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Edited Volumes
Rhodes, M. (2020). The Development of Social Essentialism. Advances in Child Development and Behavior, Volume 59 (J. Benson, Series Editor). Academic Press.
Pre-prints of chapters collected in this volume are available here.
In Progress and Under Review
Wang, M., Leslie, S. J., & Rhodes, M. (submitted). Public acknowledgement as a double-edged sword: Gender differences in how publicity motivates children and youths to achieve top performance. [OSF] [pre-print]
Wang, M., Cardarelli, A., Brenner, J., Leslie, S.-J., & Rhodes, M. (under review). Maladaptive but malleable: Gender-science stereotypes emerge early but are modifiable by language.
Leshin, R.A. & Rhodes, M. (under review). Objects of inquiry: Examining the origins of gender-based objectification. [pre-print]
Lei, R.F. & Rhodes, M. (under review). Race and gender overlap to shape perception of children’s faces. [OSF] [pre-print]
Rhodes, M. and Leslie, S.J. (under review). Children’s media communicates essentialist views of science and scientists. [pre-print]
Journal Articles and Prints
Burke, N., Rizzo, M.T., Britton, T., & Rhodes, M. (in press). Does racial diversity affect White children’s explanations for racial inequalities? Depends on where they live and how their social world is structured. Developmental Psychology. [OSF][pre-print]
Arnold, S.H., Burke, N, Leshin, R.A, & Rhodes, M. (2023). Infants’ visual attention to own-race and other-race faces is moderated by experience with people of different races in their daily lives. Journal of Experimental Psychology: General. [OSF] [pre-print] [pdf]
Leshin, R.A. & Rhodes, M. (2023). Structural explanations for inequality reduce children’s biases and promote rectification only if they implicate the high-status group. Proceedings of the National Academy
of Sciences, 120(35), e2310573120. [OSF]
Noyes, A., Gerdin, E., Rhodes, M., Dunham, Y. (2023). A developmental investigation of group concepts in the context of social hierarchy: Can the powerful impose group membership? Cognition. [pre-print] [OSF]
Rizzo, M. T., Roberts, S. O., & Rhodes, M. (2023). The effect of group status on children's hierarchy-reinforcing beliefs. Developmental Science, 00, e13393. [print]
Benitez, J., Leshin, R. A., & Rhodes, M. (2022). The influence of linguistic form and causal explanations on the development of social essentialism. Cognition, 229, 105246. [pre-print] [OSF]
Foster-Hanson, E., Leslie, S.J., & Rhodes, M. (2022). Speaking of kinds: How generic language can shape children's concepts. Cognitive Science. [pre-print] [OSF]
Foster-Hanson, E., & Rhodes, M. (2022). Stereotypes as prototypes in children’s gender concepts. Developmental Science. [pre-print] [OSF]
Leshin, R.A., Yudkin, D., Van Bavel, J., Kunkel, L., & Rhodes, M. (2022). Parents’ political ideology predicts how their children punish. Psychological Science, 33(11), 1894-1908. [pre-print] [OSF]
Rizzo, M. T., Britton, T. C., & Rhodes, M (2022). Developmental origins of anti-Black bias in White children in the United States: Exposure to and beliefs about racial inequality. Proceedings of the National Academy
of Sciences. [pre-print]
Xu, Y., Burns, M., Wen, F., Thor, E. D., Zuo, B., Coley, J. D., & Rhodes, M. (2022). How Culture Shapes Social Categorization and Inductive Reasoning: A Developmental Comparison. Journal of Cognition and Development. [pre-print]
Xu, Y., Wen, F., Zuo, B., Rhodes, M. (2022). Social Essentialism in the United States and China: How Social and Cognitive Factors Predict Within- and Cross-Cultural Variances in Essentialist Thinking. Memory & Cognition.[OSF]
Wang, M. M., Cardarelli, A., Leslie, S.-J., & Rhodes, M. (2022). How children’s media and teachers communicate exclusive and essentialist views of science and scientists. Developmental Psychology. 58(8), 1455–1471. [pre-print] [OSF1] [OSF2]
Foster-Hanson, E., & Rhodes, M. (2021). The psychology of natural kind terms. In S.T. Biggs, & H. Geirsson (Eds.) The Routledge Handbook of Linguistic Reference. London: Routledge. [pre-print].
Foster-Hanson, E., Roberts, S.O., Gelman, S.A., & Rhodes, M. (2021). Categories convey prescriptive information across domains. Journal of Experimental Child Psychology, 212: 1-22. [pre-print][OSF]
Lei, R., Leshin, R. A., Moty, K., Foster-Hanson, E., and Rhodes, M. (2021). How race and gender shape the development of social prototypes in the United States. Journal of Experimental Psychology: General. [pre-print] [OSF]
Lei, R. F., & Rhodes, M. (2021). Why developmental research on social categorization needs intersectionality. Child Development Perspectives, 15(3): 143-147. [pre-print] [OSF]
Leshin, R. A., Lei, R. F., Byrne, M. & Rhodes, M. (2021). Who is a typical woman? Exploring variation in how race biases representations of gender across development. Developmental Science, 2021:1-9 [pre-print] [OSF]
Leshin, R. A., Leslie, S. J., & Rhodes, M. (2021). Does It Matter How We Speak About Social Kinds? A Large, Pre-Registered, Online Experimental Study of How Language Shapes the Development of Essentialist Beliefs. Child Development, 92(4): 531-547. [pre-print][OSF]
Mandalaywala, T. M., Benitez, J., Sagar, K., & Rhodes, M. (2021). Why do children show racial biases in their resource allocation decisions? Journal of Experimental Child Psychology, 211: 105224. [pre-print] [OSF]
Moty, K. & Rhodes, M. (2021). The unintended consequences of the things we say: What generics communicate to children about unmentioned categories. Psychological Science, 32: 189-203. [pre-print] [OSF]
Rizzo, M. T., Green, E., Dunham, Y., Bruneau, E., & Rhodes, M. (2021). Beliefs about social norms and racial inequalities predict variation in the early development of racial bias. Developmental Science, 2021:1-15 [OSF]
Chalik, L., & Rhodes, M. (2020). Groups as moral boundaries: A developmental perspective. In J. Benson (Ed.), Advances in Child Development and Behavior (Vol. 58). [pre-print]
Foster-Hanson, E., & Rhodes, M. (2020). How origin stories shape children’s social reasoning. Cognitive Development, 56: 1-15. [pre-print] [OSF]
Foster-Hanson, E.*, Moty, K.*, Cardarelli, A., Ocampo, J. D., & Rhodes, M. (2020). Developmental changes in strategies for gathering evidence about biological kinds. Cognitive Science, 44(5): 1-23.[pre-print] [OSF]
Lei, R.F., Leshin, R.A., and Rhodes M. (2020). The Development of Intersectional Social Prototypes. Psychological Science, 31(8): 911-926. [pre-print] [OSF]
Mandalaywala, T.M., Tai, C., & Rhodes, M. (2020). Children's use of race and gender as cues to social status. PLoS ONE, 15(6). [pre-print] [OSF] [Databrary]
Rhodes, M. (2020). Are humans born to hate? Three myths and three developmental lessons about the origins of social categorization and inter-group bias. In J. Decety (Ed.). The Social Brain. MIT Press.
[pre-print]
Rhodes, M. (2020). Does the concept of obligation develop from the inside-out or outside-in? Commentary on M. Tomasello, “The moral psychology of obligation.” Behavioral and Brain Sciences.
Rhodes, M., Cardarelli, A., and Leslie, S.J. (2020). Asking young children to “do science” instead of “be scientists” increases science engagement in a randomized field experiment. Proceedings of the National Academy of Sciences, 117(18): 9808-9814. [pre-print] [OSF]
Rhodes, M. & Moty, K. (2020). What is social essentialism and how does it develop? Advances in Child Development and Behavior, Volume 59. Academic Press. [pre-print]
Rhodes, M., Rizzo, M., Foster-Hanson, E., Moty, K., Leshin, R., Wang, M. M., Benitez, J., & Ocampo, J. D. (2020). Advancing developmental science via unmoderated remote research with children. Journal of Cognition and Development, 21(4): 477-493. [pre-print] [pdf]
Sheskin, M., Scott, K., Mills, C.M., Bergelson, E., Bonawitz, E., Spelke, E.S., Fei-Fei, L., Keil, F.C., Gweon, H., Tenenbaum, J.B., Jara-Ettinger, J., Adolph, K.E., Rhodes, M., Frank, M.C., Mehr, S.A., and Schulz, L. (2020) Online developmental science to foster innovation, access, and impact. Trends in Cognitive Sciences, 24(9): 675-678.
Yudkin, K., Van Bavel, J., and Rhodes, M. (2020). Young children police in-group members at personal cost. Journal of Experimental Psychology: General, 149(1): 182-191. [pre-print] [OSF]
Foster-Hanson, E., & Rhodes, M. (2019). Normative Social Role Concepts in Early Childhood. Cognitive Science, 43(8): 1-18. [pre-print] [OSF]
Foster-Hanson, E. & Rhodes M. (2019). Is the most representative skunk the average or the stinkiest? Development changes in representation of biological categories. Cognitive Psychology, 110: 1-15. [pdf] [OSF]
Kachergis, G., Gureckis, T. M., and Rhodes, M. (2019). Exploring informal science interventions to promote children's understanding of natural categories. Proceedings of the 41st Annual Conference of the Cognitive Science Society. [pre-print] [OSF]
Lei, R., Green, E., Leslie, S.J., & Rhodes, M. (2019). Children lose confidence in their potential to “be scientists,” but not in their capacity to do science. Developmental Science. [pre-print] [OSF]
Rhodes, M. and Baron, A. (2019). The Development of Social Categorization. Annual Review of Developmental Psychology, 1: 359-386.
Rhodes, M., Leslie, S.J., Yee, K., and Saunders, K. (2019). Subtle linguistic cues increase girls’ engagement in science. Psychological Science, 30(3): 455-466. [pre-print] [OSF]
Chalik, L., & Rhodes, M. (2018). Learning about social-category based obligations. Cognitive Development, 48: 117-124. [pdf] [OSF]
Foster-Hanson, E., Cimpian, A., Leshin, R. & Rhodes, M. (2018). Asking children to “be helpers” can backfire after setbacks. Child Development, 91(1): 236-248. [pdf] [OSF]
Mandalaywala, T. M., Ranger-Murdock, G., Amodio, D. M., & Rhodes, M. (2018). The nature and consequences of essentialist beliefs about race in early childhood. Child Development, 90(4): e437-e453. [pdf] [OSF]
Chalik, L., Leslie, S. J., & Rhodes, M. (2017). Cultural context shapes essentialist beliefs about religion. Developmental Psychology, 53(6): 1178-1187. [pdf]
Kachergis, G., Rhodes, M., & Gureckis, T. (2017). Desirable difficulties during the development of active inquiry skills. Cognition, 166: 407-417. [pdf]
Mandalaywala, T. M., Amodio, D., & Rhodes, M. (2017). Essentialism promotes racial prejudice by increasing endorsement of social hierarchies. Social Psychological and Personality Science, 9(4): 461-469. [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, 89(1): 148-155. [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., & Mandalaywala, T. M. (2017). The development and developmental consequences of social essentialism. WIREs Cognitive Science, 2017, 8:e1437. [pdf]
Rhodes, M., & Wellman, H. (2017). Moral learning as intuitive theory revision. Cognition, 167: 191-200.
[pdf]
Roberts, S., Ho, A., Rhodes, M., & Gelman, S.A. (2017). Making boundaries great again? Essentialism and support for boundary enhancing initiatives. Personality and Social Psychology Bulletin, 43, 1643-1658.
[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] [OSF]
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 Psychology, 6: 1-6. [pdf]
Rhodes, M. Hetherington, C., Brink, K., & Wellman, H. (2015). Infants' use of social partnerships to predict behavior. Developmental Science, 18(6): 909-916. [pdf]
Rhodes, M. & Liebenson, P. (2015). Continuity and change in the development of category-based induction: The test case of diversity-based reasoning. Cognitive Psychology, 82: 74-95. [pdf]
Wodak, D., Leslie, S. J., & Rhodes, M. (2015). What a loaded generalization: Generics and social cognition. Philosophy Compass, 10: 625-635. [pdf]
Chalik, L., & Rhodes, M. (2014). Preschoolers use social allegiances to predict behavior. Journal of Cognition and Development, 15: 136-160. [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]
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. (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]
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. [pdf]
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] [OSF]
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] [OSF]
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., 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. (2008). Categories influence predictions about individual consistency. Child Development, 79: 1271-1288. [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. [pdf]
Conference Presentations
Benitez. J, Foster-Hanson, E., & Rhodes, M. (2024, March). Generics predict essentialism even when they communicate counter-stereotypic ideas. Individual talk presented at the 2024 Biennial Meeting of the Cognitive Development Society, Pasadena, CA.
Liquin, E. G., Gureckis, T. M., & Rhodes, M. (2024, March). Reuse and remixing in question asking across development. Poster presented at the biennial meeting of the Cognitive Development Society, Pasadena, CA.
Wang, M., Cardarelli, A., Brenner, J., Leslie, S. J., & Rhodes, M. (2024, March). Maladaptive but malleable: Gender-science stereotypes emerge early but are modifiable by language. Poster at CDS 2024 Meeting, Pasadena, CA.
Wang, M., Xu, Y., Moty, K., & Rhodes, M. (2024, March). The cognitive precursors of early developing essentialist beliefs. Poster at CDS 2024 Meeting Mapping the Mind Preconference, Pasadena, CA.
Liquin, E. G., Tsai, B., Rhodes, M. & Gureckis, T. M. (2023, May). Balancing creativity and reuse in human question asking. Poster presented at the Curiosity, Creativity, and Complexity Conference, New York, NY.
Liquin, E. G., Tsai, B., Rhodes, M. & Gureckis, T. (2023, June). The origins of information-seeking questions. Talk presented at the annual meeting of the Society for Philosophy and Psychology, Pittsburgh, PA.
Wang, M., Leslie, S. J., & Rhodes, M. (2023, February). Standing out or fitting in: Gender differences in children’s and adults’ willingness to publicize their own outstanding performance in science. Symposium Presentation at 2023 SPSP Annual Convention, Atlanta, GA.
Benitez, J., Foster-Hanson, E., & Rhodes, M. (2022, April). What features of parental language influence children’s gender beliefs? Poster presented at the 2022 Biennial Meeting of the Cognitive Development Society, Madison, WI.
Cardarelli, A., Wang, M. M., Brenner, J., Leslie, S.-J., & Rhodes, M. (2022, May). Harnessing Language to Counteract Stereotypes and Boost Science Engagement among Girls. [Conference Presentation]. 2022 SRCD Special Topic Meeting: Construction of the 'Other': Development, Consequences, and Applied Implications of Racism, Prejudice, and Discrimination, San Juan, PR.
Jordan, A., Benitez, J., Olson, K., & Rhodes, M. (2022, April) Children’s evaluations of others’ gendered preferences. Poster presented at the 2022 Biennial Meeting of the Cognitive Development Society, Madison, WI.
Wang, M., Cardarelli, A., Brenner, J., Leslie, S. J., & Rhodes, M. (2022, April). Teaching science as an activity rather than an identity benefits prekindergarten girls’ science self-efficacy and engagement over time. Symposium Presentation at CDS 2022 Meeting, Madison, WI.
Benitez, J., Leshin, R.A., Rhodes, M. (2021, April). The influence of linguistic form and causal explanations on the development of social essentialism. Presented at the 2021 Biennial Meeting of the Society for Research in Child Development, Virtual.
Leshin, R.A., Lei, R.F., Byrne, M., & Rhodes, M. The development of intersectional social prototypes. (April, 2021). Presented at the 2021 Society for Research in Child Development Biennial Meeting, Remote due to Covid-19.
Leshin, R.A., Lei, R.F., Byrne, M., & Rhodes, M. Who is a typical woman? How race biases gender across development. (February, 2021). Data blitz presented at the Origins of the Social Mind Pre-conference* at the Society for Personality and Social Psychology Virtual Annual Convention, Remote due to Covid-19.
Leshin, R.A. & Rhodes, M. Exploring the objectification of young female targets. (April, 2021). Presented at the 2021 Society for Research in Child Development Biennial Meeting, Remote due to Covid-19.
Leshin, R.A. & Rhodes, M. Pretty young things: Children as targets of objectification. (February, 2021). Data blitz presented at the Gender Pre-conference at the Society for Personality and Social Psychology Virtual Annual Convention, Remote due to Covid-19.
Wang, M., Cardarelli, A., & Rhodes, M. (2021, April). The role of teachers’ beliefs and language on pre-kindergarten children’s beliefs about who can succeed in science. Symposium Presentation at 2021 SRCD Biennial Meeting.
Wang, M., Leslie, S. J., & Rhodes, M. (2021, April). The development of girls’ reluctance to publicize their own outstanding performance. Symposium Presentation at 2021 SRCD Biennial Meeting.
Leshin, R.A. & Rhodes, M. The developmental roots of female objectification. (March 2020) Symposium talk presented at the 2020 Society for Personality & Social Psychology Annual Convention, New Orleans, Louisiana.
Benitez, J., Mandalaywala, T.M., & Rhodes, M. (2019, October). What predicts pro-White bias in resource allocations? Poster presented at the 2019 Biennial Meeting of the Cognitive Development Society, Louisville, KY.
Foster-Hanson, E., Leslie, S. J., & Rhodes, M. (2019). Form over content: Generic scope communicates essentialist beliefs. Symposium presentation at the Society for Research in Child Development Biennial Meeting, Baltimore, MD.
Foster-Hanson, E., Moty, K., Cardarelli, A., Ocampo, J. D., & Rhodes, M. (2019). Developmental changes in strategies for learning about biological kinds. Symposium presentation at the Society for Research in Child Development Biennial Meeting, Baltimore, MD.
Mandalaywala, T. M., Lei, R.F., Benitez, J., Leslie, S-J., & Rhodes, M. (2019). Do children view social status in essentialist terms? Presentation given in the symposium (Selin Gulgöz, Chair), “New Directions in Social Essentialism Research,” at the Society for Research in Child Development, Baltimore, MD.
Moty, K., & Brandone, A. C. (2019). The role of knowledge and explanation in attenuating children’s expectations of category homogeneity. Talk presented at the 2019 Biennial Meeting of the Society for Research in Child Development, Baltimore, Maryland.
Moty, K., & Rhodes, M. (2019, July). What generics communicate about unmentioned categories. Talk presented at the 2019 Annual Meeting of the Society for Philosophy and Psychology, San Diego, California.
Rhodes, M. Lei, R.F., Green, E., & Leslie, S-J. (2019). Children lose confidence in their potential to “be scientists” but not in their capacity to “do science”. Presentation given in the symposium (AllisonMaster, Chair), “Do People Like Me Belong in STEM? Social Cognitive Influences on Children’s STEM Motivation” at the Society for Research in Child Development, Baltimore, MD.
Foster-Hanson, E., & Rhodes, M. (2018). Idealized forms in early biological concepts. Poster presented at the Annual Meeting of the Society for Philosophy and Psychology, Ann Arbor, MI.
Foster-Hanson, E., Rhodes, M., & Leslie, S.J. (2018). Speaking of kinds: How generics convey information about category structure. Talk presented as part of symposium at the Annual Conference of the Cognitive Science Society, Madison, WI.
Foster-Hanson, E., & Rhodes, M. (2017). Normative beliefs shape representations of animal categories in early childhood. Poster presented at the Cognitive Development Society Biennial Meeting, Portland, OR.
Foster-Hanson, E. & Rhodes, M. (2017). Developmental Change in the Use of Ideals to Reason About Animal Categories. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Austin TX.
Mandalaywala, T. M., & Rhodes, M. (2017). Essentialist beliefs about race in early childhood. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Austin TX. [pdf]
Yee, K., Leslie, S.J., & Rhodes, M. (2017). The linguistic transmission of maladaptive beliefs about science. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Austin TX. [pdf]
Foster-Hanson, E., Leslie, S.J., & Rhodes, M. (2016). How does generic language elicit essentialist beliefs? Talk presented at the Annual Conference of the Cognitive Science Society, Philadelphia, PA.
Foster-Hanson, E., Leslie, S.J., & Rhodes, M. (2016). Preschoolers' dual character concepts. Talk presented at the International Conference on Thinking, Providence, RI.
Foster-Hanson, E., Cimpian, A., & Rhodes, M. (2015). Helping versus being a helper: Linguistic cues and social behavior when encountering setbacks. Poster presented at the Society for Research in Child Development Biennial Meeting, Philadelphia, PA.
Chapters and Proceedings
Kachergis, G., Gureckis, T., & Rhodes, M. (2019). Exploring informal science interventions to promote children’s understanding of natural categories. Proceedings of the 41st Annual Conference of the Cognitive Science Society. [pdf] [OSF]
*Chalik., L., Van Bavel, J., & Rhodes, M. (2018). The cognitive processes underlying moral judgment across development. Proceedings of the 40th Annual Conference of the Cognitive Science Society. [pre-print] [pdf]
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. [pdf]
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]