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INTRODUCTION: Previous research has identified the perception of penalties as one of the most important deterrents to road traffic offenses. This study investigated whether the perceived effectiveness and the perceived strictness of penalties for different traffic offenses are associated with prior punishment experience and evaluation perspective (personal - if participants were being punished themselves, vs. general - for punishing all drivers). METHOD: A convenience sample of 1,374 Lithuanian drivers participated in the survey (56.3% males; aged 18-77 years). Among them, 801 participants had no penalties for traffic offenses, 333 reported monetary fines in the last year, and 240 reported having their drivers license suspended at least once in their driving career. A scale with 10 specific penalties for traffic offenses was developed to measure the perceived effectiveness and strictness of penalties. Half of the participants evaluated the penalties as if they were personally sanctioned for each traffic offense (personal perspective), while the other half assessed the effectiveness and strictness of the penalties for drivers in general. RESULTS: The results indicated that the perceived effectiveness of penalties was related to the evaluation perspective, being higher for changing one's own behavior than for changing behavior in general. However, the perceived effectiveness of penalties was not related to prior punishment experience. Males and drivers who had experienced their license being suspended reported the highest perceived strictness of the penalties, whereas females and drivers with no prior punishment experience perceived penalties as the least strict. PRACTICAL APPLICATIONS: These findings suggest the need for developing new ways of communicating penalties to different groups of drivers. Nevertheless, this research was exploratory in nature and further research is warranted.

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BACKGROUND: The global prevalence of violence against children is alarmingly high, with millions facing violent discipline and physical punishment. In Mongolia, domestic violence-related criminal offenses have sharply increased, with a 46.92% surge in the first quarter of 2020 compared to 2019. OBJECTIVE: This study aimed to estimate the prevalence of and identify factors associated with physical punishment and/or psychological aggression experienced by children under 5 years old from their caregivers. METHODS: We used data from the nationally representative 2018 MICS6 dataset. To examine the association between independent and dependent variables, we used multilevel Poisson regression because it provides a better estimate and is more interpretable when the prevalence is relatively high. RESULTS: The prevalence of psychological aggression was reported at 32.3% and physical punishment at 31.6%, including severe forms. Nonviolent techniques were common, with 77.5% exclusively using nonviolent discipline. Psychological aggression was more likely to occur in older children (3 and 4 years old) and in households with Buddhist heads. Additionally, 3-year-olds are more likely to experience physical punishment compared to 2-year-olds. CONCLUSION: These findings underscore the need for targeted policy interventions, including age-sensitive parental education programs and religious and cultural sensitivity measures. Comprehensive educational and awareness programs are essential to foster a culture of nonviolence across all educational levels, highlighting the need for context-specific policies to safeguard the well-being of children in Mongolia.

Main finding The study highlights concerning rates of physical punishment and psychological aggression toward children under five in Mongolia.Added Knowledge The study findings contribute novel insights into the intricate relationship between sociocultural factors and disciplinary practices, emphasizing the influence of religious affiliations and maternal education on child-rearing approaches.Global health impact for policy and action Urgent policy interventions are warranted to address violence against children, with an emphasis on culturally sensitive parental education programs and comprehensive awareness campaigns.

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In this study, we investigated the motivations behind punishing individuals who exploit common resources, a phenomenon crucial for resource preservation. While some researchers suggest punishment stems from concern for the common good, others propose it is driven by anger toward free riders. To probe these motivations, we developed a modified public goods game in which participants had the option to use their own money or the money from the common pool to punish free riders. The analysis included choice behavior, mouse trajectories, and personality traits like anger, empathy, and altruism. According to our results, investments were highest, and punishment was strongest if participants could punish using credits from the common pool, indicating that this is the preferred option to diminish free riding and maintain cooperation in public goods and common good contexts. Also, punishment was highest if the punisher's own investment was high, and the investment of others was low. Concerning traits, highly altruistic individuals tended to invest more and punish less in general but gave harsher punishments when they did choose to use the common pool punitively. Conversely, trait anger and trait empathy were linked to low investment while trait empathy also tended to be related to lower punishment. Taken together, these findings underscore the role of situational factors and personality traits in fostering cooperative behavior and shaping societal norms around costly punishment.

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BACKGROUND: Adverse childhood experiences (ACEs) may lead to increased problematic media use (PMU). However, whether parental adverse childhood experiences predict offspring PMU, and the mediating roles of psychological distress and harsh discipline, two common mechanisms underlying the intergenerational transmission of parental ACEs, in this relationship have not been examined in Chinese samples. OBJECTIVE: This study examined the serial mediating effects of psychological distress and harsh discipline on the association between parental ACEs and children's PMU. PARTICIPANTS AND SETTING: Participants were 617 three-year-old children and their parents (mean age of 33.24 years, SD = 4.01) from Wuhu, China. METHODS: Parents completed online questionnaires measuring ACEs, psychological distress, and demographic information in September 2022 (Time 1). Parents completed online questionnaires measuring harsh discipline and offspring PMU in September 2023 (Time 2). Macro Process 6 was used to test two serial mediating effects of psychological distress and corporal punishment, as well as psychological distress and psychological aggression. A total of 5000 bootstrap samples were used to estimate the 95 % confidence intervals. A significant effect was indicated by a 95 % confidence interval that did not include zero. RESULTS: The findings suggest that parental ACEs directly and positively predict offspring PMU. Psychological distress and harsh discipline mediate the association between maternal ACEs and offspring PMU parallelly and sequentially. CONCLUSIONS: Our findings highlight the importance of addressing psychological distress and harsh discipline when designing interventions targeting Chinese parents exposed to ACEs and their children.

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Theories of justice suggest that it serves two main purposes: punishment and restoration. Although punishment emerges early and has been well-documented, little is known about the contexts in which young children engage in restorative practices like compensation for victims. The current study investigated whether children's engagement in compensation and punishment (which often involve a redistribution of resources) was sensitive to characteristics of the perpetrator and victim known to shape distributive justice decisions (decisions about how resources should be distributed), such as social dominance, resource inequality, and moral character. A total of 54 children aged 3 to 7 years completed a series of moral judgment experiments. Each experiment featured interactions between a perpetrator and a victim, ending with the perpetrator stealing the victim's toy. In Experiment 1 (N = 44), social dominance did not affect punishment or compensation overall, but older children compensated the dominant victim (but not the subordinate victim) less than younger children. In Experiment 2 (N = 42), children compensated the poor victim more than the rich victim, but they did not punish the rich perpetrator more than the poor perpetrator. In Experiment 3 (N = 45), children compensated the victim with a good moral character more than the victim with a bad moral character, and the victim's moral character did not influence punishment. Altogether, these findings offer new insights into how children resort to compensation for victims as a complement to, rather than an alternative to, punishment.

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BACKGROUND: Although limited, there is some evidence that certain physical punishments may vary by household religion. OBJECTIVE: This study aimed to determine whether parent disciplinary behavior varies by religious affiliation in two countries which have large, diverse religious groups. PARTICIPANTS AND SETTING: Data from Multiple Indicator Cluster Surveys for Suriname (2018) and Guyana (2019-20), which contain nationally representative household samples, were used. The study was restricted to the three most prevalent religious groups: Christians, Hindus, and Muslims. METHODS: Adult responses to a standardized survey that included questions about use of disciplinary behaviors in the household towards children (aged 1-14 years) were examined in relation to religious affiliation of the head-of-household and multiple covariates. RESULTS: Of the 3518 Suriname households, 62.4 %, 23.3 % and 14.3 % were Christians, Hindus, and Muslims, respectively. Compared to Christians, children in both Hindu and Muslim households had significantly lower odds of being hit with an object in adjusted logistic regression models. However, only Hindus had lower odds of being spanked and Muslims lower odds of exposure to a combined physical and non-physical practice, compared to Christians. Of the 2535 Guyana households, 69.5 %, 23.5 % and 7.0 % were Christians, Hindus, and Muslims, respectively. Children in Hindu, but not Muslim households, had significantly lower odds of being spanked, hit with an object, and exposed to a combine practice in adjusted models compared to Christians. CONCLUSIONS: Partial support was found for a potential influence of religion on some disciplinary behaviors. Further investigation is warranted to identify possible conditions and mechanisms.

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This study examines how in-group bias affects altruistic sharing and second-party punishment in preschoolers and the role of theory of mind (ToM) in in-group bias. Preschoolers aged 4 to 7 years (N = 309; 160 girls) were asked to share resources with an in-group member and an out-group member (Dictator Game) and to reject or accept an unequal allocation proposed by an in-group member and an out-group member (Ultimatum Game). The results showed that preschoolers shared more resources with, and tolerated more unfair behaviors from, in-group members. ToM influenced the in-group bias in both altruistic sharing and second-party punishment. Notably, children's degree of in-group favoritism in altruistic sharing was positively related to the second-party punishment children imposed on out-group members. However, this pattern was found only among children who had acquired first-order ToM. This study reveals the developmental patterns of preschoolers' in-group bias in altruistic sharing and second-party punishment and the effects of ToM on in-group bias.

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OBJECTIVE: This study aimed to explore young people's perceptions and experiences on access to voluntary termination of pregnancy (VTP) in northern Mozambique. METHODS: A qualitative study of twelve focus group discussions was conducted from June to September 2021 in Nampula province, northern Mozambique. A total of 94 purposively selected 15-24-year-old males and females participated in the study. Data was inductively coded and reflexive thematic analysis inspired by Braun and Clarke was applied. Socio-Ecological theory was used to frame the discussion. RESULTS: Despite VTP being decriminalized and by law to be provided free of charge, unsafe abortion remains a common choice among young people towards unintended pregnancy. Barriers to help-seeking access to safe VTP include: 1) fear, 2) sociocultural gendered norms and power dynamics, 3) lack of VTP service provision at nearest health facilities, and 4) unaffordable services where available. Fear associated with early forced marriage, a parental corrective action towards premarital pregnancy coupled with lack of male financial autonomy to afford illicit charges, remain the most important factors preventing young people seeking for help at family and safe VTP services at facility level. CONCLUSIONS: Amidst multiple barriers in accessing health services, unsafe abortion is viewed by young people as a better option than facing a lifetime punishment of early forced marriage, a common parental corrective action towards premarital pregnancy.

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Exposure to exclusionary discipline has been tied to several deleterious outcomes in adulthood, including contact with the criminal legal system. While this work provides interesting insight into the long-term consequences tied to this form of school punishment, few have attempted to consider whether and how, exclusionary discipline practices, in particular, school suspension and expulsion shape mental health patterning over the life course. Using panel data from the National Longitudinal Study of Adolescent to Adult Health, we contribute to this body of literature by examining whether exposure to school suspension or expulsion shapes depressive symptom trajectories from adolescence to adulthood. Results from our mixed-effects linear growth curve models demonstrate both forms of exclusionary discipline play a significant role in depressive symptom trajectories. We find suspended and expelled youth exhibit significantly higher depressive symptoms in adolescence when compared to their counterparts with no history of suspension or expulsion. Results also show age variation in depressive symptom trajectories by history of exposure to exclusionary discipline. Specifically, results show the depressive symptoms gap between disciplined and non-disciplined youth slightly dissipates as youth age into early adulthood, but as individuals begin to transition out of this stage of the life course, the gap in depressive symptoms widens substantially. Results carry implications for how punitive disciplinary practices in schools shape mental health from adolescence to adulthood.

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Altruistic punishment is key to establishing cooperation and maintaining social order, yet its developmental trends across cultures remain unclear. Using computational reinforcement learning models, we provided the first evidence of how social feedback dynamically influences group-biased altruistic punishment across cultures and the lifespan. Study 1 (n = 371) found that Chinese participants exhibited higher learning rates than Americans when socially incentivized to punish unfair allocations. Additionally, Chinese adults showed slower learning and less exploration when punishing ingroups than outgroups, a pattern absent in American counterparts, potentially reflecting a tendency towards ingroup favoritism that may contribute to reinforcing collectivist values. Study 2 (n = 430, aged 12-52) further showed that such ingroup favoritism develops with age. Chinese participants' learning rates for ingroup punishment decreased from adolescence into adulthood, while outgroup rates stayed constant, implying a process of cultural learning. Our findings highlight cultural and age-related variations in altruistic punishment learning, with implications for social reinforcement learning and culturally sensitive educational practices promoting fairness and altruism.

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The deliberate-morality account implies that moral punishment should be decreased with time pressure and increased with deliberation while the intuitive-morality account predicts the opposite. In three experiments, moral punishment was examined in a simultaneous one-shot Prisoner's Dilemma game with a costly punishment option. The players cooperated or defected and then decided whether or not to punish their partners. In Experiment 1, the punishment decisions were made without or with time pressure. In Experiment 2, the punishment decisions were immediate or delayed by pauses in which participants deliberated their decisions. In Experiment 3, participants were asked to deliberate self-interest or fairness before deciding whether to punish their partners. Different types of punishment were distinguished using the cooperation-and-punishment model. In Experiment 1, time pressure decreased moral punishment. In Experiment 2, deliberation increased moral punishment. So far, the evidence supports the deliberate-morality account. Experiment 3 demonstrates that the effect of deliberation depends on what is deliberated. When participants deliberated self-interest rather than fairness, moral punishment was decreased. The results suggest that unguided deliberation increases moral punishment, but the effects of deliberation are modulated by the type of deliberation that takes place. These results strengthen a process-based account of punishment which offers a more nuanced understanding of the context-specific effect of deliberation on moral punishment than the deliberate-morality account.

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BACKGROUND: To examine whether parental corporal punishment is associated with increased risk of concurrent and later sleep disturbances among preschoolers, and whether the association is time-sensitive or dose-responsive. METHODS: This 3-year prospective cohort study used data from the Shanghai Children's Health, Education and Lifestyle Evaluation, Preschool(SCHEDULE-P). Participants were newly enrolled preschoolers in November 2016(wave 1) and followed up in April 2018(wave 2) and April 2019(wave 3). Parents reported the children's corporal punishment experiences and sleep disturbances at each wave survey. Children's risk of sleep disturbances in relation to corporal punishment was examined using logistic regression, adjusting for children's age, gender, emotional/behavioral problems, family annual income, and maternal educational level. RESULTS: The participants of 19,668 children included 9436(47.98 %) females, with a mean age of 3.73(SD = 0.29) years at wave 1. Exposure to corporal punishment was associated with increased odds of concurrent sleep disturbances at wave 1, 2, and 3 (aOR,1.57; 95 % CI, 1.40-1.75; P < .001; aOR,1.60; 95 % CI, 1.43-1.80; P < .001; aOR,1.74; 95 % CI, 1.54-1.95; P < .001), respectively. Exposure to corporal punishment at any wave of preschool was associated with increased odds of sleep disturbances at wave 3, and the risks were greater for proximal and accumulative corporal punishment exposure. CONCLUSION: There is a time-sensitive and dose-responsive association between corporal punishment and sleep disturbance among preschoolers, with greater risk of sleep disturbances for proximal and accumulative exposure of corporal punishment. Promoting positive parenting strategies and avoiding corporal punishment can be a promising strategy to prevent and intervene sleep disturbances in preschoolers.

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Teacher-student relationships are beneficial for students and especially important in the middle school context. Suspensions are critical to reduce as it can be detrimental to the educational trajectory of students, particularly for marginalized students in underfunded schools. This study looked at the relations between teacher-student relationships and suspensions across the academic year in a sample of students (N = 541) and teachers (N = 51) in two urban school districts in the Midwest. A brief measure of teachers' perceptions of relationships with students completed in the fall of the academic year predicted the odds of receiving in-school suspension (ISS; odds ratio [OR] = 0.65) and out-of-school suspension (OSS; OR = 0.72) by the end of the school year. Student reports of the relationships were also associated with ISS (OR = 0.94), but not OSS. On average, teachers' report on the scale improved over the course of the school year (d = 0.11); however, student report of the relationships worsened (d = 0.30). The difference in the student report of the relationships from fall to spring was also associated with the odds of receiving ISS and OSS (ORs = 0.94). These findings suggest that student and teacher perceptions together are associated with harsh discipline practices that can negatively impact students' developmental trajectories. Relationships can change but direct action is necessary to develop, maintain, and repair relationships during the academic year.

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The security crowd-testing regulatory mechanism is a vital means to promote collaborative vulnerability disclosure. However, existing regulatory mechanisms have not considered multi-agent responsibility boundaries and stakeholders' conflicts of interest, leading to their dysfunction. Distinguishing from previous research on the motivations and constraints of ethical hacks' vulnerability disclosure behaviors from a legal perspective, this paper constructs an evolutionary game model of SRCs, security researchers, and the government from a managerial perspective to propose regulatory mechanisms promoting tripartite collaborative vulnerability disclosure. The results show that the higher the initial willingness of the three parties to choose the collaborative strategy, the faster the system evolves into a stable state. Regarding the government's incentive mechanism, establishing reward and punishment mechanisms based on effective thresholds is essential. However, it is worth noting that the government has an incentive to adopt such mechanisms only if it receives sufficient regulatory benefits. To further facilitate collaborative disclosure, Security Response Centers (SRC) should establish incentive mechanisms including punishment and trust mechanisms. Additionally, publicity and training mechanisms for security researchers should be introduced to reduce their revenue from illegal participation, which promotes the healthy development of security crowd-testing. These findings contribute to improving SRCs' service quality, guiding security researchers' legal participation, enhancing the government's regulatory effectiveness, and ultimately establishing a multi-party collaborative vulnerability disclosure system.

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The phenomenon of extinction-induced resurgence is well established, but there is comparatively little experimental evidence for punishment-induced resurgence. Punishment-induced resurgence can by tested by contingent shocks following the alternative response. The purpose of Experiment 1 was to test whether low-intensity shocks, that do not decrease rate of reinforcement, result in resurgence. Four rats served as subjects. Rats were exposed to three sequential conditions: (a) variable-interval (VI) 30-s food delivery for a lever press (target response); (b) VI 30-s food delivery for a nose poke (alternative response) and extinction of the lever press; (c) VI 30-s reinforcement for a nose poke with superimposed VI 60-s shock delivery. In the final condition, shocks increased gradually from 0.1 to 0.5 mA. Experiment 2 evaluated whether an abrupt introduction of a high-intensity shock would result in resurgence. Three rats served as subjects and were exposed to three sequential conditions: (a) VI 30-s food delivery for a lever press; (b) VI 30-s food delivery for a nose poke and extinction of the lever press; (c) continued VI 30-s reinforcement for a nose poke with superimposed VI 60-s 0.6 mA shock delivery. Resurgence was observed in all subjects, including in situations in which rate of responding, but not rate of reinforcement, decreased. The present study provides additional evidence for punishment-induced resurgence, but future studies are warranted to determine the extent to which punishment can produce resurgence with or without decreases in rates of reinforcement.

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Past research has linked peer and teacher discrimination to risk factors for school discipline, but few studies have examined whether peer and teacher discrimination have a direct impact on school discipline. This study examines the effects of general peer and teacher discrimination at the individual- and school-level on school suspension using nationally representative, secondary data on almost 12,000 youth across 131 schools. Hierarchical logistic regression models indicated that general teacher discrimination at the individual- and school-level-but not general peer discrimination-increased the odds of receiving school suspension. Findings suggest that general discrimination by direct learning instructors and teachers representing the broader school culture can shape student conduct. Reducing school discipline thus falls on teachers, staff, principals, and learners.

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People tend to intervene in others' injustices by either punishing the transgressor or helping the victim. Injustice events often occur under stressful circumstances. However, how acute stress affects a third party's intervention in injustice events remains open. Here, we show a stress-induced shift in third parties' willingness to engage in help instead of punishment by acting on emotional salience and central-executive and theory-of-mind networks. Acute stress decreased the third party's willingness to punish the violator and the severity of the punishment and increased their willingness to help the victim. Computational modeling revealed a shift in preference of justice recovery from punishment the offender toward help the victim under stress. This finding is consistent with the increased dorsolateral prefrontal engagement observed with higher amygdala activity and greater connectivity with the ventromedial prefrontal cortex in the stress group. A brain connectivity theory-of-mind network predicted stress-induced justice recovery in punishment. Our findings suggest a neurocomputational mechanism of how acute stress reshapes third parties' decisions by reallocating neural resources in emotional, executive, and mentalizing networks to inhibit punishment bias and decrease punishment severity.

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ABSTRACTBackground: Maternal adverse childhood experiences (ACEs) may lead to increased behavioural problems in children. However, the mediating roles of psychological distress and corporal punishment, two common mechanisms underlying the intergenerational transmission of maternal ACEs, in these relations have not been examined in Chinese samples. Multigenerational homes (MGH) are the dominate living arrangement in China; however, limited research focuses on the effects of MGHs on the intergenerational transmission of maternal ACEs.Objective: This study explored the parallel mediating effects of corporal punishment and psychological distress on the association between maternal ACEs and children's behaviour and whether MGHs can strengthen or weaken the relationship between maternal ACEs and corporal punishment or psychological distress.Participants and setting: Participants were 643 three-year-old children and their mothers (mean age of 32.85 years, SD = 3.79) from Wuhu, China.Methods: Mothers completed online questionnaires measuring ACEs, psychological distress, corporal punishment, their family structure, and children's behavioural problems. This study used a moderated mediation model.Results: The findings suggest that psychological distress and corporal punishment mediate the association between maternal ACEs and children's behavioural problems. The mediating role of corporal punishment was found depend on whether mothers and their children reside in MGHs. MGHs were not found to have a moderating role in the indirect relationship between maternal ACEs and children's behaviour problems via psychological distress.Conclusion: Our findings highlight the importance of addressing psychological distress and corporal punishment when designing interventions targeted Chinese mothers exposed to ACEs and their children, especially those living in MGHs.

Psychological distress and corporal punishment have parallel mediating roles in the associations between maternal adverse childhood experiences and offspring behavioural problems.Mothers with more adverse childhood experiences and in multigenerational homes were more likely to use corporal punishment.Multigenerational homes did not moderate the indirect relationship via psychological distress.

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How third-party individuals respond to injustices is important for resolving conflict in society. A study in PLOS Biology shows that individuals experiencing acute stress prefer to aid victims over punishing offenders, an opposite pattern to non-stress conditions.

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BACKGROUND/OBJECTIVES: The present study investigated the extent to which fathers and mothers at high-risk and low-risk for child physical abuse (CPA) differed in their use of harsh discipline and punishment when presented ambiguous child situations (situations where differences in positive and negative valences are close to zero). PARTICIPANTS/METHODS: High-risk for CPA parents (N = 74: fathers, n = 41; mothers, n = 33) and low-risk parents (N = 178: fathers, n = 91; mothers, n = 87) were asked to indicate their likelihood of using harsh verbal discipline (HVD), harsh physical discipline (HPD), and punishment (i.e., retributive harm separate from HVD and HPD) after viewing each of eighteen ambiguous child situations. RESULTS: As expected, high-risk, compared to low-risk, for CPA parents were significantly (ps < 0.001) more likely to use HVD (d = 0.546), HPD (d = 0.595), and punishment (d = 0.564). Overall, fathers, relative to mothers, were significantly more likely to use HVD (d = 0.261) and HPD (d = 0.238). For punishment, however, there was no significant parental role (father, mother) difference (d = 0.136). CONCLUSIONS: Since in everyday living situations many child behaviors are ambiguous, the findings that parents, especially high-risk for CPA parents, use harsh discipline and punishment when encountering ambiguous child situations suggest that non-contingent harsh child-related parental behaviors may be frequent in the lives of some children. The findings that parents may use non-contingent discipline and punishment suggest the need to explore whether, when these parenting behaviors occur, they increase the likelihood of negative child outcomes.

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