• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Gelman, Susan A. (172)
    • Brandone, Amanda C. (12)
    • Gelman, Susan A (11)
    • Wellman, Henry M. (8)
    • Coley, John D. (7)
    • Ebeling, Karen S. (6)
    • Hirschfeld, Lawrence A. (6)
    • Meyer, Meredith (6)
    • Noles, Nicholaus S. (6)
    • Raman, Lakshmi (6)
    •   more
  • 
    Year
  • 
    Medium
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

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 Page: 1...5 6 7 8 9 10 Hits 161 – 180 of 184 161 Conceptual and Linguistic Factors in Children's Memory for Causal Expressions Byrnes, James P.; Gelman, Susan A.. - : Sage Publications, 1990 BASE Show details 162 Incorporating new words into the lexicon : preliminary evidence for language hierarchies in two-year-old children Taylor, Marjorie; Gelman, Susan A. In: Child development. - Malden, Ma. [u.a.] : Blackwell 60 (1989) 3, 625-636 BLLDB Show details 163 The effects of object orientation and object type on children's interpretation of the word big Coley, John D.; Gelman, Susan A. In: Child development. - Malden, Ma. [u.a.] : Blackwell 60 (1989) 2, 372-380 BLLDB Show details 164 Conceptual and lexical hierarchies in young children Gelman, Susan A.; Wilcox, Sharon A.; Clark, Eve V.. - : Elsevier, 1989 BASE Show details 165 Nonegocentric uses of big and little by preschool children Gelman, Susan A.; Ebeling, Karen S. In: Papers and reports on child language development. - Stanford, Calif. : Univ. 27 (1988), 47-54 BLLDB Show details 166 Word learning strategies in two-year-old children : evidence for category hierarchies Taylor, Marjorie; Gelman, Susan A. In: Papers and reports on child language development. - Stanford, Calif. : Univ. 27 (1988), 115-122 BLLDB Show details 167 Children's inductive inferences within superordinate categories : the role of language and category structure Gelman, Susan A.; O'Reilly, Anne Watson In: Child development. - Malden, Ma. [u.a.] : Blackwell 59 (1988) 4, 876-887 BLLDB Show details 168 Adjectives and nouns : children's strategies for learning new words Taylor, Marjorie; Gelman, Susan A. In: Child development. - Malden, Ma. [u.a.] : Blackwell 59 (1988) 2, 411-419 BLLDB Show details 169 Measuring the influences of context : the interpretation of dimensional adjectives Maloney, Laurence T.; Gelman, Susan A. In: Language and cognitive processes. - Abingdon : Routledge, Taylor & Francis Group 2 (1987) 3-4, 205-215 BLLDB Show details 170 Young children's inductions from natural kinds : the role of categories and appearances Gelman, Susan A.; Markman, Ellen M. In: Child development. - Malden, Ma. [u.a.] : Blackwell 58 (1987) 6, 1532-1541 BLLDB Show details 171 Categories and induction in young children Gelman, Susan A.; Markman, Ellen M. In: Cognition. - Amsterdam [u.a] : Elsevier 23 (1986) 3, 183-209 BLLDB Show details 172 Sammelaufnahme (Collective entry) Adams, Alison K. (Mitarb.); Baldwin, Dare (Mitarb.); Cuvelier, Pol (Mitarb.)... In: Papers and reports on child language development. - Stanford, Calif. : Univ. 25 (1986), 1-113 BLLDB Show details 173 Inferring properties from categories versus inferring categories from properties : the case of gender Gelman, Susan A.; Collman, Pamela; Maccoby, Eleanor E. In: Child development. - Malden, Ma. [u.a.] : Blackwell 57 (1986) 2, 396-404 BLLDB Show details 174 Implicit contrast in adjectives vs. nouns : implications for word-learning in preschoolers Gelman, Susan A.; Markman, Ellen M. In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 12 (1985) 1, 125-143 BLLDB Show details 175 When 'big' does not refer to overall size : dimensional adjectives in context Gelman, Susan A.; Ravn, Karen E.; Maloney, Laurence T. In: Papers and reports on child language development. - Stanford, Calif. : Univ. 24 (1985), 62-69 BLLDB Show details 176 Compound nouns and category structure in young children Clark, Eve V.; Gelman, Susan A.; Lane, Nancy M. In: Child development. - Malden, Ma. [u.a.] : Blackwell 56 (1985) 1, 84-94 BLLDB Show details 177 How two-year-old children interpret proper and common names for unfamiliar objects Gelman, Susan A.; Taylor, Marjorie In: Child development. - Malden, Ma. [u.a.] : Blackwell 55 (1984) 4, 1535-1540 BLLDB Show details 178 Rule usage in children's understanding of big and little Ravn, Karen E.; Gelman, Susan A. In: Child development. - Malden, Ma. [u.a.] : Blackwell 55 (1984) 6, 2141-2150 BLLDB Show details 179 The Development of Pragmatic Differentiation Skills in Preschool-Aged Bilingual Children. Tare, Medha P. BASE Show details 180 So It Is, So It Shall Be: Group Regularities and Prescriptive Judgments Roberts, Steven Abstract: Children negatively evaluate those who fail to conform to group norms (e.g., doctors who harm people, boys who wear lipstick; Kalish, 2012), yet to what extent do groups per se evoke a prescriptive stance? This was unaddressed in previous research, which provided additional cues that may have encouraged a prescriptive stance (e.g., moral principles, membership in one of the groups, or cultural input regarding non-conformity). In this dissertation, I tested whether children interpreted innocuous behaviors of novel groups (harmless characteristics shared by individuals within an unfamiliar group) as prescriptive (characteristics that individuals should do). Children ages 4-13 and adults were introduced to two novel groups: Hibbles and Glerks, who engaged in innocuous behaviors (i.e., the kind of music they listened to, berries they ate, games they played, and language they spoke). They were then shown conforming and non-conforming individuals and were assessed on the extent to which they approved or disapproved of their actions (measured though evaluations, negativity ratings, and open-ended explanations). In Chapter II, I report three studies finding that children disapproved of non-conformity and justified their disapproval through norm-based reasoning (e.g., “Hibbles are not supposed to do that”; Study 1). These effects replicated across competitive and cooperative intergroup contexts (Study 2) and stemmed from reasoning about group norms rather than norms applied to individuals (Study 3). In Chapter III, to more precisely understand what information children used to detect group norms, a new group of children was randomly distributed across four conditions that manipulated how group norms were presented: group labels, generic statements, visual groups, or control. Children disapproved of non-conformity in all but the control condition. Because U.S. society tends to value independence over interdependence (Markus & Kitayama, 1991), U.S. children may come to perceive non-conformity as an expression of individuality, and thus evaluate it less negatively than children from societies that tend to value interdependence. I tested this in Chapter IV by assessing children and adults recruited in Jianshi, China (population ~ 500,000). Paralleling U.S. children, Jianshi children disapproved of non-conformity and their rates of disapproval declined with age. In contrast to U.S. children, however, they remained relatively more disapproving at an older age. Collectively, these findings demonstrate that children used group norms to generate prescriptive judgments, and that this tendency emerged 1) when reasoning about innocuous behaviors in novel groups, 2) with only minimal perceptual and linguistic input, and 3) across cultures, though variable in the rate at which it declined across development. I will discuss the implications for how readily children engage in group-based norm enforcement and stereotyping, as well as the theoretical and practical significance of the present findings, and will detail concrete directions for future research. ; PHD ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; https://deepblue.lib.umich.edu/bitstream/2027.42/138520/1/sothello_1.pdf Keyword: conceptual development; development; group norms; Psychology; Social Sciences URL: https://hdl.handle.net/2027.42/138520 BASE Hide details Page: 1...5 6 7 8 9 10

Mobile view All Catalogues UB Frankfurt Linguistik 6 IDS Mannheim 0 OLC Linguistik 38 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 78 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 19 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 63 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0