Navigating the Social World: What Infants, Children, and Other Species Can Teach Us

Paperback | February 10, 2014

EditorMahzarin R. Banaji, Susan A. Gelman

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Navigating the social world requires sophisticated cognitive machinery that, although present quite early in crude forms, undergoes significant change across the lifespan. This book will be the first to report on evidence that has accumulated on an unprecedented scale, showing us whatcapacities for social cognition are present at birth and early in life, and how these capacities develop through learning in the first years of life. The volume will highlight what is known about the discoveries themselves but also what these discoveries imply about the nature of early social cognition and the methods that have allowed these discoveries - what is known concerning the phylogeny and ontogeny of social cognition. To capture the fulldepth and breadth of the exciting work that is blossoming on this topic in a manner that is accessible and engaging, the editors invited 70 leading researchers to develop a short report of their work that would be written for a broad audience. The purpose of this format was for each piece to focuson a single core message: are babies aware of what is right and wrong, why do children have the same implicit intergroup preferences that adults do, what does language do to the building of category knowledge, and so on. The unique format and accessible writing style will be appealing to graduate students and researchers in cognitive psychology, developmental psychology, and social psychology.

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Navigating the social world requires sophisticated cognitive machinery that, although present quite early in crude forms, undergoes significant change across the lifespan. This book will be the first to report on evidence that has accumulated on an unprecedented scale, showing us whatcapacities for social cognition are present at birth...

Mahzarin R. Banaji is Richard Clarke Cabot Professor of Social Ethics in the Department of Psychology at Harvard University. Banaji studies the social beliefs and preferences of adults and children with a focus on implicit or automatic cognition. She taught at Yale University for 15 years, receiving the Lex Hixon Prize for Teaching Ex...

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Format:PaperbackDimensions:448 pages, 7.01 × 9.88 × 1.18 inPublished:February 10, 2014Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199361061

ISBN - 13:9780199361069

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Table of Contents

Banaji and Gelman: 0.1 INTROMarkman: 0.2 INTRODweck: 1.01 Framing the issuesJohnson: 1.02 Framing the issuesSpelke, Bernier and Skerry: 1.03 Framing the issuesThomsen and Carey: 1.04 Framing the issuesWynn: 1.05 Framing the issuesSeyfarth and Cheney: 1.06 Framing the issuesWobber and Hare: 1.07 Framing the issuesCsibra and Gergely: 1.08 Framing the issuesJohnson, Dweck and Dunfield: 1.09 Framing the issuesFox and Helfinstein: 1.1 Framing the issuesPollak: 1.11 Framing the issuesBargh: 1.12 Framing the issuesHeyman: 1.13 Framing the issuesWellman: 2.01 MentalizingWoodward: 2.02 MentalizingTomasello and Moll: 2.03 MentalizingBaillargeon, He, Setoh, Scott, Sloane and Yang: 2.04 Mentalizingde Villiers: 2.05 MentalizingHirschfeld: 2.06 MentalizingSaxe: 2.07 MentalizingTaylor and Aguiar: 2.08 MentalizingTager-Flusberg and Skwerer: 2.09 MentalizingGergely and Csibra: 3.01 Learning from and about othersPaukner, Ferrari and Suomi: 3.02 Learning from and about othersMeltzoff: 3.03 Learning from and about othersLyons and Keil: 3.04 Learning from and about othersWhiten: 3.05 Learning from and about othersTottenham: 3.06 Learning from and about othersLeppanan and Nelson: 3.07 Learning from and about othersNelson: 3.08 Learning from and about othersBaldwin: 3.09 Learning from and about othersSabbagh and Henderson: 3.1 Learning from and about othersChudek, Brosseau-Liard, Birch and Henrich: 3.11 Learning from and about othersGopnik, Seiver and Buchsbaum: 3.12 Learning from and about othersKushnir: 3.13 Learning from and about othersLiu and Vanderbilt: 3.14 Learning from and about othersRochat: 4.01 Trust and skepticismBaron-Cohen: 4.02 Trust and skepticismKalish: 4.03 Trust and skepticismShaw, Li and Olson: 4.04 Trust and skepticismDanovitch: 4.05 Trust and skepticismHarris and Corriveau: 4.06 Trust and skepticismKoenig and Doebel: 4.07 Trust and skepticismJaswal: 4.08 Trust and skepticismLumeng: 4.09 Trust and skepticismPietraszewski: 5.01 Us and ThemRhodes: 5.02 Us and ThemDiesendruck: 5.03 Us and ThemCimpian: 5.04 Us and ThemDunham and Degner: 5.05 Us and ThemBaron: 5.06 Us and ThemQuinn, Anzures, Lee, Pascalis, Slater and Tanaka: 5.07 Us and ThemWaxman: 5.08 Us and ThemShutts: 5.09 Us and ThemZosuls, Ruble, Tamis-LeMonda and Martin: 5.1 Us and ThemMiller, Martin, Fabes and Hanish: 5.11 Us and ThemKinzler: 5.12 Us and ThemLevy, Ramirez, Rosenthal and Karafantis: 5.13 Us and ThemNesdale: 5.14 Us and ThemBigler: 5.15 Us and ThemAboud: 5.16 Us and ThemRutland: 5.17 Us and ThemSantos and Egan Brad: 6.01 Good and EvilBloom: 6.02 Good and EvilSmetana: 6.03 Good and EvilNeary and Friedman: 6.04 Good and EvilLee and Evans: 6.05 Good and EvilSilk: 6.06 Good and EvilBrosnan and Hopper: 6.07 Good and EvilMulvey, Hitti and Killen: 6.08 Good and EvilBrownell, Nichols and Svetlova: 6.09 Good and EvilKuhlmeier: 6.1 Good and EvilWarneken: 6.11 Good and Evil