295 related articles for article (PubMed ID: 25052813)
1. Children's explanations as a window into their intuitive theories of the social world.
Rhodes M
Cogn Sci; 2014; 38(8):1687-97. PubMed ID: 25052813
[TBL] [Abstract][Full Text] [Related]
2. Social categories as markers of intrinsic interpersonal obligations.
Rhodes M; Chalik L
Psychol Sci; 2013 Jun; 24(6):999-1006. PubMed ID: 23613213
[TBL] [Abstract][Full Text] [Related]
3. Children's use of categories and mental states to predict social behavior.
Chalik L; Rivera C; Rhodes M
Dev Psychol; 2014 Oct; 50(10):2360-7. PubMed ID: 25151249
[TBL] [Abstract][Full Text] [Related]
4. Naïve theories of social groups.
Rhodes M
Child Dev; 2012 Nov; 83(6):1900-16. PubMed ID: 22906078
[TBL] [Abstract][Full Text] [Related]
5. Mutual intentions as a causal framework for social groups.
Noyes A; Dunham Y
Cognition; 2017 May; 162():133-142. PubMed ID: 28242344
[TBL] [Abstract][Full Text] [Related]
6. Moral learning as intuitive theory revision.
Rhodes M; Wellman H
Cognition; 2017 Oct; 167():191-200. PubMed ID: 27613004
[TBL] [Abstract][Full Text] [Related]
7. Thinking in categories or along a continuum: consequences for children's social judgments.
Master A; Markman EM; Dweck CS
Child Dev; 2012; 83(4):1145-63. PubMed ID: 22540868
[TBL] [Abstract][Full Text] [Related]
8. The Role of Generic Language in the Early Development of Social Categorization.
Rhodes M; Leslie SJ; Bianchi L; Chalik L
Child Dev; 2018 Jan; 89(1):148-155. PubMed ID: 28129455
[TBL] [Abstract][Full Text] [Related]
9. Building theory-based concepts: four-year-olds preferentially seek explanations for features of kinds.
Cimpian A; Petro G
Cognition; 2014 May; 131(2):300-10. PubMed ID: 24594626
[TBL] [Abstract][Full Text] [Related]
10. Enabling conditions and children's understanding of pretense.
Sobel DM
Cognition; 2009 Nov; 113(2):177-88. PubMed ID: 19733841
[TBL] [Abstract][Full Text] [Related]
11. The interplay between intuitive psychology and intuitive sociology.
Rhodes M; Chalik L
Br J Dev Psychol; 2014 Sep; 32(3):248-51. PubMed ID: 24935439
[No Abstract] [Full Text] [Related]
12. How fantasy benefits young children's understanding of pretense.
Sobel DM
Dev Sci; 2006 Jan; 9(1):63-75. PubMed ID: 16445397
[TBL] [Abstract][Full Text] [Related]
13. Preschoolers use pedagogical cues to guide radical reorganization of category knowledge.
Butler LP; Markman EM
Cognition; 2014 Jan; 130(1):116-27. PubMed ID: 24211439
[TBL] [Abstract][Full Text] [Related]
14. Development of social category representations: early appreciation of roles and deontic relations.
Kalish CW; Lawson CA
Child Dev; 2008; 79(3):577-93. PubMed ID: 18489414
[TBL] [Abstract][Full Text] [Related]
15. Preschoolers use helpful and harmful interactions to predict social category membership.
Switzer JL; San Juan V; Graham SA
Dev Psychol; 2020 Jun; 56(6):1057-1072. PubMed ID: 32324014
[TBL] [Abstract][Full Text] [Related]
16. The generic/nongeneric distinction influences how children interpret new information about social others.
Cimpian A; Markman EM
Child Dev; 2011; 82(2):471-92. PubMed ID: 21410911
[TBL] [Abstract][Full Text] [Related]
17. Infant social attention predicts preschool social cognition.
Wellman HM; Phillips AT; Dunphy-Lelii S; LaLonde N
Dev Sci; 2004 Jun; 7(3):283-8. PubMed ID: 15595369
[TBL] [Abstract][Full Text] [Related]
18. Interactions between causal models, theories, and social cognitive development.
Sobel DM; Buchanan DW; Butterfield J; Jenkins OC
Neural Netw; 2010; 23(8-9):1060-71. PubMed ID: 20615661
[TBL] [Abstract][Full Text] [Related]
19. The influence of labels and facts on children's and adults' categorization.
Johanson M; Papafragou A
J Exp Child Psychol; 2016 Apr; 144():130-51. PubMed ID: 26735976
[TBL] [Abstract][Full Text] [Related]
20. The linguistic construction of social categories in toddlers.
Diesendruck G; Deblinger-Tangi R
Child Dev; 2014; 85(1):114-23. PubMed ID: 23711159
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
