Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-02T21:14:45.237Z Has data issue: false hasContentIssue false

Chapter 4 - Developing Revenge in Early Childhood

Current Evidence and Future Directions

Published online by Cambridge University Press:  08 July 2021

By
Charles P. Baxley  and
Audun Dahl
Edited by
Holly Recchia  and
Cecilia Wainryb
Holly Recchia
Affiliation:
Concordia University, Montréal
Cecilia Wainryb
Affiliation:
University of Utah
Get access

Summary

The early years of life offer ample opportunities for revenge, as young children face frequent frustrations and often use physical force against others. Still, studying revenge in young children is challenging, theoretically and methodologically. This chapter proposes criteria for studying revenge, synthesizes what is known about the origins of revenge, and points to new questions for research. We define revenge as an effort to harm someone who has affected you negatively. Based on extant evidence, we conclude many of infants’ aggressive responses likely constitute early forms of revenge. Later, from around the third birthday, children also appear capable of taking revenge against someone who has wronged them. From that age, children can also form moral judgments about revenge; both children and adults judge that revenge is sometimes permissible. Throughout the chapter, we stress the need to distinguish revenge from other forms of reactive aggression in future research.

Keywords

Moral developmentrevengeinfancychildhooddevelopment of aggressionreactive aggressionproactive aggressionjudgmentssocial interactionsconstructivism
Type
Chapter
Information
Revenge across Childhood and Adolescence , pp. 76 - 99
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aguilar, B., Sroufe, L. A., Egeland, B., & Carlson, E. (2000). Distinguishing the early-onset/persistent and adolescence-onset antisocial behaviortypes: From birth to 16 years. Development and Psychopathology, 12(2), 109–132. doi: 10.1017/S0954579400002017Google Scholar
Alink, L. R. A., Mesman, J., van Zeijl, J., Stolk, M. N., Juffer, F., Koot, H. M., … van IJzendoorn, M. H. (2006). The early childhood aggression curve: Development of physical aggression in 10- to 50-month-old children. Child Development, 77(4), 954–966. doi: 10.1111/j.1467-8624.2006.00912.xGoogle Scholar
Anderson, E. (1999). Code of the street: Decency, violence, and the moral life of the inner city. New York: W. W. Norton & Company.Google Scholar
Ardila-Rey, A., Killen, M., & Brenick, A. (2009). Moral reasoning in violent contexts: Displaced and non-displaced colombian children’s evaluations of moral transgressions, retaliation, and reconciliation. Social Development, 18(1), 181–209. doi: 10.1111/j.1467-9507.2008.00483.xCrossRefGoogle Scholar
Astor, R. A. (1994). Children’s moral reasoning about family and peer violence: The role of provocation and retribution. Child Development, 65(4), 1054–1067. doi: 10.2307/1131304Google Scholar
Baker, M. (2019, August 10). For Jeffrey Epstein’s accusers, suicide marks another setback. The New York Times. Retrieved from www.nytimes.com/2019/08/10/nyregion/jeffrey-epstein-suicide-accusers.htmlGoogle Scholar
Bloom, P. (2013). Just babies: The origins of good and evil. New York: Crown.Google Scholar
Brownlee, J. R., & Bakeman, R. (1981). Hitting in toddler-peer interaction. Child Development, 52(3), 1076–1079. doi: 10.2307/1129115Google Scholar
Bukowski, W. M., & Vitaro, F. (2018). Aggression and functioning with peers. In Malti, T. & Rubin, K. H. (Eds.), Handbook of child and adolescent aggression (pp. 186–211). New York: Guilford Press.Google Scholar
Caplan, M., Vespo, J., Pedersen, J., & Hay, D. F. (1991). Conflict and its resolution in small groups of one- and two-year-olds. Child Development, 62(6), 1513–1524. doi: 10.2307/1130823Google Scholar
Carlsmith, K. M., Darley, J. M., & Robinson, P. H. (2002). Why do we punish? Deterrence and just deserts as motives for punishment. Journal of Personality and Social Psychology, 83(2), 284–299. doi: 10.1037/0022-3514.83.2.284Google Scholar
de Castro, B. O. (2010). Rage, revenge, and precious pride: Emotions in information processing by children with aggressive behavior problems. In Arsenio, W. F. & Lemerise, E. A. (Eds.), Emotions, aggression, and morality in children: Bridging development and psychopathology (pp. 53–74). Washington, DC: American Psychological Association. doi: 10.1037/12129-003Google Scholar
de Castro, B. O., Verhulp, E. E., & Runions, K. (2012). Rage and revenge: Highly aggressive boys’ explanations for their responses to ambiguous provocation. European Journal of Developmental Psychology, 9(3), 331–350. doi: 10.1080/17405629.2012.680304Google Scholar
Côté, S., Vaillancourt, T., LeBlanc, J. C., Nagin, D. S., & Tremblay, R. E. (2006). The development of physical aggression from toddlerhood to pre-adolescence: A nation wide longitudinal study of canadian children. Journal of Abnormal Child Psychology, 34(1), 68–82. do: 10.1007/s10802–005-9001-zGoogle Scholar
Cushman, F. (2008). Crime and punishment: Distinguishing the roles of causal and intentional analyses in moral judgment. Cognition, 108(2), 353–380. doi: 10.1016/j.cognition.2008.03.006Google Scholar
Dahl, A. (2014). Definitions and developmental processes in research on infant morality. Human Development, 57(4), 241–249. doi: 10.1159/000364919Google Scholar
Dahl, A. (2015). The developing social context of infant helping in two U.S. samples. Child Development, 86(4), 1080–1093. doi: 10.1111/cdev.12361Google Scholar
Dahl, A. (2016a). Infants’ unprovoked acts of force toward others. Developmental Science, 19(6), 1049–1057. doi: 10.1111/desc.12342Google Scholar
Dahl, A. (2016b). Mothers’ insistence when prohibiting infants from harming others in everyday interactions. Frontiers in Psychology, 7, 1448. doi: 10.3389/fpsyg.2016.01448CrossRefGoogle ScholarPubMed
Dahl, A. (2017a). Ecological commitments: Why developmental science needs naturalistic methods. Child Development Perspectives, 11(2), 79–84. doi: 10.1111/cdep.12217CrossRefGoogle ScholarPubMed
Dahl, A. (2017b). Two challenges for psychologists against, or in favor of, empathy. Human Development, 60, 193–200. doi: 10.1159/000479845Google Scholar
Dahl, A. (2019). The science of early moral development: On defining, constructing, and studying morality from birth. Advances in Child Development and Behavior, 56, 1–35. doi: 10.1016/bs.acdb.2018.11.001Google Scholar
Dahl, A., & Campos, J. J. (2013). Domain differences in early social interactions. Child Development, 84(3), 817–825. doi: 10.1111/cdev.12002Google Scholar
Dahl, A., & Freda, G. F. (2017). How young children come to view harming others as wrong: A developmental analysis. In Sommerville, J. A. & Decety, J. (Eds.), Social Cognition: Development across the life span (pp. 151–184). New York: Routledge.Google Scholar
Dahl, A., Gingo, M., Uttich, K., & Turiel, E. (2018). Moral reasoning about human welfare in adolescents and adults: Judging conflicts involving sacrificing and saving lives. Monographs of the Society for Research in Child Development, Serial No. 330, 83(3), 1–109. doi: 10.1111/mono.12374Google Scholar
Dahl, A., & Killen, M. (2018a). A developmental perspective on the origins of morality in infancy and early childhood. Frontiers in Psychology, 9, 1–6. doi: 10.3389/fpsyg.2018.01736CrossRefGoogle ScholarPubMed
Dahl, A., & Killen, M. (2018b). Moral reasoning: Theory and research in developmental science. In Wixted, J. T. & Ghetti, S. (Eds.), The Stevens’ handbook of experimental psychology and cognitive neuroscience (4th ed., pp. 323–353). New York: Wiley.Google Scholar
Dahl, A., & Kim, L. (2014). Why is it bad to make a mess? Preschoolers’ conceptions of pragmatic norms. Cognitive Development, 32, 12–22. doi: 10.1016/j.cogdev.2014.05.004Google Scholar
Dahl, A., Schuck, R. K., & Campos, J. J. (2013). Do young toddlers act on their social preferences? Developmental Psychology, 49(10), 1964–1970. doi: 10.1037/a0031460Google Scholar
Dahl, A., & Turiel, E. (2019). Using naturalistic recordings to study children’s social perceptions and evaluations. Developmental Psychology, 55, 1453–1460. doi: 10.1037/dev0000735Google Scholar
Dahl, A., & Waltzer, T. L. (2018). Moral disengagement as a psychological construct. American Journal of Psychology, 131, 240–246.Google Scholar
Dahl, A., Waltzer, T. L., & Gross, R. L. (2018). Helping, hitting, and developing: Toward a constructivist-interactionist account of early morality. In Helwig, C. C. (Ed.), New perspectives on moral development (pp. 33–53). New York: Routledge.Google Scholar
Dunn, J. (1988). The beginnings of social understanding. Cambridge, MA: Harvard University Press.Google Scholar
Dunn, J., & Munn, P. (1985). Becoming a family member: Family conflict and the development of social understanding in the second year. Child Development, 56(2), 480. doi: 10.2307/1129735CrossRefGoogle Scholar
Fiske, A. P., & Rai, T. S. (2014). Virtuous violence: Hurting and killing to create, sustain, end, and honor social relationships. Cambridge: Cambridge University Press.Google Scholar
Flynn, A., & Graham, K. (2010). “Why did it happen?” A review and conceptual framework for research on perpetrators’ and victims’ explanations for intimate partner violence. Aggression and Violent Behavior, 15(3), 239–251. doi: 10.1016/j.avb.2010.01.002CrossRefGoogle ScholarPubMed
Frey, K. S., Pearson, C. R., & Cohen, D. (2015). Revenge is seductive, if not sweet: Why friends matter for prevention efforts. Journal of Applied Developmental Psychology, 37, 25–35. doi: 10.1016/j.appdev.2014.08.002Google Scholar
Frick, P. J., & Morris, A. S. (2004). Temperament and developmental pathways to conduct problems. Journal of Clinical Child & Adolescent Psychology, 33(1), 54–68. doi: 10.1207/S15374424JCCP3301_6Google Scholar
Gottlieb, G. (1998). Normally occurring environmental and behavioral influences on gene activity: From central dogma to probabilistic epigenesis. Psychological Review, 105(4), 792–802.CrossRefGoogle ScholarPubMed
Gralinski, J. H., & Kopp, C. B. (1993). Everyday rules for behavior: Mothers’ requests to young children. Developmental Psychology, 29(3), 573–584.Google Scholar
Griswold, C. L. (2013). The nature and ethics of vengeful anger. Nomos, 53, 77–124. doi: 10.18574/nyu/9780814760147.003.0004Google Scholar
Grusec, J. E., & Goodnow, J. J. (1994). Impact of parental discipline methods on the child’s internalization of values: A reconceptualization of current points of view. Developmental Psychology, 30(1), 4–19.Google Scholar
Haidt, J. (2012). The righteous mind: Why good people are divided by politics and religion. New York: Vintage.Google Scholar
Hamlin, J. K. (2013). Moral judgment and action in preverbal infants and toddlers: Evidence for an innate moral core. Current Directions in Psychological Science, 22(3), 186–193. doi: 10.1177/0963721412470687Google Scholar
Hamlin, J. K., & Wynn, K. (2011). Young infants prefer prosocial to antisocial others. Cognitive Development, 26(1), 30–39. doi: 10.1016/j.cogdev.2010.09.001CrossRefGoogle ScholarPubMed
Hamlin, J. K., Wynn, K., & Bloom, P. (2007). Social evaluation by preverbal infants. Nature, 450(7169), 557–559. doi: 10.1038/nature06288Google Scholar
Hammond, S. I., Al-Jbouri, E., Edwards, V., & Feltham, L. E. (2017). Infant helping in the first year of life: Parents’ recollection of infants’ earliest prosocial behaviors. Infant Behavior and Development, 47, 54–57. doi: 10.1016/j.infbeh.2017.02.004Google Scholar
Hay, D. F. (2005). The beginnings of aggression in infancy. In Tremblay, R. E., Hartup, W. W., & Archer, J. (Eds.), Developmental origins of aggression (pp. 107–132). New York: Guilford Press.Google Scholar
Hay, D. F., Castle, J., & Davies, L. (2000). Toddlers’ use of force against familiar peers: A precursor of serious aggression? Child Development, 71(2), 457–467.CrossRefGoogle Scholar
Hay, D. F., Hurst, S.-L., Waters, C. S., & Chadwick, A. (2011). Infants’ use of force to defend toys: The origins of instrumental aggression. Infancy, 16(5), 471–489. doi: 10.1111/j.1532-7078.2011.00069.xCrossRefGoogle ScholarPubMed
Hay, D. F., Nash, A., & Pedersen, J. (1983). Interaction between six-month-old peers. Child Development, 54(3), 557–562. doi: 10.2307/1130042Google Scholar
Hay, D. F., Perra, O., Hudson, K., Waters, C. S., Mundy, L., Phillips, R., … van Goozen, S. (2010). Identifying early signs of aggression: Psychometric properties of the Cardiff infant contentiousness scale. Aggressive Behavior, 36(6), 351–357. doi: 10.1002/ab.20363CrossRefGoogle ScholarPubMed
Hughes, P. M. (2016). Two cheers for forgiveness (and even fewer for revenge). Philosophia, 44(2), 361–380. doi: 10.1007/s11406–015-9671-xGoogle Scholar
Jackson, J. C., Choi, V. K., & Gelfand, M. J. (2019). Revenge: A multilevel review and synthesis. Annual Review of Psychology, 70(1), 319–345. doi: 10.1146/annurev-psych-010418-103305Google Scholar
Jambon, M., & Smetana, J. G. (2014). Moral complexity in middle childhood: Children’s evaluations of necessary harm. Developmental Psychology, 50(1), 22–33. doi: 10.1037/a0032992Google Scholar
Kochanska, G., & Aksan, N. (2006). Children’s conscience and self-regulation. Journal of Personality, 74(6), 1587–1618. doi: 10.1111/j.1467-6494.2006.00421.xGoogle Scholar
Kohlberg, L. (1971). From is to ought: How to commit the naturalistic fallacy and get away with it in the study of moral development. In Mischel, T. (Ed.), Psychology and genetic epistemology (pp. 151–235). New York: Academic Press.Google Scholar
Kuczynski, L., Kochanska, G., Radke-Yarrow, M., & Girnius-Brown, O. (1987). A developmental interpretation of young children’s noncompliance. Developmental Psychology, 23(6), 799–806.CrossRefGoogle Scholar
Leverick, F. (2006). Killing in self-defence. Oxford: Oxford University Press. Retrieved from http://eprints.gla.ac.uk/47718/Google Scholar
Lewis, M. (2010). The development of anger. In Potegal, M., Stemmler, G., & Spielberger, C. (Eds.), International handbook of anger (pp. 177–191). New York: Springer. doi: 10.1007/978-0-387-89676-2_11CrossRefGoogle Scholar
Margoni, F., & Surian, L. (2018). Infants’ evaluation of prosocial and antisocial agents: A meta-analysis. Developmental Psychology, 54(8), 1445–1455. doi: 10.1037/dev0000538Google Scholar
Martin, J. L., & Ross, H. S. (1996). Do mitigating circumstances influence family reactions to physical aggression? Child Development, 67(4), 1455. doi: 10.2307/1131711Google Scholar
Mascolo, M. E., & Fischer, K. W. (2007). The co-development of self and sociomoral emotions during the toddler years. In Brownell, C. A. & Kopp, C. B. (Eds.), Socioemotional development in the toddler years: Transitions and transformations (pp. 66–99). New York: Guilford Press.Google Scholar
Mendes, N., Steinbeis, N., Bueno-Guerra, N., Call, J., & Singer, T. (2018). Preschool children and chimpanzees incur costs to watch punishment of antisocial others. Nature Human Behaviour, 2(1), 45–51. doi: 10.1038/s41562–017-0264-5Google Scholar
Merriam-Webster. (2014). Merriam-Webster’s collegiate dictionary (11th ed.). Springfield, MA: Merriam-Webster.Google Scholar
Miller, P., & Sperry, L. L. (1987). The socialization of anger and aggression. Merrill-Palmer Quarterly, 33(1), 1–31.Google Scholar
NICHD Early Child Care Research Network. (2004). Trajectories of physical aggression from toddlerhood to middle childhood: Predictors, correlates, and outcomes. Monographs of the Society for Research in Child Development, Serial 278, 69(4), i–143. Retrieved from JSTOR.Google Scholar
Nucci, L. P. (1981). Conceptions of personal issues: A domain distinct from moral or societal concepts. Child Development, 52(1), 114–121. doi: 10.2307/1129220Google Scholar
Nucci, L. P., Turiel, E., & Roded, A. D. (2017). Continuities and discontinuities in the development of moral judgments. Human Development, 60, 279–341. doi: 10.1159/000484067Google Scholar
Nucci, L. P., & Weber, E. K. (1995). Social interactions in the home and the development of young children’s conceptions of the personal. Child Development, 66(5), 1438–1452. doi: 10.2307/1131656Google Scholar
Ostrov, J. M., Murray-Close, D., Godleski, S. A., & Hart, E. J. (2013). Prospective associations between forms and functions of aggression and social and affective processes during early childhood. Journal of Experimental Child Psychology, 116(1), 19–36. doi: 10.1016/j.jecp.2012.12.009Google Scholar
Ostrov, J. M., Perry, K. P., & Blakely-McClure, S. J. (2018). Developmental trajectories of aggression subtypes: From early to late childhood. In Malti, T. & Rubin, K. H. (Eds.), Handbook of child and adolescent aggression (pp. 41–61). New York: Guilford Press.Google Scholar
Pinker, S. (2012). The better angels of our nature: Why violence has declined. New York: Penguin Books.Google Scholar
Pnevmatikos, D. (2018). When do children start to take mitigating circumstances into account when judging the act of killing? Cognitive Development, 48, 94–104. doi: 10.1016/j.cogdev.2018.07.007Google Scholar
Posada, R., & Wainryb, C. (2008). Moral development in a violent society: Colombian children’s judgments in the context of survival and revenge. Child Development, 79(4), 882–898. doi: 10.1111/j.1467-8624.2008.01165.xGoogle Scholar
Rakoczy, H., & Schmidt, M. F. H. (2013). The early ontogeny of social norms. Child Development Perspectives, 7(1), 17–21. doi: 10.1111/cdep.12010Google Scholar
Rakoczy, H., Warneken, F., & Tomasello, M. (2008). The sources of normativity: Young children’s awareness of the normative structure of games. Developmental Psychology, 44(3), 875–881. doi: 10.1037/0012-1649.44.3.875Google Scholar
Recchia, H., Wainryb, C., & Pasupathi, M. (2013). “Two for flinching”: Children’s and adolescents’ narrative accounts of harming their friends and siblings. Child Development, 84(4), 1459–1474. doi: 10.1111/cdev.12059Google Scholar
Richards, M. P., & Bernal, J. F. (1972). An observational study of mother-infant interaction. In Blurton Jones, N. (Ed.), Ethological studies of child behaviour. (pp. 175–198). Oxford, UK: Cambridge University Press.Google Scholar
Rijt-Plooij, H. H. C., & Plooij, F. X. (1993). Distinct periods of mother-infant conflict in normal development: Sources of progress and germs of pathology. Journal of Child Psychology and Psychiatry, 34(2), 229–245. doi: 10.1111/j.1469-7610.1993.tb00981.xGoogle Scholar
Rizzo, M. T., & Killen, M. (2016). Children’s understanding of equity in the context of inequality. British Journal of Developmental Psychology, 34(4), 569–581. doi: 10.1111/bjdp.12150Google Scholar
Ross, H. S., Friedman, O., & Field, A. (2015). Toddlers assert and acknowledge ownership rights. Social Development, 24(2), 341–356. doi: 10.1111/sode.12101Google Scholar
Roth-Hanania, R., Davidov, M., & Zahn-Waxler, C. (2011). Empathy development from 8 to 16 months: Early signs of concern for others. Infant Behavior and Development, 34(3), 447–458. doi: 10.1016/j.infbeh.2011.04.007Google Scholar
Schmidt, M. F. H., Rakoczy, H., & Tomasello, M. (2012). Young children enforce social norms selectively depending on the violator’s group affiliation. Cognition, 124(3), 325–333. doi: 10.1016/j.cognition.2012.06.004CrossRefGoogle ScholarPubMed
Schumann, K., & Ross, M. (2010). The benefits, costs, and paradox of revenge. Social and Personality Psychology Compass, 4(12), 1193–1205. doi: 10.1111/j.1751-9004.2010.00322.xGoogle Scholar
Smetana, J. G., Ball, C. L., Jambon, M., & Yoo, H. N. (2018). Are young children’s preferences and evaluations of moral and conventional transgressors associated with domain distinctions in judgments? Journal of Experimental Child Psychology, 173, 284–303. doi: 10.1016/j.jecp.2018.04.008Google Scholar
Smetana, J. G., & Braeges, J. L. (1990). The development of toddlers’ moral and conventional judgments. Merrill-Palmer Quarterly, 36, 329–346.Google Scholar
Smetana, J. G., Jambon, M., & Ball, C. L. (2018). Normative changes and individual differences in early moral judgments: A constructivist developmental perspective. Human Development, 61(4–5), 264–280. doi: 10.1159/000492803Google Scholar
Smetana, J. G., Rote, W. M., Jambon, M., Tasopoulos-Chan, M., Villalobos, M., & Comer, J. (2012). Developmental changes and individual differences in young children’s moral judgments. Child Development, 83, 683–696. doi: 10.1111/j.1467-8624.2011.01714.xGoogle Scholar
Smetana, J. G., Toth, S. L., Cicchetti, D., Bruce, J., Kane, P., & Daddis, C. (1999). Maltreated and nonmaltreated preschoolers’ conceptions of hypothetical and actual moral transgressions. Developmental Psychology, 35(1), 269–281. doi: 10.1037//0012-1649.35.1.269Google Scholar
Spencer, J. P., Blumberg, M. S., McMurray, B., Robinson, S. R., Samuelson, L. K., & Tomblin, J. B. (2009). Short arms and talking eggs: Why we should no longer abide the nativist–empiricist debate. Child Development Perspectives, 3(2), 79–87. doi: 10.1111/j.1750-8606.2009.00081.xGoogle Scholar
Srinivasan, M., Al Mughairy, S., Kaplan, E., & Dahl, A. (2015). Preschoolers’ reactions to novel moral and conventional violations. Presented at the Cognitive Development Society, Memphis, OH.Google Scholar
Sroufe, L. A. (1996). Emotional development: The organization of emotional life in the early years. New York: Cambridge University Press.Google Scholar
Sternberg, C. R., & Campos, J. J. (1990). The development of anger expressions in infancy. In Stein, N. L., Leventhal, B., & Trabasso, T. (Eds.), Psychological and biological approaches to emotion (pp. 247–282). Hillsdale, NJ and England: Lawrence Erlbaum Associates, Inc.Google Scholar
Tomasello, M. (2016). A natural history of human morality. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Tomasello, M. (2018). The normative turn in early moral development. Human Development, 61, 248–263. doi: 10.1159/000492802CrossRefGoogle Scholar
Tremblay, R. E., & Nagin, D. S. (2005). The developmental origins of physical aggression in humans. In Tremblay, R. E., Hartup, W. W., & Archer, J. (Eds.), Developmental origins of aggression (pp. 83–106). New York: Guilford Press.Google Scholar
Tremblay, R. E., Nagin, D. S., Séguin, J. R., Zoccolillo, M., Zelazo, P. D., Boivin, M., … Japel, C. (2004). Physical aggression during early childhood: Trajectories and predictors. Pediatrics, 114(1), e43–e50. doi: 10.1542/peds.114.1.e43Google Scholar
Tripp, T. M., & Bies, R. J. (2010). “Righteous” anger and revenge in the workplace: The fantasies, the feuds, the forgiveness. In Potegal, M., Stemmler, G., & Spielberger, C. (Eds.), International Handbook of Anger: Constituent and Concomitant Biological, Psychological, and Social Processes (pp. 413–431). doi: 10.1007/978-0-387-89676-2_24Google Scholar
Turiel, E. (1983). The development of social knowledge: Morality and convention. Cambridge, UK: Cambridge University Press.Google Scholar
Turiel, E. (2003). Morals, motives and actions. British Journal of Developmental Psychology Monograph Series, 2, 29–40. doi: 10.1348/0000000024426958Google Scholar
Turiel, E. (2008). Social decisions, social interactions, and the coordination of diverse judgments. In Muller, U., Carpendale, J. I. M., Budwig, N., & Sokol, B. (Eds.), Social life and social knowledge: Toward a process account of development (pp. 255–276). Mahwah, NJ: Erlbaum.Google Scholar
Turiel, E., & Dahl, A. (2019). The development of domains of moral and conventional norms, coordination in decision-making, and the implications of social opposition. In Bayertz, K. & Boughley, N. (Eds.), The normative animal: On the biological significance of social, moral, and linguistic norms (pp. 195–213). Oxford, UK: Oxford University Press.Google Scholar
Turiel, E., Dahl, A., & Besirevic, Z. (2018). Thoughts, emotions, and sentiments in the development of justice. In LeBar, M. (Ed.), Becoming just (pp. 119–150). Oxford, UK: Oxford University Press.Google Scholar
Turiel, E., Hildebrandt, C., & Wainryb, C. (1991). Judging social issues: Difficulties, inconsistencies, and consistencies. Monographs of the Society for Research in Child Development, 56(2), 1–116. doi: 10.2307/1166056Google Scholar
Turiel, E., & Killen, M. (2010). Taking emotions seriously: The role of emotions in moral development. In Arsenio, W. F. & Lemerise, E. A. (Eds.), Emotions, aggression, and morality in children: Bridging development and psychopathology (pp. 33–52). Washington, DC: American Psychological Association.Google Scholar
Turiel, E., & Nucci, L. P. (2017). Moral development in context. In Dick, A. S. & Müller, U. (Eds.), Advancing developmental science: Philosophy, theory, and method (pp. 95–109). New York: Routledge.Google Scholar
Uniacke, S. (2000). Why is revenge wrong? The Journal of Value Inquiry, 34, 61–69.Google Scholar
Vaish, A. (2018). The prosocial functions of early social emotions: The case of guilt. Current Opinion in Psychology, 20, 25–29. doi: 10.1016/j.copsyc.2017.08.008Google Scholar
Vaish, A., Carpenter, M., & Tomasello, M. (2010). Young children selectively avoid helping people with harmful intentions. Child Development, 81(6), 1661–1669. doi: 10.1111/j.1467-8624.2010.01500.xGoogle Scholar
Vaish, A., Carpenter, M., & Tomasello, M. (2016). The early emergence of guilt-motivated prosocial behavior. Child Development, 87(6), 1772–1782. doi: 10.1111/cdev.12628Google Scholar
Vaish, A., Missana, M., & Tomasello, M. (2011). Three-year-old children intervene in third-party moral transgressions: Children intervene in moral transgressions. British Journal of Developmental Psychology, 29(1), 124–130. doi: 10.1348/026151010X532888Google Scholar
Vitaro, F., & Brendgen, M. (2005). Proactive and reactive aggression: A developmental perspective. In Tremblay, R. E., Hartup, W. W., & Archer, J. (Eds.), Developmental origins of aggression (pp. 178–201). New York: Guilford Press.Google Scholar
Wainryb, C., Brehl, B. A., & Matwin, S. (2005). Being hurt and hurting others: Children’s narrative accounts and moral judgments of their own interpersonal conflicts. Monographs of the Society for Research in Child Development, 70(3), 1–125. doi: 10.1111/j.1540-5834.2005.00350.xGoogle Scholar
Walen, A. (2016). Retributive justice. In Zalta, E. N. (Ed.), The Stanford Encyclopedia of Philosophy (Winter 2016). Retrieved from https://plato.stanford.edu/archives/win2016/entries/justice-retributive/Google Scholar
Wallace, G. (1995). Wild justice. Philosophy, 70, 363–375. Retrieved from JSTOR.Google Scholar
Wynn, K., & Bloom, P. (2014). The moral baby. In Killen, M. & Smetana, J. G. (Eds.), Handbook of moral development (2nd ed., pp. 435–453). New York: Psychology Press.Google Scholar
Zahn-Waxler, C., Radke-Yarrow, M., Wagner, E., & Chapman, M. (1992). Development of concern for others. Developmental Psychology, 28(1), 126–136. doi: 10.1037/0012-1649.28.1.126CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×