Susan A Gelman

University of Michigan | U-M · Department of Psychology

Recent research questions whether children conceptualize race as stable. We examined participants’ beliefs about the relative stability of race and emotion, a temporary feature. Participants were White adults and children ages 5–6 and 9–10 (Study 1) and racial minority children ages 5–6 (Study 2). Participants were presented with target children wh...

Categorizations of multiracial individuals provide insight into the development of racial concepts. Children's (4-13 years) and adults', both White (Study 1) and Black (Study 2; N = 387), categorizations of multiracial individuals were examined. White children (unlike Black children) more often categorized multiracial individuals as Black than as W...

Power differences are observed in children's early relationships, yet little is known about how children conceptualize social power. Study 1 recruited adults (n = 35) to assess the validity of a series of vignettes to measure five dimensions of social power. Using these vignettes, Study 2 (149 three- to nine-year-olds, 42 adults) and Study 3 (86 th...

An object's mental representation includes not just visible attributes but also its nonvisible history. The present studies tested whether preschoolers seek subtle indicators of an object's history, such as a mark acquired during its handling. Five studies with 169 children 3-5 years of age and 97 college students found that children (like adults)...

Digital technologies provide both interpersonal and institutional risks for users, and children are particularly vulnerable, given their limited understanding of these risks. This chapter reviews the current state of literature on children’s understanding of technology as it relates to digital privacy and tracking, focusing especially on children u...

Two studies (Ntotal = 1,153) investigated how adolescents reason about whether to report a transgression committed by a close friend versus distant classmate. In Study 1, sixth–ninth graders (Mage = 12.36 years, SDage = 1.14 years; 55% girls, 44% boys; 2% Asian, 63% Black, 13% Latino, 7% multiracial, 7% White; low-income urban schools) were less wi...

The present study investigated children's understanding that an object's history may increase its significance, an appreciation that underpins the concept of historical authenticity (i.e., the idea that an item's history determines its true identity, beyond its functional or material qualities, leading people to value real items over copies or fake...

Having a robust understanding of viruses is critical for children to understand the COVID-19 pandemic and the protective measures recommended to promote their safety. However, viral transmission is not part of current educational standards in the United States, so children likely must learn about it through informal means, such as media and convers...

The current study explored whether positive contact through stories could influence how young children think about transgender identities and gender in general. A total of 174 children ages 5–6 and 9–10 were randomly assigned to one of three conditions: Jazz (participants watched a video regarding a transgender child named Jazz), Blue (participants...

Despite increases in visibility, gender‐nonconforming young people continue to be at risk for bullying and discrimination. Prior work has established that gender essentialism in children correlates with prejudice against people who do not conform to gender norms, but to date no causal link has been established. The present study investigated this l...

The COVID-19 pandemic in the United States has had a disproportionate impact on Black, low-income, and elderly individuals. We recruited 175 predominantly white children ages 5-12 and their parents (N = 112) and asked which of two individuals (differing in age, gender, race, social class, or personality) was more likely to get sick with either COVI...

The COVID-19 pandemic in the United States has had a disproportionate impact on Black, low-income, and elderly individuals. We recruited 175 predominantly white children ages 5-12 and their parents (N=112) and asked which of two individuals (differing in age, gender, race, social class, or personality) was more likely to get sick with either COVID-...

American political parties continue to grow more polarized, but the extent of ideological polarization among the public is much less than the extent of perceived polarization (what the ideological gap is believed to be). Perceived polarization is concerning because of its link to interparty hostility, but it remains unclear what drives this phenome...

Gender‐nonconforming children face a substantial amount of prejudice, making it important to investigate potential contributing factors. In a correlational study of 253 U.S. Midwestern and Pacific Northwestern 6‐ to 10‐year‐old gender‐conforming children (Age M = 7.95, SD = 1.43; 54% girl, 46% boy; 77% White), we examined how gender essentialism (b...

How people conceptualize learning is related to real-world educational consequences across many domains of education. Despite its centrality to the educational system, we know little about how the public reasons about language acquisition, and the potential consequences for their thinking about real-world issues (e.g., policy endorsements). The cur...

Composé d’articles qui interpellent, ce numéro thématique offre de nouvelles perspectives précieuses sur le développement des théories naïves durant l’enfance. Je commenterai brièvement la raison pour laquelle les théories naïves sont si importantes et discuterai trois éléments clés qui émergent de cette collection stimulante d’articles. Je termine...

Defining developmental progressions can be an important step in identifying developmental precursors and mechanisms of change, within and across areas of reasoning. In one exploratory study, we examine whether the development of children's thinking about ownership follows a systematic progression wherein some components emerge reliably before other...

Linguists from across sub-disciplines have noted that congruence (i.e., form-function mapping) across languages in contact seems to affect acquisition and play a role in language emergence (e.g. Creole genesis). However, because congruence is often confounded with other variables (e.g., frequency, language type, speakers' proficiency levels, percep...

A hallmark of human cognition is the capacity to think about observable experience in ways that are nonobvious—from scientific concepts (genes, molecules) to everyday understandings (germs, soul). Where does this capacity come from, and how does it develop? I propose that, contrary to what is classically assumed, young children often extend beyond...

One primary value of testimony lies in its ability to extend our powers of observation. Do children credit more knowledge to speakers whose testimony goes beyond firsthand observation? The current study investigated 3- to 8-year-old children's (N = 180) and adults' (N = 20) knowledge attributions to speakers who made claims regarding perceptually e...

Increasing numbers of individuals are openly identifying outside of the gender binary, which may have broader effects on how people view gender. Little research has examined how contact with gender nonconforming (GNC) individuals may influence others’ conceptualizations of gender. Through seven studies with 2,547 participants, we found that contact...

How people reason about disease transmission is central to their commonsense theories, scientific literacy, and adherence to public health guidelines. This study provided an in-depth assessment of U.S. children's (ages 5-12, N = 180) and their parents' (N = 125) understanding of viral transmission of COVID-19 and the common cold, during the first y...

How do children make sense of antisocial acts committed by evil-doers? We addressed this question in three studies with 434 children (4-12 years) and 277 adults, focused on participants' judgments of both familiar and novel fictional villains and heroes. Study 1 established that children viewed villains' actions and emotions as overwhelmingly negat...

Generics (e.g., “Ravens are black”) express generalizations about categories or their members. Previous research found that generics about animals are interpreted as broadly true of members of a kind, yet also accepted based on minimal evidence. This asymmetry is important for suggesting a mechanism by which unfounded generalizations may flourish;...

How do different words referring to gender/sex categories reflect and/or shape our understanding of gender/sex concepts? The current study examined this issue by assessing how individuals use gender/sex terms (females, males, women, men). Participants recruited through MTurk (N = 299) completed an online survey, rating the terms on nine dimensions,...

In certain domains, people represent some of an individual’s properties (e.g., a tiger’s ferocity), but not others (e.g., a tiger’s being in the zoo), as stemming from the assumed “essence” of the individual’s category. How do children identify which properties of an individual are essentialized and which are not? Here, we examine whether formal ex...

A critical skill of childhood is learning social norms. We examine whether the generic pronouns “you” and “we,” which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre‐registered experiment conducted online between 2020 and 2021, children 4‐ to 9‐year‐old primarily living in...

The current study examined whether, for children and adults, behaviors that are considered violations of property rights in the case of physical property are likewise viewed as violations in the case of digital property. In this preregistered study (N = 156), 5- to 10-year-old children and adults heard a story about a person who downloaded a digita...

The current study examined whether, for children and adults, behaviors that are considered violations of property rights in the case of physical property are likewise viewed as violations in the case of digital property. In this pre-registered study (n=156), 5- to 10-year-olds and adults heard a story about a person who downloaded a digital file (e...

Disease transmission is a fruitful domain in which to examine how scientific and folk theories interrelate, given laypeople’s access to multiple sources of information to explain events of personal significance. The current paper reports an in-depth survey of U.S. adults’ (N = 238) causal reasoning about two viral illnesses: a novel, deadly disease...

Genetic essentialism is a set of beliefs holding that certain categories have a heritable, intrinsic, and biological basis. The current studies explore people's genetic essentialist beliefs about criminality, how such essentialism relates to beliefs about appropriate punishment, and the kinds of judgments and motivations that underlie these associa...

Although children frequently engage in creative activities (in which they make foods and objects by hand), the development and scope of children’s thinking about handmade items is largely unexplored. In the present studies, we examined whether 4- to 12-year-old children at a local children’s museum (54% girls, 46% boys; 51% White, 11% Asian/Asian-A...

Although children frequently engage in creative activities (in which they make foods and objects by hand), the development and scope of children's thinking about handmade items is largely unexplored. In the present studies, we examined whether 4- to 12-year-old children at a local children's museum (54% girls, 46% boys; 51% White, 11% Asian/Asian A...

Anthropomorphism is the tendency to treat non-human items as if they were human. Children 3–5 years (N = 139) were tested on their anthropomorphism of two favorite toys from home, with both explicit judgments (e.g., think, feel happy) and behavioral interactions (e.g., resource distributions). Parents reported on their child’s object attachments an...

One of the most fundamental, yet often overlooked, components of language is the personal pronoun system. Pronouns reveal and empower different perspectives, providing insight into and even altering how a person is conceptualizing the self. Here, we illustrate how the pronouns “I,” “you,” and “we” can enable shifts in perspective that bring a perso...

Language is one powerful vehicle for transmitting norms—a universal feature of society. In English, people use “you” generically (e.g., “You win some you lose some”) to express and interpret norms. Here, we examine how norms are conveyed and interpreted in Spanish, a language that—unlike English—has two forms of you (i.e., formal, informal), distin...

Social constructionist beliefs posit that sociocultural forces shape power-stratified social categories, whereas essentialist beliefs posit that social categories are defined by an immutable, natural essence shared by category members. Across three studies, we developed and validated the Social Constructionist and Essentialist Beliefs Scale (SCEBS)...

For adults, ownership is a concept that rests on principles and connections that apply broadly – whether the owner is the self or someone else, and whether the self is giver or receiver. The present studies tested whether preschool children likewise treat ownership in this abstract fashion. In Experiment 1, 20 children and 24 adults were assigned t...

Chinese students are more likely than US students to hold a malleable view of success in school, yet are more likely to hold fixed mindsets about intelligence. We demonstrate that this apparently contradictory pattern of cross-cultural differences holds true across multiple samples and is related to how students conceptualize intelligence and its r...

Recent work indicates that people are more likely to protect a close (vs. distant) other who commits a crime. But do people think it is morally right to treat close others differently? On the one hand, universalist moral principles dictate that people should be treated equally. On the other hand, close relationships are the source of special moral...

Prior research has documented gender differences in self-presentation and self-promotion. For example, a recent analysis of scientific publications in the biomedical sciences reveals that articles with women in lead author positions (first and last) included fewer positive words to describe their results than articles with men in lead author positi...

The learning style myth is a commonly held myth that matching instruction to a student's "learning style" will result in improved learning, while providing mismatched instruction will result in suboptimal learning. The present study used a short online reasoning exercise about the efficacy of multimodal instruction to investigate the nature of lear...

Children face multiple challenges in constructing an organized understanding of the animal domain, and parent-child conversations are a potential source of relevant information, both explicit and implicit. To understand these contributions, this study examined 41 parent-child dyads (child age range: 3–7 years) as they visited a virtual zoo displayi...

This article examines two interrelated issues: (i) how considering generics within their social contexts of use contributes to theories of generics, and (ii) how contemporary work on generics provides promising directions for the study of language as an aspect of social life. Examining the function of generics in meaningful interactions stands in c...

All societies have resource inequality, wherein some possess more resources than others. How should one respond to such inequality? We tested how children 4–13 years (N= 298) balance concerns about equity and ownership rights, when the two are at odds, in both individual (Study 1) and group (Study 2) contexts. Across these studies, children evaluat...

Prior research has documented gender differences in self-presentation and self-promotion. For example, a recent analysis of scientific publications in the biomedical sciences reveals that articles with women in lead author positions (first and last) included fewer positive words to describe their results than articles with men in lead author positi...

Young children display a pervasive bias to assume that what they observe in the world reflects how things are supposed to be. The current studies examined the nature of this bias by testing whether it reflects a particular form of reasoning about human social behaviors or a more general feature of category representations. Children aged 4 to 9 year...

Objective: Psychological research suggests that Black–White individuals are often conceptualized as Black and White, and that essentialist beliefs about race are negatively associated with conceptualizing Black–White individuals as such. The present research examined what people think it means to be Black and White (e.g., a mixture of Black and Whi...

All societies have resource inequality, wherein some possess more resources than others. How should one respond to such inequality? We tested how children 4-13 years (N = 298) balance concerns about equity and ownership rights, when the two are at odds, in both individual (Study 1) and group (Study 2) contexts. Across these studies, children evalua...

A “digital revolution” has introduced new privacy violations concerning access to information stored on electronic devices. The present two studies assessed how U.S. children ages 5–17 and adults (N = 416; 55% female; 67% white) evaluated those accessing digital information belonging to someone else, either location data (Study 1) or digital photos...

Children essentialize gender from a young age, viewing it as inborn, biologically based, unchanging, and predictive of preferences and behaviors. Children's gender essentialism appears to be so pervasive that it is found within conservative and liberal communities, and among transgender and cisgender children. However, it remains unclear what aspec...

Money can take many forms—a coin or a bill, a payment for an automobile or a prize for an award, a piece from the 1989 series or the 2019 series, and so on—but despite this, money is designed to represent an amount and only that. Thus, a dollar is a dollar, in the sense that money is fungible. But when adults ordinarily think about money, they thin...

Significance Feeling resonance in response to ideas is a pervasive human experience. Previous efforts to enhance resonance have focused on changing the content of a message. Here we identify a linguistic device—the generic use of the word “you” (e.g., “You live, you learn”)—that accomplishes the same goal. Using crowd-sourced data from the Amazon K...

There is significant variation in lay people’s beliefs about the nature of intelligence: Some believe that intelligence is relatively fixed and innate, whereas others view intelligence as more malleable and affected by experience. However, most studies in this domain do not explicitly define intelligence when probing about beliefs about intelligenc...

When reasoning about a representation (e.g., a toy lion), children often engage in “iconic realism,” whereby representations are reported to have properties of their real-life referents. The present studies examined an inverse difficulty that we dub “representational disregard”: overlooking (i.e., disregarding) a representation’s objective, non-sym...

Across three pre-registered studies with children (ages 4-9) and adults (N = 303), we examined whether how a group is predicted evaluations of how group members should be (i.e., a descriptive-to-prescriptive tendency), under conditions in which the descriptive group norms entailed beliefs that were fact-based (Study 1), opinion-based (Study 2), and...

A range of empirical and theoretical perspectives on the relationship between biology and social cognition from infancy through childhood. Recent research on the developmental origins of the social mind supports the view that social cognition is present early in infancy and childhood in surprisingly sophisticated forms. Developmental psychologists...

Although children's use of speech registers such as Baby Talk is well documented, little is known about their understanding of Foreigner Talk, a register addressed to non-native speakers. In Study 1, 4- to 8-year-old children and adults (N = 125) heard 4 registers (Foreigner Talk, Baby Talk, Peer Talk, and Teacher Talk) and predicted who would rece...

Pro-environmental appeals that strive to protect a natural area often invoke psychological ownership, or a personal, emotional connection to the place. However, in Western cultures, legal ownership is often suggested as a way to preserve natural resources and avoid the “commons problem.” Based on research on human prosocial behavior, we hypothesize...

Assessing children’s reasoning about food, including their health knowledge and their food preferences, is an important step toward understanding how health messages may influence children’s food choices. However, in many studies, assessing children’s reasoning relies on parent report or could be susceptible to social pressure from adults. To addre...

Scattered evidence in the literature suggests that people may believe that non-visible traces of past events (e.g., origins, emotions, and qualities of the owner) persist over time in objects and spaces, even after the original source has been removed. To date, however, there has been no unified treatment to determine the scope and cultural consist...

Despite the important ways that both food and physical activities influence body size, much prior research has focused exclusively on children’s concepts of food. The present studies address this issue by comparing preschoolers’ (N = 128) and adults’ (N = 64) understanding of the causal consequences of different foods and activities on height and w...

Assessing children’s reasoning about food, including their health knowledge and their food preferences, is an important step toward understanding how health messages may influence children’s food choices. However, in many studies, assessing children’s reasoning relies on parent report or could be susceptible to social pressure from adults. To addre...

To what extent do our genes make us nice, smart, or athletic? The explanatory frameworks we employ have broad consequences for how we evaluate and interact with others. Yet to date, little is known regarding when and how young children appeal to genetic explanations to understand human difference. The current study examined children's (aged 7-13 ye...

Children, across cultures, show an early-emerging tendency to essentialize gender, viewing gender as inborn and predictive of stereotypical preferences. However, research has been limited to children whose own gender experience is largely consistent with the assumptions of gender essentialism. In contrast, transgender children have gender identitie...

Norms help people navigate their social lives, dictating what behaviors are typical, expected, or valued in a given context. Here we suggest that a subtle linguistic cue—the generic usage of the word “you” (i.e., “you” that refers to people in general rather than to one or more specific individuals) carries persuasive force, influencing how people...

This article memorializes Eleanor Emmons Maccoby (1917-2018). Maccoby was a world-renowned scholar of child development, sex differences, and socialization. She tackled the complex question of how children develop with methodological precision and scientific rigor. Her commitment to improving the lives of children underscored not only her research...

Significance There is increasing recognition that research samples in psychology are limited in size, diversity, and generalizability. However, because scientists are encouraged to reach broad audiences, we hypothesized that scientific writing may sacrifice precision in favor of bolder claims. We focused on generic statements (“Introverts and extra...

Prior research indicates that psychological distance facilitates emotion regulation. Here, we propose that the ability to transcend one’s immersed perspective may be hidden in plain sight, within the very structure of language. We review evidence regarding two linguistic mechanisms, distanced self-talk and generic “you,” that promote emotion regula...

Hypodescent emerged in U.S. history to reinforce racial hierarchy. Research suggests that among contemporary U.S. adults, hypodescent continues to shape social perception. Among U.S. children, however, hypodescent is less likely to be endorsed. Here, we tested for hypodescent by introducing U.S. children (ages 4–9) and adults (N = 273) to hierarchi...

This chapter argues that human conceptual biases can shed light on metaphysical matters. Experimental studies of psychological essentialism reveal persistent biases and distortions starting in childhood and continuing through to adulthood. These biases include underestimating variability within a kind, viewing category boundaries as objectively cor...

A R T I C L E I N F O Keywords: Bilingualism fNIRS Language Processing Children Competition Brain Development A B S T R A C T When a listener hears a word, multiple lexical items may come to mind; for instance, /kaen/ may activate concepts with similar phonological onsets such as candy and candle. Acquisition of two lexicons may increase such lingu...

Decades of research suggest that learning styles, or the belief that people learn better when they receive instruction in their dominant way of learning, may be one of the most pervasive myths about cognition. Nonetheless, little is known about what it means to believe in learning styles. The present investigation uses one theoretical framework—psy...

A striking characteristic of human thought is that we form representations about abstract kinds (Giraffes have purple tongues), despite experiencing only particular individuals (This giraffe has a purple tongue). These generic generalizations have been hypothesized to be a cognitive default, that is, more basic and automatic than other forms of gen...

We argue that, contrary to standard views of development, children understand the world in terms of hidden, non‐obvious structure. We review research showing that early in childhood, items are not understood strictly in terms of the features that present themselves in the immediate ‘here‐and‐now’, but rather are thought to have a hidden reality. We...

We thank Deborah John, Lan Chaplin, and Daphna Oyserman for their insightful and generous responses. Each commentary seriously takes up the challenge we set forth at the end of our target article—how to link the research on children's concepts of object value to broader issues involving persuasion, including social influences on choices, behaviors,...

Does talking to others about negative experiences improve the way people feel? Although some work suggests that the answer to this question is “yes,” other work reveals the opposite. Here we attempt to shed light on this puzzle by examining how people can talk to others about their negative experiences constructively via computer-mediated communica...

Children often believe that how a group is reflects how individual group members should be. We provided a strong test of this descriptive-to-prescriptive tendency by examining whether children (Ages 4 to 9) maintained the correctness of group norms even when such norms differed in their prevalence (e.g., drinking juice out of bowls instead of cups;...

Ownership is at the heart of people's daily activities and has been throughout history. People consider ownership when acting on objects, engaging in financial matters, and assessing the acceptability of actions. We propose that people's understanding of ownership depends on an early-emerging, causally powerful, naïve theory of ownership. We draw o...

Encouraging children to participate in food preparation is recommended by pediatric guidelines and has been included in public health interventions. However, little is known about whether the act of preparing a food specifically increases children's intake of that food, nor is it known whether this effect might differ for healthy and familiar unhea...

Boyer & Petersen's (B&P's) evolutionary approach to folk-economic beliefs is insightful, with far-reaching implications. We add to their discussion by positing a complementary developmental approach to the study of “emporiophobia” – studying children whose behaviors provide insight into developmental origins. We hypothesize that emporiophobia emerg...