Abstract is: Melanie Killen is a developmental psychologist and Professor of Human Development and Quantitative Methodology, and Professor of Psychology (Affiliate) at the University of Maryland, and Honorary Professor of Psychology at the University of Kent, Canterbury, UK. She is supported by funding from the National Institute of Child Health and Human Development (NICHD), and the National Science Foundation (NSF) for her research. In 2008, she was awarded Distinguished Scholar-Teacher by the Provost's office at the University of Maryland. She is the Director of the Social and Moral Development Lab at the University of Maryland.
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| P27 | country of citizenship | United States of America | Q30 |
| P69 | educated at | University of California, Berkeley | Q168756 |
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| P108 | employer | University of Maryland | Q503415 |
| P734 | family name | Killen | Q16871389 |
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| P735 | given name | Melanie | Q1064920 |
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| Q50107939 | A Developmental Neuroscience Study of Moral Decision Making Regarding Resource Allocation. |
| Q38544886 | A New Social-Cognitive Developmental Perspective on Prejudice: The Interplay Between Morality and Group Identity |
| Q37009409 | Age-Related Changes in Children's Associations of Economic Resources and Race. |
| Q98192666 | An experimental study of teachers' evaluations regarding peer exclusion in the classroom |
| Q48185636 | Attributions of intentions and fairness judgments regarding interracial peer encounters. |
| Q41199633 | Balancing the Fair Treatment of Others While Preserving Group Identity and Autonomy. |
| Q37228609 | Best friends' discussions of social dilemmas. |
| Q36730932 | Challenging gender stereotypes: Theory of mind and peer group dynamics |
| Q51773957 | Challenging gender stereotypes: resistance and exclusion. |
| Q42396088 | Children rectify inequalities for disadvantaged groups. |
| Q48245774 | Children's Perceptions of Economic Groups in a Context of Limited Access to Opportunities |
| Q46392329 | Children's Perceptions of Social Resource Inequality. |
| Q92390647 | Children's and Adolescents' Evaluations of Intergroup Exclusion in Interracial and Interwealth Peer Contexts |
| Q47799956 | Children's and Adolescents' Expectations about Challenging Unfair Group Norms. |
| Q100732139 | Children's evaluations of individually and structurally based inequalities: The role of status |
| Q48889189 | Children's evaluations of morality in the context of peer, teacher-child, and familial relations. |
| Q50960647 | Children's evaluations of resource allocation in the context of group norms. |
| Q42101275 | Children's recognition of fairness and others' welfare in a resource allocation task: Age related changes |
| Q48176674 | Children's social cognition about proactive aggression. |
| Q42703325 | Children's understanding of equity in the context of inequality |
| Q48086881 | Context differences in children's ingroup preferences |
| Q48352692 | Development of intra- and intergroup judgments in the context of moral and social-conventional norms |
| Q35116081 | Displaced and non-displaced Colombian children's evaluations of moral transgressions, retaliation, and reconciliation. |
| Q38967698 | Equity and Justice in Developmental Science: Discrimination, Social Exclusion, and Intergroup Attitudes. |
| Q34351839 | European-American Children's and Adolescents' Evaluations of Interracial Exclusion |
| Q34721107 | Evaluations of Interracial Peer Encounters by Majority and Minority U.S. Children and Adolescents |
| Q41603505 | Expectations About Ethnic Peer Group Inclusivity: The Role of Shared Interests, Group Norms, and Stereotypes |
| Q50205521 | How do young children expect others to address resource inequalities between groups? |
| Q47556907 | How social status influences our understanding of others' mental states. |
| Q46496014 | Intergroup Contact is Related to Evaluations of Interracial Peer Exclusion in African American Students. |
| Q53010628 | Intergroup attitudes of European American children attending ethnically homogeneous schools. |
| Q33874980 | Intergroup contact and evaluations of race-based exclusion in urban minority children and adolescents. |
| Q34650029 | It is Who You Know That Counts: Intergroup Contact and Judgments about Race-Based Exclusion. |
| Q47414943 | Japanese and American children's evaluations of peer exclusion, tolerance of differences, and prescriptions for conformity. |
| Q50223898 | Keeping Quiet Just Wouldn't be Right: Children's and Adolescents' Evaluations of Challenges to Peer Relational and Physical Aggression. |
| Q48074843 | Moral judgment and its relation to second-order theory of mind. |
| Q34020358 | Moral judgments about Jewish-Arab intergroup exclusion: the role of cultural identity and contact |
| Q38367304 | Moral judgments and emotions in contexts of peer exclusion and victimization |
| Q35109266 | Morality, Intentionality, and Intergroup Attitudes |
| Q41638243 | Rectifying social inequalities in a resource allocation task. |
| Q35116046 | Social Evaluations of Stereotypic Images in Video Games: Unfair, Legitimate, or "Just Entertainment"? |
| Q60301145 | Social Exclusion of Children: Developmental Origins of Prejudice |
| Q35136522 | Social Understanding in Israeli-Jewish, Israeli-Palestinian, Palestinian, and Jordanian 5-year-old Children: Moral Judgments and Stereotypes |
| Q51777759 | Social group norms, school norms, and children's aggressive intentions. |
| Q90176448 | Social inclusion and exclusion in same-race and interracial peer encounters |
| Q48667562 | Social reasoning about 'second-shift' parenting. |
| Q88748147 | The Role of Competitive and Cooperative Norms in the Development of Deviant Evaluations |
| Q34079950 | The accidental transgressor: morally-relevant theory of mind. |
| Q38566214 | The development of stereotyping and exclusion. |
| Q47703177 | The impact of onlooking and including bystander behaviour on judgments and emotions regarding peer exclusion. |
| Q94460653 | The moral obligations of conflict and resistance |
| Q47586114 | Theory of Mind Is Related to Children's Resource Allocations in Gender Stereotypic Contexts. |
| Q47665165 | Theory of Mind and Resource Allocation in the Context of Hidden Inequality |
| Q47434756 | Understanding of Goals, Beliefs, and Desires Predicts Morally Relevant Theory of Mind: A Longitudinal Investigation. |
| Q33354724 | What works to address prejudice? Look to developmental science research for the answer |
| Q60301152 | When Do Children Dislike Ingroup Members? Resource Allocation from Individual and Group Perspectives |
| Q60301157 | When Is It Okay to Exclude a Member of the Ingroup? Children's and Adolescents’ Social Reasoning |
| Q50932131 | When does the in-group like the out-group? Bias among children as a function of group norms. |
| Q34291674 | When is peer rejection justifiable?: Children's understanding across two cultures. |
| Q47809648 | Young children's inclusion decisions in moral and social-conventional group norm contexts |