208
Views
4
CrossRef citations to date
0
Altmetric
Replications

20-month-olds Use Social Categories to Make Inductive Inferences about Agents’ Preferences

References

  • Baillargeon, R., Scott, R. M., & Bian, L. (2016). Psychological reasoning in infancy. Annual Review of Psychology, 67(1), 159–186. doi:10.1146/annurev-psych-010213-115033
  • Bar-Haim, Y., Ziv, T., Lamy, D., & Hodes, R. M. (2006). Nature and nurture in own-race face processing. Psychological Science, 17(2), 159–163. doi:10.1111/j.1467-9280.2006.01679.x
  • Baron, A. S., Dunham, Y., Banaji, M., & Carey, S. (2014). Constraints on the acquisition of social category concepts. Journal of Cognition and Development, 15(2), 238–268. doi:10.1080/15248372.2012.742902
  • Bian, L., Sloane, S., & Baillargeon, R. (2018). Infants expect ingroup support to override fairness when resources are limited. Proceedings of the National Academy of Sciences, 115(11), 2705–2710. doi:10.1073/pnas.1719445115
  • Bigler, R. S., Jones, L. C., & Lobliner, D. B. (1997). Social categorization and the formation of intergroup attitudes in children. Child Development, 68(3), 530–543. doi:10.2307/1131676
  • Birnbaum, D., Deeb, I., Segall, G., Ben‐Eliyahu, A., & Diesendruck, G. (2010). The development of social essentialism: The case of Israeli children’s inferences about Jews and Arabs. Child Development, 81(3), 757–777. doi:10.1111/j.1467-8624.2010.01432.x
  • Booth, A. E., & Waxman, S. R. (2003). Mapping words to the world in infancy: Infants’ expectations for count nouns and adjectives. Journal of Cognition and Development, 4(3), 357–381. doi:10.1207/S15327647JCD0403_06
  • Boseovski, J. J., & Lee, K. (2006). Children’s use of frequency information for trait categorization and behavioral prediction. Developmental Psychology, 42(3), 500–513. doi:10.1037/0012-1649.42.3.500
  • Buresh, J. S., & Woodward, A. L. (2007). Infants track action goals within and across agents. Cognition, 104(2), 287–314. doi:10.1016/j.cognition.2006.07.001
  • Buttelmann, D., Zmyj, N., Daum, M., & Carpenter, M. (2013). Selective imitation of in‐group over out‐group members in 14‐month‐old infants. Child Development, 84(2), 422–428. doi:10.1111/j.1467-8624.2012.01860.x
  • Diesendruck, G., & HaLevi, H. (2006). The role of language, appearance, and culture in children’s social category‐based induction. Child Development, 77(3), 539–553. doi:10.1111/j.1467-8624.2006.00889.x
  • Egyed, K., Király, I., & Gergely, G. (2013). Communicating shared knowledge in infancy. Psychological Science, 24(7), 1348–1353. doi:10.1177/0956797612471952
  • Engelmann, J. M., Herrmann, E., & Tomasello, M. (2018). Concern for group reputation increases prosociality in young children. Psychological Science, 29(2), 181–190. doi:10.1177/0956797617733830
  • Engelmann, J. M., Over, H., Herrmann, E., & Tomasello, M. (2013). Young children care more about their reputation with ingroup members and potential reciprocators. Developmental Science, 16(6), 952–958. doi:10.1111/desc.12086
  • Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. doi:10.3758/BRM.41.4.1149
  • Feiman, R., Carey, S., & Cushman, F. (2015). Infants’ representations of others’ goals: Representing approach over avoidance. Cognition, 136, 204–214. doi:10.1016/j.cognition.2014.10.007
  • Fischler, C. (1988). Food, self and identity. Social Science Information, 27(2), 275–292. doi:10.1177/053901888027002005
  • Graham, S. A., Kilbreath, C. S., & Welder, A. N. (2004). Thirteen‐month‐olds rely on shared labels and shape similarity for inductive inferences. Child Development, 75(2), 409–427. doi:10.1111/j.1467-8624.2004.00683.x
  • Hammond, M. D., & Cimpian, A. (2017). Investigating the cognitive structure of stereotypes: Generic beliefs about groups predict social judgments better than statistical beliefs. Journal of Experimental Psychology: General, 146(5), 607–614. doi:10.1037/xge0000297
  • Henderson, A. M., & Woodward, A. L. (2012). Nine‐month‐old infants generalize object labels, but not object preferences across individuals. Developmental Science, 15(5), 641–652. doi:10.1111/j.1467-7687.2012.01157.x
  • Howard, L. H., Henderson, A. M., Carrazza, C., & Woodward, A. L. (2015). Infants’ and young children’s imitation of linguistic in-group and out-group informants. Child Development, 86(1), 259–275. doi:10.1111/cdev.12299
  • Jin, K. S., & Baillargeon, R. (2017). Infants possess an abstract expectation of ingroup support. Proceedings of the National Academy of Sciences, 114(31), 8199–8204. doi:10.1073/pnas.1706286114
  • Kalish, C. W. (2012). Generalizing norms and preferences within social categories and individuals. Developmental Psychology, 48(4), 1133–1143. doi:10.1037/a0026344
  • Keates, J., & Graham, S. A. (2008). Category markers or attributes: Why do labels guide infants’ inductive inferences? Psychological Science, 19(12), 1287–1293. doi:10.1111/j.1467-9280.2008.02237.x
  • Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2007). The native language of social cognition. The Proceedings of the National Academy of Sciences of the United States of America, 104(30), 12577–12580. doi:10.1073/pnas.0705345104
  • Liberman, Z., Woodward, A. L., & Kinzler, K. D. (2017). The origins of social categorization. Trends in Cognitive Sciences, 84(2), 556–568. doi:10.1016/j.tics.2017.04.004
  • Liberman, Z., Woodward, A. L., Sullivan, K. R., & Kinzler, K. D. (2016). Early emerging system for reasoning about the social nature of food. Proceedings of the National Academy of Sciences, 113(34), 9480–9485. doi:10.1073/pnas.1605456113
  • Luo, Y., & Baillargeon, R. (2005). Can a self-propelled box have a goal? Psychological reasoning in 5-month-old infants. Psychological Science, 16(8), 601–608. doi:10.1111/j.1467-9280.2005.01582.x
  • Martin, C. L., Eisenbud, L., & Rose, H. (1995). Children’s gender-based reasoning about toys. Child Development, 66(5), 1453–1471. doi:10.2307/1131657
  • Peirce, J. W. (2007). PsychoPy—psychophysics software in Python. Journal of Neuroscience Methods, 162(1–2), 8–13. doi:10.1016/j.jneumeth.2006.11.017
  • Phillips, A. T., Wellman, H. M., & Spelke, E. S. (2002). Infants’ ability to connect gaze and emotional expression to intentional action. Cognition, 85(1), 53–78. doi:10.1016/S0010-0277(02)00073-2
  • Powell, L. J., & Spelke, E. S. (2013). Preverbal infants expect members of social groups to act alike. Proceedings of the National Academy of Sciences, 110(41), E3965–E3972. doi:10.1073/pnas.1304326110
  • Prentice, D. A., & Miller, D. T. (2007). Psychological essentialism of human categories. Current Directions in Psychological Science, 16(4), 202–206. doi:10.1111/j.1467-8721.2007.00504.x
  • Rhodes, M., Hetherington, C., Brink, K., & Wellman, H. M. (2015). Infants‘ use of social partnerships to predict behavior. Developmental Science, 18(6), 909–916. doi:10.1111/desc.12267
  • Rhodes, M., & Mandalaywala, T. M. (2017). The development and developmental consequences of social essentialism. WIREs Cognitive Science 2017, 8(4), e1437. doi:10.1002/wcs.1437
  • Shutts, K., Kinzler, K. D., & DeJesus, J. M. (2013). Understanding infants’ and children’s social learning about foods: Previous research and new prospects. Developmental Psychology, 49(3), 419–425. doi:10.1037/a0027551
  • Shutts, K., Kinzler, K. D., McKee, C., & Spelke, E. S. (2009). Social information guides infants‘ selection of foods. Journal of Cognition and Development, 10(1–2), 1–17. doi:10.1080/15248370902966636
  • Smith, M. A., & Scott, R. M. (2017). When do infants generalize dispositions across agents? Exploring the influence of social-group membership. Paper presented at the biennial meeting of the Society for Research in Child Development, Austin, TX.
  • Ting, F., He, Z., & Baillargeon, R. (2019). Toddlers and infants expect individuals to refrain from helping an ingroup victim’s aggressor. Proceedings of the National Academy of Sciences, 116, 6025–6034.
  • Waxman, S. R. (2013). Building a better bridge. In M. Banaji & S. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 292–296). Cambridge: Oxford University Press.
  • Waxman, S. R., & Booth, A. E. (2001). Seeing pink elephants: Fourteen-month-olds’ interpretations of novel nouns and adjectives. Cognitive Psychology, 43, 217–242.
  • Waxman, S. R., & Markow, D. B. (1995). Words as invitations to form categories: Evidence from 12-to 13-month-old infants. Cognitive Psychology, 29, 257–302.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.