Publications

38 papers

2027

Mei, Dassani, Chao, & Rizzo (2027). How social status shapes US children's beliefs about social mobility. Journal of Experimental Child Psychology, 275, 106689.

Britton, Arnold, Rizzo, Brenner, Gordon, & Rhodes (2026). Beyond what is said: Generic language in parent–child conversations and children's racial bias. Developmental Science, 29(4), e70223.
Chao, Williams, Mei, & Rizzo (2026). Theory of prejudiced mind predicts children's understanding of and responses to discrimination by authorities. Developmental Psychology.
Rizzo, Moran, Leveille, Boyd, Chum, Liles, Klein, Britton, & Rhodes (2026). The role of children's media in White, US children's developing racial biases. American Psychologist.
Williams, Britton, & Rizzo (2026). Parent inequality beliefs and racial socialization practices: Implications for children's anti-Black biases. Journal of Cognition and Development, 27(4), 591–615.

Chao, Mei, & Rizzo (2025). Social status is related to children's responses to third-person inequalities. Journal of Experimental Child Psychology, 249, 106117.

Burke, Rizzo, Britton, & Rhodes (2023). Does racial diversity affect White children's racial bias and reasoning? Depends on where they live and how their social world is structured. Developmental Psychology, 59(11), 2094.
Rizzo, Roberts, & Rhodes (2023). The effect of group status on children's hierarchy-reinforcing beliefs. Developmental Science, 26(6), e13393. https://doi.org/10.1111/desc.13393
Vanderbilt, Rizzo, & Blankenship (2023). Preschoolers selectively trust and selectively share with others based on their past accuracy and intentions. Journal of Experimental Child Psychology, 228, 105610.

Killen, Burkholder, D'Esterre, Sims, Glidden, Yee, et al. (2022). Testing the effectiveness of the Developing Inclusive Youth program: A multisite randomized control trial. Child Development, 93(3), 732–750.
Rizzo & Williams (2022). Racial biases emerge in childhood: How caregiver behaviour can promote anti-racist worldviews. Early Childhood Matters.
Rizzo, Britton, & Rhodes (2022). Developmental origins of anti-Black bias in White children in the United States: Exposure to and beliefs about racial inequality. Proceedings of the National Academy of Sciences, 119(47), e2209129119. https://doi.org/10.1073/pnas.2209129119
Rizzo, Green, Dunham, Bruneau, & Rhodes (2022). Beliefs about social norms and racial inequalities predict variation in the early development of racial bias. Developmental Science, 25(2), e13170. https://doi.org/10.1111/desc.13170
Sims, Rizzo, Mulvey, & Killen (2022). Desire to play with counterstereotypical peers is related to gender stereotypes and playmate experiences. Developmental Psychology, 58(3), 510.

Roberts & Rizzo (2021). The psychology of American racism. American Psychologist, 76(3), 475. https://doi.org/10.1037/amp0000642

Elenbaas, Rizzo, & Killen (2020). A developmental-science perspective on social inequality. Current Directions in Psychological Science, 29(6), 610–616. https://doi.org/10.1177/0963721420964147
Hitti, Elenbaas, Noh, Rizzo, Cooley, & Killen (2020). Expectations for cross-ethnic inclusion by Asian American children and adolescents. Group Processes & Intergroup Relations, 23(5), 664–683.
Rhodes, Rizzo, Foster-Hanson, Moty, Leshin, Wang, et al. (2020). Advancing developmental science via unmoderated remote research with children. Journal of Cognition and Development, 21(4), 477–493. https://doi.org/10.1080/15248372.2020.1797751
Rizzo & Killen (2020). Children's evaluations of individually and structurally based inequalities: The role of status. Developmental Psychology, 56(12), 2223. https://doi.org/10.1037/dev0001118
Rizzo, Elenbaas, & Vanderbilt (2020). Do children distinguish between resource inequalities with individual versus structural origins? Child Development, 91(2), 439–455. https://doi.org/10.1111/cdev.13181

D'Esterre, Rizzo, & Killen (2019). Unintentional and intentional falsehoods: The role of morally relevant theory of mind. Journal of Experimental Child Psychology, 177, 53–69.
McGuire, Rizzo, Killen, & Rutland (2019). The role of competitive and cooperative norms in the development of deviant evaluations. Child Development, 90(6), e703–e717.
Rizzo, Li, Burkholder, & Killen (2019). Lying, negligence, or lack of knowledge? Children's intention-based moral reasoning about resource claims. Developmental Psychology, 55(2), 274.

Killen, Elenbaas, & Rizzo (2018). Young children's ability to recognize and challenge unfair treatment of others in group contexts. Human Development, 61(4–5), 281–296.
Killen, Rutland, Rizzo, & McGuire (2018). Intergroup exclusion, moral judgments, and social cognition. Handbook of Peer Interactions, Relationships, and Groups, 470–487.
McGuire, Rizzo, Killen, & Rutland (2018). The development of intergroup resource allocation: The role of cooperative and competitive in-group norms. Developmental Psychology, 54(8), 1499.
Rizzo & Killen (2018). How social status influences our understanding of others' mental states. Journal of Experimental Child Psychology, 169, 30–41. https://doi.org/10.1016/j.jecp.2017.12.008
Rizzo & Killen (2018). Theory of mind is related to children's resource allocations in gender stereotypic contexts. Developmental Psychology, 54(3), 510. https://doi.org/10.1037/dev0000439
Rizzo, Cooley, Elenbaas, & Killen (2018). Young children's inclusion decisions in moral and social–conventional group norm contexts. Journal of Experimental Child Psychology, 165, 19–36.

Killen, Elenbaas, Rizzo, & Rutland (2017). The role of group processes in social exclusion and resource allocation decisions. Wiley Handbook of Group Processes in Children and Adolescents, 99–123.
Li, Rizzo, Burkholder, & Killen (2017). Theory of mind and resource allocation in the context of hidden inequality. Cognitive Development, 43, 25–36.
Smith & Rizzo (2017). Children's confession- and lying-related emotion expectancies: Developmental differences and connections to parent-reported confession behavior. Journal of Experimental Child Psychology, 156, 113–128.
Smith, Noh, Rizzo, & Harris (2017). When and why parents prompt their children to apologize: The roles of transgression type and parenting style. Journal of Family Studies, 23(1), 38–61.

Elenbaas, Rizzo, Cooley, & Killen (2016). Rectifying social inequalities in a resource allocation task. Cognition, 155, 176–187.
Mulvey, Rizzo, & Killen (2016). Challenging gender stereotypes: Theory of mind and peer group dynamics. Developmental Science, 19(6), 999–1010.
Rizzo & Killen (2016). Children's understanding of equity in the context of inequality. British Journal of Developmental Psychology, 34(4), 569–581. https://doi.org/10.1111/bjdp.12150
Rizzo, Elenbaas, Cooley, & Killen (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

Killen & Rizzo (2014). Morality, intentionality and intergroup attitudes. Behaviour, 151(2–3), 337–359.