Hostname: page-component-7479d7b7d-fwgfc Total loading time: 0 Render date: 2024-07-14T01:32:09.689Z Has data issue: false hasContentIssue false
  • English
  • Français

Learning in the social being system

Published online by Cambridge University Press:  27 June 2024

Zoe Jenkin Open the ORCID record for Zoe Jenkin [Opens in a new window]  and
Lori Markson
Zoe Jenkin*
Affiliation:
Department of Philosophy and Center for Cognitive Science, Rutgers University, New Brunswick, NJ, USA zoe.jenkin@rutgers.edu
Lori Markson
Affiliation:
Department of Psychological and Brain Sciences, Washington University in St. Louis, St Louis, MO, USA markson@wustl.edu
*
*Corresponding author.
Get access Rights & Permissions [Opens in a new window]

Abstract

We argue that the core social being system is unlike other core systems in that it participates in frequent, widespread learning. As a result, the social being system is less constant throughout the lifespan and less informationally encapsulated than other core systems. This learning supports the development of the precursors of bias, but also provides avenues for preempting it.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 47 , 2024 , e132
Check for updates
Copyright
Copyright © The Author(s), 2024. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Buttelmann, D., Zmyj, N., Daum, M. M., & Carpenter, M. (2013). Selective imitation of in-group over out-group members in 14-month-old infants. Child Development, 84, 422–428. https://doi.org/10.1111/j.1467-8624.2012.01860.xCrossRefGoogle ScholarPubMed
Clay, Z., Over, H., & Tennie, C. (2018). What drives young children to over-imitate? Investigating the effects of age, context, action type, and transitivity. Journal of Experimental Child Psychology, 166, 520–534. https://doi.org/10.1016/j.jecp.2017.09.008CrossRefGoogle ScholarPubMed
Eason, A. E., Kaiser, C. R., & Somerville, J. A. (2018) Underrepresentation and the perception of others’ racial attitudes. Social Psychological and Personality Science, 10(6), 757–767. https://doi.org/10.1177/1948550618788855CrossRefGoogle Scholar
Field, T. M., Cohen, D., Garcia, R., & Greenberg, R. (1984). Mother-stranger face discrimination by the newborn. Infant Behavior and Development, 7(1), 19–25. https://doi.org/10.1016/S0163-6383(84)80019-3CrossRefGoogle Scholar
Heron-Delaney, M., Anzures, G., Herbert, J. S., Quinn, P. C., Slater, A. M., Tanaka, J. W., … Pascalis, O. (2011). Perceptual training prevents the emergence of the other race effect during infancy. PLoS ONE, 6(5), e19858. https://doi.org/10.1371/journal.pone.0019858CrossRefGoogle ScholarPubMed
Hughes, B. L., Camp, N. P., Gomez, J., Natu, V. S., Grill-Spector, K., & Eberhardt, J.L. (2019). Neural adaptation to faces reveals racial outgroup homogeneity effects in early perception. Proceedings of the National Academy of Sciences, USA, 116(29), 14532–14537. https://doi.org/10.1073/pnas.1822084116CrossRefGoogle ScholarPubMed
Hwang, H. G., & Markson, L. (2023). Black and white children's race-based information-endorsement and teacher preference: Effects of school and neighborhood demographics. Developmental Psychology, 59(5), 893–907. https://doi.org/10.1037/dev0001507CrossRefGoogle Scholar
Jenkin, Z. (2020). The epistemic role of core cognition. The Philosophical Review, 129(2), 251–298. https://doi.org/10.1215/00318108-8012850CrossRefGoogle Scholar
Jenkin, Z. (2023a). Perceptual learning. Philosophy Compass, 18(6), e12932. https://doi.org/10.1111/phc3.12932CrossRefGoogle Scholar
Jenkin, Z. (2023b). The function of perceptual learning. Philosophical Perspectives, 31(1), 172–186. https://doi.org/10.1111/phpe.12186CrossRefGoogle Scholar
Kelly, D. J., Liu, S., Ge, L., Quinn, P. C., Slater, A. M., Lee, K., … Pascalis, O. (2007). Cross-race preferences for same-race faces extend beyond the African versus Caucasian contrast in 3-month-old infants. Infancy, 11, 87–95. https://doi.org/10.1080/15250000709336871CrossRefGoogle ScholarPubMed
Kelly, D. J., Quinn, P. C., Slater, A. M., Lee, K., Gibson, A., Smith, M., … Pascalis, O. (2005). Three-month-olds, but not newborns, prefer own-race faces. Developmental Science, 8, F31–F36. https://doi.org/10.1111/j.1467-7687.2005.0434a.xCrossRefGoogle Scholar
Kim, I. K., & Spelke, E. S. (1992). Infants’ sensitivity to effects of gravity on visible object motion. Journal of Experimental Psychology: Human Perception and Performance, 18(2), 385–393. https://doi.org/10.1037/0096-1523.18.2.385Google ScholarPubMed
Kuhl, P. K., Tsao, F. M., & Liu, H. M. (2003). Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Sciences, USA, 100(15), 9096–9101. https://doi.org/10.1073/pnas.1532872100CrossRefGoogle ScholarPubMed
Markson, L., & Luo, Y. (2020). Trust in early childhood. Advances in Child Development and Behavior, 58, 137–162. https://doi.org/10.1016/bs.acdb.2020.01.005CrossRefGoogle ScholarPubMed
Meltzoff, A. N., & Moore, M. K. (1994). Imitation, memory, and the representation of persons. Infant Behavior and Development, 25(1), 39–61. https://doi.org/10.1016/0163-6383(94)90024-8CrossRefGoogle Scholar
Nielsen, M., & Blank, C. (2011). Imitation in young children: Who gets copied is more important than what gets copies. Developmental Psychology, 47(4), 1050–1053. https://doi.org/10.1037/a0023866CrossRefGoogle Scholar
Pascalis, O., Scott, L. S., & Nelson, C. A. (2005). The plasticity of face processing in infancy. Biological Sciences, 102(14), 5297–5300. https://doi.org/10.1073/pnas.0406627102Google ScholarPubMed
Roberts, S. O., Williams, A. D., & Gelman, S. A. (2017). Children's and adults’ predictions of black, white, and multiracial friendship patterns. Journal of Cognition and Development, 18(2), 189–208. https://doi.org/10.1080/15248372.2016.1262374CrossRefGoogle Scholar
Sangrigoli, S., & De Schonen, S. (2004). Recognition of own-race and other-race faces by three-month-old infants. Journal of Child Psychology and Psychiatry, 45(7), 1219–1227. https://doi.org/10.1111/j.1469-7610.2004.00319.x. PMID: 15335342.CrossRefGoogle ScholarPubMed
Setoh, P., Sudo, M., Quinn, P.C., & Lee, K. (2023). Does extended experience with other-race nannies predict racial bias in the preschool years? Journal of Experimental Child Psychology, 235, 105729. https://doi.org//10.1016/j.jecp.2023.105729CrossRefGoogle ScholarPubMed
Singh, L., Phneah, K. T., Wijayaratne, D. C., Lee, K., & Quinn, P. C. (2022). Effects of interracial experience on the race preferences of infants. Journal of Experimental Child Psychology, 216, 105352. https://doi.org/10.1016/j.jecp.2021.105352CrossRefGoogle ScholarPubMed
Spelke, E. (2022). What babies know: Core knowledge and composition, (Vol. 1). Oxford University Press.CrossRefGoogle Scholar
Vingilis-Jaremko, L., Kawakami, K., & Friesen, J. P. (2020). Other-groups bias effects: Recognizing majority and minority outgroup faces. Social Psychological and Personality Science, 11(7), 908–916. https://doi.org/10.1177/1948550620919562CrossRefGoogle Scholar
Wang, A. O., Laming, C., & Andrews, T. J. (2022). Covariation in the recognition of own-race and other-race faces argues against the role of group bias in the other race effect. Scientific Reports, 12, 13088. https://doi.org/10.1038/s41598-022-17330-9CrossRefGoogle ScholarPubMed
Werker, J. F. (1989). Becoming a native listener. American Scientist, 77(1), 54–59.Google Scholar