Lisa Chalik
Biographic Data
| ID | 5758358 |
|---|---|
| NAME | Lisa Chalik |
| GIVEN NAMES | Lisa |
| FAMILY NAME | Chalik |
| SIGNATURE | CHALIK L |
| AFFILIATIONS | Skidmore College |
| ORCID | 0000-0001-9188-1787 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Children’s understanding of abstract and real-world social groups
The present work explores how two intuitive theories inform young children's inferences about social groups. In three studies ( N = 821), we tested whether 3- to 7-year-old children view novel (Studies 1 and 3), gender (Studies 2 and 3), and racial (Studies 2 and 3) groups as (a) marking individuals who are fundamentally similar to one another and (b) marking patterns of social relationships and interactions. We found evidence for both of these s…
The development of intergroup bias
Beliefs About Moral Obligation Structure Children's Social Category-Based Expectations
Young children view social category members as morally obligated toward one another, and expect these obligations to shape people's social behavior. The present work investigates how children specify which behaviors are constrained by social categories in this way. In two studies (N = 128), 4- and 5-year-old children predicted that morally positive behaviors would be directed toward in-group members, and that morally negative behaviors would be d…
Cultural context shapes essentialist beliefs about religion
The present study investigates the processes by which essentialist beliefs about religious categories develop. Children (ages 5 and 10) and adults (n = 350) from 2 religious groups (Jewish and Christian), with a range of levels of religiosity, completed switched-at-birth tasks in which they were told that a baby had been born to parents of 1 religion but raised by parents of another religion. Results indicated that younger children saw religion-b…
Children’s use of categories and mental states to predict social behavior
Integrating generic information about categories with knowledge of specific individuals is a critical component of successful inductive inferences. The present study tested whether children's approach to this task systematically shifts as they develop causal understandings of the mechanisms that shape individual action. In the current study, 3- and 4-year-old children (N = 65) predicted harmful behaviors in scenarios that pitted category-based ex…
Cultural context shapes essentialist beliefs about religion
The present study investigates the processes by which essentialist beliefs about religious categories develop. Children (ages 5 and 10) and adults (n = 350) from 2 religious groups (Jewish and Christian), with a range of levels of religiosity, completed switched-at-birth tasks in which they were told that a baby had been born to parents of 1 religion but raised by parents of another religion. Results indicated that younger children saw religion-b…
Children’s use of categories and mental states to predict social behavior
Integrating generic information about categories with knowledge of specific individuals is a critical component of successful inductive inferences. The present study tested whether children's approach to this task systematically shifts as they develop causal understandings of the mechanisms that shape individual action. In the current study, 3- and 4-year-old children (N = 65) predicted harmful behaviors in scenarios that pitted category-based ex…
Children’s use of categories and mental states to predict social behavior
Integrating generic information about categories with knowledge of specific individuals is a critical component of successful inductive inferences. The present study tested whether children's approach to this task systematically shifts as they develop causal understandings of the mechanisms that shape individual action. In the current study, 3- and 4-year-old children (N = 65) predicted harmful behaviors in scenarios that pitted category-based ex…
Cultural context shapes essentialist beliefs about religion
The present study investigates the processes by which essentialist beliefs about religious categories develop. Children (ages 5 and 10) and adults (n = 350) from 2 religious groups (Jewish and Christian), with a range of levels of religiosity, completed switched-at-birth tasks in which they were told that a baby had been born to parents of 1 religion but raised by parents of another religion. Results indicated that younger children saw religion-b…
Beliefs About Moral Obligation Structure Children's Social Category-Based Expectations
Young children view social category members as morally obligated toward one another, and expect these obligations to shape people's social behavior. The present work investigates how children specify which behaviors are constrained by social categories in this way. In two studies (N = 128), 4- and 5-year-old children predicted that morally positive behaviors would be directed toward in-group members, and that morally negative behaviors would be d…
The development of intergroup bias
Children’s understanding of abstract and real-world social groups
The present work explores how two intuitive theories inform young children's inferences about social groups. In three studies ( N = 821), we tested whether 3- to 7-year-old children view novel (Studies 1 and 3), gender (Studies 2 and 3), and racial (Studies 2 and 3) groups as (a) marking individuals who are fundamentally similar to one another and (b) marking patterns of social relationships and interactions. We found evidence for both of these s…
Developmental psychology (5 works) · Psychology (5 works) · Social Psychology (5 works) · Cultural Differences and Values (4 works) · Child and Animal Learning Development (3 works) · Cognition (3 works) · Cognitive psychology (3 works) · Social cognition (3 works) · Social Psychology (3 works) · Psychology of Moral and Emotional Judgment (2 works)