The good, the rich, and the powerful: How young children compensate victims of moral transgressions depending on moral character, wealth, and social dominance.

Theories of justice suggest that it serves two main purposes: punishment and restoration. Although punishment emerges early and has been well-documented, little is known about the contexts in which young children engage in restorative practices like compensation for victims. The current study investigated whether children's engagement in compensation and punishment (which often involve a redistribution of resources) was sensitive to characteristics of the perpetrator and victim known to shape distributive justice decisions (decisions about how resources should be distributed), such as social dominance, resource inequality, and moral character. A total of 54 children aged 3 to 7 years completed a series of moral judgment experiments. Each experiment featured interactions between a perpetrator and a victim, ending with the perpetrator stealing the victim's toy. In Experiment 1 (N = 44), social dominance did not affect punishment or compensation overall, but older children compensated the dominant victim (but not the subordinate victim) less than younger children. In Experiment 2 (N = 42), children compensated the poor victim more than the rich victim, but they did not punish the rich perpetrator more than the poor perpetrator. In Experiment 3 (N = 45), children compensated the victim with a good moral character more than the victim with a bad moral character, and the victim's moral character did not influence punishment. Altogether, these findings offer new insights into how children resort to compensation for victims as a complement to, rather than an alternative to, punishment.

Association of sleep with moral severity to accidental harm transgressions: A cross-sectional study.

Based on the assumptions that moral judgement activities require cognitive control, a capacity impaired by low sleep quality or a lack of sleep, several studies have explored the association between sleep and moral judgements. However, even if some studies support the association between sleep and both moral awareness and unethical behaviours, others failed to find a robust association between sleep and moral utilitarianism. In the present well-powered preregistered cross-sectional study, we explored the role of sleep in another class of moral judgement, namely third-party punishment (in which people have to assess the morality of an agent who transgressed a moral rule). Specifically, we targeted the association of sleep with judgements of accidental harm transgressions, which are assumed to be especially cognitively costly. Our main analysis showed no association of overall sleep quality during the past month with moral severity in these transgressions. This result was confirmed for other sleep indexes (sleep quantity in the past month, and sleep quantity and quality in the past night). Lastly, we exhaustively explored the associations of all sleep indexes with all classes of moral judgement (accidental, intentional, attempted transgressions and control scenarios). These additional results revealed associations between sleep and moral severity, but none survived correction for multiple testing. Equivalence tests confirmed that the effect sizes of all these associations were relatively low (|r < 0.25|). We ensured that the lack of robust association between natural sleep and third-party punishment could not be explained by a low quality of the data collected.

Neural representational similarity between symbolic and non-symbolic quantities predicts arithmetic skills in childhood but not adolescence.

Mathematical knowledge is constructed hierarchically from basic understanding of quantities and the symbols that denote them. Discrimination of numerical quantity in both symbolic and non-symbolic formats has been linked to mathematical problem-solving abilities. However, little is known of the extent to which overlap in quantity representations between symbolic and non-symbolic formats is related to individual differences in numerical problem solving and whether this relation changes with different stages of development and skill acquisition. Here we investigate the association between neural representational similarity (NRS) across symbolic and non-symbolic quantity discrimination and arithmetic problem-solving skills in early and late developmental stages: elementary school children (ages 7-10 years) and adolescents and young adults (AYA, ages 14-21 years). In children, cross-format NRS in distributed brain regions, including parietal and frontal cortices and the hippocampus, was positively correlated with arithmetic skills. In contrast, no brain region showed a significant association between cross-format NRS and arithmetic skills in the AYA group. Our findings suggest that the relationship between symbolic-non-symbolic NRS and arithmetic skills depends on developmental stage. Taken together, our study provides evidence for both mapping and estrangement hypotheses in the context of numerical problem solving, albeit over different cognitive developmental stages.

The neural development of pragmatic inference-making in natural discourse.

Older interlocutors are more likely than younger ones to make pragmatic inferences, that is, inferences that go beyond the linguistically encoded meaning of a sentence. Here we ask whether pragmatic development is associated with increased activity in brain structures associated with inference-making or in those associated with Theory of Mind. We employed a reading task that presents vignettes in one of two versions, one of which is expected to prompt more pragmatic processing. Both versions present a major premise containing three possibilities (e.g., Xavier is considering Thursday, Friday or Saturday for inviting his girlfriend out). In the Fully-Deductive (control) condition, the major premise is followed by two disjunction-elimination premises through two separate lines (one indicating that Saturday is not convenient and another saying that Thursday is not convenient); this is followed by a valid conclusion (e.g., "I'll reserve Friday"). In the Implicated-Premise condition, the first disjunction-elimination premise is followed by a second similar one that eliminates the same disjunction (e.g., both lines explain why Saturday is not convenient). In this condition, readers may pragmatically enrich the conclusion (i.e., "I'll reserve Friday" pragmatically implicates that Xavier is also eliminating Thursday from consideration). Reading times in Experiment 1 showed that processing the speaker's conclusion in the Implicated-Premise condition becomes increasingly more effort-demanding as readers reach adolescence. Experiment 2 showed that this developmental pattern is related to age-related increases in fMRI activity in fronto-parietal regions typically involved in inference-making processes. We found no evidence indicating age effects related to Theory of Mind areas.

The neural development of conditional reasoning in children: Different mechanisms for assessing the logical validity and likelihood of conclusions.

Scientific and mathematical thinking relies on the ability to evaluate whether conclusions drawn from conditional (if-then) arguments are logically valid. Yet, the neural development of this ability -- termed deductive reasoning -- is largely unknown. Here we aimed to identify the neural mechanisms that underlie the emergence of deductive reasoning with conditional rules in children. We further tested whether these mechanisms have their roots in the neural mechanisms involved in judging the likelihood of conclusions. In a functional Magnetic Resonance Imaging (fMRI) scanner, 8- to 13-year-olds were presented with causal conditional problems such as "If a baby is hungry then he will start crying; The baby is crying; Is the baby hungry?". In Validity trials, children were asked to indicate whether the conclusion followed out of necessity from the premises. In Likelihood trials, they indicated the degree of likelihood of the conclusion. We found that children who made accurate judgments of logical validity (as compared to those who did not) exhibited enhanced activity in left and medial frontal regions. In contrast, differences in likelihood ratings between children were related to differences of activity in right frontal and bilateral parietal regions. There was no overlap between the brain regions underlying validity and likelihood judgments. Therefore, our results suggest that the ability to evaluate the logical validity of conditional arguments emerges from brain mechanisms that qualitatively differ from those involved in evaluating the likelihood of these arguments in children.

Integrated number sense tutoring remediates aberrant neural representations in children with mathematical disabilities.

Number sense is essential for early mathematical development but it is compromised in children with mathematical disabilities (MD). Here we investigate the impact of a personalized 4-week Integrated Number Sense (INS) tutoring program aimed at improving the connection between nonsymbolic (sets of objects) and symbolic (Arabic numerals) representations in children with MD. Utilizing neural pattern analysis, we found that INS tutoring not only improved cross-format mapping but also significantly boosted arithmetic fluency in children with MD. Critically, the tutoring normalized previously low levels of cross-format neural representations in these children to pre-tutoring levels observed in typically developing, especially in key brain regions associated with numerical cognition. Moreover, we identified distinct, 'inverted U-shaped' neurodevelopmental changes in the MD group, suggesting unique neural plasticity during mathematical skill development. Our findings highlight the effectiveness of targeted INS tutoring for remediating numerical deficits in MD, and offer a foundation for developing evidence-based educational interventions.

Judging accidental harm: Reasoning style modulates the weight of intention and harm severity.

When judging a perpetrator who harmed someone accidentally, humans rely on distinct information pertaining to the perpetrator and victim. The present study investigates how reasoning style modulates the contribution of the victim's harm and the perpetrator's intention to third-party judgement of accidental harm. In two pre-registered online experiments, we simultaneously manipulated harm severity and the perpetrator's intention. Participants completed reasoning measures as well as a moral judgement task consisting of short narratives which depicted the interaction between a perpetrator and a victim. In experiment 1, we manipulated the perpetrator's intent to harm (accidental versus intentional harm) and the victim's harm (mild versus severe harm). In experiment 2, we aimed to manipulate intent in accidental harm scenarios exclusively, using positive or neutral intents and manipulating harm severity (mild versus severe harm). As expected, intent and harm severity moderated participants' moral judgement of acceptability, punishment, and blame. Most importantly, in both experiments, the perpetrator's intent not only interacted with the outcome severity but also polarised moral judgements in participants with a more deliberative reasoning style. While moral judgements of more intuitive reasoners were less sensitive to intent, more deliberative reasoners were more forgiving of accidental harm, especially following mild harm. These findings extend previous studies by showing that reasoning style interacts with intent and harm severity to shape moral judgement of accidents.

The association between personality traits and third-party moral judgment: A preregistered study.

The present preregistered study investigated the relationship between personality traits and third-party moral judgment, with specific predictions about honesty-humility, emotionality, and conscientiousness. Participants (N = 405) completed the HEXACO personality questionnaire and read short narratives describing the interaction between an agent and a victim. We manipulated the intent of the agent (harmful or neutral) and the outcome for the victim (harmful or neutral) and participants judged the agent's behavior. While higher honesty-humility was associated with harsher judgment overall, higher emotionality was associated with harsher judgment of a malevolent agent, and higher conscientiousness was associated with harsher judgment of an agent who harmed intentionally. The results thus suggest that third-party moral judgment is selectively related to personality traits depending on the agent's intention.

Neural representations of transitive relations predict current and future math calculation skills in children.

A large body of evidence suggests that math learning in children is built upon innate mechanisms for representing numerical quantities in the intraparietal sulcus (IPS). Learning math, however, is about more than processing quantitative information. It is also about understanding relations between quantities and making inferences based on these relations. Consistent with this idea, recent behavioral studies suggest that the ability to process transitive relations (A > B, B > C, therefore A > C) may contribute to math skills in children. Here we used fMRI coupled with a longitudinal design to determine whether the neural processing of transitive relations in children could predict their current and future math skills. At baseline (T1), children (n = 31) processed transitive relations in an MRI scanner. Math skills were measured at T1 and again 1.5 years later (T2). Using a machine learning approach with cross-validation, we found that activity associated with the representation of transitive relations in the IPS predicted math calculation skills at both T1 and T2. Our study highlights the potential of neurobiological measures of transitive reasoning for forecasting math skills in children, providing additional evidence for a link between this type of reasoning and math learning.

Impaired neural processing of transitive relations in children with math learning difficulty.

Math learning difficulty (i.e., MLD) is common in children and can have far-reaching consequences in personal and professional life. Converging evidence suggests that MLD is associated with impairments in the intraparietal sulcus (IPS). However, the role that these impairments play in MLD remains unclear. Although it is often assumed that IPS deficits affect core numerical abilities, the IPS is also involved in several non-numerical processes that may contribute to math skills. For instance, the IPS supports transitive reasoning (i.e., the ability to integrate relations such as A > B and B > C to infer that A > C), a skill that is central to many aspects of math learning in children. Here we measured fMRI activity of 8- to 12-year-olds with MLD and typically developing (TD) peers while they listened to stories that included transitive relations. Children also answered questions evaluating whether transitive inferences were made during story comprehension. Compared to non-transitive relations (e.g., A > B and C > D), listening to transitive relations (e.g., A > B and B > C) was associated with enhanced activity in the IPS in TD children. In children with MLD, the difference in activity between transitive and non-transitive relations in the IPS was (i) non-reliable and (ii) smaller than in TD children. Finally, children with MLD were less accurate than TD peers when making transitive inferences based on transitive relations. Thus, a deficit in the online processing of transitive relations in the IPS might contribute to math difficulties in children with MLD.