Children’s Reasoning About Self‐Presentation Following Rule Violations: The Role of Self‐Focused Attention
Abstract
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 further studies with 376 children aged 4–9 years, experimental manipulations of self‐focused...
Paper Details
Title
Children’s Reasoning About Self‐Presentation Following Rule Violations: The Role of Self‐Focused Attention
Published Date
Jul 10, 2012
Journal
Volume
83
Issue
5
Pages
1805 - 1821
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Notes
History