagonists performing redistributions (e.g., Robin Hood, Matthew) of necessary and luxury resources between a wealthy and a poor child. Results showed that, with age, children increasingly app…
Longitudinal Relations Between Parental Strain, Parent–Child Relationship Quality, and Child Well-Being During the Unfolding Covid-19 Pandemic
As COVID-19 sweeps across the globe, scientists have identified children and families as possibly particularily vulnerable populations. The present study employed a developmental framework with two measurement points (the first at the peak of the lockdown restrictions (N = 2,921), the second after restrictions had been majorly loosened (N = 890)) to provide unique insights into the relations between parental strain, child well-being, and child pr…
Maternal sensitivity and non‐intrusiveness at 12 months predict attention to emotional facial expressions at 24 months
Following theoretical proposals emphasizing the role of caregiver behavior for child emotion processing, this study investigated whether maternal sensitivity and non‐intrusiveness predicted child attention to emotional facial expressions, assessed via eye tracking, as the earliest stage of emotion regulation. Maternal behavior and child attention were assessed at 12 (N = 118) and 24 months. Cross‐lagged panel analyses revealed predictive effects …
Metacognition and mindreading in young children
Prior studies document cross cultural variation in the developmental onset of mindreading. In particular, Japanese children are reported to pass a standard false belief task later than children from Western countries. By contrast, we know little about cross-cultural variation in young children's metacognitive abilities. Moreover, one prominent theoretical discussion in developmental psychology focuses on the relation between metacognition and min…
Why do preschoolers perpetuate inequalities? Theoretical perspectives on inequity preferences in the face of emerging concerns for equality
Recent research has shown that preschool children tend to preferentially allocate resources to rich than to poor others. The findings that young children tend to perpetuate inequalities are puzzling given classical developmental theories that largely focused on the emergence of equality and equity in childhood. In this review, we first sketch the early ontogeny of fairness concerns before providing an overview on studies reporting perpetuation of…
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) as…
Equality, equity, or inequality duplication? How preschoolers distribute necessary and luxury resources between rich and poor others
The present study investigated preschoolers' multiple sociomoral considerations (equality, equity, and perpetuating inequality) in a third‐party context of social inequality. Using a resource allocation task involving one wealthy and one poor character, we examined how 3–5‐year‐old children ( N = 100) allocated either necessary (must‐have) or luxury (nice‐to‐have) resources. In addition, preschoolers' emotions, reasoning, and judgments were asses…
Selective learning and teaching among Japanese and German children
Despite an increasing number of studies demonstrating that young children selectively learn from others, and a few studies of children's selective teaching, the evidence almost exclusively comes from Western cultures, and cross-cultural comparison in this line of work is very rare. In the present research, we investigated Japanese and German children's selective learning and teaching abilities. We found clear cultural differences. Japanese childr…
It’s payback time
Expectations that others will reciprocate to the benefits they received from us play a crucial role for the establishment of stable reciprocal exchange within social relationships. In the current study, 3- to 5-year-old preschool children allocated in a first phase more resources to one recipient than to another recipient. Subsequently, they had the possibility to ask one of them for valuable resources. The results of Experiment 1 show that presc…
The development of action planning in a joint action context
The ability to act jointly with another person is a fundamental requirement for participation in social life. The current study examines the development of action planning in a joint action context. In 4 experiments, 3-, 5-, and 7-year-old children as well as a group of adults (n = 196) interacted with another person to operate a novel apparatus. Their task was to hand the experimenter a tool with which she could activate 1 of 2 different effects…
Preschool Children's Anticipation of Recipients' Emotions Affects Their Resource Allocation
The present study investigated the impact of preschoolers' anticipation of recipients' emotions on their resource allocation decisions. Three‐ to six‐year‐old children participated in one of three different scenarios before performing a resource allocation task. In the Other condition, children were led to think about another person's emotions when being shared with or not being shared with. In the Self condition, children were led to think about…
The development of recipient-dependent sharing behavior and sharing expectations in preschool children
This study investigated the development of sharing expectations and sharing behavior in 3 groups of 3-, 4-, and 5-year-old children. We examined (a) whether preschool children expect a person to share more with a friend than with a disliked peer and (b) whether their expectation about others' sharing behavior depends on whether there is a cost or not. Additionally, (c) we assessed children's own sharing behavior toward the different recipients in…
Prevention for oneself or others? Psychological and social factors that explain social distancing during the Covid-19 pandemic
Identifying the underlying psychological and social factors of social distancing is crucial to foster preventive behavior during a pandemic effectively. We investigated the relative contribution of self-focused factors (fear of infection, fear of punishment) and other-focused factors (moral judgment, moral identity, empathy for unspecific others, empathy for loved ones) in an online study in Germany ( N = 246) while COVID-19 was climaxing. Import…
The emergence of a coherent self-concept
The moral self-concept (MSC) is an early indicator of how children view themselves as moral agents. It has been proposed that an important feature of an established self-concept (SC) is sufficient coherency in how one views oneself. Furthermore, the MSC is expected to develop into a multidimensional, hierarchical construct which is stable over time. Investigating these theoretical hypotheses, this study aims to take three aspects into account to …
Mother–infant Interaction Quality and Infants' Ability to Encode Actions as Goal‐directed
The current study investigated the relationship between mother–child interaction quality and infants' ability to interpret actions as goal‐directed at 7 months in a sample of 37 dyads. Interaction quality was assessed in a free play interaction using two distinct methods: one assessed the overall affective quality ( emotional availability ), and one focused on the mother's proclivity to treat her infant as an intentional agent ( mind‐mindedness )…
Developmental changes in category-based inductions
The psychological mechanisms that subserve inductions about novel social categories in childhood are hotly debated. While research demonstrated that language, and in particular generic statements, plays a major role in how children learn to attribute properties to social categories, developmental theories propose other mechanisms. One theoretical account holds that the mere act of labeling social categories is sufficient for children to generaliz…
Maternal sensitivity and non‐intrusiveness at 12 months predict attention to emotional facial expressions at 24 months
Following theoretical proposals emphasizing the role of caregiver behavior for child emotion processing, this study investigated whether maternal sensitivity and non‐intrusiveness predicted child attention to emotional facial expressions, assessed via eye tracking, as the earliest stage of emotion regulation. Maternal behavior and child attention were assessed at 12 (N = 118) and 24 months. Cross‐lagged panel analyses revealed predictive effects …
Equality, equity, or inequality duplication? How preschoolers distribute necessary and luxury resources between rich and poor others
The present study investigated preschoolers' multiple sociomoral considerations (equality, equity, and perpetuating inequality) in a third‐party context of social inequality. Using a resource allocation task involving one wealthy and one poor character, we examined how 3–5‐year‐old children ( N = 100) allocated either necessary (must‐have) or luxury (nice‐to‐have) resources. In addition, preschoolers' emotions, reasoning, and judgments were asses…
Selective learning and teaching among Japanese and German children
Despite an increasing number of studies demonstrating that young children selectively learn from others, and a few studies of children's selective teaching, the evidence almost exclusively comes from Western cultures, and cross-cultural comparison in this line of work is very rare. In the present research, we investigated Japanese and German children's selective learning and teaching abilities. We found clear cultural differences. Japanese childr…
Preschool Children's Anticipation of Recipients' Emotions Affects Their Resource Allocation
The present study investigated the impact of preschoolers' anticipation of recipients' emotions on their resource allocation decisions. Three‐ to six‐year‐old children participated in one of three different scenarios before performing a resource allocation task. In the Other condition, children were led to think about another person's emotions when being shared with or not being shared with. In the Self condition, children were led to think about…
The role of frequency information and teleological reasoning in infants' and adults' action prediction
This study investigates the contribution of frequency learning and teleological reasoning to action prediction in 9-month-old infants and adults. Participants observed how an agent repeatedly walked to a goal while taking the longer of 2 possible paths, as the shorter and more efficient path was impassable. In the subsequent test phase, both paths were passable. In the 1st test trial, infants and adults anticipated the agent to take the longer pa…
Imitation in infancy
Infants’ imitation has been widely studied in developmental psychology. However, scholars severely disagree on a clear definition of imitation. This article considers two major approaches to a definition of imitation: one approach which defines imitation as a particular mechanism of infants’ behavior ( intention-based definition); and one approach which defines imitation at a behavioral level ( behavior-based definition). Problematic consequences…
The role of frequency information and teleological reasoning in infants' and adults' action prediction
This study investigates the contribution of frequency learning and teleological reasoning to action prediction in 9-month-old infants and adults. Participants observed how an agent repeatedly walked to a goal while taking the longer of 2 possible paths, as the shorter and more efficient path was impassable. In the subsequent test phase, both paths were passable. In the 1st test trial, infants and adults anticipated the agent to take the longer pa…
Preschoolers' comprehension of pronouns and reflexives
Pronouns seem to be acquired in an asymmetrical way, where children confuse the meaning of pronouns with reflexives up to the age of six, but not vice versa. Children's production of the same referential expressions is appropriate at the age of four. However, response-based tasks, the usual means to investigate child language comprehension, are very demanding given children's limited cognitive resources. Therefore, they might affect performance. …
Is It Rational to Assume that Infants Imitate Rationally A Theoretical Analysis and Critique
It has been suggested that preverbal infants evaluate the efficiency of others’ actions (by applying a principle of rational action ) and that they imitate others’ actions rationally. The present contribution presents a conceptual analysis of the claim that preverbal infants imitate rationally. It shows that this ability rests on at least three assumptions: that infants are able to perceive others’ action capabilities, that infants reason about a…
Mother–infant Interaction Quality and Infants' Ability to Encode Actions as Goal‐directed
The current study investigated the relationship between mother–child interaction quality and infants' ability to interpret actions as goal‐directed at 7 months in a sample of 37 dyads. Interaction quality was assessed in a free play interaction using two distinct methods: one assessed the overall affective quality ( emotional availability ), and one focused on the mother's proclivity to treat her infant as an intentional agent ( mind‐mindedness )…
The early origins of human charity
Recent studies have provided evidence that young children already engage in sharing behavior. The underlying social-cognitive mechanisms, however, are still under debate. In particular, it is unclear whether or not young children's sharing is motivated by an appreciation of others' wealth. Manipulating the material needs of recipients in a sharing task (Experiment 1) and a resource allocation task (Experiment 2), we show that 5- but not 3-year-ol…
The development of recipient-dependent sharing behavior and sharing expectations in preschool children
This study investigated the development of sharing expectations and sharing behavior in 3 groups of 3-, 4-, and 5-year-old children. We examined (a) whether preschool children expect a person to share more with a friend than with a disliked peer and (b) whether their expectation about others' sharing behavior depends on whether there is a cost or not. Additionally, (c) we assessed children's own sharing behavior toward the different recipients in…
Preschool Children's Anticipation of Recipients' Emotions Affects Their Resource Allocation
The present study investigated the impact of preschoolers' anticipation of recipients' emotions on their resource allocation decisions. Three‐ to six‐year‐old children participated in one of three different scenarios before performing a resource allocation task. In the Other condition, children were led to think about another person's emotions when being shared with or not being shared with. In the Self condition, children were led to think about…
It’s payback time
Expectations that others will reciprocate to the benefits they received from us play a crucial role for the establishment of stable reciprocal exchange within social relationships. In the current study, 3- to 5-year-old preschool children allocated in a first phase more resources to one recipient than to another recipient. Subsequently, they had the possibility to ask one of them for valuable resources. The results of Experiment 1 show that presc…
The development of action planning in a joint action context
The ability to act jointly with another person is a fundamental requirement for participation in social life. The current study examines the development of action planning in a joint action context. In 4 experiments, 3-, 5-, and 7-year-old children as well as a group of adults (n = 196) interacted with another person to operate a novel apparatus. Their task was to hand the experimenter a tool with which she could activate 1 of 2 different effects…
Selective learning and teaching among Japanese and German children
Despite an increasing number of studies demonstrating that young children selectively learn from others, and a few studies of children's selective teaching, the evidence almost exclusively comes from Western cultures, and cross-cultural comparison in this line of work is very rare. In the present research, we investigated Japanese and German children's selective learning and teaching abilities. We found clear cultural differences. Japanese childr…
Equality, equity, or inequality duplication? How preschoolers distribute necessary and luxury resources between rich and poor others
The present study investigated preschoolers' multiple sociomoral considerations (equality, equity, and perpetuating inequality) in a third‐party context of social inequality. Using a resource allocation task involving one wealthy and one poor character, we examined how 3–5‐year‐old children ( N = 100) allocated either necessary (must‐have) or luxury (nice‐to‐have) resources. In addition, preschoolers' emotions, reasoning, and judgments were asses…
Metacognition and mindreading in young children
Prior studies document cross cultural variation in the developmental onset of mindreading. In particular, Japanese children are reported to pass a standard false belief task later than children from Western countries. By contrast, we know little about cross-cultural variation in young children's metacognitive abilities. Moreover, one prominent theoretical discussion in developmental psychology focuses on the relation between metacognition and min…
Why do preschoolers perpetuate inequalities? Theoretical perspectives on inequity preferences in the face of emerging concerns for equality
Recent research has shown that preschool children tend to preferentially allocate resources to rich than to poor others. The findings that young children tend to perpetuate inequalities are puzzling given classical developmental theories that largely focused on the emergence of equality and equity in childhood. In this review, we first sketch the early ontogeny of fairness concerns before providing an overview on studies reporting perpetuation of…
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) as…
When do caregivers begin to view their child as a moral agent? Comparing moral and non-moral reactions to young children’s moral transgressions
Caregivers’ moral reactions to young children’s moral transgressions are informative environmental responses for children’s developing understanding of morality. One central question concerns by which age parents hold their children responsible for moral transgressions. This study indirectly investigated this question by having parents and non-parents (N = 150) rate the appropriateness of caregivers’ moral and non-moral reactions to moral transgr…
Robin Hood or Matthew? Children’s Reasoning About Redistributive Justice in the Context of Economic Inequalities
How should one respond to ubiquitous economic inequalities? The legend Robin Hood suggests to take away from the wealthy to benefit the poor, whereas another strategy holds the opposite (Matthew effect). Here, 3- to 8-year-old children (N = 140) witnessed protagonists performing redistributions (e.g., Robin Hood, Matthew) of necessary and luxury resources between a wealthy and a poor child. Results showed that, with age, children increasingly app…
Longitudinal Relations Between Parental Strain, Parent–Child Relationship Quality, and Child Well-Being During the Unfolding Covid-19 Pandemic
As COVID-19 sweeps across the globe, scientists have identified children and families as possibly particularily vulnerable populations. The present study employed a developmental framework with two measurement points (the first at the peak of the lockdown restrictions (N = 2,921), the second after restrictions had been majorly loosened (N = 890)) to provide unique insights into the relations between parental strain, child well-being, and child pr…
Maternal sensitivity and non‐intrusiveness at 12 months predict attention to emotional facial expressions at 24 months
Following theoretical proposals emphasizing the role of caregiver behavior for child emotion processing, this study investigated whether maternal sensitivity and non‐intrusiveness predicted child attention to emotional facial expressions, assessed via eye tracking, as the earliest stage of emotion regulation. Maternal behavior and child attention were assessed at 12 (N = 118) and 24 months. Cross‐lagged panel analyses revealed predictive effects …
How does the moral self-concept relate to prosocial behaviour? Investigating the role of emotions and consistency preference
The moral self-concept has been proposed as a central predictor of prosocial behaviour. In two experiments (one preregistered), we explored the nature of the relation between the moral self-concept (explicit and implicit) and prosocial behaviour. Specifically, we investigated the role of emotions associated with prosocial behaviour (consequential or anticipated) and preference for consistency. The results revealed a relation between the explicit …
Normative views and resource distribution behavior in childhood
Previous research debated whether and to which extent normative views and own resource distribution behavior in childhood are dissociated or aligned. The present study aims to advance this debate by examining the relation from two different methodological viewpoints within the same study. Here, 4–6-year-old children’s ( N = 91) normative views and distribution behavior when confronted with a rich friend and a poor non-friend were assessed. Childr…
The developmental trajectories of racial and gender intergroup bias in 5- to 10-year-old children
Racism and intergroup discrimination are pervasive problems in human societies. Whereas several studies have shown that children show bias in the context of many kinds of groups, much less is known about how and when general psychological tendencies and contextual factors contribute to the manifestation of intergroup bias across development, and whether individual differences play a role. In the present study, we pursue these questions by investi…
Can you count on a calculator? The role of agency and affect in judgments of robots as moral agents
Robots are becoming an integral part of society, and might soon take on roles involving making morally relevant decisions. In a pre-registered experiment (n = 184), we investigated which factors modulate the extent to which we trust a robot to make a moral choice. Specifically, the effects of anthropomorphic appearance and anthropomorphic agency and affect attributions were assessed. Participants were presented with moral dilemmas in which the in…
Prevention for oneself or others? Psychological and social factors that explain social distancing during the Covid-19 pandemic
Identifying the underlying psychological and social factors of social distancing is crucial to foster preventive behavior during a pandemic effectively. We investigated the relative contribution of self-focused factors (fear of infection, fear of punishment) and other-focused factors (moral judgment, moral identity, empathy for unspecific others, empathy for loved ones) in an online study in Germany ( N = 246) while COVID-19 was climaxing. Import…
Developmental changes in category-based inductions
The psychological mechanisms that subserve inductions about novel social categories in childhood are hotly debated. While research demonstrated that language, and in particular generic statements, plays a major role in how children learn to attribute properties to social categories, developmental theories propose other mechanisms. One theoretical account holds that the mere act of labeling social categories is sufficient for children to generaliz…
Psychology (30 obras) · Developmental psychology (26 obras) · Child and Animal Learning Development (20 obras) · Social Psychology (20 obras) · Cognitive psychology (13 obras) · Social Psychology (13 obras) · Psychology of Moral and Emotional Judgment (9 obras) · Cultural Differences and Values (7 obras) · Epistemology (7 obras) · Social and Intergroup Psychology (7 obras)