A concern for fairness is a fundamental and universal element of morality. To examine the
extent to which cultural norms are integrated into fairness cognitions and influence social …

Recent work has documented that despite preschool‐aged children's understanding of
social norms surrounding sharing, they fail to share their resources equally in many …

We investigate number and arithmetic learning among a Bolivian indigenous people, the
Tsimane', for whom formal schooling is comparatively recent in history and variable in both …

The Give-N (give-a-number) task has become a popular assessment of children's number
words and counting knowledge since Wynn's (1990; 1992) seminal work over 30 years ago …

Studies in high-income countries have shown preprimary education provided to children
between the ages of 3 and 6 has high returns both in small-scale interventions like the Perry …

It is popular in psychology to hypothesize that representations of exact number are innately
determined—in particular, that biology has endowed humans with a system for manipulating …

Recent studies suggest children's exploratory play is consistent with formal accounts of
rational learning. Here we focus on the tension between this view and a nearly ubiquitous …

This study examined the longitudinal development of young children's informal
understanding of division through fair sharing. Two hundred and twelve children were …

The Give-N (give-a-number) task has become a popular assessment of children's number
word learning since Wynn's (1990; 1992) seminal work 30 years ago. Using the Give-N task …

Young children show remarkably sophisticated abilities to evaluate others. Yet their abilities
to engage in proportional moral evaluation undergoes protracted development. Namely …