References
- Archer, J., & Coyne, S. M. (2005). An integrated review of indirect, relational, and social aggression. Personality and Social Psychology Review, 9(3), 212–230. https://doi.org/10.1207/s15327957pspr0903_2
- Arsenio, W. F., Adams, E., & Gold, J. (2009). Social information processing, moral reasoning, and emotion attributions: Relations with adolescents’ reactive and proactive aggression. Child Development, 80(6), 1739–1755. https://doi.org/10.1111/j.1467-8624.2009.01365.x
- Arsenio, W. F., & Lemerise, E. A. (2004). Aggression and moral development: Integrating social information processing and moral domain models. Child Development, 75(4), 987–1002. https://doi.org/10.1111/j.1467-8624.2004.00720.x
- Baker, E. R., D’Esterre, A. P., & Weaver, J. P. (2020). Executive function and theory of mind in explaining young children’s moral reasoning: Support for the hierarchical competing systems model (Manuscript submitted for publication).
- Baker, E. R., Jensen, C. J., Moeyaert, M., & Bordoff, S. (2020). Socioeconomic status and early childhood aggression: Moderation by theory of mind for relational, but not physical, aggression. Early Child Development and Care, 190 (8), 1187–1201. https://doi.org/10.1080/03004430.2018.1524379
- Baker, E. R., Jensen, C. J., & Tisak, M. S. (2019). A closer examination of aggressive subtypes in early childhood: Contributions of executive function and single-parent status. Early Child Development and Care, 189(5), 733-746. https://doi.org/10.1080/03004430.2017.1342079
- Baker, E. R., Tisak, M. S., & Tisak, J. (2016). What can boys and girls do?: Preschoolers’ perspectives regarding gender roles across domains of behavior. Social Psychology of Education: An International Journal, 19(1), 23–39. https://doi.org/10.1007/s11218-015-9320-z
- Ball, C. L., Smetana, J. G., & Sturge‐Apple, M. L. (2017). Following my head and my heart: Integrating preschoolers’ empathy, theory of mind, and moral judgments. Child Development, 88(2), 597–611. https://doi.org/10.1111/cdev.12605
- Beiβert, H., Mulvey, K. L., & Killen, M. (2018). Children’s act evaluation and emotion attribution reasoning concerning different moral transgressions. Merrill-Palmer Quarterly, 64(2), 195–219. https://doi.org/10.13110/merrpalmquar1982.64.2.0195
- Boseovski, J. J., & Marcovitch, S. (2012). The hierarchical competing systems model provides a process account of social decision making. Human Development: Letters to the Editor, 55(1), 7–10.
- Bowie, B. H. (2007). Relational aggression, gender, and the developmental process. Journal of Child and Adolescent Psychiatric Nursing, 20(2), 107–115. https://doi.org/10.1111/j.1744-6171.2007.00092.x
- Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta‐analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185–1229. https://doi.org/10.1111/j.1467-8624.2008.01184.x
- Crick, N. R., Ostrov, J. M., Appleyard, K., Jansen, E. A., & Casas, J. F. (2004). Relational aggression in early childhood: “You can’t come to my birthday party unless … ”. In M. Putallaz & K. L. Bierman (Eds.), Duke series in child development and public policy. Aggression, antisocial behavior, and violence among girls: A developmental perspective (pp. 71–89). Guilford Publications.
- Crick, N. R., & Dodge, K. A. (1996). Social information‐processing mechanisms in reactive and proactive aggression. Child Development, 67(3), 993–1002. https://doi.org/10.1111/j.1467-8624.1996.tb01778.x
- Dunn, L. M., & Dunn, D. M. (2007). PPVT-4: Peabody picture vocabulary test. Minneapolis, MN: Pearson Assessments doi:10.1037/t15144-000
- Edelbrock, C., Costello, A. J., Dulcan, M. K., Kalas, R., & Conover, N. C. (1985). Age differences in the reliability of the psychiatric interview of the child. Child Development, 56(1), 265–275. https://doi.org/10.2307/1130193
- Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analysis using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. https://doi.org/http://dx.doi.10.3758/BRM.41.4.1149
- Galambos, N. L. (2004). Gender and gender role development in adolescence. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (pp. 233–262). John Wiley & Sons Inc.
- Gasser, L., Malti, T., & Gutzwiller-Helfenfinger, E. (2012). Aggressive and nonaggressive children’s moral judgments and moral emotion attributions in situations involving retaliation and unprovoked aggression. The Journal of Genetic Psychology, 173(4), 417–439. https://doi.org/10.1080/00221325.2011.614650
- Gilligan, C., & Attanucci, J. (1988). Two moral orientations: Gender differences and similarities. Merrill-Palmer Quarterly, 34 (3), 223–237. https://www.jstor.org/stable/23086381
- Goldstein, S., & Boxer, P. (2013). Parenting practices and the early socialisation of relational aggression among preschoolers. Early Child Development and Care, 183(11), 1559–1575. https://doi.org/10.1080/03004430.2012.738200
- Goldstein, S., Tisak, M., & Boxer, P. (2002). Preschoolers‘ normative and prescriptive judgments about relational and overt aggression. Early Education and Development, 13(1), 23–40. https://doi.org/10.1207/s15566935eed1301_2
- Gòmez-Garibello, C., & Chaux, E. (2014). Relational aggression in preschool: Cognitive and emotional variables associated. Universitas Psychologica, 13(2), 565–574. https://doi.org/10.11144/Javeriana.UPSY13-2.arpv
- Hawley, P. H., & Geldhof, G. J. (2012). Preschoolers’ social dominance, moral cognition, and moral behavior: An evolutionary perspective. Journal of Experimental Child Psychology, 112(1), 18–35. https://doi.org/10.1016/j.jecp.2011.10.004
- Jaffee, S., & Hyde, J. S. (2000). Gender differences in moral orientation: A meta-analysis. Psychological Bulletin, 126(5), 703–726. https://doi.org/10.1037/TO33-2909.126.5.703
- Jambon, M. (2016). Moral judgments and aggression in young children: a social domain approach to conceptualizing individual differences in early moral understanding ( Doctoral dissertation). University of Rochester;.
- Jambon, M., Colasante, T., Peplak, J., & Malti, T. (2019). Anger, sympathy, and children’s reactive and proactive aggression: Testing a differential correlate hypothesis. Journal of Abnormal Child Psychology, 47(6), 1013–1024. https://doi.org/10.1007/s10802-018-0498-3
- Jambon, M., & Smetana, J. G. (2014). Moral complexity in middle childhood: Children’s evaluations of necessary harm. Developmental Psychology, 50(1), 22. https://doi.org/10.1037/a0032992
- Jambon, M., & Smetana, J. G. (2018a). Callous–unemotional traits moderate the association between children’s early moral understanding and aggression: A short-term longitudinal study. Developmental Psychology, 54(5), 903–915. https://doi.org/10.1037/dev0000473
- Jambon, M., & Smetana, J. G. (2018b). Individual differences in prototypical moral and conventional judgments and children’s proactive and reactive aggression. Child Development, 89(4), 1343–1359. https://doi.org/10.1111/cdev.12757
- Jambon, M., & Smetana, J. G. (2020). Self‐reported moral emotions and physical and relational aggression in early childhood: A social domain approach. Child Development, 91(1), e92–e107. https://doi.org/10.1111/cdev.13174
- Killen, M., & Smetana, J. G. (2015). Origins and development of morality. In R. M. Lerner (Ed.), Handbook of child psychology and developmental science: Socioemotional processes (Vol. 3, 7th ed., pp. 701–749). New York, NY: Wiley-Blackwell.
- Killen, M., Mulvey, K. L., Richardson, C., Jampol, N., & Woodward, A. (2011). The accidental transgressor: Morally-relevant theory of mind. Cognition, 119(2), 197–215. https://doi.org/10.1016/j.cognition.2011.01.006
- Killen, M., & Stangor, C. (2001). Children’s social reasoning about inclusion and exclusion in gender and race peer group contexts. Child Development, 72(1), 174–186. https://doi.org/10.1111/1467-8624.00272
- Malti, T., & Keller, M. (2009). The relation of elementary-school children’s externalizing behaviour to emotion attributions, evaluation of consequences, and moral reasoning. European Journal of Developmental Psychology, 6(5), 592–614. https://doi.org/10.1080/17405620701497497
- Malti, T., & Krettenauer, T. (2013). The Relation of Moral Emotion Attributions to Prosocial and Antisocial Behavior: A Meta-Analysis. Child Development, 84(2), 397-412. doi:10.1111/cdev.2013.84.issue-2
- Manning, M. A., & Bear, G. G. (2011). Moral reasoning and aggressive behavior: Concurrent and longitudinal relations. Journal of School Violence, 10(3), 258–280. https://doi.org/10.1080/15388220.2011.579235
- Milanowicz, A., & Bokus, B. (2013). Gender and moral judgments: The role of who is speaking to whom. Journal of Gender Studies, 22(4), 423–443. https://doi.org/10.1080/09589236.2012.719314
- Mulvey, K. L., & Killen, M. (2016). Keeping quiet just wouldn’t be right: Children’s and adolescents’ evaluations of challenges to peer relational and physical aggression. Journal of Youth and Adolescence, 45(9), 1824–1835. https://doi.org/10.1007/s10964-016-0437-y
- Murray‐Close, D., Crick, N. R., & Galotti, K. M. (2006). Children’s moral reasoning regarding physical and relational aggression. Social Development, 15(3), 345–372. https://doi.org/10.1111/j.1467-9507.2006.00346.x
- Murray-Close, D., Ostrov, J. M., & Crick, N. R. (2007). A short-term longitudinal study of growth of relational aggression during middle childhood: Associations with gender, friendship intimacy, and internalizing problems. Development and Psychopathology, 19(1), 187–203. https://doi.org/10.10170S0954579407070101
- Olson, S. L., Lopez-Duran, N., Lunkenheimer, E. S., Chang, H., & Sameroff, A. J. (2011). Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting. Development and Psychopathology, 23(1), 253–266. https://doi.org/10.1017/S0954579410000775
- Orobio de Castro, B., 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. https://doi.org/10.1080/17405629.2012.680304
- Ostrov, J. M., & Crick, N. R. (2007). Forms and functions of aggression during early childhood: A short-term longitudinal study. School Psychology Review, 36(1), 22–44. https://doi.org/10.1080/15374416.2018.1485104
- Ostrov, J. M., Kamper, K. E., Hart, E. J., Godleski, S. A., & Blakely-McClure, S. J. (2014). A gender-balanced approach to the study of peer victimization and aggression subtypes in early childhood. Development and Psychopathology, 26(3), 575–587. https://doi.org/10.1017/S0954579414000248
- Ostrov, J. M., & Keating, C. F. (2004). Gender differences in preschool aggression during free play and structured interactions: An observational study. Social Development, 13(2), 255–277. https://doi.org/10.1111/j.1467-9507.2004.000266.x
- 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. https://doi.org/10.1016/j.jecp.2012.12.009
- Ostrov, J. M., Woods, K. E., Jansen, E. A., Casas, J. F., & Crick, N. R. (2004). An observational study of delivered and received aggression, gender, and social-psychological adjustment in preschool: “This white crayon doesn’t work … ”. Early Childhood Research Quarterly, 19(2), 355–371. https://doi.org/10.1016/j.ecresq.2004.04.009
- Poland, S. E., Monks, C. P., & Tsermentseli, S. (2016). Cool and hot executive function as predictors of aggression in early childhood: Differentiating between the function and form of aggression. British Journal of Developmental Psychology, 34(2), 181–197. https://doi.org/10.1111/bjdp.12122
- Richardson, C. B., Mulvey, K. L., & Killen, M. (2012). Extending social domain theory with a process-based account of moral judgments. Human Development, 55(1), 4–25. https://doi.org/10.1159/000335362
- Rizzo, M. T., Elenbaas, L., Cooley, S., & Killen, M. (2016). Children’s recognition of fairness and others’ welfare in a resource allocation task: Age related changes. Developmental Psychology, 52(8), 1307. https://doi.org/10.1037/dev0000134
- Rutland, A., Killen, M., & Abrams, D. (2010). A new social-cognitive developmental perspective on prejudice: The interplay between morality and group identity. Perspectives on Psychological Science, 5(3), 279–291. https://doi.org/10.1177/1745691610369468
- Smetana, J. G. (2006). Social-cognitive domain theory: Consistencies and variations in children’s moral and social judgments. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 137–172). Psychology Press.
- Smetana, J. G., & Ball, C. L. (2017). Young children’s moral judgments, justifications, and emotion attributions in peer relationship contexts. Child Development, 89(6), 2245–2263. https://doi.org/10.1111/cdev.12846
- 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. https://doi.org/10.1016/j.jecp.2018.04.008
- Sodian, B., Licata, M., Kristen‐Antonow, S., Paulus, M., Killen, M., & Woodward, A. (2016). Understanding of goals, beliefs, and desires predicts morally relevant theory of mind: A longitudinal investigation. Child Development, 87(4), 1221–1232. https://doi.org/10.1111/cdev.12533
- Swit, C. S., McMaugh, A. L., & Warburton, W. A. (2018). Teacher and parent perceptions of relational and physical aggression during early childhood. Journal of Child and Family Studies, 27(1), 118–130. https://doi.org/10.1007/s10826-017-0861-y
- Theimer, C. E., Killen, M., & Stangor, C. (2001). Young children’s evaluations of exclusion in gender-stereotypic peer contexts. Developmental Psychology, 37(1), 18–27. https://doi.org/10.1037//0012-1649.37.1.18
- Tisak, M. S., Tisak, J., & Goldstein, S. E. (2006). Aggression, delinquency, and morality: A social-cognitive perspective. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 611–629). Lawrence Erlbaum Associates Publishers.
- Tisak, M. S., Tisak, J., & Laurene, K. R. (2012). Children’s judgments of social interactive behaviors with peers: the influence of age and gender. Social Psychology of Education, 15(4), 555-570. doi:10.1007/s11218-012-9194-2
- Tulviste, T., & Koor, M. (2005). “Hands off the car, it’s mine!” and “The teacher will be angry if we don’t play nicely”: Gender-related preferences in the use of moral rules and social conventions in preschoolers’ dyadic play. Sex Roles, 53(1–2), 57–66. https://doi.org/10.1007/s11199-005-4278-5
- Vitaro, F., Barker, E. D., Boivin, M., Brendgen, M., & Tremblay, R. E. (2006a). Do early difficult temperament and harsh parenting differentially predict reactive and proactive aggression? Journal of Abnormal Child Psychology, 34(5), 681–691. https://doi.org/10.1007/s10802-006-9055-6
- Vitaro, F., Brendgen, M., & Barker, E. D. (2006b). Subtypes of aggressive behaviors: A developmental perspective. International Journal of Behavioral Development, 30(1), 12–19. https://doi.org/10.1177/0165025406059968
- Wettstein, A., Brendgen, M., Vitaro, F., Guimond, F.-A., Forget-Dubois, N., Cantin, S., Dionne, G., & Boivin, M. (2013). The additive and interactive roles of aggression, prosocial behavior, and social preference in predicting resource control in young children. Journal of Aggression, Conflict, and Peace Research, 5(3), 179–196. https://doi.org/10.1108/JACPR-11–2012-0011
- White, B. A., Jarrett, M. A., & Ollendick, T. H. (2013). Self-regulation deficits explain the link between reactive aggression and internalizing and externalizing behavior problems in children. Journal of Psychopathology and Behavioral Assessment, 35(1), 1–9.doi:10.1007/s10862-012-9310-9 1
- Wildeboer, A., Thijssen, S., van IJzendoorn, M. H., van der Ende, J., Jaddoe, V. W., Verhulst, F. C., Hofman, A., White, T., Tiemeier, H., & Bakermans-Kranenburg, M. J. (2015). Early childhood aggression trajectories: Associations with teacher-reported problem behaviour. International Journal of Behavioral Development, 39(3), 221–234. https://doi.org/10.1177/0165025414562239
- Yau, J., & Smetana, J. G. (2003). Conceptions of moral, social‐conventional, and personal events among Chinese preschoolers in Hong Kong. Child Development, 74(3), 647–658. https://doi.org/10.1111/1467-8624.00560
- Zahn-Waxler, C., & Polanichka, N. (2004). All things interpersonal: socialization and female aggression. In M. Putallaz & K. L. Bierman (Eds.), Duke series in child development and public policy. Aggression, antisocial behavior, and violence among girls: A developmental perspective (pp. 48–68). Guilford Publications.