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  1. A Comparison of American and Nepalese Children's Concepts of Freedom of Choice and Social Constraint.Nadia Chernyak, Tamar Kushnir, Katherine M. Sullivan & Qi Wang - 2013 - Cognitive Science 37 (7):1343-1355.
    Recent work has shown that preschool-aged children and adults understand freedom of choice regardless of culture, but that adults across cultures differ in perceiving social obligations as constraints on action. To investigate the development of these cultural differences and universalities, we interviewed school-aged children (4–11) in Nepal and the United States regarding beliefs about people's freedom of choice and constraint to follow preferences, perform impossible acts, and break social obligations. Children across cultures and ages universally endorsed the choice to follow (...)
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  • Norms Inform Mental State Ascriptions: A Rational Explanation for the Side-Effect Effect.Kevin Uttich & Tania Lombrozo - 2010 - Cognition 116 (1):87–100.
    Theory of mind, the capacity to understand and ascribe mental states, has traditionally been conceptualized as analogous to a scientific theory. However, recent work in philosophy and psychology has documented a "side-effect effect" suggesting that moral evaluations influence mental state ascriptions, and in particular whether a behavior is described as having been performed 'intentionally.' This evidence challenges the idea that theory of mind is analogous to scientific psychology in serving the function of predicting and explaining, rather than evaluating, behavior. In (...)
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  • 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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