Normative Social Role Concepts in Early Childhood.

Clicks: 296
ID: 15843
2019
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Abstract
The current studies (N = 255, children ages 4-5 and adults) explore patterns of age-related continuity and change in conceptual representations of social role categories (e.g., "scientist"). In Study 1, young children's judgments of category membership were shaped by both category labels and category-normative traits, and the two were dissociable, indicating that even young children's conceptual representations for some social categories have a "dual character." In Study 2, when labels and traits were contrasted, adults and children based their category-based induction decisions on category-normative traits rather than labels. Study 3 confirmed that children reason based on category-normative traits because they view them as an obligatory part of category membership. In contrast, adults in this study viewed the category-normative traits as informative on their own (not only as a cue to obligations). Implications for continuity and change in representations of social role categories will be discussed.
Reference Key
fosterhanson2019normativecognitive Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Foster-Hanson, Emily;Rhodes, Marjorie;
Journal Cognitive science
Year 2019
DOI
10.1111/cogs.12782
URL
Keywords Keywords not found

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