The condition that perturbation generation is a function of ugliness must hold for the following to be true. Such ugliness can manifest itself through innate personality characteristics or superficial appearance. The cause matters not, what is crucial is that the child brings about more perturbation on average for surrounding peers and adults then an attractive child. Additionally, the child must be unwilling to control that which brings about perturbation in others.

Ugliness has an effect on assistance distribution. An ugly child will receive less assistance from peers and adults because an ugly child will generate perturbation for them. Furthermore, others prefer to assist the attractive child because the attractive child can modestly reduce perturbations for those offering them assistance. The simultaneous effect of the attractive child reducing while the ugly child generating perturbation leads both adults and peers to favor the attractive child. Assistance distribution gets shifted to the attractive child as on average others will be more inclined to assist in managing the perturbations of the attractive child over the ugly child. Thus the attractive child experiences less perturbations while the ugly child experiences more perturbations.

Additionally, with assistance distribution shifted towards the attractive child appeals by the ugly child for aid regarding a current perturbation are less likely to be met. This causes the ugly child to be forced to deal with his or her perturbations more directly. When perturbations crop up, they must develop explanations to control this perturbation. When one explanation fails, they must revise or generate an explanation until they develop one that enables them control over the perturbation. When the attractive child experiences a perturbation they can pass the perturbation on to others to manage. The attractive child does not need to develop an explanation. In cases were the attractive child develops an explanation regarding a perturbation the explanation is not necessarily tested because someone else manages the perturbation before it can be put tested. Thus the overall effect of the shift in distribution assistance is that the ugly child on the whole must develop more of his own explanations then the attractive child. Furthermore, the ugly child must conduct much more revisions to his explanation because he must actually test them while the attractive child may develop an explanation, but need not test them because someone else will manage the perturbations for them.

Over the course of time the ugly child will develop an elaborate explanatory system that is directly tied to their day to day experience. This happens because they are the one's that must find a way to eliminate their perturbations. Hence, their explanations are directly tested and constantly refined so as to find the most effective explanations for their perturbations. The attractive child will also have explanations for their perturbations, but they will not be tested as rigorously or the explanations will consist of enlisting the aid of others. More often though the attractive child's explanation become very strongly loaded with moral explanations: "If person A would do this then I would not have to deal with this perturbation". The attractive child learns how to apply morality to people to manage their perturbations. These are not explanations for the cause of perturbation, but methods one applies to get others to manage their perturbations. Thus, the explanatory system that develops in the attractive person is more morally oriented.

As they age, the ugly child realizes the process by which they develop their explanatory system. Effectively, they develop an explanatory system for the process by which they give explanation for their perturbations. They have become acutely aware of how imperative it is to perceive and admit failure when an explanation fails to control a perturbation and the critical role modification plays in making that explanation succeed. They will begin to apply this to all perturbations they experience.

One natural extension of this application is explaining their own mental states. Over time, as their explanatory system tightens it's ability to predict and control their own mental states they begin to apply these same explanations to those around them. This enables the ugly child tremendous power to empathize with those around them. Such that they develop a nuance understanding of people and is able to wield this understanding to control potential perturbations that other's may create for both the ugly child and those around him or her.

As the attractive child ages no such meta-awarness is had regarding awareness and modification. Through the collective efforts of many well intentioned people assisting the attractive child they have inadvertently retarded the skill development of perturbation manipulation for the child. The ugly child is never forced to develop a robust explanatory system for their own mental states and thus are unable to apply these explanations to others. They are miserable at empathizing with others. However they have become experts at using others to manage their perturbations for them. In this sense they use a system of morality to control others which in turn controls their perturbations for them. They develop elaborate an moral system to manipulate others into managing their perturbations for them.

Their is something to be said about having expert control over the moral systems needed to manipulate others so that they may manage your perturbations, however this is not for me. And I certainly do not wish this fate for my children. Therefore, I hope the best for my children. I hope they are ugly.