Dorsa Amir

And what we found was that, you know, the American concept of fairness, for instance, that it's rude or unfair to accept having more than someone else, that itself seems to be something that's culturally variable.

So this is one of the interesting things we found when we compared what children did to what other kids in the communities said they should do.

And so what we find is that in four out of the five places we looked, a lot of people endorsed what we call the costly norm.

And so in this case of fairness, it would be rejecting having more.

And what's interesting is that in the cases where the costly norm exists in these four countries, children are able to, at young ages, actually tell us that that's the wrong thing to do.

But when we put other kids of the same age in that same situation, they end up accepting it, which if you've interacted with children, maybe isn't quite surprising.

We call this the knowledge behavior gap, which is, you know what the normative thing is.

It's just hard to do it and you just don't want to do it.

There actually is overlap, great question.

Yes, so we do see emotions that are related to morality, things like guilt and shame, also pick up steam right around the same time that these norms are really being internalized.

And we described in developmental psychology this period of middle childhood as kind of this revolutionary period for moral development.

It's when you really start integrating all these really interesting other things, other people's perspectives, their payoffs, what people might think about you,

the idea of a reputation starts to be born around this time.

And it's really interesting to see that these types of patterns and processes are somewhat consistent across wildly different environments.

It's a little bit of both.

Maybe that's not so satisfying, but... No, it is.

Of course.

Thank you.