Normative Social Role Concepts in Early Childhood

Autor/inn/en	Foster-Hanson, Emily; Rhodes, Marjorie
Titel	Normative Social Role Concepts in Early Childhood
Quelle	In: Cognitive Science, 43 (2019) 8, (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-6709
DOI	10.1111/cogs.12782
Schlagwörter	Young Children; Child Development; Cognitive Development; Role; Social Cognition; Abstract Reasoning; Social Behavior; Behavior Standards + Suchen Sie Ihr Suchwort? Frühe Kindheit; Kindesentwicklung; Kognitive Entwicklung; Rollen; Soziale Kognition; Abstraktes Denken; Denken; Social behaviour; Soziales Verhalten
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01