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In this paper we address the question how children come to understand normativity through simple forms of social interaction. A recent line of research suggests that even very young children can understand social norms quite independently of any moral context. We focus on a methodological procedure developed by Rakoczy et al., Developmental Psychology, 44(3), 875-881, (2008) that measures children's protest behaviour when a pre-established constitutive rule has been violated. Children seem to protest when they realize that rule violations are not allowed or should not have happened. We point out that there is more than one possible explanation for children's reactions in these studies. They could be due to (1) disobeying an authority, (2) an inability to follow a rule, or (3) the violation of an empirical expectation due to the mismatch between statement and action. We thus question whether it would still count as an indicator for normative understanding if children responded to aspects of the game other than the violation of a constitutive rule and conclude that the protesting behavior, when taken in isolation, does not suffice as evidence for normative understanding.

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The original version of this article unfortunately did not include the Acknowledgement. The Acknowledgement should read as below.

Comparing knowledge with belief can go wrong in two dimensions: If the authors employ a wider notion of knowledge, then they do not compare like with like because they assume a narrow notion of belief. If they employ only a narrow notion of knowledge, then their claim is not supported by the evidence. Finally, we sketch a superior teleological view.

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Background: Sleep is a central factor for a healthy lifestyle and thus a health-related resource. Objective: The present study clarifies the origin and importance of sleep hygiene behaviour as a possible coping strategy of students and examines the extent to which students use sleep to cope with stress. Methods: For this purpose, in this longitudinal study a total of N = 145 students reported on sleep hygiene behaviour in everyday study life, health-related intention formation, subjective experience of stress and sleep quality over a period of two weeks. Multiple regression and moderation analyses were calculated. Results: Intentions to enact sleep hygiene behaviour were not triggered by current stress experiences. However, significant interaction between intentions to and actually enacted sleep hygiene behaviour was found. In students with high intentions, sleep hygiene behaviour leads to decreased stress experiences. Conclusion: Students’ sleep hygiene behaviour supports coping with stress in students with high intentions. Further research must identify specifics of sleep hygiene behaviour and ways of increasing intention to use it as coping strategy in students’ health-promotion.