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https://www.selleckchem.com/products/ccg-203971.html [Correction Notice An Erratum for this article was reported online in Journal of Experimental Psychology General on Jan 14 2021 (see record 2021-07705-001). In the article, formatting for UK Research Councils funding was omitted. The author note and copyright line now reflect the standard acknowledgment of and formatting for the funding received for this article. All versions of this article have been corrected.] Attention determines which cues receive processing and are learned about. Learning, however, leads to attentional biases. In the study of animal learning, in some circumstances, cues that have been previously predictive of their consequences are subsequently learned about more than are nonpredictive cues, suggesting that they receive more attention. In other circumstances, cues that have previously led to uncertain consequences are learned about more than are predictive cues. In human learning, there is a clear role for predictiveness, but a role for uncertainty has been less clear. Here, in a human itation of cues. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Preschoolers commonly interpret how a group is as evidence for how individual group members should be-often leading to emphatic disapproval of norm violations (i.e., descriptive-to-prescriptive reasoning). The present research suggests that this tendency is shaped by how preschoolers explain group norm violations. In Study 1, preschoolers held norm violators accountable for their actions (e.g., they evaluated them as bad and withheld resources from them), suggesting that they construed norm violations as internally motivated and avoidable acts deserving of blame. In Study 2, preschoolers were most disapproving of those who violated norms because of preferences (e.g., because they liked to), less disapproving of those who did so because of traits (e.g., because of an aversion), and least disapproving of those who did so because of sit

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