Three studies examined the short-term impact of television (TV) on children's executive function (EF). Study 1 (N = 160) showed that 4- and 6-year-olds' EF is impaired after watching 2 different fast and fantastical shows, relative to that of children who watched a slow, realistic show or played. In Study 2 (N = 60), 4-year-olds' EF was as depleted after watching a fast and fantastical educational show as it was after a fast and fantastical entertainment 1, relative to that of children who read a book based on the educational show. Study 3 (N = 80) examined whether show pacing or fantasy was more influential, and found that only fantastical shows, regardless of their pacing, disrupted 4-year-olds' EF. Taken together, these studies show that 10-20 min watching televised fantastical events, relative to other experiences, results in lower EF in young children.

Two studies investigate children's expectations and actual responses to a transgressor's attempt to make amends. In Study 1, six‐ and seven‐year‐olds (N = 16) participated in a building activity and then imagined how they would respond if a transgressor knocked over their tower and then apologized spontaneously, apologized after prompting, offered restitution, or did nothing. Children forecasted that they would feel better and would share more when a transgressor offered restitution or apologized spontaneously than when the transgressor had to be prompted to apologize or did not apologize at all. In Study 2, six‐ and seven‐year‐olds (N = 64) participated in the same building activity, but then actually had their towers knocked over and received one of the four responses. The only response that actually made children feel better was when the transgressor offered restitution. However, children shared more with a transgressor who offered restitution, a spontaneous apology, or a prompted apology than with one who failed to offer any apology. Restitution can both mitigate hurt feelings and repair relationships in children; apologies serve mainly to repair relationships.

Young children robustly distinguish between moral norms and conventional norms (Smetana, 1984;. In existing research, norms about the fair distribution of resources are by definition considered part of the moral domain; they are not distinguished from other moral norms such as those involving physical harm. Yet an understanding of fairness in resource distribution (hereafter, "fairness") emerges late in development and is culturally variable, raising the possibility that fairness may not fall squarely in the moral domain. In 2 preregistered studies, we examined whether U.S. American children who were primarily White see fairness as a moral or conventional norm. In study 1 (N = 96), we did not obtain the established moral-conventional difference needed to investigate questions about the status of fairness. We improved our design in our second preregistered study. In study 2 (N = 94), 4-year-olds rated moral transgressions (e.g., hitting) as more serious than fairness and conventional transgressions (e.g., wearing pajamas to school), but importantly, they rated fairness and conventional transgressions as similarly serious. In contrast, 6-and 8year-olds rated moral transgressions as more serious than fairness and conventional transgressions, and fairness as more serious than conventional transgressions. An additional, forced-choice procedure revealed that most 6-year-olds also categorized fairness with moral rather than conventional transgressions; 4-and 8year-olds' responses on this measure did not show systematic patterns. U.S. American children may not equate norms of fairness in resource distribution with harm-based moral norms, even into middle childhood.

Enterprise data indicates that U.S. service members (SMs) with posttraumatic stress disorder (PTSD) may not receive an evidence-based treatment (EBT) or may receive an EBT with low fidelity to the core components. Successful delivery of EBTs requires provider training and ongoing supervision/consultation, adjustment of clinic processes and structure, and leadership support. The Department of Defense (DoD) Practice-Based Implementation (PBI) Network is a dedicated team of implementation science specialists that support the integration of EBTs into clinical practice in the Military Health System (MHS). The PBI Network conducted a Cognitive Processing Therapy (CPT) pilot to investigate the acceptability and feasibility of a novel trauma specialist implementation approach proposed by South Texas Research Organizational Network Guiding Studies on Trauma and Resilience (STRONG STAR). This approach, CPT Trauma Specialist (CPT-TS), called for training designated behavioral health (BH) therapists as the primary CPT providers in their clinics. In collaboration with the Uniformed Services University Center for Deployment Psychology, the PBI Network provided training and consultation to 26 providers across 13 MHS BH clinics and supported ongoing facilitation. Despite provider interest and clinic leadership support, less than half of the pilot provider participants were able to meet the consultation and CPT delivery requirements for designation as a CPT trauma trained specialist. Prevalent implementation barriers included lack of adequate clinic resources, provider challenges balancing clinical and military-related duties, the need to focus on high-risk patients, and other military system-related constraints. These findings highlight the need for implementation scientists to examine alternatives to traditional training models and identify fidelity-consistent adaptations that allow for delivery of evidence-based care within highly constrained systems of care. Impact StatementThis article presents the evaluation of a pilot implementation of evidence-based psychotherapy for the treatment of posttraumatic stress disorder (PTSD) in the Military Health System (MHS). A team of implementation science specialists trained interested outpatient behavioral health (BH) providers as Cognitive Processing Therapy trauma specialists in their clinics. Multiple patient and system-level factors challenged the delivery of this evidence-based PTSD treatment. The results emphasize that rollout methods established in one health care system may not translate well to another and provide actionable information about the delivery of evidence-based psychotherapies within the MHS and strategies to improve the quality of BH delivered to U.S. service members.

Trust is the currency on which all human interactions are based. This entry reviews a diverse body of literature on the development of trust. We begin by describing foundational theories linking early experience to trust, and then discuss how violations of trust affect children. We turn next to a particularly active area of trust research in cognitive development—namely, trust in information learned from what other people say (testimony). Children's willingness to believe what they are told is essential for the cultural transmission of knowledge; it allows them to learn about things they have not experienced themselves. We describe research showing that, in fact, young children have a great deal of difficulty not believing testimony. We suggest that this credulity is the manifestation of a bias to trust testimony specifically rather than a more generic, undifferentiated trust, and speculate about the origins of this bias. Finally, we offer several suggestions of areas for future research, including whether children (like adults) make judgments of trustworthiness based on an individual's facial features, how culture influences trust and trustworthiness, and how children learn to evaluate the credibility of digital sources of information.