SUSAN GELMAN

Summary

Affiliation: University of Michigan
Country: USA

Publications

  1. ncbi request reprint Shape and representational status in children's early naming
    S A Gelman
    Department of Psychology, University of Michigan, Ann Arbor 48109 1109, USA
    Cognition 66:B35-B47. 1998
  2. pmc Children's sensitivity to the knowledge expressed in pedagogical and nonpedagogical contexts
    Susan A Gelman
    Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109 1043, USA
    Dev Psychol 49:491-504. 2013
  3. pmc Conceptual influences on category-based induction
    Susan A Gelman
    Department of Psychology, University of Michigan, United States Electronic address
    Cogn Psychol 66:327-53. 2013
  4. doi request reprint History and essence in human cognition
    Susan A Gelman
    Department of Psychology, University of Michigan, Ann Arbor, MI 48109 1043, USA
    Behav Brain Sci 36:142-3. 2013
  5. pmc The nonobvious basis of ownership: preschool children trace the history and value of owned objects
    Susan A Gelman
    Department of Psychology, University of Michigan, 530 Church St, Ann Arbor, MI 48109 1043, USA
    Child Dev 83:1732-47. 2012
  6. ncbi request reprint Mother-child conversations about pictures and objects: referring to categories and individuals
    Susan A Gelman
    Department of Psychology, University of Michigan, Ann Arbor 48109 1043, USA
    Child Dev 76:1129-43. 2005
  7. pmc Developmental changes in the understanding of generics
    Susan A Gelman
    Department of Psychology, 530 Church St, University of Michigan, Ann Arbor, MI 48109 1043, USA
    Cognition 105:166-83. 2007
  8. ncbi request reprint Developmental changes in the coherence of essentialist beliefs about psychological characteristics
    Susan A Gelman
    Department of Psychology, University of Michigan, Ann Arbor, MI 48109, USA
    Child Dev 78:757-74. 2007
  9. ncbi request reprint Looking beyond looks: comments on Sloutsky, Kloos, and Fisher (2007)
    Susan A Gelman
    University of Michigan Ann Arbor, MI 48109 1043, USA
    Psychol Sci 18:554-5; discussion 556-7. 2007
  10. ncbi request reprint This cat has nine lives? Children's memory for genericity in language
    Susan A Gelman
    University of Michigan, Department of Psychology, Ann Arbor, MI 48109 1043, USA
    Dev Psychol 43:1256-68. 2007

Research Grants

  1. CONCEPTS AND THEORIES IN HUMAN DEVELOPMENT
    SUSAN GELMAN; Fiscal Year: 2009
  2. CONCEPTS AND THEORIES IN HUMAN DEVELOPMENT
    SUSAN GELMAN; Fiscal Year: 2006
  3. CONCEPTS AND THEORIES IN HUMAN DEVELOPMENT
    SUSAN GELMAN; Fiscal Year: 2001
  4. CONCEPTS AND THEORIES IN HUMAN DEVELOPMENT
    Susan A Gelman; Fiscal Year: 2010

Detail Information

Publications45

  1. ncbi request reprint Shape and representational status in children's early naming
    S A Gelman
    Department of Psychology, University of Michigan, Ann Arbor 48109 1109, USA
    Cognition 66:B35-B47. 1998
    ..not). Thus, the data suggest that from an early age, children's picture naming incorporates their theory of mind...
  2. pmc Children's sensitivity to the knowledge expressed in pedagogical and nonpedagogical contexts
    Susan A Gelman
    Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109 1043, USA
    Dev Psychol 49:491-504. 2013
    ..We suggest that generic knowledge is more useful in making predictions about the future and thus more highly valued during instruction...
  3. pmc Conceptual influences on category-based induction
    Susan A Gelman
    Department of Psychology, University of Michigan, United States Electronic address
    Cogn Psychol 66:327-53. 2013
    ..These findings provide evidence in favor of the role of conceptual information in preschoolers' inferences, and further demonstrate that labeled categories are not all equivalent; they differ in their inductive potential...
  4. doi request reprint History and essence in human cognition
    Susan A Gelman
    Department of Psychology, University of Michigan, Ann Arbor, MI 48109 1043, USA
    Behav Brain Sci 36:142-3. 2013
    ..Further open questions concern how psychological essentialism contributes to art appreciation and how essentialism regarding created artifacts (such as art) differs from essentialism in other domains...
  5. pmc The nonobvious basis of ownership: preschool children trace the history and value of owned objects
    Susan A Gelman
    Department of Psychology, University of Michigan, 530 Church St, Ann Arbor, MI 48109 1043, USA
    Child Dev 83:1732-47. 2012
    ..Furthermore, participants at all ages showed an endowment effect (greater liking of items designated as their own). Thus, even 2-year-olds appreciate the nonobvious basis of ownership...
  6. ncbi request reprint Mother-child conversations about pictures and objects: referring to categories and individuals
    Susan A Gelman
    Department of Psychology, University of Michigan, Ann Arbor 48109 1043, USA
    Child Dev 76:1129-43. 2005
    ..These results suggest that representations (in the form of pictures or objects-on-display) encourage young children and parents alike to think about categories...
  7. pmc Developmental changes in the understanding of generics
    Susan A Gelman
    Department of Psychology, 530 Church St, University of Michigan, Ann Arbor, MI 48109 1043, USA
    Cognition 105:166-83. 2007
    ..These data suggest the existence of developmental changes in conceptual or semantic understanding, and are interpreted in light of recent theories of psychological essentialism...
  8. ncbi request reprint Developmental changes in the coherence of essentialist beliefs about psychological characteristics
    Susan A Gelman
    Department of Psychology, University of Michigan, Ann Arbor, MI 48109, USA
    Child Dev 78:757-74. 2007
    ..These findings suggest that essentialist attributions at first consist of separate strands that children eventually link together into a more coherent understanding...
  9. ncbi request reprint Looking beyond looks: comments on Sloutsky, Kloos, and Fisher (2007)
    Susan A Gelman
    University of Michigan Ann Arbor, MI 48109 1043, USA
    Psychol Sci 18:554-5; discussion 556-7. 2007
  10. ncbi request reprint This cat has nine lives? Children's memory for genericity in language
    Susan A Gelman
    University of Michigan, Department of Psychology, Ann Arbor, MI 48109 1043, USA
    Dev Psychol 43:1256-68. 2007
    ..Overall, these results suggest that generic form is maintained in long-term memory even for young children and thus may serve as the foundation for constructing knowledge about kinds...
  11. doi request reprint Modules, theories, or islands of expertise? Domain specificity in socialization
    Susan A Gelman
    Department of Psychology, University of Michigan, Ann Arbor, MI 48109 1043, USA
    Child Dev 81:715-9. 2010
    ..Foremost among these is what is meant by "domain specificity."..
  12. pmc Effects of generic language on category content and structure
    Susan A Gelman
    Department of Psychology, University of Michigan, 530 Church St, Ann Arbor, MI 48109 1043, United States
    Cogn Psychol 61:273-301. 2010
    ..Children also showed effects of generic wording, though the effects were weaker and required more extensive input. We discuss the implications for language-thought relations, and for the acquisition of essentialized categories...
  13. ncbi request reprint Psychological essentialism in children
    Susan A Gelman
    University of Michigan, Ann Arbor, MI 48109 1109, USA
    Trends Cogn Sci 8:404-9. 2004
    ..These findings argue against the standard view of children as concrete thinkers, instead claiming that children have an early tendency to search for hidden, non-obvious features...
  14. ncbi request reprint A cross-linguistic comparison of generic noun phrases in English and Mandarin
    S A Gelman
    Department of Psychology, University of Michigan, Ann Arbor 48109 1109, USA
    Cognition 66:215-48. 1998
    ..However, the frequency of expression may be influenced by the manner in which generics are expressed in the language...
  15. ncbi request reprint Why is a pomegranate an apple? The role of shape, taxonomic relatedness, and prior lexical knowledge in children's overextensions of apple and dog
    S A Gelman
    Department of Psychology, University of Michigan, Ann Arbor 48109 1109, USA
    J Child Lang 25:267-91. 1998
    ..Altogether, the study indicates that overextensions are not simply production errors, and that both taxonomic relatedness and object shape play a powerful role in early naming errors...
  16. ncbi request reprint Beyond labeling: the role of maternal input in the acquisition of richly structured categories
    S A Gelman
    Department of Psychology, University of Michigan, Ann Arbor 48109 1109, USA
    Monogr Soc Res Child Dev 63:I-V, 1-148; discussion 149-57. 1998
    ..These data suggest possible mechanisms by which a notion of kind is conveyed in the absence of detailed information about category essences...
  17. ncbi request reprint Young children are sensitive to how an object was created when deciding what to name it
    S A Gelman
    Department of Psychology, University of Michigan, 525 E University Avenue, MI 48109 1109, Ann Arbor, USA
    Cognition 76:91-103. 2000
    ..g. 'plastic') when they believed the objects were accidentally created. This result supports a theory of artifact naming in which intuitions about intention play an important role...
  18. ncbi request reprint The role of animacy in children's understanding of 'move'
    S A Gelman
    Department of Psychology, University of Michigan, 525 E University Ave, Ann Arbor, MI 48109 1109, USA
    J Child Lang 28:683-701. 2001
    ..These findings suggest that children's language use is guided by similar conceptual constraints as those of adults, and/or that children are sensitive to distributional information linking form and meaning in the input language...
  19. ncbi request reprint Preschool children use linguistic form class and pragmatic cues to interpret generics
    Susan A Gelman
    Department of Psychology, University of Michigan, Ann Arbor 48109 1109, USA
    Child Dev 74:308-25. 2003
    ..It is suggested that children make use of multiple linguistic and conceptual cues to acquire and interpret generics...
  20. pmc Learning from others: children's construction of concepts
    Susan A Gelman
    Department of Psychology, University of Michigan, Ann Arbor, Michigan 48109 1109, USA
    Annu Rev Psychol 60:115-40. 2009
    ..The implications for how children reconcile competing belief systems are also discussed...
  21. ncbi request reprint Components of young children's trait understanding: behavior-to-trait inferences and trait-to-behavior predictions
    David Liu
    University of Michigan, Michigan, USA
    Child Dev 78:1543-58. 2007
    ..Taken together, these three studies show that young children, in possessing component trait-reasoning processes, have a nascent understanding of traits...
  22. pmc Early word-learning entails reference, not merely associations
    Sandra R Waxman
    Department of Psychology, Northwestern University, 2029 Sheridan Rd, Evanston, IL 60208 2710, USA
    Trends Cogn Sci 13:258-63. 2009
    ....
  23. pmc Children's attention to sample composition in learning, teaching and discovery
    Marjorie Rhodes
    Department of Psychology, University of Michigan, Ann Arbor, MI 48109 1043, USA
    Dev Sci 13:421-9. 2010
    ..Results suggest that how children approach the interpretation and selection of evidence varies depending on whether learning occurs in a pedagogical or a non-pedagogical context...
  24. pmc Preschoolers' search for explanatory information within adult-child conversation
    Brandy N Frazier
    Department of Psychology, University of Hawaii at Manoa, 2430 Campus Road, Honolulu, HI 96822, USA
    Child Dev 80:1592-611. 2009
    ..Children's reactions following explanatory versus nonexplanatory information confirm that young children are motivated to seek causal information actively and use specific conversational strategies to obtain it...
  25. pmc Differences in preschoolers' and adults' use of generics about novel animals and artifacts: a window onto a conceptual divide
    Amanda C Brandone
    Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, USA
    Cognition 110:1-22. 2009
    ..These results leave open the question of whether this pattern is the product of experience and learned associations or instead a set of early-developing theories about animals and artifacts...
  26. doi request reprint Categories influence predictions about individual consistency
    Marjorie Rhodes
    Department of Psychology, University of Michigan, Ann Arbor, MI 48109 1043, USA
    Child Dev 79:1270-87. 2008
    ..The developmental course of these findings is examined. Results suggest the importance of considering how children's emerging theories of behavior and of social groups operate together to inform their expectations about the social world...
  27. doi request reprint Do children endorse psychosocial factors in the transmission of illness and disgust?
    Lakshmi Raman
    Department of Psychology, Oakland University, Rochester, MI 48209, USA
    Dev Psychol 44:801-13. 2008
    ..Relatedness had no effect on judgments of injury transmission. These results suggest that young children treat the psychological and biological domains as distinct but mutually interacting...
  28. ncbi request reprint Children's recognition of time in the causes and cures of physical and emotional reactions to illnesses and injuries
    Lakshmi Raman
    Department of Psychology, Prayle Hall, Oakland University, Rochester, MI 48309, USA
    Br J Psychol 98:389-410. 2007
    ..These results suggest that young children have a nascent expectation that biological events are distinct from non-biological events, in how they unfold over time...
  29. pmc Six does not just mean a lot: preschoolers see number words as specific
    Barbara W Sarnecka
    University of Michigan, Ann Arbor, MI 48109 1109, USA
    Cognition 92:329-52. 2004
    ..Findings support the hypothesis that children treat number words as referring to specific, unique numerosities even before they know exactly which numerosity each word refers to...
  30. ncbi request reprint Children's interpretation of generic noun phrases
    Michelle A Hollander
    Department of Psychology, University of Michigan, Ann Arbor 48109 1109, USA
    Dev Psychol 38:883-94. 2002
    ..In contrast, 3-year-olds did not differentiate among generics, "all," and "some." By 4 years of age, generics emerge as a distinct semantic device...
  31. pmc A developmental examination of the conceptual structure of animal, artifact, and human social categories across two cultural contexts
    Marjorie Rhodes
    University of Michigan, 2422 East Hall, Ann Arbor, MI 48109, USA
    Cogn Psychol 59:244-74. 2009
    ..Implications for the origins of social categories and theories of conceptual development will be discussed...
  32. ncbi request reprint The role of preschoolers' social understanding in evaluating the informativeness of causal interventions
    Tamar Kushnir
    University of Michigan, Department of Psychology, 1012 East Hall, 530 Church St, Ann Arbor, MI 48109 1043, United States
    Cognition 107:1084-92. 2008
    ..Thus, children consider both personal and situational constraints on knowledge when evaluating the informativeness of causal interventions...
  33. pmc Sample diversity and premise typicality in inductive reasoning: evidence for developmental change
    Marjorie Rhodes
    Department of Psychology, University of Michigan, Ann Arbor, MI 48109 1043, USA
    Cognition 108:543-56. 2008
    ....
  34. pmc Children's use of adult testimony to guide food selection
    Julie C Lumeng
    Center for Human Growth and Development, University of Michigan, 300 NIB, 10th Floor, Ann Arbor, MI 48109 0406, USA
    Appetite 51:302-10. 2008
    ..Providing information to children that a food is palatable in absolute terms also appears to shape children's food selection more powerfully than providing the information in comparative terms...
  35. ncbi request reprint Children's understanding of the transmission of genetic disorders and contagious illnesses
    Lakshmi Raman
    Department of Psychology, University of Michigan, 525 East University Avenue, Ann Arbor, MI 48109 1109, USA
    Dev Psychol 41:171-82. 2005
    ..These results suggest that by the preschool years, children recognize that not all disorders are transmitted exclusively through germ contagion...
  36. pmc Boys will be boys; cows will be cows: children's essentialist reasoning about gender categories and animal species
    Marianne G Taylor
    Department of Psychology, Pacific Lutheran University, Tacoma, WA 98447 0003, USA
    Child Dev 80:461-81. 2009
    ..The role of psychological essentialism in guiding conceptual development is discussed...
  37. pmc Evidence for an explanation advantage in naïve biological reasoning
    Cristine H Legare
    Department of Psychology, University of Texas at Austin, 1 University Station A8000, Seay Building 5 216, Austin, TX 78712 018, USA
    Cogn Psychol 58:177-94. 2009
    ..Altogether, these studies demonstrate a significant "explanation advantage" for children's reasoning in the domain of everyday biology...
  38. pmc Inconsistency with prior knowledge triggers children's causal explanatory reasoning
    Cristine H Legare
    Department of Psychology, University ofTexas at Austin, 1 University Station A8000, Austin, TX 78712 0187, USA
    Child Dev 81:929-44. 2010
    ..In sum, the data provide empirical evidence that inconsistent events motivate children to construct explanations, thereby suggesting that children's explanations function in the service of discovery...
  39. pmc Five-year-olds' beliefs about the discreteness of category boundaries for animals and artifacts
    Marjorie Rhodes
    Department of Psychology, New York University, New York, New York 10003, USA
    Psychon Bull Rev 16:920-4. 2009
    ..These domain differences could not be attributed to domain differences in typicality. Implications for conceptual development and for models of domain specificity in adult cognition are discussed...
  40. ncbi request reprint Expressing generic concepts with and without a language model
    Susan Goldin-Meadow
    Department of Psychology, University of Chicago, 5730 South Woodlawn Avenue, Chicago, IL 60637, USA
    Cognition 96:109-26. 2005
    ..Our results suggest that not only is a language model not necessary for young children to produce generic utterances, but the bias to produce more generics for animals than artifacts also does not require linguistic input to develop...
  41. ncbi request reprint The influence of language form and conventional wording on judgments of illness
    Cristine C Reynaert
    Harvard University, Cambridge, MA, USA
    J Psycholinguist Res 36:273-95. 2007
    ..The results demonstrate the importance of both linguistic form and conventional wording patterns on how categories are interpreted...
  42. ncbi request reprint Robots and rodents: children's inferences about living and nonliving kinds
    Jennifer L Jipson
    Department of Psychology and Child Development, California Polytechnic State University, San Luis Obispo, CA 93407, USA
    Child Dev 78:1675-88. 2007
    ..Thus, the living/nonliving distinction may have more narrow consequences than previously acknowledged...
  43. ncbi request reprint Children's reasoning about physics within and across ontological kinds
    Gail D Heyman
    University of California, San Diego, La Jolla, CA 92093, USA
    Cognition 89:43-61. 2003
    ..The present findings indicate that children understand physics principles that apply to both animate and inanimate objects, but distinguish between these ontological kinds...
  44. pmc Preschoolers' use of spatiotemporal history, appearance, and proper name in determining individual identity
    Grant Gutheil
    Nazareth College, Psychology Center, 4245 East Avenue, Rochester, NY 14618 3790, USA
    Cognition 107:366-80. 2008
    ....
  45. doi request reprint Psychological essentialism in selecting the 14th Dalai Lama
    Paul Bloom
    Trends Cogn Sci 12:243. 2008

Research Grants10

  1. CONCEPTS AND THEORIES IN HUMAN DEVELOPMENT
    SUSAN GELMAN; Fiscal Year: 2009
    ..Understanding how these basic processes unfold in normally developing children also provides a framework for eventually understanding how they can go awry in various disorders, such as Specific Language Impairment or Capgras syndrome. ..
  2. CONCEPTS AND THEORIES IN HUMAN DEVELOPMENT
    SUSAN GELMAN; Fiscal Year: 2006
    ..Altogether, these 27 studies will provide converging and precise evidence regarding the links among concepts, language, and theory construction in early childhood. ..
  3. CONCEPTS AND THEORIES IN HUMAN DEVELOPMENT
    SUSAN GELMAN; Fiscal Year: 2001
    ..Altogether, these studies will provide converging and precise evidence regarding the links among concepts, language, and theory construction in early childhood. ..
  4. CONCEPTS AND THEORIES IN HUMAN DEVELOPMENT
    Susan A Gelman; Fiscal Year: 2010
    ..Understanding how these basic processes unfold in normally developing children also provides a framework for eventually understanding how they can go awry in various disorders, such as Specific Language Impairment or Capgras syndrome. ..