Susan Gelman

Generic noun phrases (e.g. 'bats live in caves') provide a window onto human concepts. They refer to categories as 'kinds rather than as sets of individuals. Although kind concepts are often assumed to be universal, generic expression varies considerably across languages. For example, marking of generics is less obligatory and overt in Mandarin than in English. How do universal conceptual biases interact with language-specific differences in how generics are conveyed? In three studies, we examined adults' generics in English and Mandarin Chinese. The data include child-directed speech from caregivers interacting with their 19-23-month-old children. Examples of generics include: 'baby birds eat worms' (English) and da4 lao3shu3 yao3 bu4 yao3 ren2 ('do big rats bite people or not?') (Mandarin). Generic noun phrases were reliably identified in both languages, although they occurred more than twice as frequently in English as in Mandarin. In both languages, generic usage was domain-specific, with generic noun phrases used most frequently to refer to animals. This domain effect was specific to generics, as non-generic noun phrases were used most frequently for artifacts in both languages. In sum, we argue for universal properties of 'kind' concepts that are expressed with linguistically different constructions. However, the frequency of expression may be influenced by the manner in which generics are expressed in the language.

When do descriptive regularities become prescriptive norms? We examined children's and adults' use of group regularities to make prescriptive judgments, employing novel groups that engaged in morally neutral behaviors. Participants were introduced to conforming or non-conforming individuals. Children negatively evaluated non-conformity, with negative evaluations declining with age. These effects were replicable across competitive and cooperative intergroup contexts and stemmed from reasoning about group regularities rather than reasoning about individual regularities. These data provide new insights into children's group concepts and have important implications for understanding the development of stereotyping and norm enforcement.

Three studies examined the co‐existence of natural and supernatural explanations for illness and disease transmission, from a developmental perspective. The participants (5‐, 7‐, 11‐, and 15‐year‐olds and adults; N = 366) were drawn from 2 Sesotho‐speaking South African communities, where Western biomedical and traditional healing frameworks were both available. Results indicated that, although biological explanations for illness were endorsed at high levels, witchcraft was also often endorsed. More important, bewitchment explanations were neither the result of ignorance nor replaced by biological explanations. Instead, both natural and supernatural explanations were used to explain the same phenomena, and bewitchment explanations were highest among adults. Taken together, these data provide insight into how diverse, culturally constructed belief systems about illness co‐exist across development.

This chapter examines associationist models of cognitive development, focusing on the development of naming in young children — the process by which young children learn of construct the meanings of words and concepts. It presents two early-emerging insights that children possess about the nature of naming. These insights are: essentialism: certain words map onto nonobvious, underlying causal features, and genericity: certain expressions map onto generic kinds as opposed to particular instances. The chapter discusses empirical studies with preschool children to support the contention that essentialism and genericity emerge early in development and that neither insight is directly taught. It also explores the question of whether these insights can be derived wholly from a direct reading of cues that are ‘out there’in the world, and concludes that they cannot. The implications of these findings for innateness are then considered. It is argued that both essentialism and genericity provide cues regarding plausible candidates for innate conceptual knowledge in children.