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In Press

Martinez, M. G. S., & Dahl, A. (in press). Emerging adults’ judgments about helping at home: Situational and experiential sources of variability. Social Development.

Dahl, A., Berner, C., Jesuthasan, J., Wehry, J., & Srinivasan, M. (in press). The limits of religious tolerance: Individual and contextual determinants of who can violate religious norms. Cognition.

Waltzer, T., Bareket-Shavit, C., & Dahl, A. (in press). Teaching the what, why, and how of academic integrity: Naturalistic evidence from college classrooms. Journal of College and Character.

2023

Waltzer, T., DeBernardi, F. C., & Dahl, A. (2023). Student and teacher views on cheating in high school: Perceptions, evaluations, and decisions. Journal of Research on Adolescence, 33, 108-126.

Waltzer, T., & Dahl, A. (2023). Why do students cheat? Perceptions, evaluations, and motivations. Ethics & Behavior, 33(2), 130-150. https://doi.org/10.1080/10508422.2022.2026775

2022

Dahl, A., Martinez, M. G. S., Baxley, C. P., & Waltzer, T. (2022). Early moral development: Four phases of construction through social interactions. In M. Killen and J. Smetana (Eds.), Handbook of Moral Development, 3rd edition. Psychology Press.

Waltzer, T., & Dahl, A. (2022). The moral puzzle of academic cheating: Perceptions, evaluations, and decisions. In D. A. Rettinger & T. Bertram Gallant (Eds.), Cheating academic integrity: Lessons from 30 years of research (pp. 99-130). Wiley/Jossey Bass.

Corzine, A., & Dahl, A. (2022). Perceptions of target interest and agency explain disagreements about sexual violations. Journal of Social and Personal Relationships, 39, 1979-2002.

Baxley, C. P., Karaduman, M. A., Gross, I., Ford, E., & Dahl, A. (2022). When it’s okay to hit: How Turkish and U.S. preschoolers and adults make judgments about permissible and impermissible acts of force. Cognitive Development, 61, 101152.

Langenhoff, A. F., Dahl, A., & Srinivasan, M. (2022). Preschoolers learn new moral and conventional norms from direct experiences. Journal of Experimental Child Psychology, 215, 105322.

Dahl, A., Goeltz, M. T., & Brownell, C. A. (2022). Scaffolding the emergence of infant helping: A longitudinal experiment. Child Development, 93, 751-759.

Waltzer, T., Samuelson, A., & Dahl, A. (2022). Students’ reasoning about whether to report when others cheat: Conflict, confusion, and consequences. Journal of Academic Ethics, 20, 265-287. https://doi.org/10.1007/s10805-021-09414-4

2021

Killen, M., & Dahl, A. (2021). Moral reasoning enables developmental and societal change. Perspectives on Psychological Science, 16, 1209-1225.

Waltzer, T., Baxley, C. P., & Dahl, A. (2021). Adults’ responses to young children’s

transgressions: A new method for understanding everyday social interactions. Early Child Development and Care, 191, 2381-2395. [PDF]

Waltzer, T., & Dahl, A. (2021). Students’ perceptions and evaluations of plagiarism: Effects of

text and context. Journal of Moral Education, 50, 436-451. [PDF]

2020

Dahl, A., & Waltzer, T. (2020). Constraints on conventions: Resolving two puzzles of conventionality. Cognition, 196, 104152. https://doi.org/10.1016/j.cognition.2019.104152

Dahl, A. (2020). Early developments in acts and evaluations of helping: When and how to help? In L. A. Jensen (Ed.), Oxford handbook of moral development. New York: Oxford University Press.

Dahl, A., & Baxley, C. P. (2020). Early moral development. In J. Benson & C. A. Brownell (Eds.), Encyclopedia of Infant and Early Childhood Development, 2nd edition (pp. 495- 504). Academic Press.

Dahl, A., Gross, R. L., & Siefert, C. (2020). Young children’s judgments and reasoning about prosocial acts: Impermissible, suberogatory, obligatory, or supererogatory? Cognitive Development, 55. [PDF]

Waltzer, T. & Dahl, A. (2020). Students’ perceptions and evaluations of plagiarism: Effects of text and context. Journal of Moral Education, DOI: 10.1080/03057240.2020.1787961 [PDF]

2019

Dahl, A. (2019). The science of early moral development: On defining, constructing, and studying morality from birth. Advances in Child Development and Behavior, 56, 1-36. [PDF]

Dahl, A., & Paulus, M. (2019). From interest to obligation: The gradual development of human altruism. Child Development Perspectives, 13, 10-14. [PDF]

Dahl, A., & Turiel, E. (2019). Using naturalistic recordings to study children’s social perceptions and evaluations. Developmental Psychology, 55, 1454-1460.

Turiel, E., & Dahl, A. (2019). The development of domains of moral and conventional norms, coordination in decision-making, and the implication of social opposition. In K. Bayertz & N. Roughley (Eds.), The normative animal: On the anthropological significance of social, moral, and linguistic norms (pp. 195-213). New York: Oxford University Press.

2018

Dahl, A., Gingo, M., Uttich, K., & Turiel, E. (2018). Moral reasoning about human welfare in adolescents and adults: Judging conflicts involving sacrificing and saving lives. Monographs of the Society for Research in Child Development, Serial No. 330, 83, 1-109. [PDF]

Dahl, A. (2018). New beginnings: An interactionist and constructivist approach to early moral development. Human Development, 61, 232-247. [PDF]

Dahl, A., & Killen, M. (2018). Moral reasoning: Theory and research in developmental science. In J. T. Wixted, & S. Ghetti (Eds.), The Stevens’ handbook of experimental psychology and cognitive neuroscience, 4th Ed., Vol. 4 (pp. 323-353). New York, NY: Wiley. [PDF]

Dahl, A., & Schmidt, M. F. H. (2018). Preschoolers, but not adults, treat instrumental norms as categorical imperatives. Journal of Experimental Child Psychology, 165, 85-100.

Dahl, A. (2018). How, not whether: Contributions of others in the development of infant helping. Current Opinion in Psychology, 20, 72-76.

Dahl, A. & Waltzer, T. (2018). Moral disengagement as a psychological construct. American Journal of Psychology, 131(2), 240-246.

Dahl, A., Waltzer, T., & Gross, R. L. (2018). Helping, hitting, and developing: Toward a constructivist-interactionist account of early morality. C. Helwig (Ed.), New perspectives on moral development (pp. 33-54). Psychology Press/Taylor & Francis. [PDF]

Rogoff, B., Dahl, A., & Callanan, M. (2018). The importance of understanding children’s lived experience. Developmental Review, 50, 5-15.

2017

Dahl, A., Satlof-Bedrick, E., Hammond, S. I., Drummond, J. D., Waugh, W., & Brownell, C. (2017). Explicit scaffolding increases simple helping in younger infants. Developmental Psychology, 53, 407-416. [PDF]

Dahl, A. (2017). Ecological commitments: Why developmental science needs naturalistic methods. Child Development Perspectives, 11, 79-84. [PDF]

Dahl, A., & Chan, S. I. (2017). Power assertion in everyday mother-infant interactions. Infant Behavior and Development, 47, 58-61.

2016

Dahl, A., & Tran, A. Q. (2016) Vocal tones influence young children’s responses to prohibitions. Journal of Experimental Child Psychology, 152, 71-91.

Dahl, A. (2016). Mothers’ insistence when prohibiting infants from harming others in everyday interactions. Frontiers in Psychology, 7, 1448.

2015

Dahl, A. (2015). The developing social context of infant helping in two U.S. samples. Child Development, 83, 1080-1093. [PDF]

Dahl, A. (2016). Infants’ unprovoked acts of force toward others. Developmental Science, 19, 1049-1057.

2014

Dahl, A., & Kim, L. M. (2014). Why is it bad to make a mess? Preschoolers’ conceptions of pragmatic norms. Cognitive Development, 32, 12-22. [PDF]

Dahl, A., Sherlock, B. R., Campos, J. J., & Theunissen, F. (2014). Mothers’ tone of voice depends on the nature of infants’ transgressions. Emotion, 14, 651-665. [PDF]

2013

Dahl, A., & Campos, J. J. (2013). Domain differences in early social interactions. Child Development, 84, 817-825. [PDF]

Dahl, A., Schuck, R. K., & Campos, J. J. (2013). Do young toddlers act on their social preferences? Developmental Psychology, 49, 1964-1970. [PDF]