Children's Use of Social Categories in Thinking about People and Social Relationships

Autor/inn/en	Shutts, Kristin; Pemberton Roben, Caroline K.; Spelke, Elizabeth S.
Titel	Children's Use of Social Categories in Thinking about People and Social Relationships
Quelle	In: Journal of Cognition and Development, 14 (2013) 1, S.35-62 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2011.638686
Schlagwörter	Whites; Young Children; Gender Differences; Racial Differences; Friendship; Social Influences; Inferences; Interpersonal Relationship; Cognitive Processes; Photography; Pictorial Stimuli; Peer Relationship; Child Development; Cognitive Development; Preschool Children + Suchen Sie Ihr Suchwort? White; Weißer; Frühe Kindheit; Geschlechterkonflikt; Rassenunterschied; Freundschaft; Sozialer Einfluss; Inference; Inferenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Cognitive process; Kognitiver Prozess; Fotografie; Fantasieanregung; Peer-Beziehungen; Kindesentwicklung; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	A series of studies investigated White U.S. 3- and 4-year-old children's use of gender and race information to reason about their own and others’ relationships and attributes. Three-year-old children used gender- but not race-based similarity between themselves and others to decide with whom they wanted to be friends, as well as to determine which children shared their own preferences for various social activities. Four-year-old (but not younger) children attended to gender and racial category membership to guide inferences about others’ relationships but did not use these categories to reason about others’ shared activity preferences. Taken together, the findings provide evidence for three suggestions about these children's social category-based reasoning. First, gender is a more potent category than race. Second, social categories are initially recruited for first-person reasoning but later become broad enough to support third-person inferences. Finally, at least for third-person reasoning, thinking about social categories is more attuned to social relationships than to shared attributes. (Contains 3 tables and 5 figures.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10