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  1. Developing an Understanding of Social Norms and Games : Emotional Engagement, Nonverbal Agreement, and Conversation.Ingar Brinck - 2014 - Theory and Psychology 24 (6):737–754.
    The first part of the article examines some recent studies on the early development of social norms that examine young children’s understanding of codified rule games. It is argued that the constitutive rules than define the games cannot be identified with social norms and therefore the studies provide limited evidence about socio-normative development. The second part reviews data on children’s play in natural settings that show that children do not understand norms as codified or rules of obligation, and that the (...)
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  • Young Children Enforce Social Norms Selectively Depending on the Violator’s Group Affiliation.Marco Fh Schmidt, Hannes Rakoczy & Michael Tomasello - 2012 - Cognition 124 (3):325-333.
  • Young Children Understand and Defend the Entitlements of Others.Marco F. H. Schmidt, Hannes Rakoczy & Michael Tomasello - forthcoming - Journal of Experimental Child Psychology.
    Human social life is structured by social norms creating both obligations and entitlements. Recent research has found that young children enforce simple obligations against norm violators by protesting. It is not known, however, whether they understand entitlements in the sense that they will actively object to a second party attempting to interfere in something that a third party is entitled to do — what we call counter-protest. In two studies, we found that 3-year-old children understand when a person is entitled (...)
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  • The Grammar of Society: The Nature and Dynamics of Social Norms.Cristina Bicchieri - 2005 - Cambridge University Press.
    In The Grammar of Society, first published in 2006, Cristina Bicchieri examines social norms, such as fairness, cooperation, and reciprocity, in an effort to understand their nature and dynamics, the expectations that they generate, and how they evolve and change. Drawing on several intellectual traditions and methods, including those of social psychology, experimental economics and evolutionary game theory, Bicchieri provides an integrated account of how social norms emerge, why and when we follow them, and the situations where we are most (...)
     
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  • The Construction of Social Reality.John Searle - 1995 - Free Press.
    In The Construction of Social Reality, John Searle argues that there are two kinds of facts--some that are independent of human observers, and some that require..
  • The Development of Social Knowledge. Morality and Convention.Elliot Turiel - 1983 - Cambridge University Press.
    Children are not simply molded by the environment; through constant inference and interpretation, they actively shape their own social world. This book is about that process. Elliot Turiel's work focuses on the development of moral judgment in children and adolescents and, more generally, on their evolving understanding of the conventions of social systems. His research suggests that social judgements are ordered, systematic, subtly discriminative, and related to behavior. His theory of the ways in which children generate social knowledge through their (...)
  • Young Children’s Understanding of Violations of Property Rights.Federico Rossano, Hannes Rakoczy & Michael Tomasello - 2011 - Cognition 121 (2):219-227.
  • Infants' Understanding of False Labeling Events: The Referential Roles of Words and the Speakers Who Use Them.Melissa A. Koenig & Catharine H. Echols - 2003 - Cognition 87 (3):179-208.
  • Done Wrong or Said Wrong? Young Children Understand the Normative Directions of Fit of Different Speech Acts.Hannes Rakoczy & Michael Tomasello - 2009 - Cognition 113 (2):205-212.
  • Young Children Attribute Normativity to Novel Actions Without Pedagogy or Normative Language.Marco F. H. Schmidt, Hannes Rakoczy & Michael Tomasello - 2011 - Developmental Science 14 (3):530-539.
    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 (...)
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