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  1. What a Loaded Generalization: Generics and Social Cognition.Daniel Wodak, Sarah-Jane Leslie & Marjorie Rhodes - 2015 - Philosophy Compass 10 (9):625-635.
    This paper explores the role of generics in social cognition. First, we explore the nature and effects of the most common form of generics about social kinds. Second, we discuss the nature and effects of a less common but equally important form of generics about social kinds. Finally, we consider the implications of this discussion for how we ought to use language about the social world.
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  2. Cultural Transmission of Social Essentialism.Marjorie Rhodes, Sarah-Jane Leslie & Christina Tworek - 2012 - Proceedings of the National Academy of Sciences 109 (34):13526-13531.
  3.  18
    The influence of linguistic form and causal explanations on the development of social essentialism.Josie Benitez, Rachel A. Leshin & Marjorie Rhodes - 2022 - Cognition 229 (C):105246.
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  4.  25
    Moral learning as intuitive theory revision.Marjorie Rhodes & Henry Wellman - 2017 - Cognition 167:191-200.
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  5.  17
    Speaking of Kinds: How Correcting Generic Statements can Shape Children's Concepts.Emily Foster-Hanson, Sarah-Jane Leslie & Marjorie Rhodes - 2022 - Cognitive Science 46 (12):e13223.
    Generic language (e.g., “tigers have stripes”) leads children to assume that the referenced category (e.g., tigers) is inductively informative and provides a causal explanation for the behavior of individual members. In two preregistered studies with 4- to 7-year-old children (N = 497), we considered the mechanisms underlying these effects by testing how correcting generics might affect the development of these beliefs about novel social and animal kinds (Study 1) and about gender (Study 2). Correcting generics by narrowing their scope to (...)
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  6.  20
    Controlling the message: preschoolers’ use of information to teach and deceive others.Marjorie Rhodes, Elizabeth Bonawitz, Patrick Shafto, Annie Chen & Leyla Caglar - 2015 - Frontiers in Psychology 6.
  7.  89
    Constructing a New Theory From Old Ideas and New Evidence.Marjorie Rhodes & Henry Wellman - 2013 - Cognitive Science 37 (3):592-604.
    A central tenet of constructivist models of conceptual development is that children's initial conceptual level constrains how they make sense of new evidence and thus whether exposure to evidence will prompt conceptual change. Yet little experimental evidence directly examines this claim for the case of sustained, fundamental conceptual achievements. The present study combined scaling and experimental microgenetic methods to examine the processes underlying conceptual change in the context of an important conceptual achievement of early childhood—the development of a representational theory (...)
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  8.  25
    Normative Social Role Concepts in Early Childhood.Emily Foster-Hanson & Marjorie Rhodes - 2019 - Cognitive Science 43 (8):e12782.
    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 (...)
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  9.  11
    Desirable difficulties during the development of active inquiry skills.George Kachergis, Marjorie Rhodes & Todd Gureckis - 2017 - Cognition 166:407-417.
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  10.  41
    Evaluations Versus Expectations: Children's Divergent Beliefs About Resource Distribution.Jasmine M. DeJesus, Marjorie Rhodes & Katherine D. Kinzler - 2014 - Cognitive Science 38 (1):178-193.
    Past research reveals a tension between children's preferences for egalitarianism and ingroup favoritism when distributing resources to others. Here we investigate how children's evaluations and expectations of others' behaviors compare. Four- to 10-year-old children viewed events where individuals from two different groups distributed resources to their own group, to the other group, or equally across groups. Groups were described within a context of intergroup competition over scarce resources. In the Evaluation condition, children were asked to evaluate which resource distribution actions (...)
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  11.  29
    Children's Explanations as a Window Into Their Intuitive Theories of the Social World.Marjorie Rhodes - 2014 - Cognitive Science 38 (8):1687-1697.
    Social categorization is an early emerging and robust component of social cognition, yet the role that social categories play in children's understanding of the social world has remained unclear. The present studies examined children's explanations of social behavior to provide a window into their intuitive theories of how social categories constrain human action. Children systematically referenced category memberships and social relationships as causal-explanatory factors for specific types of social interactions: harm among members of different categories more than harm among members (...)
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  12.  19
    Sample diversity and premise typicality in inductive reasoning: Evidence for developmental change.Marjorie Rhodes, Daniel Brickman & Susan A. Gelman - 2008 - Cognition 108 (2):543-556.
  13.  13
    Developmental Changes in Strategies for Gathering Evidence About Biological Kinds.Emily Foster-Hanson, Kelsey Moty, Amanda Cardarelli, John Daryl Ocampo & Marjorie Rhodes - 2020 - Cognitive Science 44 (5):e12837.
    How do people gather samples of evidence to learn about the world? Adults often prefer to sample evidence from diverse sources—for example, choosing to test a robin and a turkey to find out if something is true of birds in general. Children below age 9, however, often do not consider sample diversity, instead treating non‐diverse samples (e.g., two robins) and diverse samples as equivalently informative. The current study (N = 247) found that this discontinuity stems from developmental changes in standards (...)
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  14.  11
    A developmental investigation of group concepts in the context of social hierarchy: Can the powerful impose group membership?Alexander Noyes, Emily Gerdin, Marjorie Rhodes & Yarrow Dunham - 2023 - Cognition 236 (C):105446.
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  15. Advances in Child Development and Behavior.Marjorie Rhodes (ed.) - 2020
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  16.  8
    Does the concept of obligation develop from the inside-out or outside-in?Marjorie Rhodes - 2020 - Behavioral and Brain Sciences 43.
    Tomasello proposes that the concept of obligation develops “from the inside-out”: emerging first in experiences of shared agency and generalizing outward to shape children's broader understanding. Here I consider that obligation may also develop “from the outside-in,” emerging as a domain-specific instantiation of a more general conceptual bias to expect categories to prescribe how their members are supposed to behave.
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  17.  5
    Inherence-based views of social categories.Marjorie Rhodes - 2014 - Behavioral and Brain Sciences 37 (5):501-502.
    Children adopt an inherence-based view of some social categories, viewing certain social categories as reflecting the inherent features of their members. Thinking of social categories in these terms contributes to prejudice and intergroup conflict. Thus, understanding what leads children to apply inherence-based views to particular categories could provide new direction for efforts to reduce these negative social phenomena.
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  18.  34
    The Role of Within-Category Variability in Category-Based Induction: A Developmental Study.Marjorie Rhodes & Daniel Brickman - 2010 - Cognitive Science 34 (8):1561-1573.
    The present studies tested the hypothesis that strong assumptions about within-category homogeneity impede children’s recognition of the inductive value of diverse samples of evidence. In Study 1a, children (7-year-olds) and adults were randomly assigned to receive a prime emphasizing within-category variability, a prime emphasizing within-category similarities, or to not receive a prime. Only following the variability prime, children demonstrated a reliable preference for evaluating diverse over nondiverse samples to determine whether there is support for a category-wide generalization. Adults demonstrated a (...)
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