Selected Publications (see GoogleScholar for full list).

Conceptions of Fairness

Elenbaas, L., Rizzo, M. T., & Killen, M. (2020). A developmental science perspective on social inequality. Current Directions in Psychological Science, 29, 610-616.

Rizzo, M. T., Elenbaas, L., Cooley, S., & Killen, M. (2016). Children’s recognition of fairness and others’ welfare in a resource allocation task: Age-related changes. Developmental Psychology, 52, 1307-1317.

Rizzo, M. T. & Killen, M. (2016). Children’s understanding of equity in the context of inequality. British Journal of Developmental Psychology, 34, 569–581.

Racism and Racial Bias

Rizzo, M. T., Britton, T. C. & Rhodes, M. (in press). Developmental origins of anti-Black bias in White US children: Exposure to and beliefs about racial inequality. Proceedings of the National Academy of Sciences.

Rizzo, M. T., Green, E. R, Dunham, Y., Bruneau, E., & Rhodes, M (2022). Beliefs about social norms and racial inequalities predict variation in the early development of racial bias. Developmental Science, 25, e13170.

Roberts, S. O., & Rizzo, M. T. (2021). The psychology of American racism. American Psychologist, 76, 475-487.

Social Status and Structures

Rizzo, M. T., Roberts, S. O., & Rhodes, M. (2023). The effect of group status on children’s hierarchy-reinforcing beliefs. Developmental Science. http://doi:10.1111/desc.13393

Rizzo, M. T., Elenbaas, L., & Vanderbilt, K. E. (2020). Do children distinguish between resource inequalities with individual versus structural origins? Child Development, 91, 439-455.

Rizzo, M. T. & Killen, M. (2020). Children’s evaluations of individually and structurally based inequalities: The role of status. Developmental Psychology, 56, 2223-2235.

Theory of Mind

Rizzo, M. T., & Killen, M. (2018). How social status influences our understanding of others’ mental states. Journal of Experimental Child Psychology, 169, 30-41.

Rizzo, M. T., & Killen, M. (2018). Theory of mind is related to children’s allocation of resources in gender stereotypic contexts. Developmental Psychology, 54, 510-520.

Unmoderated, Remote Research with Children

Rhodes, M., Rizzo, M. T., Foster-Hanson, E., Moty, K., Leshin, R., Wang, M., Benitez, J., & Ocampo, D. (2020). Advancing developmental science via unmoderated remote research with children. Journal of Cognition and Development, 21, 477-493.