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  • Social perception.
     
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  • Social perception in children.
     
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  •  Navigating the socia...
     
     
     
     MARC Display
    Navigating the social world : what infants, children, and other species can teach us / edited by Mahzarin R. Banaji, Susan A. Gelman.
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    Oxford ; New York : Oxford University Press, 2013
    Subjects
  • Social perception.
  •  
  • Social perception in children.
  •  
  • Social psychology.
  • ISBN: 
    9780199890712
    0199890714
    Description: 
    xiii, 424 pages : illustrations ; 26 cm.
    Contents: 
    Section I. Framing the issues -- 1.1. Social-cognitive development: a renaissance / Carol S. Dweck -- 1.2. The paradox of the emerging social brain / Mark H. Johnson -- 1.3. Core social cognition / Elizabeth S. Spelke, Emily P. Bernier, and Amy E. Skerry -- 1.4. Core cognition of relational models / Lotte Thomsen and Susan Carey -- 1.5. Infant cartographers: mapping the social terrain / Karen Wynn -- 1.6. The evolution of concepts about agents / Robert M. Seyfarth and Dorothy L. Cheney -- 1.7. The evolution of human sociocognitive development / Victoria Wobber and Brian Hare -- 1.8. Teleological understanding of actions / Gergely Csibra and György Gergely -- 1.9. How universals and individual differences can inform each other: the case of social expectations in infancy / Susan C. Johnson, Carol S. Dweck, and Kristen A. Dunfield -- 1.10. The contribution of temperament to the study of social cognition: learning whether the glass is half empty or half full / Nathan A. Fox and Sarah M. Helfinstein -- 1.11. Emotion and learning: new approaches to the old nature-nurture debate / Seth D. Pollak -- 1.12. Early childhood is where many adult automatic processes are born / John A. Bargh -- 1.13. Social evaluation / Gail D. Heyman -- Section II. Mentalizing -- 2.1. Universal social cognition: childhood theory of mind / Henry M. Wellman -- 2.2. Infant foundations of intentional understanding / Amanda Woodward -- 2.3. Why don't apes understand false beliefs? / Michael Tomasello and Henrike Moll -- 2.4. False-belief understanding and why it matters: the social-acting hypothesis / Renée Baillargeon [and 6 others] -- 2.5. Language and reasoning about beliefs / Jill De Villiers -- 2.6. The myth of mentalizing and the primacy of folk sociology / Lawrence A. Hirschfeld -- 2.7. The new puzzle of theory of mind development / Rebecca Saxe -- 2.8. How real is the imaginary?: the capacity for high-risk children to gain comfort from imaginary relationships / Marjorie Taylor and Naomi R. Aguiar -- 2.9 Social engagement does not lead to social cognition: evidence from Williams syndrome / Helen Tager-Flusberg and Daniela Plesa Skwerer -- Section III. Imitation, modeling, and learning from and about others -- 3.1. Natural pedagogy / György Gergely and Gergely Csibra -- 3.2. A comparison of neonatal imitation abilities in human and macaque infants / Annika Paukner, Pier F. Ferrari, and Stephen J. Suomi -- 3.3. Origins of social cognition: bidirectional self-other mapping and the "like-me" hypothesis / Andrew N. Meltzoff -- 3.4. Overimitation and the development of causal understanding / Derek E. Lyons and Frank C. Keil -- 3.5. Social cognition: making us smart, or sometimes making us dumb?: overimitation, conformity, nonconformity, and the transmission of culture in ape and child / Andrew Whiten -- 3.6. Early social deprivation and the neurobiology of interpreting facial expressions / Nim Tottenham -- 3.7. The emergence of perceptual preferences for social signals of emotion / Jukka M. Leppänen and Charles A. Nelson III -- 3.8. Some thoughts on the development and neural bases of face processing / Charles A. Nelson III -- 3.9. Redescribing action / Dare Baldwin -- 3.10. Preschoolers are selective word learners / Mark A. Sabbagh and Annette M.E. Henderson -- 3.11. Culture-gene coevolutionary theory and children's selective social learning / Maciej Chudek, Patricia Brosseau-Liard, Susan Birch, and Joseph Henrich -- 3.12. How causal learning helps us to understand other people, and how other people help us to learn about causes: probabilistic models and the development of social cognition / Alison Gopnik, Elizabeth Seiver, and Daphna Buchsbaum -- 3.13. How children learn from and about people: the fundamental link between social cognition and statistical evidence / Tamar Kushnir -- 3.14. Children learn from and about variability between people / David Liu and Kimberly E. Vanderbilt -- Section IV. Trust and skepticism -- 4.1. The gaze of others / Philippe Rochat -- 4.2. Empathy deficits in autism and psychopaths: mirror opposites? Simon Baron-Cohen -- 4.3. Status seeking: the importance of roles in early social cognition / Charles W. Kalish -- 4.4. Reputation is everything / Alex W. Shaw, Vivian Li, and Kristina R. Olson -- 4.5. Understanding expertise: the contribution of social and nonsocial cognitive processes to social judgments / Judith H. Danovitch -- 4.6. Respectful deference: conformity revisited / Paul L. Harris and Kathleen H. Corriveau -- 4.7. Children's understanding of unreliability: evidence for a negativity bias / Melissa A. Koenig and Sabine Doebel -- 4.8. Biased to believe / Vikram K. Jaswal -- 4.9. Food as a unique domain in social cognition / Julie Lumeng -- Section V. Us and them -- 5.1. What is group psychology?: adaptations for mapping shared intentional stances / David Pietraszewski -- 5.2. The conceptual structure of social categories: the social allegiance hypothesis / Marjorie Rhodes -- 5.3. Essentialism: the development of a simple, but potentially dangerous, idea / Gil Diesendruck -- 5.4. Generic statements, causal attributions, and children's naive theories / Andrei Cimpian -- 5.5. From categories to exemplars (and back again) / Yarrow Dunham and Juliane Degner -- 5.6. Bridging the gap between preference and evaluation during the first few years of life / Andrew Scott Baron -- 5.7. On the developmental origins of differential responding to social category information / Paul C. Quinn [and 5 others] -- 5.8. Building a better bridge / Sandra Waxman -- 5.9. Is gender special? / Kristin Shutts -- 5.10. Does your infant say the words "girl" and "boy"?: how gender labels matter in early gender development / Kristina M. Zosuls, Diane N. Ruble, Catherine Tamis-Lemonda, and Carol Lynn Martin -- 5.11. Bringing the cognitive and the social together: how gender detectives and gender enforcers shape children's gender development / Cindy Faith Miller, Carol Lynn Martin, Richard A. Fabes, and Laura D. Hanish -- 5.12. The development of language as a social category / Katherine D. Kinzler -- 5.13. The study of lay theories: a piece of the puzzle for understanding prejudice / Sheri R. Levy, Luisa Ramírez, Lisa Rosenthal, and Dina M. Karafantis -- 5.14. Social acumen: its role in constructing group identity and attitudes / Drew Nesdale -- 5.15. Understanding and reducing social stereotyping and prejudice among children / Rebecca S. Bigler -- 5.16. What are they thinking?: the mystery of young children's thoughts on race / Frances E. Aboud -- 5.17. How do children learn to actively control their explicit prejudice? / Adam Rutland -- Section VI. Good and evil -- 6.1. What primates can tell us about the surprising nature of human choice / Laurie R. Santos and Louisa C. Egan Brad -- 6.2. Horrible children: the limits of natural morality / Paul Bloom -- 6.3. Young children's moral and social-conventional understanding / Judith G. Smetana -- 6.4. The origin of children's appreciation of ownership rights / Karen R. Neary and Ori Friedman -- 6.5. Becoming a moral relativist: children's moral conceptions of honesty and dishonesty in different sociocultural contexts / Kang Lee and Angela Evans -- 6.6. The origins of the prosocial ape: insights from comparative studies of social preferences / Joan B. Silk -- 6.7. Cooperation, behavioral diversity, and inequity responses / Sarah F. Brosnan and Lydia M. Hopper -- 6.8. Morality, intentionality, and exclusion: how children navigate the social world / Kelly Lynn Mulvey, Aline Hitti, and Melanie Killen -- 6.9. Converging developments in prosocial behavior and self-other understanding in the second year of life: the second social-cognitive revolution / Celia A. Brownell, Sara R. Nichols, and Margarita Svetlova -- 6.10. Disposition attribution in infancy: the foundations of understanding helping and hindering interactions / Valerie Kuhlmeier -- 6.11. What do children and chimpanzees reveal about human altruism? / Felix Warneken.
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