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Journal Articles

Kachergis, G., Rhodes, M., & Gureckis, T. (in press). Desirable difficulties during the development of active inquiry skills. Cognition. [pdf]

Mandalaywala, T. M., Amodio, D., & Rhodes, M. (in press). Essentialism promotes racial prejudice by increasing endorsement of social hierarchies. Social Psychological and Personality Science. [pdf]

Rhodes, M., & Mandalaywala, T. M. (2017). The development and developmental consequences of social essentialism. WIREs Cognitive Science. [pdf]

Rhodes, M., Leslie, S. J., Saunders, K., Dunham, Y., & Cimpian, A. (2017) How does social essentialism affect the development of inter-group relations? Developmental Science. [pdf]

Rhodes, M., Leslie, S. J., Bianchi, L., & Chalik, L. (2017). The role of generic language in the early development of social categorization. Child Development. [pdf]

Chalik, L., Leslie, S. J., & Rhodes, M. (2017). Cultural context shapes essentialist beliefs about religion. Developmental Psychology. [pdf]

Rhodes, M., & Wellman, H. (2016). Moral learning as intuitive theory revision. Cognition. [pdf]

Rhodes, M. & Liebenson, P. (2015). Continuity and change in the development of category-based induction: The test case of diversity-based reasoning. Cognitive Psychology82, 74-95. [pdf]

Rhodes, M. Bonawitz, E., Shafto, P., Chen, A., & Caglar, L. (2015). Controlling the message: Preschoolers' use of information to teach and deceive others. Frontiers in Developmental Psychology, 6, 1-6. [pdf]

Wodak, D., Leslie, S. J., & Rhodes, M. (2015). What a loaded generalization: Generics and social cognition. Philosophy Compass, 10, 625-635. [pdf]

Rhodes, M. Hetherington, C., Brink, K., & Wellman, H. (2015). Infants' use of social partnerships to predict behavior. Developmental Science, 18, 909-916. [pdf]

Chalik, L., & Rhodes, M. (2015). The communication of naïve theories of the social world in parent-child conversation. Journal of Cognition and Development, 16, 719-741. [pdf]

Chalik, L., Rivera, C., & Rhodes, M. (2014). Children's use of categories and mental states to predict social behavior. Developmental Psychology, 50, 2360-2367. [pdf]

Rhodes, M. (2014). Children's explanations as a window into their intuitive theories of the social world. Cognitive Science, 38, 1687-1697. [pdf]

Rhodes, M. (2014). Inherence-based views of social categories: Commentary on Cimpian and Salomon, "The Inherence Heuristic: An Intuitive Means of Making Sense of the World, and a Potential Precursor to Psychological Essentialism." Behavioral and Brain Sciences, 37, 502-503. [pdf]

Chalik, L., & Rhodes, M. (2014). Preschoolers use social allegiances to predict behavior. Journal of Cognition and Development, 15, 136-160. [pdf]

DeJesus, J., Rhodes, M., & Kinzler, K. (2014). Evaluations versus expectations: Children's divergent beliefs about resource distribution. Cognitive Science, 38, 178-193. [pdf]

Rhodes, M., & Brandone, A. (2014). Three-year-olds' theories of mind in actions and words. Frontiers in Developmental Psychology, 5, 1-8. [pdf]

Rhodes, M., & Chalik, L. (2014). The interplay between intuitive psychology and intuitive sociology. British Journal of Developmental Psychology, 32, 248-251.

Rhodes, M., Gelman, S.A., & Karuza, J.C. (2014). Preschool ontology: The role of beliefs about category boundaries in early categorization. Journal of Cognition and Development, 15, 78-93. [pdf]

Diesendruck, G., Goldfein-Elbaz, R., Rhodes, M., Gelman, S.A., & Neumark, N. (2013). Cross-cultural differences in children's beliefs about the objectivity of social categories. Child Development, 84, 1906-17. [pdf]

Rhodes, M. (2013). How two intuitive theories shape the development of social categorization. Child Development Perspectives, 7,12-16. [pdf]

Rhodes, M., & Chalik, L. (2013). Social categories as markers of intrinsic interpersonal obligations. Psychological Science, 6, 999-1006. [pdf]

Rhodes, M. & Wellman, H.M. (2013). Constructing a new theory from old ideas and new evidence. Cognitive Science, 37, 592-604.[pdf]

Rhodes, M. (2012). Naïve theories of social groups. Child Development, 83, 1900-1916. [pdf]

Rhodes, M., Leslie, S.J., & Tworek, C. (2012). Cultural transmission of social essentialism. Proceedings of the National Academy of Sciences, 109, 13526-13531. [pdf]

Rhodes, M. & Brickman, D. (2011). The influence of competition on children’s social categories. Journal of Cognition and Development, 12, 194-221. [pdf]

Rhodes, M., & Brickman, D. (2010). The role of within-category variability in category-based induction: A developmental study. Cognitive Science, 34, 1561-1573. [pdf]

Rhodes, M., Gelman, S.A., & Brickman, D. (2010). Children’s attention to sample composition in learning, teaching, and discovery.Developmental Science, 12, 421-429. [pdf]

Rhodes, M. & Gelman, S.A. (2009). A developmental examination of the conceptual structure of animal, artifact, and human social categories across two cultural contexts. Cognitive Psychology, 59, 294-274. [pdf]

Rhodes, M., & Gelman, S.A. (2009). Five-year-olds’ beliefs about the discreteness of category boundaries for animals and artifacts.Psychonomic Bulletin & Review, 16, 920-924. [pdf]

Taylor, M.G., Rhodes, M., & Gelman, S.A. (2009). Boys will be boys, cows will be cows: Children’s essentialist reasoning about human gender and animal development. Child Development, 79, 1270-1287. [pdf]

Rhodes, M., & Brickman, D. (2008). Preschoolers’ responses to social comparisons involving relative failure. Psychological Science, 19, 969-972. [pdf]

Rhodes, M., & Gelman, S.A. (2008). Categories influence predictions about individual consistency. Child Development, 79, 1271-1288. [pdf]

Rhodes, M., Brickman, D., & Gelman, S.A. (2008). Sample diversity and premise typicality in inductive reasoning: Evidence for developmental change. Cognition, 108, 543-556. [pdf]

Rhodes, M., Gelman, S.A., & Brickman, D. (2008). Developmental changes in the consideration of sample diversity in inductive reasoning. Journal of Cognition and Development, 9, 112-143. [pdf]

Oyserman, D., Brickman, D., & Rhodes, M. (2007). School success, possible selves, and parent school involvement. Family Relations, 56, 479-489.

Chapters and Proceedings

Mandalaywala, T.M., & Rhodes, M. (2016). Racial essentialism is associated with prejudice towards Blacks in 5- and 6-year old White children. Proceedings of the 38th Annual Conference of the Cognitive Science Society. [pdf]

Kachergis, G., Rhodes, M., & Gureckis, T. (2016). Desirable difficulties in the development of active inquiry skills. Proceedings of the 38th Annual Conference of the Cognitive Science Society. [pdf]

Foster-Hanson, E., Leslie, S.J., & Rhodes, M. (2016). How does generic language elicit essentialist beliefs? Proceedings of the 38th Annual Conference of the Cognitive Science Society. [pdf]

Rhodes, M., & Bushara, L. (2015). Learning about science and self: A partnership between the Children’s Museum of Manhattan and the Psychology Department at New York University. Chapter to appear in D. Sobel & J. Jipson (Eds.), Fostering cognitive development in children’s museums. New York: Psychology Press.

Rhodes, M., Bonawitz, L., Shafto, P., & Chen, A. (2014). Controlling the message: Preschoolers' use of evidence to teach and deceive other. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [pdf]

Gelman, S.A., & Rhodes, M. (2013). Concepts, development of. In H. Pashler (Ed.), Encyclopedia of the Mind (pp. 168-171). Thousand Oaks, CA: Sage Publications.

Rhodes, M. (2013). The social allegiance hypothesis. In M. Banaji & S.A. Gelman (Eds.), The Development of Social Cognition (pp. 258-262). New York: Oxford University Press. [pdf]

Gelman, S.A., & Rhodes, M. (2012). “Two-thousand years of stasis”: How psychological essentialism impedes evolutionary understanding. In K.R. Rosengren, S. Brem, E.M. Evans, & G. Sinartra (Eds). Evolution challenges: Integrating research and practice in teaching and learning about evolution (pp. 3-21). New York: Oxford University Press. [pdf]

Rhodes, M. (2012). When children ignore evidence in category-based induction: Irrational inferences? In F. Xu & T. Kushnir (Eds.),Advances in Child Development and Behavior (Vol. 43, pp. 219-235). [pdf]