How cues to social categorization impact children's inferences about social categories
Social categorization involves two crucial processes: First, children seek properties on which they can categorize individuals, i.e., they learn to form social categories; then children make inferences based on social category membership and might develop affective responses toward social categories...
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| Format: | Article |
| Language: | English |
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Elsevier
2022-09-01
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| Series: | Acta Psychologica |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691822002220 |
| _version_ | 1817999381963472896 |
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| author | Magali A. Mari |
| author_facet | Magali A. Mari |
| author_sort | Magali A. Mari |
| collection | DOAJ |
| description | Social categorization involves two crucial processes: First, children seek properties on which they can categorize individuals, i.e., they learn to form social categories; then children make inferences based on social category membership and might develop affective responses toward social categories. Over the last decade, a growing number of research in developmental psychology started to use novel social categories to investigate how children learn and reason about social categories. To date, three types of cues have been put forward as means to form social categories, namely linguistic, visual, and behavioral cues. Based on social category membership, children draw inferences about the shared properties of social category members and about how social category members ought to behave and interact with each other. With additional input, children might apply essentialist beliefs to social categories and develop affective responses toward social categories. This article aims to provide key insights on the development of stereotypes and intergroup biases by reviewing recent works that investigated how children learn to form novel social categories and the kind of inferences they make about these novel social categories. |
| first_indexed | 2024-04-14T03:08:01Z |
| format | Article |
| id | doaj.art-3b5077c4a86f4ed1abcef0bfbc4783ad |
| institution | Directory Open Access Journal |
| issn | 0001-6918 |
| language | English |
| last_indexed | 2024-04-14T03:08:01Z |
| publishDate | 2022-09-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Acta Psychologica |
| spelling | doaj.art-3b5077c4a86f4ed1abcef0bfbc4783ad2022-12-22T02:15:40ZengElsevierActa Psychologica0001-69182022-09-01229103707How cues to social categorization impact children's inferences about social categoriesMagali A. Mari0Cognitive Science Center, Rue de la Pierre-à-Mazel 7, University of Neuchâtel, Neuchâtel, SwitzerlandSocial categorization involves two crucial processes: First, children seek properties on which they can categorize individuals, i.e., they learn to form social categories; then children make inferences based on social category membership and might develop affective responses toward social categories. Over the last decade, a growing number of research in developmental psychology started to use novel social categories to investigate how children learn and reason about social categories. To date, three types of cues have been put forward as means to form social categories, namely linguistic, visual, and behavioral cues. Based on social category membership, children draw inferences about the shared properties of social category members and about how social category members ought to behave and interact with each other. With additional input, children might apply essentialist beliefs to social categories and develop affective responses toward social categories. This article aims to provide key insights on the development of stereotypes and intergroup biases by reviewing recent works that investigated how children learn to form novel social categories and the kind of inferences they make about these novel social categories.http://www.sciencedirect.com/science/article/pii/S0001691822002220Social categorizationSocial cognitive developmentSocial category formationInductive inferencesNovel social categories |
| spellingShingle | Magali A. Mari How cues to social categorization impact children's inferences about social categories Acta Psychologica Social categorization Social cognitive development Social category formation Inductive inferences Novel social categories |
| title | How cues to social categorization impact children's inferences about social categories |
| title_full | How cues to social categorization impact children's inferences about social categories |
| title_fullStr | How cues to social categorization impact children's inferences about social categories |
| title_full_unstemmed | How cues to social categorization impact children's inferences about social categories |
| title_short | How cues to social categorization impact children's inferences about social categories |
| title_sort | how cues to social categorization impact children s inferences about social categories |
| topic | Social categorization Social cognitive development Social category formation Inductive inferences Novel social categories |
| url | http://www.sciencedirect.com/science/article/pii/S0001691822002220 |
| work_keys_str_mv | AT magaliamari howcuestosocialcategorizationimpactchildrensinferencesaboutsocialcategories |