Navigating the Social World

What Infants, Children, and Other Species Can Teach Us
Erscheinungsjahr 2014
ISBN: 978-0-19-936106-9
Verlag: OUP US

Buch, Englisch, 448 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 840 g

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 what capacities 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 full depth 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 focus on 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.

Autoren/Hrsg.

Banaji, Mahzarin R.

Gelman, Susan A.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Sozialpsychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie

Inhaltsverzeichnis

- Banaji and Gelman 0.1 INTRO

- Markman 0.2 INTRO

- Dweck (INTRO) 1.01 Framing the issues

- Johnson (Mark) 1.02 Framing the issues

- Spelke, Bernier and Skerry 1.03 Framing the issues

- Thomsen and Carey 1.04 Framing the issues

- Wynn 1.05 Framing the issues

- Seyfarth and Cheney 1.06 Framing the issues

- Wobber and Hare 1.07 Framing the issues

- Csibra and Gergely 1.08 Framing the issues

- Johnson, Dweck and Dunfield 1.09 Framing the issues

- Fox and Helfinstein 1.1 Framing the issues

- Pollak 1.11 Framing the issues

- Bargh 1.12 Framing the issues

- Heyman 1.13 Framing the issues

- Wellman 2.01 Mentalizing

- Woodward 2.02 Mentalizing

- Tomasello and Moll 2.03 Mentalizing

- Baillargeon, He, Setoh, Scott, Sloane and Yang 2.04 Mentalizing

- de Villiers 2.05 Mentalizing

- Hirschfeld 2.06 Mentalizing

- Saxe 2.07 Mentalizing

- Taylor and Aguiar 2.08 Mentalizing

- Tager-Flusberg and Skwerer 2.09 Mentalizing

- Gergely and Csibra 3.01 Learning from and about others

- Paukner, Ferrari and Suomi 3.02 Learning from and about others

- Meltzoff 3.03 Learning from and about others

- Lyons and Keil 3.04 Learning from and about others

- Whiten 3.05 Learning from and about others

- Tottenham 3.06 Learning from and about others

- Leppanan and Nelson 3.07 Learning from and about others

- Nelson 3.08 Learning from and about others

- Baldwin 3.09 Learning from and about others

- Sabbagh and Henderson 3.1 Learning from and about others

- Chudek, Brosseau-Liard, Birch and Henrich 3.11 Learning from and about others

- Gopnik, Seiver and Buchsbaum 3.12 Learning from and about others

- Kushnir 3.13 Learning from and about others

- Liu and Vanderbilt 3.14 Learning from and about others

- Rochat 4.01 Trust and skepticism

- Baron-Cohen 4.02 Trust and skepticism

- Kalish 4.03 Trust and skepticism

- Shaw, Li and Olson 4.04 Trust and skepticism

- Danovitch 4.05 Trust and skepticism

- Harris and Corriveau 4.06 Trust and skepticism

- Koenig and Doebel 4.07 Trust and skepticism

- Jaswal 4.08 Trust and skepticism

- Lumeng 4.09 Trust and skepticism

- Pietraszewski 5.01 Us and Them

- Rhodes 5.02 Us and Them

- Diesendruck 5.03 Us and Them

- Cimpian 5.04 Us and Them

- Dunham and Degner 5.05 Us and Them

- Baron 5.06 Us and Them

- Quinn, Anzures, Lee, Pascalis, Slater and Tanaka 5.07 Us and Them

- Waxman 5.08 Us and Them

- Shutts 5.09 Us and Them

- Zosuls, Ruble, Tamis-LeMonda and Martin 5.1 Us and Them

- Miller, Martin, Fabes and Hanish. 5.11 Us and Them

- Kinzler 5.12 Us and Them

- Levy, Ramirez, Rosenthal and Karafantis 5.13 Us and Them

- Nesdale 5.14 Us and Them

- Bigler 5.15 Us and Them

- Aboud 5.16 Us and Them

- Rutland 5.17 Us and Them

- Santos and Egan Brad 6.01 Good and Evil

- Bloom 6.02 Good and Evil

- Smetana 6.03 Good and Evil

- Neary and Friedman 6.04 Good and Evil

- Lee and Evans 6.05 Good and Evil

- Silk 6.06 Good and Evil

- Brosnan and Hopper 6.07 Good and Evil

- Mulvey, Hitti and Killen 6.08 Good and Evil

- Brownell, Nichols and Svetlova 6.09 Good and Evil

- Kuhlmeier 6.1 Good and Evil

- Warneken 6.11 Good and Evil

Über Autor(innen)

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 Excellence and served as the first Carol K. Pforzheimer Professor at the Radcliffe Institute for Advanced Study. At present, Banaji also serves as Cowan Chair in Human Social Dynamics at the Santa Fe Institute. Banaji is the recipient of a J. S. Guggenheim Fellowship, and the Diener Award for Outstanding Contributions to Social Psychology. She was elected fellow of the American Association for the Advancement of Science, the Society of Experimental Psychologists, the American Academy for Arts and Science and Herbert Simon Fellow of the Association for Social and Political Psychology.

Susan A. Gelman teaches at the University of Michigan, Ann Arbor, where she is the Heinz Werner Collegiate Professor of Psychology. Gelman's research focuses on concept and language development in young children. She is the author of over 200 scholarly publications, including The Essential Child (Oxford University Press, 2003), which received the Cognitive Development Society Book Award and the Eleanor Maccoby Book Prize from the American Psychological Association. Gelman is a fellow of the American Academy of Arts and Sciences, the Association for Psychological Science, the American Psychological Association (Division 7), and the Cognitive Science Society.