Does It Matter How We Speak about Social Kinds? A Large, Preregistered, Online Experimental Study of How Language Shapes the Development of Essentialist Beliefs

Autor/inn/en	Leshin, Rachel A.; Leslie, Sarah-Jane; Rhodes, Marjorie
Titel	Does It Matter How We Speak about Social Kinds? A Large, Preregistered, Online Experimental Study of How Language Shapes the Development of Essentialist Beliefs
Quelle	In: Child Development, 92 (2021) 4, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leshin, Rachel A.) ORCID (Rhodes, Marjorie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13527
Schlagwörter	Language Attitudes; Beliefs; Childrens Attitudes; Young Children; Child Development; Cognitive Development; Intergroup Relations; Foreign Countries; United States; United Kingdom + Suchen Sie Ihr Suchwort? Sprachverhalten; Belief; Glaube; Frühe Kindheit; Kindesentwicklung; Kognitive Entwicklung; Intergruppenbeziehungen; Ausland; USA; Großbritannien
Abstract	A problematic way to think about social categories is to essentialize them--to treat particular differences between people as marking fundamentally distinct social kinds. From where do these beliefs arise? Language that expresses generic claims about categories elicits some aspects of essentialism, but the scope of these effects remains unclear. This study (N = 204, ages 4.5-8 years, 73% White; recruited predominantly from the United States and the United Kingdom to participate online in 2019) found that generic language increases two critical aspects of essentialist thought: Beliefs that (a) category-related properties arise from intrinsic causal mechanisms and (b) category boundaries are inflexible. These findings have implications for understanding the spread of essentialist beliefs across communities and the development of intergroup behavior. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01