Developmental Science 14 (3):530-539 (2011)
|Abstract||Young children interpret some acts performed by adults as normatively governed, that is, as capable of being performed either rightly or wrongly. In previous experiments, children have made this interpretation when adults introduced them to novel acts with normative language (e.g. ‘this is the way it goes’), along with pedagogical cues signaling culturally important information, and with social-pragmatic marking that this action is a token of a familiar type. In the current experiment, we exposed children to novel actions with no normative language, and we systematically varied pedagogical and social-pragmatic cues in an attempt to identify which of them, if either, would lead children to normative interpretations. We found that young 3-year-old children inferred normativity without any normative language and without any pedagogical cues. The only cue they used was adult socialpragmatic marking of the action as familiar, as if it were a token of a well-known type (as opposed to performing it, as if inventing it on the spot). These results suggest that – in the absence of explicit normative language – young children interpret adult actions as normatively governed based mainly on the intentionality (perhaps signaling conventionality) with which they are performed.|
|Keywords||normativity young children social cognition social norms norm enforcement|
|Through your library||Configure|
Similar books and articles
Marco F. H. Schmidt & Michael Tomasello (2012). Young Children Enforce Social Norms. Current Directions in Psychological Science 21 (4):232-236.
Deborah Tollefsen (2005). Let’s Pretend!: Children and Joint Action. Philosophy of the Social Sciences 35 (1):75-97.
Yusuke Moriguchi, Takayuki Kanda, Hiroshi Ishiguro, Yoko Shimada & Shoji Itakura (2011). Can Young Children Learn Words From a Robot? Interaction Studies 12 (1):107-118.
Charles Kalish (2005). Becoming Status Conscious. Philosophical Explorations 8 (3):245 – 263.
Paul Bloom, What Does Batman Think About Spongebob? Children's Understanding of the Fantasy/Fantasy Distinction.
Gill Valentine (1999). Being Seen and Heard? The Ethical Complexities of Working with Children and Young People at Home and at School. Philosophy and Geography 2 (2):141 – 155.
David Archard, Children's Rights. Stanford Encyclopedia of Philosophy.
Hannes Rakoczy (2008). Pretence as Individual and Collective Intentionality. Mind and Language 23 (5):499-517.
Nina Johannesen (2013). Overflowing Every Idea of Age, Very Young Children as Educators. Studies in Philosophy and Education 32 (3):285-296.
Jerome V. Brown (1982). Good and Bad Are Funny Things: A Rhyming Book (Ethics for Children) Pp. 85Ethics for Children Pp. 90Emotion: A Critical Analysis for Children Pp. 80Humor: A Critical Analysis for Young People Pp. 166Time: A Critical Analysis for Children Pp. 79Warren Shibles Whitewater, Wisconsin: The Language Press, 1978. [REVIEW] Dialogue 21 (01):160-164.
Added to index2011-11-19
Total downloads33 ( #36,590 of 549,122 )
Recent downloads (6 months)5 ( #15,205 of 549,122 )
How can I increase my downloads?