Susan Gelman | Academic Influence

Susan Gelman's AcademicInfluence.com Rankings

Susan Gelman

Psychology

#1155

World Rank

#1426

Historical Rank

#691

USA Rank

Developmental Psychology

#46

World Rank

#50

Historical Rank

#32

USA Rank

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Psychology

Susan Gelman's Degrees

PhD Psychology Stanford University
Bachelors Psychology University of California, Berkeley

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Why Is Susan Gelman Influential?

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According to Wikipedia, Susan A. Gelman is currently Heinz Werner Distinguished University Professor of psychology and linguistics and the director of the Conceptual Development Laboratory at the University of Michigan. Gelman studies language and concept development in young children. Gelman subscribes to the domain specificity view of cognition, which asserts that the mind is composed of specialized modules supervising specific functions in the human and other animals. Her book The Essential Child is an influential work on cognitive development.

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Susan Gelman's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Mapping the Mind: Domain Specificity In Cognition And Culture (1994) (1843)
The Essential Child: Origins of Essentialism in Everyday Thought (2003) (1475)
Categories and induction in young children (1986) (1087)
Cognitive development: foundational theories of core domains. (1992) (855)
Insides and essences: Early understandings of the non-obvious (1991) (680)
The development of induction within natural kind and artifact categories (1988) (514)
Knowledge acquisition in foundational domains. (1998) (504)
Young children's inductions from natural kinds: the role of categories and appearances. (1987) (480)
The role of covariation versus mechanism information in causal attribution (1995) (416)
Psychological essentialism in children (2004) (383)
Learning from others: children's construction of concepts. (2009) (344)
Putting the "Noun Bias" in Context: A Comparison of English and Mandarin. (1999) (342)
Carrot-Eaters and Creature-Believers: The Effects of Lexicalization on Children's Inferences About Social Categories (1999) (272)
Preschoolers' search for explanatory information within adult-child conversation. (2009) (272)
Beyond labeling: the role of maternal input in the acquisition of richly structured categories. (1991) (254)
A developmental examination of the conceptual structure of animal, artifact, and human social categories across two cultural contexts (2009) (253)
Inferring Properties from Categories versus Inferring Categories from Properties: The Case of Gender. (1986) (253)
The importance of knowing a dodo is a bird: Categories and infer - ences in two - year olds (1990) (250)
Young children are sensitive to how an object was created when deciding what to name it (2000) (249)
Early word-learning entails reference, not merely associations (2009) (226)
Navigating the social world : what infants, children, and other species can teach us (2013) (223)
Mother-child conversations about gender : understanding the acquisition of essentialist beliefs (2004) (210)
How two-year-old children interpret proper and common names for unfamiliar objects. (1984) (204)
Perspectives on language and thought : interrelations in development (1991) (202)
How biological is essentialism (1999) (201)
As time goes by: children's early understanding of growth in animals. (1991) (196)
Compound Nouns and Category Structure in Young Children. (1985) (188)
Boys will be boys; cows will be cows: children's essentialist reasoning about gender categories and animal species. (2009) (183)
Six does not just mean a lot: preschoolers see number words as specific (2004) (182)
Bewitchment, Biology, or Both: The Co-Existence of Natural and Supernatural Explanatory Frameworks Across Development (2008) (180)
Inconsistency with prior knowledge triggers children's causal explanatory reasoning. (2010) (173)
Traditional and evaluative aspects of flexibility in gender roles, social conventions, moral rules, and physical laws. (1995) (168)
Perspectives on language and thought: Language and categorization: The acquisition of natural kind terms (1991) (164)
Development of the Animate-Inanimate Distinction (2010) (164)
Robots and rodents: children's inferences about living and nonliving kinds. (2007) (161)
Conceptual Development : Piaget's Legacy (1999) (160)
Mapping the mind: Essentialist beliefs in children: The acquisition of concepts and theories (1994) (154)
Children's interpretation of generic noun phrases. (2002) (152)
Understanding natural cause: children's explanations of how objects and their properties originate. (1991) (149)
Why essences are essential in the psychology of concepts (2001) (146)
Preschool children use linguistic form class and pragmatic cues to interpret generics. (2003) (145)
Concepts and folk theories. (2011) (143)
Preschool children's use of trait labels to make inductive inferences. (2000) (141)
Mapping the mind: Toward a topography of mind: An introduction to domain specificity (1994) (138)
Adjectives and Nouns: Children's Strategies for Learning New Words. (1988) (135)
The use of trait labels in making psychological inferences. (1999) (132)
Children's inductive inferences within superordinate categories: the role of language and category structure. (1988) (131)
The development of category-based induction. (1992) (131)
Preschoolers' Ability to Distinguish Living Kinds as a Function of Regrowth (1993) (126)
Generic Statements Require Little Evidence for Acceptance but Have Powerful Implications (2010) (124)
What young children think about the relationship between language variation and social difference. (1997) (123)
Evidence for an explanation advantage in naïve biological reasoning (2009) (120)
Shape and representational status in children's early naming (1998) (118)
Children's causal explanations of animate and inanimate motion (1996) (112)
Components of young children's trait understanding: behavior-to-trait inferences and trait-to-behavior predictions. (2007) (111)
Inductions from novel categories: The role of language and conceptual structure (1990) (108)
The nonobvious basis of ownership: preschool children trace the history and value of owned objects. (2012) (107)
Generic Language in Parent-Child Conversations (2008) (107)
Effects of generic language on category content and structure (2010) (106)
Informants' traits weigh heavily in young children's trust in testimony and in their epistemic inferences. (2013) (105)
How Does Your Garden Grow? Early Conceptualization of Seeds and Their Place in the Plant Growth Cycle (1995) (102)
Developmental changes in the coherence of essentialist beliefs about psychological characteristics. (2007) (101)
What's So Essential About Essentialism? A Different Perspective on the Interaction of Perception, Language, and Conceptual Knowledge (1993) (101)
Domain differences in absolute judgments of category membership: Evidence for an essentialist account of categorization (1999) (99)
Situated rationalism: Biological and social preparation for learning (1994) (98)
Young children use motive information to make trait inferences. (1998) (93)
Exploring the relation between preschool children's magical beliefs and causal thinking (1994) (91)
Young Children Prefer and Remember Satisfying Explanations (2016) (90)
So It Is, So It Shall Be: Group Regularities License Children's Prescriptive Judgments. (2017) (90)
On wooden pillows: multiple classification and children's category-based inductions. (1992) (89)
Quantified statements are recalled as generics: Evidence from preschool children and adults (2012) (88)
Children's use of sample size and diversity information within basic-level categories. (1997) (87)
"Two-Thousand Years of Stasis": How Psychological Essentialism Impedes Evolutionary Understa (2012) (87)
Children's Use of Generics in Inductive Inferences (2002) (87)
Expressing generic concepts with and without a language model (2005) (87)
Determinants of Gender Essentialism in College Students (2008) (87)
Developing domain-specific causal-explanatory frameworks: The role of insides and immanence. (2005) (86)
Cross-cultural differences in children's beliefs about the objectivity of social categories. (2013) (81)
A cross-linguistic comparison of generic noun phrases in English and Mandarin (1998) (80)
Causal status effect in children's categorization (2000) (79)
Essentialism and Racial Bias Jointly Contribute to the Categorization of Multiracial Individuals (2015) (79)
Vitalism in naive biological thinking. (2000) (78)
Mother-child conversations about pictures and objects: referring to categories and individuals. (2005) (78)
How language shapes the cultural inheritance of categories (2017) (77)
Picasso Paintings, Moon Rocks, and Hand-Written Beatles Lyrics: Adults' Evaluations of Authentic Objects. (2009) (77)
Beliefs about the origins of human psychological traits. (2000) (75)
Conceptual influences on category-based induction (2013) (72)
Implicit contrast in adjectives vs. nouns: implications for word-learning in preschoolers (1985) (71)
I'll have what she's having: the impact of model characteristics on children's food choices. (2012) (67)
Why is a pomegranate an apple? The role of shape, taxonomic relatedness, and prior lexical knowledge in children's overextensions of apple and dog (1996) (67)
Can You Say It Another Way? Cognitive Factors in Bilingual Children's Pragmatic Language Skills (2010) (67)
Who's the Boss? Concepts of Social Power Across Development. (2017) (67)
The Perennial Debate: Nature, Nurture, or Choice? Black and White Americans’ Explanations for Individual Differences (2009) (65)
Learning Words for Kinds: Generic Noun Phrases in Acquisition. (2004) (65)
Children's attention to sample composition in learning, teaching and discovery. (2010) (65)
Incorporating new words into the lexicon: preliminary evidence for language hierarchies in two-year-old children. (1989) (64)
Gender essentialism in cognitive development. (2000) (63)
The role of preschoolers’ social understanding in evaluating the informativeness of causal interventions (2008) (63)
Children's understanding of the brain: From early essentialism to biological theory (1999) (62)
Developmental changes in the understanding of generics (2007) (61)
Differences in preschoolers’ and adults’ use of generics about novel animals and artifacts: A window onto a conceptual divide (2009) (61)
Making Boundaries Great Again: Essentialism and Support for Boundary-Enhancing Initiatives (2017) (58)
Sample diversity and premise typicality in inductive reasoning: Evidence for developmental change (2008) (58)
Categories influence predictions about individual consistency. (2008) (58)
Children's sensitivity to the knowledge expressed in pedagogical and nonpedagogical contexts. (2013) (56)
Generic noun phrases in mother–child conversations (1998) (56)
Preschool Children's Identification and Understanding of Mixed Emotions. (1995) (55)
Looking beyond looks: Comments on Sloutsky, Kloos, and Fisher, “When looks are everything: Appearance similarity versus kind information in early induction” (2006) (54)
Four and 6-year olds' biological concept of death: The case of plants (2002) (54)
Conceptual and linguistic biases in children's word learning. (1998) (54)
Developmental Changes in Judgments of Authentic Objects. (2009) (53)
Children's understanding of psychogenic bodily reactions. (2001) (53)
Children's use of context in interpreting "big" and "little". (1994) (53)
Five-year-olds’ beliefs about the discreteness of category boundaries for animals and artifacts (2009) (52)
Insides and essences: Early understan non-obvious* (1991) (51)
Do Children See in Black and White? Children's and Adults' Categorizations of Multiracial Individuals. (2015) (50)
Children's use of adult testimony to guide food selection (2008) (50)
Children's understanding of the nonobvious. (1988) (50)
Gender Essentialism in Children and Parents: Implications for the Development of Gender Stereotyping and Gender-Typed Preferences (2016) (49)
Child categorization. (2011) (49)
Chapter 4 – Concepts and Theories (1996) (49)
Children's Category-Based Inferences Affect Classification. (2005) (49)
Two-year-olds use the generic/nongeneric distinction to guide their inferences about novel kinds. (2011) (48)
Children's and adults' models for predicting teleological action: the development of a biology-based model. (2001) (47)
Coordination of size standards by young children. (1988) (47)
Artifacts and Essentialism (2013) (46)
Generic language and judgements about category membership: Can generics highlight properties as central? (2009) (45)
Conceptual and lexical hierarchies in young children (1989) (45)
A Developmental Analysis of Generic Nouns in Southern Peruvian Quechua (2010) (44)
Do lions have manes? For children, generics are about kinds rather than quantities. (2012) (44)
Group presence, category labels, and generic statements influence children to treat descriptive group regularities as prescriptive. (2017) (43)
Preschool children's use of novel predicates to make inductive inferences about people (2000) (42)
Acquisition of generic noun phrases in Chinese: learning about lions without an ‘-s’* (2011) (41)
Theory-based considerations influence the interpretation of generic sentences (2010) (41)
The Influence of Language Form and Conventional Wording on Judgments of Illness (2007) (41)
How Much are Harry Potter's Glasses Worth? Children's Monetary Evaluation of Authentic Objects (2015) (41)
Generic language in scientific communication (2019) (40)
Children's understanding of homonyms (1995) (40)
Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth. (2020) (40)
Can White children grow up to be Black? Children's reasoning about the stability of emotion and race. (2016) (39)
Young children’s preference for unique owned objects (2016) (39)
Categories and Causality (1993) (38)
Preschoolers’ use of spatiotemporal history, appearance, and proper name in determining individual identity (2008) (38)
Looking Beyond Looks (2007) (38)
The role of language in the construction of kinds (2000) (38)
A Cross-Cultural Developmental Analysis of Children's and Adults' Understanding of Illness in South Asia (India) and the United States (2004) (38)
How “you” makes meaning (2017) (37)
More than meets the eye: young children's trust in claims that defy their perceptions. (2014) (37)
The role of essentialism in children's concepts. (1999) (37)
Generics as a Window onto Young Children's Concepts (2010) (35)
Essentialist Beliefs About Bodily Transplants in the United States and India (2013) (33)
South African Children's Understanding of AIDS and Flu: Investigating Conceptual Understanding of Cause, Treatment, and Prevention. (2009) (33)
Developmental Changes in the Consideration of Sample Diversity in Inductive Reasoning (2008) (33)
You Get What You Need: An Examination of Purpose-Based Inheritance Reasoning in Undergraduates, Preschoolers, and Biological Experts (2014) (32)
Ownership Matters: People Possess a Naïve Theory of Ownership (2019) (31)
Children's use of categories to guide biological inferences (1989) (31)
Linguistic Shifts: A Relatively Effortless Route to Emotion Regulation? (2019) (30)
Effects of categorical labels on similarity judgments: a critical analysis of similarity-based approaches. (2012) (30)
Generic noun phrases in English and Mandarin: An examination of child-directed speech (1998) (30)
Children's descriptive-to-prescriptive tendency replicates (and varies) cross-culturally: Evidence from China. (2018) (30)
Rule Usage in Children's Understanding of "Big" and "Little.". (1984) (29)
Generics Are a Cognitive Default: Evidence From Sentence Processing (2011) (29)
Parent–child conversations regarding the ontological status of a robotic dog (2016) (29)
Different kinds of concepts and different kinds of words: What words do for human cognition (2010) (29)
Children's gender‐ and age‐based categorization in similarity and induction tasks (1993) (29)
Children’s Expectations Concerning Natural Kind Categories (1988) (29)
Children Seek Historical Traces of Owned Objects. (2016) (29)
Preschool Ontology: The Role of Beliefs About Category Boundaries in Early Categorization (2014) (29)
A self-agency bias in preschoolers' causal inferences. (2009) (28)
Who am I? The role of moral beliefs in children's and adults' understanding of identity (2018) (28)
Tracking the Actions and Possessions of Agents (2014) (28)
Children's use of nonegocentric standards in judgments of functional size. (1989) (28)
The effects of object orientation and object type on children's interpretation of the word big. (1989) (28)
Generic language facilitates children's cross-classification. (2012) (26)
Cognitive domains and the structure of the lexicon: The case of the emotions (1994) (26)
Do children endorse psychosocial factors in the transmission of illness and disgust? (2008) (26)
Bilingual parents' modeling of pragmatic language use in multiparty interactions. (2011) (25)
Multiracial Children’s and Adults’ Categorizations of Multiracial Individuals (2017) (25)
Children's Developing Intuitions About the Truth Conditions and Implications of Novel Generics Versus Quantified Statements (2015) (25)
Children's reasoning about physics within and across ontological kinds (2003) (25)
This land is my land: Psychological ownership increases willingness to protect the natural world more than legal ownership (2020) (24)
The value of variety and scarcity across development. (2017) (24)
The perceived stability and biological basis of religious beliefs, factual beliefs, and opinions. (2017) (23)
Theory-based categorization in early childhood: Making sense of the booming, buzzing confusion (2003) (23)
Effects of Language and Similarity on Comparison Processing (2009) (23)
Early Conceptual Development (2008) (23)
Domains and naïve theories. (2011) (23)
Children’s and Adults’ Predictions of Black, White, and Multiracial Friendship Patterns (2017) (23)
Learning words from pictures: 15- and 17-month-old infants appreciate the referential and symbolic links among words, pictures, and objects (2014) (22)
An investigation of maternal food intake and maternal food talk as predictors of child food intake (2018) (22)
Mapping the mind: List of contributors (1994) (21)
That's how "you" do it: Generic you expresses norms during early childhood. (2018) (21)
Children's understanding of the transmission of genetic disorders and contagious illnesses. (2005) (21)
Biases in Reasoning About the Consequences of Psychogenic Bodily Reactions: Domain Boundaries in Cognitive Development (2002) (21)
Memory Errors Reveal a Bias to Spontaneously Generalize to Categories (2014) (21)
Young children's understanding of the non-physical nature of thoughts and the physical nature of the brain (1998) (20)
Concepts in Development (2013) (20)
Knowledge of illness during childhood: Making distinctions between cancer and colds (2008) (20)
This cat has nine lives? Children's memory for genericity in language. (2007) (20)
Children eat more food when they prepare it themselves (2019) (19)
Children's and adults' intuitions about who can own things. (2012) (19)
Psychological essentialism in selecting the 14th Dalai Lama (2008) (19)
You can't always want what you get: Children's intuitions about ownership and desire. (2014) (19)
Children's interpretations of general quantifiers, specific quantifiers and generics (2015) (19)
The Role of Group Norms in Evaluating Uncommon and Negative Behaviors (2019) (19)
Fast-Mapping Placeholders: Using Words to Talk About Kinds (2010) (19)
When chatting about negative experiences helps-and when it hurts: Distinguishing adaptive versus maladaptive social support in computer-mediated communication. (2020) (18)
The Role of Representational Status and Item Complexity in Parent-Child Conversations about Pictures and Objects. (2008) (18)
Developing Digital Privacy: Children's Moral Judgments Concerning Mobile GPS Devices. (2018) (18)
The role of animacy in children's understanding of ‘move’ (2001) (17)
Generic Language Use Reveals Domain Differences in Children's Expectations about Animal and Artifact Categories. (2013) (17)
Mapping the mind: Are domains theories? (1994) (17)
Mother-child conversations about gender: Understanding the acquisition of essentialist beliefs: I. Introduction. (2004) (17)
Children's recognition of time in the causes and cures of physical and emotional reactions to illnesses and injuries. (2007) (17)
Children's Conceptions of Nature and Nurture (2003) (16)
Dirty Money: The Role of Moral History in Economic Judgments. (2017) (16)
Children, Object Value, and Persuasion (2019) (16)
Examining Explanatory Biases in Young Children's Biological Reasoning (2014) (16)
Development of Teleological Explanations in Peruvian Quechua-Speaking and U.S. English-Speaking Preschoolers and Adults. (2016) (16)
Generics license 30-month-olds' inferences about the atypical properties of novel kinds. (2016) (16)
Growth mindset and academic outcomes: a comparison of US and Chinese students (2021) (15)
How Conversations with Parents May Help Children Learn to Separate the Sheep from the Goats (and the Robots) (2018) (15)
Gender essentialism in transgender and cisgender children (2019) (14)
Concept Development in Preschool Children. (1998) (14)
Children's conception of personality traits. Commentary (1992) (14)
Memory for generic and quantified sentences in Spanish-speaking children and adults (2015) (14)
Children's Use of Different Information Types When Learning Homophones and Nonce Words (1999) (14)
Essentialist Reasoning about the Biological World (2009) (13)
Teleological understanding of actions (2011) (13)
Preschool-age children and adults flexibly shift their preferences for auditory versus visual modalities but do not exhibit auditory dominance. (2012) (13)
Creative in Young Children´s Thought (2006) (13)
Perspectives on language and thought: Perspectives on thought and language: Traditional and contemporary views (1991) (13)
Response to Sloutsky: Taking development seriously: theories cannot emerge from associations alone (2009) (13)
Differences in the Evaluation of Generic Statements About Human and Non-Human Categories (2017) (12)
My Heart Made Me Do It: Children's Essentialist Beliefs About Heart Transplants (2017) (12)
The Medium Is the Message: Pictures and Objects Evoke Distinct Conceptual Relations in Parent-Child Conversations (2013) (12)
Children's Recall of Generic and Specific Labels Regarding Animals and People. (2015) (12)
Now you see race, now you don’t: Verbal cues influence children’s racial stability judgments (2017) (12)
Bilingual effects on lexical selection: A neurodevelopmental perspective (2019) (12)
Reasoning about knowledge: Children’s evaluations of generality and verifiability (2015) (12)
Individual differences in children's and parents' generic language. (2014) (11)
Determining that a label is kind-referring: factors that influence children's and adults' novel word extensions* (2009) (11)
Spendthrifts and Tightwads in Childhood: Feelings about Spending Predict Children's Financial Decision-Making. (2018) (10)
Children’s Variety Seeking in Food Choices (2020) (10)
When Worlds Collide – Or Do They? Implications of Explanatory Coexistence for Conceptual Development and Change (2011) (10)
Conceptual Development: The Case of Essentialism (2012) (9)
Categories in Young Children's Thinking (1998) (9)
Testing the role of convergence in language acquisition, with implications for creole genesis (2016) (9)
“You” and “I” in a foreign land: The persuasive force of generic-you (2019) (9)
Folk Biology as a Window onto Cognitive Development (2002) (9)
Children's implicit food cognition: Developing a food Implicit Association Test. (2020) (8)
“You” speaks to me: Effects of generic-you in creating resonance between people and ideas (2020) (8)
THE CROSS-LINGUISTIC STUDY OF LANGUAGE ACQUISITION. VOL. 5: EXPANDING THE CONTEXTS.Dan Isaac Slobin (Ed.). Mahwah, NJ: Erlbaum, 1997. Pp. xiii + 339. $89.95 cloth. (2000) (8)
Cartografía de la mente: la especificidad de dominio en la cognición y en la cultura (2002) (8)
Essentialism in Language (2003) (8)
“They See You’re a Girl if You Pick a Pink Robot with a Skirt”: A Qualitative Study of How Children Conceptualize Data Processing and Digital Privacy Risks (2021) (8)
A computational foundation for cognitive development: comment on Griffths et al. and McLelland et al. (2010) (7)
Do Varieties of Spanish Influence U.S. Spanish-English Bilingual Children's Friendship Judgments? (2019) (7)
Lessons Learned: Young Children’s Use of Generic-You to Make Meaning From Negative Experiences (2019) (7)
Should Individuals Think Like Their Group? A Descriptive-to-Prescriptive Tendency Toward Group-Based Beliefs. (2020) (7)
History and essence in human cognition (2013) (7)
The Roles of Group Status and Group Membership in the Practice of Hypodescent. (2020) (7)
Teleological talk in parent–child conversations in Quechua (2015) (6)
Talk about categories versus individuals (generics vs. non-generics). (2004) (6)
Measuring the influence of context: The interpretation of dimensional adjectives (1987) (6)
Intelligence in Childhood (2019) (6)
Do Lions have Manes? For Children, Generics are about Kinds, not Quantities (2012) (6)
How deep do we dig? Formal explanations as placeholders for inherent explanations (2018) (6)
Categories convey normative information across domains (2018) (6)
Children's beliefs about causes of human characteristics: Genes, environment, or choice? (2020) (6)
Modules, theories, or islands of expertise? Domain specificity in socialization. (2010) (6)
Perceptions of the malleability of fluid and crystallized intelligence. (2020) (5)
Categories convey prescriptive information across domains and development. (2018) (5)
III. How Children and Mothers Express Gender Essentialism (2004) (4)
Children and Consumer Behavior: Insights, Questions, and New Frontiers (2019) (4)
Natural Kind Terms and Children's Ability to Draw Inferences. (1983) (4)
When Gender Matters in Scientific Communication: The Role of Generic Language (2021) (4)
Childhood Cognitive Development (2014) (4)
El aprendizaje de los conceptos genéricos entre niños quechuahablantes monolingües (2013) (4)
Categories in Young Children's Thinking. Research in Review. (1998) (4)
Toward the Study of Postal Graffiti: Text and Context in an Adolescent Girls' Genre (1978) (3)
Do Children Recall Numbers as Generic? A Strong Test of the Generics-As-Default Hypothesis (2019) (3)
Two Insights about Naming in the Preschool Child (2007) (3)
Transgender and cisgender children's essentialist beliefs about sex and gender identity. (2021) (3)
Generic Reference is Less Marked Than Specific Reference in Children’s Gestures (2016) (3)
The language paradox : Words invite and impede conceptual change (2017) (3)
How scientists communicate (2020) (3)
Getting What You Pay For: Children's Use of Market Norms to Regulate Exchanges. (2019) (3)
WHEN "BIG" DOES NOT REFER TO OVERALL SIZE. DIMENSIONAL ADJECTIVES IN CONTEXT (1985) (3)
CHILD LANGUAGE: ACQUISITION AND GROWTH. Barbara Lust. New York: Cambridge University Press, 2006. Pp. xix + 389. $34.99 paper (2008) (2)
Does this Smile Make me Look White? Exploring the Effects of Emotional Expressions on the Categorization of Multiracial Children (2017) (2)
Beyond names for things: Young children's acquisition of verbs . Michael Tomasello and William E. Merriman (Eds.). Hillsdale, NJ: Erlbaum, 1995. Pp. vi + 421. $79.95 cloth. (1996) (2)
The Roles of Privacy and Trust in Children's Evaluations and Explanations of Digital Tracking. (2021) (2)
The role of object features and emotional attachment on preschool children’s anthropomorphism of owned objects (2022) (2)
A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence (2021) (2)
The development of children's identification of foreigner talk. (2020) (2)
What we would (but shouldn't) do for those we love: Universalism versus partiality in responding to others' moral transgressions (2021) (2)
Disentangling similarity judgments from pragmatic judgments: Response to Sloutsky and Fisher (2012). (2012) (2)
Translating testimonial claims into evidence for category-based induction (2016) (1)
Conceptual and Linguistic Factors in Children's Memory for Causal Expressions (1990) (1)
Naive Theories, Development of (2006) (1)
Children’s understanding of food and activities on body size (2020) (1)
Children’s Concern for Equity and Ownership in Contexts of Individual-based and Group-based Inequality (2021) (1)
Thinking about possibilities Lance J. Rips Lines of Thought: Central Concepts in Cognitive Psychology (2011) (1)
A Review of: “The Fundamentals of Brain Development: Integrating Nature and Nurture. By Joan Stiles.” (2010) (1)
V. beyond the individual: discourse patterns and correlational analyses. (2004) (1)
Nonegocentric Uses of "Big" and "Little" by Preschool Children. (1988) (1)
How Spanish speakers express norms using generic person markers (2022) (1)
Genetic essentialist beliefs about criminality predict harshness of recommended punishment. (2022) (1)
The Importance of Clarifying Evolutionary Terminology Across Disciplines and in the Classroom: A Reply to Kampourakis (2015) (1)
To Give or to Receive? The Role of Giver Versus Receiver on Object Tracking and Object Preferences in Children and Adults (2021) (1)
Understanding Natural Kinds: A Developmental Comparison. (1986) (1)
A Dollar Is a Dollar Is a Dollar, or Is It? Insights From Children's Reasoning About "Dirty Money" (2021) (1)
The inherence heuristic: A basis for psychological essentialism? (2014) (1)
Frequency and Informativeness of Gestural Cues Accompanying Generic and Particular Reference (2015) (1)
“We call it as puppy”: Pragmatic factors in bilingual language choice (2014) (1)
Perspectives on language and thought: INTRODUCTION (1991) (1)
Scientific and Folk Theories of Viral Transmission: A Comparison of COVID-19 and the Common Cold (2022) (1)
Formal explanations shape children's representations of animal kinds and social groups. (2022) (1)
Beyond Black and White: Conceptualizing and essentializing Black-White identity. (2021) (1)
Children expect others to prefer handmade items. (2022) (1)
Peter W. Jusczyk, The discovery of spoken language. Cambridge MA: MIT Press, 1997. Pp. 314. (1998) (1)
Parent-child conversations about animals on a visit to a (virtual) zoo (2021) (1)
Development of Thinking in Children (2012) (1)
Conceptual Development: Piaget's Legacy. Jean Piaget Symposium Series. (1999) (1)
How does “emporiophobia” develop? (2018) (1)
CominentaryíBu ] íot & Reber : The artful mind meets art liistory (2013) (0)
Emotion When Chatting About Negative Experiences Helps — and When It Hurts : Distinguishing Adaptive Versus Maladaptive Social Support in Computer-Mediated Communication (0)
Theory Theories and DAM Theories (2003) (0)
Why Do We Essentialize (2003) (0)
Social constructionist and essentialist beliefs about gender and race (2022) (0)
Language and Conceptual Development (2018) (0)
THIS ARTICLE HAS BEEN CORRECTED. SEE LAST PAGE (2012) (0)
What “you” and “we” say about me: How small shifts in language reveal and empower fundamental shifts in perspective (2022) (0)
Categories convey prescriptive information across domains and development (2018) (0)
Concepts, categories, and language (2014) (0)
Number 1 Regular articles (2007) (0)
Stability and change in individual and culture. (2011) (0)
Developmental and computational perspectives on infant social cognition (2010) (0)
What the Study of Psychological Essentialism May Reveal about the Natural World (2019) (0)
Constraints on category based induction (1988) (0)
Language and the career of similarity DEDRE GENTNER AND (2008) (0)
Maye, J., B101 Medin, DL, 59 Mimouni, Z., 77 Motes, MA, B89 (2002) (0)
Learning the rules of the game: The role of generic "you" and "we" in shaping children's interpretations of norms. (2022) (0)
Food Implicit Association Test (2021) (0)
Word Learning Strategies in Two-Year-Old Children: Evidence for Category Hierarchies. (1988) (0)
Introduction (2019) (0)
Do Our Intuitions Mislead Us? (2019) (0)
Core Social Cognition The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters (2012) (0)
Children’s evaluations of scarce (and abundant) resources: When does the “why” matter? (2023) (0)
VI. General Discussion (2004) (0)
Generics in society (2021) (0)
Young Children Prefer Scarce Items, but Also Variety (2015) (0)
The development of digital ownership in children. (2022) (0)
How essentialist reasoning about language acquisition relates to educational myths and policy endorsements (2023) (0)
Gender essentialism in transgender children (2019) (0)
Eleanor Emmons Maccoby (1917-2018). (2019) (0)
The Inductive Potential of Categories (2003) (0)
Conclusions to Part I (2003) (0)
Growth mindset and academic outcomes: a comparison of US and Chinese students (2021) (0)
Context and culture (2014) (0)
IN DEFENSE OF MASSIVE MODULARITY In October 1990 , a psychologist , (2002) (0)
Cognition, 23 (1986) 183-209 Categories and induction in young children (2003) (0)
Language and Conceptual Development series Psychological essentialism in children (2004) (0)
Cognitive science and the cultural challenge (2015) (0)
Generic Language for Social and Animal Kinds: An Examination of the Asymmetry Between Acceptance and Inferences (2022) (0)
Iconic Realism or Representational Disregard? How Young Children and Adults Reason about Pictures and Objects (2020) (0)
Corrigendum (2017) (0)
Causal Explanations, Causal Determinism (2003) (0)
Testing the effects of congruence in adult multilingual acquisition with implications for creole genesis (2023) (0)
Elaine Slosberg Andersen. Speaking with style: the sociolinguistic skills of children . London: Routledge, 1990. Pp. x + 200. (1991) (0)
Beliefs About the Persistence of History in Objects and Spaces in the United States and India (2020) (0)
II. Methods and Preliminary Results (2004) (0)
"That's my blankie": Children's attachment to owned objects (2015) (0)
Natural Kinds and Artifacts (2006) (0)
Looking beyond the obvious. (2023) (0)
What makes Voldemort tick? Children's and adults' reasoning about the nature of villains (2022) (0)
Reasoning, problem-solving and academic skills (2014) (0)
Preliminary evidence for progressions in ownership reasoning over the preschool period. (2023) (0)
Watching concepts grow. (1991) (0)
Children’s Inferences about Digital Tracking as a Result of Ingroup and Outgroup Differentiation (2019) (0)
Gender Stereotypes: Causes and Consequences. (1989) (0)
What Parents Say—and Do Not Say—about Essences (2003) (0)
Children’s and Adults’ Friendship Judgments for Multiracial Targets (2015) (0)
Artifacts and Essentialism (2013) (0)
"Effects of categorical labels on similarity judgments: A critical analysis of similarity-based approaches": Correction to Noles and Gelman (2011). (2012) (0)
“It kinda has like a mind”: Children's and parents' beliefs concerning viral disease transmission for COVID-19 and the common cold (2023) (0)
Gender Essentialism in Children and Parents: Implications for the Development of Gender Stereotyping and Gender-Typed Preferences (2016) (0)
Domains and naı̈ve theories (2011) (0)
Generic language in publications (2018) (0)
Changing Beliefs about Gender: The Relation Between Contact with Gender Nonconforming Individuals and Gender Essentialism (2023) (0)
Women Versus Females: Gender Essentialism in Everyday Language. (2022) (0)
Introduction to Part I: Notes on Research Methods (2003) (0)
Hidden, Nonobvious Properties (2003) (0)
“She should get her own cat”: Parent‐child conversations about ownership and sharing (2023) (0)
Understanding the value of telescopic testimony: With age, a predominantly White Midwestern sample of children credits knowledge to speakers whose statements go beyond the evidence. (2023) (0)
The Complexity of Children's Language. (1988) (0)
THE ORIGINS OF GRAMMAR: EVIDENCE FROM EARLY LANGUAGE COMPREHENSION. Kathy Hirsh-Pasek & Roberta Michnick Golinkoff. Cambridge, MA: MIT Press, 1996. Pp. x + 230. $30.00 cloth. (1999) (0)
Mapping the mind: Preface (1994) (0)
“We call it as puppy” (2014) (0)
Discovering the Child's Reality. (1989) (0)
and Children's Ability to Draw Inferences (1983) (0)
Generic Reference is Less Marked Than Specific Reference in Children’s Gestures (2015) (0)
Giving Children a Voice: Exploring Preschool-age Children's Beliefs about Eating (2015) (0)
Introduction (2022) (0)
Introduction (2021) (0)

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