Unraveling the gender gap in negotiation: How children's perceptions of negotiation and of themselves relate to their bargaining outcomes.

Women tend to negotiate less than men, which-along with other well-documented interpersonal and structural factors-contributes to persistent gender gaps in pay for equal work. Here, we explore the developmental origins of these gender differences in negotiation. Across three studies ( = 462), we investigated 6- to 12-year-old girls' and boys' perceptions of negotiation (e.

Beyond punishment: psychological foundations of restorative interventions.

Work on the psychology of justice has largely focused on punishment. However, punishment is not our only strategy for dealing with conflict. Rather, emerging work suggests that people often respond to transgressions by compensating victims, involving third-party mediators, and engaging in forgiveness.

People update their injunctive norm and moral beliefs after receiving descriptive norm information.

How do descriptive norms shape injunctive norm beliefs, and what does this tell us about the cognitive processes underlying social norm cognition? Across six studies ( = 2,671), we examined whether people update their injunctive norm beliefs-as well as their moral judgments and behavioral intentions-after receiving descriptive norm information about how common (or uncommon) a behavior is. Specifically, we manipulated the descriptive normativity of behaviors, describing behaviors as uncommon (20% of people were doing the behavior) or common (80% of people were doing the behavior), and the type of behavior across studies (fairness, conventional, harm, preference). To measure belief updating, we assessed beliefs prior to and after receiving information about the descriptive norm.

The power of prompts: Encouraging children to think about fairness promotes the costly rejection of unfairness.

Children in the United States have an early-emerging understanding that resources should be divided fairly among agents, yet their behavior does not begin to reflect this understanding until later in development. Why does this gap between knowledge and behavior exist, and how can we close it? Here, we tested the role of explicit prompts in closing the gap, asking whether prompting 4- to 9-year-olds to make fair decisions would promote the costly rejection of unfairness in the Inequity Game. Children were presented with either advantageous (more for actor, less for recipient) or disadvantageous (less for actor, more for recipient) allocations and assigned to one of three experimental conditions: Fairness Prompt, Autonomous Prompt, or Baseline.

Short-term conservation education influences Ugandan adolescents' knowledge, attitudes and investment decisions.

Environmental education research methods often focus on measuring changes in people's attitudes toward conservation. While attitudes are an important indicator of change, it is critical to target incentivised behaviour because conservation efforts often involve behavioural changes that are costly to one's self (e.g.