Children lose confidence in their potential to “be scientists,” but not in their capacity to “do science”

Lei, Ryan; Green, Emily R.; Leslie, Sarah‐Jane; Rhodes, Marjorie

doi:10.1111/desc.12837

Cited by 26 publications

(24 citation statements)

References 45 publications

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“…Normative expectations about categories, like gender roles, can shape expectations and behavior throughout development, from toy choice (Taylor, 1996) to who gets hired for top leadership positions (Brescoll, Dawson, & Uhlmann, 2010). Beliefs about who is likely to possess certain traits can even have consequences for children's judgments and motivation (Lei, Green, Leslie, & Rhodes, 2019;Liben, Bigler, & Krogh, 2001;Rhodes, Leslie, Yee, & Saunders, 2019). Understanding how normative beliefs about social role categories change across age, and how these beliefs shape categorization and category use, are therefore crucial not only to our understanding of social role concepts, but also to the study of conceptual development in general.…”

Section: Discussionmentioning

confidence: 99%

Normative Social Role Concepts in Early Childhood

Foster‐Hanson

Rhodes

2019

Cognitive Science

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The current studies (N = 255, children ages 4–5 and adults) explore patterns of age‐related continuity and change in conceptual representations of social role categories (e.g., “scientist”). In Study 1, young children's judgments of category membership were shaped by both category labels and category‐normative traits, and the two were dissociable, indicating that even young children's conceptual representations for some social categories have a “dual character.” In Study 2, when labels and traits were contrasted, adults and children based their category‐based induction decisions on category‐normative traits rather than labels. Study 3 confirmed that children reason based on category‐normative traits because they view them as an obligatory part of category membership. In contrast, adults in this study viewed the category‐normative traits as informative on their own (not only as a cue to obligations). Implications for continuity and change in representations of social role categories will be discussed.

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Section: Discussionmentioning

confidence: 99%

Normative Social Role Concepts in Early Childhood

Foster‐Hanson

Rhodes

2019

Cognitive Science

Self Cite

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“…Normative expectations about categories, like gender roles, can shape expectations and behavior throughout development, from toy choice (Taylor, 1996) to who gets hired for top leadership positions (Brescoll, Dawson, & Ullmann, 2010). Beliefs about who is likely to possess certain traits can even have consequences for children's judgments and motivation (Lei, Green, Leslie, & Rhodes, 2019;Liben, Bigler, & Krogh, 2001;Rhodes, Leslie, Yee, & Saunders, 2019). Understanding how normative beliefs about social role categories change across age, and how these beliefs shape categorization and category use, are therefore crucial not only to our understanding of social role concepts, but also to the study of conceptual development in general.…”

Section: Normative Social Concepts In Early Childhood 17mentioning

confidence: 99%

Normative social role concepts in early childhood

Foster‐Hanson¹,

Rhodes²

2019

Preprint

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The current studies (N = 255, children ages 4-5 and adults) explore patterns of age-related continuity and change in conceptual representations of social role categories (e.g., "scientist").In Study 1, young children's judgments of category membership were shaped by both category labels and category-normative traits, and the two were dissociable, indicating that even young children's conceptual representations for some social categories have a "dual character." In Study 2, when labels and traits were contrasted, adults and children based their category-based induction decisions on category-normative traits rather than labels. Study 3 confirmed that children reason based on category-normative traits because they view them as an obligatory part of category membership. In contrast, adults in this study viewed the category normativetraits as informative on their own (not only as a cue to obligations). Implications for continuity and change in representations of social role categories will be discussed. NORMATIVE SOCIAL CONCEPTS IN EARLY CHILDHOOD 3 Normative social role concepts in early childhood

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“…Studies have shown that, while children may lose confidence in their potential to be scientists, they do not lose their ability to do science; this was especially evident in underrepresented groups. 141 As AE progresses, it can help make scientific research more accessible and appealing to everyone, especially those at risk.…”

Section: Potential Impact Of Ae On Materials Science Researchmentioning

confidence: 99%

Autonomous experimentation systems for materials development: A community perspective

Stach

DeCost

Kusne

et al. 2021

Matter

232

138

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Solutions to many of the world's problems depend upon materials research and development. However, advanced materials can take decades to discover and decades more to fully deploy. Humans and robots have begun to partner to advance science and technology orders of magnitude faster than humans do today through the development and exploitation of closed-loop, autonomous experimentation systems. This review discusses the specific challenges and opportunities related to materials discovery and development that will emerge from this new paradigm. Our perspective incorporates input from stakeholders in academia, industry, government laboratories, and funding agencies. We outline the current status, barriers, and needed investments, culminating with a vision for the path forward. We intend the article to spark interest in this emerging research area and to motivate potential practitioners by illustrating early successes. We also aspire to encourage a creative reimagining of the next generation of materials science infrastructure. To this end, we frame future investments in materials science and technology, hardware and software infrastructure, artificial intelligence and autonomy methods, and critical workforce development for autonomous research.

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Children lose confidence in their potential to “be scientists,” but not in their capacity to “do science”

Cited by 26 publications

References 45 publications

Normative Social Role Concepts in Early Childhood

Normative Social Role Concepts in Early Childhood

Normative social role concepts in early childhood

Autonomous experimentation systems for materials development: A community perspective

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