What young children think about the relationship between language variation and social difference

Hirschfeld, Lawrence A.; Gelman, Susan A.

doi:10.1016/s0885-2014(97)90014-9

Cited by 158 publications

(113 citation statements)

References 27 publications

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“…This interference pattern suggests that children process voices at a semantic level. Consistent with semantic processing of talker identity, 3-to 10-year-old children interpret nearly-identical sentences differently depending on who is speaking (Borovsky & Creel, in press;Creel, 2012), and similarly, they can make social decisions based on accent characteristics (Kinzler & DeJesus, 2013;Kinzler, Dupoux, & Spelke, 2007; see also Hirschfeld & Gelman, 1997).…”

Section: Development Of Talker Processingmentioning

confidence: 92%

Preschoolers’ flexible use of talker information during word learning

Creel¹

2014

Journal of Memory and Language

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Section: Development Of Talker Processingmentioning

confidence: 92%

Preschoolers’ flexible use of talker information during word learning

Creel¹

2014

Journal of Memory and Language

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“…Participants then rated social categories on a scale of 'underlying reality or sameness.' Another measure of essentialism often used with children is the adoption task, which asks children to imagine an individual from social category A being adopted at birth by a family from social category B, and then asking the child whether the individual will grow up to display more A-traits or B-traits (Gelman and Wellman 1991;Hirschfeld and Gelman 1997;Segall et al 2015).…”

Section: Stereotyping and The Mindreading Literaturementioning

confidence: 99%

Stereotypes, theory of mind, and the action–prediction hierarchy

Westra

2017

Synthese

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Both mindreading and stereotyping are forms of social cognition that play a pervasive role in our everyday lives, yet too little attention has been paid to the question of how these two processes are related. This paper offers a theory of the influence of stereotyping on mental-state attribution that draws on hierarchical predictive coding accounts of action prediction. It is argued that the key to understanding the relation between stereotyping and mindreading lies in the fact that stereotypes centrally involve character-trait attributions, which play a systematic role in the action-prediction hierarchy. On this view, when we apply a stereotype to an individual, we rapidly attribute to her a cluster of generic character traits on the basis of her perceived social group membership. These traits are then used to make inferences about that individual's likely beliefs and desires, which in turn inform inferences about her behavior.

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“…That is, is children's ability to distinguish voices enhanced by apparent social differences, or is all voice encoding a function of acoustic discriminability? Children seem adept at using speech characteristics to make social judgments (Hirschfeld & Gelman, 1997;Kinzler et al, 2007), suggesting that children link voice differences to social group differences. Furthermore, our child participants learned talkers best when talkers differed socially (in age or gender), although these talkers tended to be acoustically less similar as well.…”

Section: Talker Encoding As Person Identificationmentioning

confidence: 99%