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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 12 of 12 1 Children's Evaluations of Interlocutors in Foreigner Talk Contexts Labotka, Danielle. - 2020 BASE Show details 2 Children’s Early Awareness of Comprehension as Evident in Their Spontaneous Corrections of Speech Errors Peskin‐shepherd, Hope; Song, Ju‐hyun; Wellman, Henry M.. - : Harvard U. Press, 2019. : Wiley Periodicals, Inc., 2019 BASE Show details 3 Longitudinal Theory of Mind (ToM) Development From Preschool to Adolescence With and Without ToM Delay Peterson, Candida C.; Wellman, Henry M.. - : American Psychiatric Association, 2019. : Wiley Periodicals, Inc., 2019 BASE Show details 4 Explaining the Unpredictable: The Development of Causal Theories of Mind in Deaf and Hearing Children Peterson, Candida C.; Wellman, Henry M.. - : Author, 2019. : Wiley Periodicals, Inc., 2019 BASE Show details 5 How Can I Persuade You? The Development of Audience Awareness in Children's Oral and Written Arguments Samudra, Preeti. - 2017 BASE Show details 6 What's in a Name? How Different Languages Result in Different Brains in English and Chinese Speakers. Liu, Chao. - 2010 BASE Show details 7 Word Learning in Children with Autism Spectrum Disorder. Luyster, Rhiannon J.. - 2007 BASE Show details 8 Preschoolers' Understanding of the Link between Thinking and Feeling: Congnitive Cuing and Emotional Change Lagattuta, Kristin Hansen; Wellman, Henry M.; Flavell, John H.. - : Blackwell Publishing Ltd, 1997 BASE Show details 9 Young children's understanding of the mind and reality. Woolley, Jacqueline Dixon. - 1990 BASE Show details 10 The Development of Pragmatic Differentiation Skills in Preschool-Aged Bilingual Children. Tare, Medha P. BASE Show details 11 So It Is, So It Shall Be: Group Regularities and Prescriptive Judgments Roberts, Steven BASE Show details 12 A Developmental Examination of the Conceptual Structure of Animal, Artifact, and Human Social Categories. and Human Social Categories. Rhodes, Marjorie Abstract: This dissertation examines how the ontological status that people attribute to categories varies by domain, age, and cultural context. The first four studies examined whether categories of animals, artifacts, and people are represented as objectively-defined natural kinds, or alternately, as subjective conventionalized groupings. Participants included children (ages 5, 7, 10, and 17) drawn from two cultural contexts. Results demonstrated that abstract domain-specific ontological beliefs emerge early in development; in each age-group, children represented animal categories as natural kinds, but artifact categories as more conventionalized. For human social categories, beliefs about naturalness and conventionality were predicted by interactions between the type of category (i.e., gender vs. race), cultural context, and age. Younger children, in both communities, viewed gender as a natural kind, but race categories as more conventionalized. The concepts of older children were found to vary by cultural context. Older children from an ethnically-homogeneous and socially-conservative environment viewed both types of social categories as natural kinds, whereas children from a more diverse environment viewed social categorization as flexible and subjective. Control conditions confirmed that domain effects in beliefs about category naturalness could not be attributed to perceptual features of the stimuli, category knowledge, category salience, or linguistic properties of the task. The fifth study extended these findings to younger children. This work documented that three- and four- year-olds also conceptualize animal species and gender categories as natural kinds, but artifact and race categories as more subjective and flexible. The sixth study documented that the effects of age and cultural context on representations of social categories also extend to children’s beliefs about how social categories influence individual behavior. Overall, results from this dissertation suggest that abstract beliefs about ontology are incorporated into children’s categories from at least the age of three, as well as that the development of social categorization involves complex interactions between intuitive biases and cultural input. Implications for the origins of social categories and theories of conceptual development are discussed. ; Ph.D. ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/63768/1/rhodesma_1.pdf Keyword: Conceptual Development; Psychology; Social Sciences URL: https://hdl.handle.net/2027.42/63768 BASE Hide details

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