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Direct linkBanerjee, Robin; Bennett, Mark; Luke, Nikki – Child Development, 2012
Rule violations are likely to serve as key contexts for learning to reason about public identity. In an initial study with 91 children aged 4-9 years, social emotions and self-presentational concerns were more likely to be cited when children were responding to hypothetical vignettes involving social-conventional rather than moral violations. In 2…
Descriptors: Vignettes, Video Technology, Social Behavior, Behavior Standards
