Amrisha Vaish
Dados Biográficos
| ID | 143129 |
|---|---|
| NOME | Amrisha Vaish |
| PRENOMES | Amrisha |
| SOBRENOME | Vaish |
| ASSINATURA | VAISH A |
| AFILIAÇÕES | University of Virginia |
| ORCID | 0000-0001-8908-9782 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAÇÕES | 167 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
Beyond the Selfish Child
Open access – no commercial reuse
Honor Among Students
The current study used a classroom cheating paradigm to investigate how severity of punishment affects the rate at which bystanders report a transgression to an authority. Participants were asked to read and memorize a literary passage before taking a memory and comprehension quiz about its contents. The instructions included one of three conditions: low, medium, or high severity of punishment for cheating during the quiz. During the memorization…
Don’t Neglect the Middle Ground, Inspector Gadget! There Is Ample Space Between Big Special and Small Ordinary Norm Psychology
published
Putting the Honor Back in Academic Honor Systems
In higher education in the United States, the language of honor is prevalent in academic settings. For the purposes of creating a fair educational environment and aiding in students’ personal character development, many universities and colleges implement honor systems that require students to adhere to honor codes. Most of these honor systems penalize forms of academic dishonesty, with some extending to include inappropriate social behaviors suc…
No one is going to recess
This study examined children's responses to targeted and collective punishment. Thirty-six 4-5-year-olds and 36 6-7-year-olds (36 females; 54 White; data collected 2018-2019 in the United States) experienced three classroom punishment situations: Targeted (only transgressing student punished), Collective (one student transgressed, all students punished), and Baseline (all students transgressed, all punished). The older children evaluated collecti…
The Prosocial Functions of Guilt in Early Childhood
Humans are immensely social and cooperative beings: We rely heavily on our cooperative relationships to survive and succeed as individuals and as a species. When such relationships break down, therefore, it is vital that they are repaired. This chapter argues that the prosocial emotion of guilt helps us meet this requirement, and that a nascent guilt does so from remarkably early in development. By 3 years of age (and to some degree, even 2 years…
Young children value recipients who display gratitude
Gratitude is a positive social emotion that one experiences when one has benefited from another person's goodwill (McCullough, 2002). Feeling gratitude urges the grateful person to reciprocate and respond prosocially, thereby solidifying cooperation. Yet little prior research has focused on the social functions of displaying gratitude, namely to convey that a grateful recipient is likely to be a reliable and trustworthy cooperative partner. The p…
Young children do not perceive distributional fairness as a moral norm
Young children robustly distinguish between moral norms and conventional norms (Smetana, 1984; Yucel et al., 2020). In existing research, norms about the fair distribution of resources are by definition considered part of the moral domain; they are not distinguished from other moral norms such as those involving physical harm. Yet an understanding of fairness in resource distribution (hereafter, "fairness") emerges late in development and is cult…
The Study of Prosocial Emotions in Early Childhood
The study of young children’s prosocial emotions, especially as they regulate children’s social interactions toward cooperative ends, is burgeoning. We join Algoe (2020) and Tsang (2020) in their assessment that early ontogeny provides a unique window into the study of prosocial emotions, and that the behavioural methods developed to study prosocial emotions in young children could productively be employed across the lifespan. One particularly in…
Helping, fast and slow
Something old, something new
The 3 papers by Hammond and Drummond (2019), LoBue and Adolph (2019), and Stern, Botdorf, Cassidy, and Riggins (2019) bring into focus some of the exciting and promising new directions emerging in the field of emotional development. This commentary urges researchers moving in these new directions to leverage what is already known about emotional development to inform future predictions and interpretations, as well as to remain mindful of the thor…
Young children tattle to enforce moral norms
By 3 years of age, children tattle about rule violations they observe, even as unaffected bystanders. It is argued that tattling is one way in which children enforce norms and that in the long term, it helps sustain co‐operation (e.g., Vaish, Missana, & Tomasello, 2011). However, an alternative explanation could be that children are worried that the victim might blame them and so feel the need to inform the victim about who caused the harm. The p…
Eyes, More Than Other Facial Features, Enhance Real-World Donation Behavior
Attentiveness to eyes predicts generosity in a reputation-relevant context
The fulfillment of others’ needs elevates children’s body posture
Much is known about young children's helping behavior, but little is known about the underlying motivations and emotions involved. In 2 studies we found that 2-year-old children showed positive emotions of similar magnitude-as measured by changes in their postural elevation using depth sensor imaging technology-after they achieved a goal for themselves and after they helped another person achieve her goal. Conversely, children's posture decreased…
Origins of Human Cooperation and Morality
From an evolutionary perspective, morality is a form of cooperation. Cooperation requires individuals either to suppress their own self-interest or to equate it with that of others. We review recent research on the origins of human morality, both phylogenetic (research with apes) and ontogenetic (research with children). For both time frames we propose a two-step sequence: first a second-personal morality in which individuals are sympathetic or f…
A New Look at Children’s Prosocial Motivation
Young children routinely behave prosocially, but what is their motivation for doing so? Here, we review three studies which show that young children (1) are intrinsically motivated rather than motivated by extrinsic rewards; (2) are more inclined to help those for whom they feel sympathy; and (3) are not so much motivated to provide help themselves as to see the person helped (as can be seen in changes of their sympathetic arousal, as measured by…
Young children sympathize less in response to unjustified emotional distress
Three-year-old children saw an adult displaying the exact same distress in 3 different conditions: (a) the adult's distress was appropriate to a genuine harm, (b) the adult's distress was an overreaction to a minor inconvenience, and (c) there was no apparent cause for the adult's distress. Children who witnessed the adult being appropriately upset showed concern for him, intervened on his behalf, and checked on him when he later expressed distre…
Thirteen‐ and 18‐month‐old Infants Recognize When They Need Referential Information
To learn from conspecifics, infants would be greatly advantaged by knowing when to seek information from them. Although in prior work infants used a labeler's gaze direction to infer the referent of a novel label, it was unclear whether infants in these studies recognized that they needed information or were happening upon the information by simply orienting to the labeler's voice. To address this issue, we presented 13‐ and 18‐month‐olds with ei…
Young children's responses to guilt displays
Displaying guilt after a transgression serves to appease the victim and other group members, restore interpersonal relationships, and indicate the transgressors' awareness of and desire to conform to the group's norms. We investigated whether and when young children are sensitive to these functions of guilt displays. In Study 1, after 4- and 5-year-old children watched videos of transgressors either displaying guilt (without explicitly apologizin…
Sympathy through affective perspective taking and its relation to prosocial behavior in toddlers
In most research on the early ontogeny of sympathy, young children are presented with an overtly distressed person and their responses are observed. In the current study, the authors asked whether young children could also sympathize with a person to whom something negative had happened but who was expressing no emotion at all. They showed 18- and 25-month-olds an adult either harming another adult by destroying or taking away her possessions (ha…
Not all emotions are created equal
There is ample empirical evidence for an asymmetry in the way that adults use positive versus negative information to make sense of their world; specifically, across an array of psychological situations and tasks, adults display a negativity bias, or the propensity to attend to, learn from, and use negative information far more than positive information. This bias is argued to serve critical evolutionarily adaptive functions, but its developmenta…
Signs of Pretense Across Age and Scenario
Participation in imagined worlds is a hallmark of the human species, and yet we know little about the context of its early emergence. The experiments reported here replicated and extended in 2 directions Lillard and Witherington's (2004) study of how mothers pretend to have snacks, across different ages of children (15‐ to 24‐month‐olds, Experiment 1) and to a different scenario (personal grooming, Experiment 2). Mothers' pretend behaviors change…
Not all emotions are created equal
There is ample empirical evidence for an asymmetry in the way that adults use positive versus negative information to make sense of their world; specifically, across an array of psychological situations and tasks, adults display a negativity bias, or the propensity to attend to, learn from, and use negative information far more than positive information. This bias is argued to serve critical evolutionarily adaptive functions, but its developmenta…
Sympathy through affective perspective taking and its relation to prosocial behavior in toddlers
In most research on the early ontogeny of sympathy, young children are presented with an overtly distressed person and their responses are observed. In the current study, the authors asked whether young children could also sympathize with a person to whom something negative had happened but who was expressing no emotion at all. They showed 18- and 25-month-olds an adult either harming another adult by destroying or taking away her possessions (ha…
Young children's responses to guilt displays
Displaying guilt after a transgression serves to appease the victim and other group members, restore interpersonal relationships, and indicate the transgressors' awareness of and desire to conform to the group's norms. We investigated whether and when young children are sensitive to these functions of guilt displays. In Study 1, after 4- and 5-year-old children watched videos of transgressors either displaying guilt (without explicitly apologizin…
Young children value recipients who display gratitude
Gratitude is a positive social emotion that one experiences when one has benefited from another person's goodwill (McCullough, 2002). Feeling gratitude urges the grateful person to reciprocate and respond prosocially, thereby solidifying cooperation. Yet little prior research has focused on the social functions of displaying gratitude, namely to convey that a grateful recipient is likely to be a reliable and trustworthy cooperative partner. The p…
Young children sympathize less in response to unjustified emotional distress
Three-year-old children saw an adult displaying the exact same distress in 3 different conditions: (a) the adult's distress was appropriate to a genuine harm, (b) the adult's distress was an overreaction to a minor inconvenience, and (c) there was no apparent cause for the adult's distress. Children who witnessed the adult being appropriately upset showed concern for him, intervened on his behalf, and checked on him when he later expressed distre…
The fulfillment of others’ needs elevates children’s body posture
Much is known about young children's helping behavior, but little is known about the underlying motivations and emotions involved. In 2 studies we found that 2-year-old children showed positive emotions of similar magnitude-as measured by changes in their postural elevation using depth sensor imaging technology-after they achieved a goal for themselves and after they helped another person achieve her goal. Conversely, children's posture decreased…
Thirteen‐ and 18‐month‐old Infants Recognize When They Need Referential Information
To learn from conspecifics, infants would be greatly advantaged by knowing when to seek information from them. Although in prior work infants used a labeler's gaze direction to infer the referent of a novel label, it was unclear whether infants in these studies recognized that they needed information or were happening upon the information by simply orienting to the labeler's voice. To address this issue, we presented 13‐ and 18‐month‐olds with ei…
Young children do not perceive distributional fairness as a moral norm
Young children robustly distinguish between moral norms and conventional norms (Smetana, 1984; Yucel et al., 2020). In existing research, norms about the fair distribution of resources are by definition considered part of the moral domain; they are not distinguished from other moral norms such as those involving physical harm. Yet an understanding of fairness in resource distribution (hereafter, "fairness") emerges late in development and is cult…
Young children tattle to enforce moral norms
By 3 years of age, children tattle about rule violations they observe, even as unaffected bystanders. It is argued that tattling is one way in which children enforce norms and that in the long term, it helps sustain co‐operation (e.g., Vaish, Missana, & Tomasello, 2011). However, an alternative explanation could be that children are worried that the victim might blame them and so feel the need to inform the victim about who caused the harm. The p…
Something old, something new
The 3 papers by Hammond and Drummond (2019), LoBue and Adolph (2019), and Stern, Botdorf, Cassidy, and Riggins (2019) bring into focus some of the exciting and promising new directions emerging in the field of emotional development. This commentary urges researchers moving in these new directions to leverage what is already known about emotional development to inform future predictions and interpretations, as well as to remain mindful of the thor…
Signs of Pretense Across Age and Scenario
Participation in imagined worlds is a hallmark of the human species, and yet we know little about the context of its early emergence. The experiments reported here replicated and extended in 2 directions Lillard and Witherington's (2004) study of how mothers pretend to have snacks, across different ages of children (15‐ to 24‐month‐olds, Experiment 1) and to a different scenario (personal grooming, Experiment 2). Mothers' pretend behaviors change…
Not all emotions are created equal
There is ample empirical evidence for an asymmetry in the way that adults use positive versus negative information to make sense of their world; specifically, across an array of psychological situations and tasks, adults display a negativity bias, or the propensity to attend to, learn from, and use negative information far more than positive information. This bias is argued to serve critical evolutionarily adaptive functions, but its developmenta…
Sympathy through affective perspective taking and its relation to prosocial behavior in toddlers
In most research on the early ontogeny of sympathy, young children are presented with an overtly distressed person and their responses are observed. In the current study, the authors asked whether young children could also sympathize with a person to whom something negative had happened but who was expressing no emotion at all. They showed 18- and 25-month-olds an adult either harming another adult by destroying or taking away her possessions (ha…
Thirteen‐ and 18‐month‐old Infants Recognize When They Need Referential Information
To learn from conspecifics, infants would be greatly advantaged by knowing when to seek information from them. Although in prior work infants used a labeler's gaze direction to infer the referent of a novel label, it was unclear whether infants in these studies recognized that they needed information or were happening upon the information by simply orienting to the labeler's voice. To address this issue, we presented 13‐ and 18‐month‐olds with ei…
Young children's responses to guilt displays
Displaying guilt after a transgression serves to appease the victim and other group members, restore interpersonal relationships, and indicate the transgressors' awareness of and desire to conform to the group's norms. We investigated whether and when young children are sensitive to these functions of guilt displays. In Study 1, after 4- and 5-year-old children watched videos of transgressors either displaying guilt (without explicitly apologizin…
Origins of Human Cooperation and Morality
From an evolutionary perspective, morality is a form of cooperation. Cooperation requires individuals either to suppress their own self-interest or to equate it with that of others. We review recent research on the origins of human morality, both phylogenetic (research with apes) and ontogenetic (research with children). For both time frames we propose a two-step sequence: first a second-personal morality in which individuals are sympathetic or f…
A New Look at Children’s Prosocial Motivation
Young children routinely behave prosocially, but what is their motivation for doing so? Here, we review three studies which show that young children (1) are intrinsically motivated rather than motivated by extrinsic rewards; (2) are more inclined to help those for whom they feel sympathy; and (3) are not so much motivated to provide help themselves as to see the person helped (as can be seen in changes of their sympathetic arousal, as measured by…
Young children sympathize less in response to unjustified emotional distress
Three-year-old children saw an adult displaying the exact same distress in 3 different conditions: (a) the adult's distress was appropriate to a genuine harm, (b) the adult's distress was an overreaction to a minor inconvenience, and (c) there was no apparent cause for the adult's distress. Children who witnessed the adult being appropriately upset showed concern for him, intervened on his behalf, and checked on him when he later expressed distre…
Attentiveness to eyes predicts generosity in a reputation-relevant context
The fulfillment of others’ needs elevates children’s body posture
Much is known about young children's helping behavior, but little is known about the underlying motivations and emotions involved. In 2 studies we found that 2-year-old children showed positive emotions of similar magnitude-as measured by changes in their postural elevation using depth sensor imaging technology-after they achieved a goal for themselves and after they helped another person achieve her goal. Conversely, children's posture decreased…
Young children tattle to enforce moral norms
By 3 years of age, children tattle about rule violations they observe, even as unaffected bystanders. It is argued that tattling is one way in which children enforce norms and that in the long term, it helps sustain co‐operation (e.g., Vaish, Missana, & Tomasello, 2011). However, an alternative explanation could be that children are worried that the victim might blame them and so feel the need to inform the victim about who caused the harm. The p…
Eyes, More Than Other Facial Features, Enhance Real-World Donation Behavior
Something old, something new
The 3 papers by Hammond and Drummond (2019), LoBue and Adolph (2019), and Stern, Botdorf, Cassidy, and Riggins (2019) bring into focus some of the exciting and promising new directions emerging in the field of emotional development. This commentary urges researchers moving in these new directions to leverage what is already known about emotional development to inform future predictions and interpretations, as well as to remain mindful of the thor…
The Study of Prosocial Emotions in Early Childhood
The study of young children’s prosocial emotions, especially as they regulate children’s social interactions toward cooperative ends, is burgeoning. We join Algoe (2020) and Tsang (2020) in their assessment that early ontogeny provides a unique window into the study of prosocial emotions, and that the behavioural methods developed to study prosocial emotions in young children could productively be employed across the lifespan. One particularly in…
Helping, fast and slow
The Prosocial Functions of Guilt in Early Childhood
Humans are immensely social and cooperative beings: We rely heavily on our cooperative relationships to survive and succeed as individuals and as a species. When such relationships break down, therefore, it is vital that they are repaired. This chapter argues that the prosocial emotion of guilt helps us meet this requirement, and that a nascent guilt does so from remarkably early in development. By 3 years of age (and to some degree, even 2 years…
Young children value recipients who display gratitude
Gratitude is a positive social emotion that one experiences when one has benefited from another person's goodwill (McCullough, 2002). Feeling gratitude urges the grateful person to reciprocate and respond prosocially, thereby solidifying cooperation. Yet little prior research has focused on the social functions of displaying gratitude, namely to convey that a grateful recipient is likely to be a reliable and trustworthy cooperative partner. The p…
Young children do not perceive distributional fairness as a moral norm
Young children robustly distinguish between moral norms and conventional norms (Smetana, 1984; Yucel et al., 2020). In existing research, norms about the fair distribution of resources are by definition considered part of the moral domain; they are not distinguished from other moral norms such as those involving physical harm. Yet an understanding of fairness in resource distribution (hereafter, "fairness") emerges late in development and is cult…
Don’t Neglect the Middle Ground, Inspector Gadget! There Is Ample Space Between Big Special and Small Ordinary Norm Psychology
published
Putting the Honor Back in Academic Honor Systems
In higher education in the United States, the language of honor is prevalent in academic settings. For the purposes of creating a fair educational environment and aiding in students’ personal character development, many universities and colleges implement honor systems that require students to adhere to honor codes. Most of these honor systems penalize forms of academic dishonesty, with some extending to include inappropriate social behaviors suc…
No one is going to recess
This study examined children's responses to targeted and collective punishment. Thirty-six 4-5-year-olds and 36 6-7-year-olds (36 females; 54 White; data collected 2018-2019 in the United States) experienced three classroom punishment situations: Targeted (only transgressing student punished), Collective (one student transgressed, all students punished), and Baseline (all students transgressed, all punished). The older children evaluated collecti…
Beyond the Selfish Child
Open access – no commercial reuse
Honor Among Students
The current study used a classroom cheating paradigm to investigate how severity of punishment affects the rate at which bystanders report a transgression to an authority. Participants were asked to read and memorize a literary passage before taking a memory and comprehension quiz about its contents. The instructions included one of three conditions: low, medium, or high severity of punishment for cheating during the quiz. During the memorization…
Psychology (20 obras) · Social Psychology (18 obras) · Developmental psychology (14 obras) · Child and Animal Learning Development (10 obras) · Social Psychology (10 obras) · Prosocial behavior (9 obras) · Cognitive psychology (8 obras) · Child and Adolescent Psychosocial and Emotional Development (5 obras) · Cultural Differences and Values (5 obras) · Harm (5 obras)