Charles W Kalish
Biographic Data
| ID | 5758814 |
|---|---|
| NAME | Charles W Kalish |
| GIVEN NAMES | Charles W |
| FAMILY NAME | Kalish |
| SIGNATURE | KALISH C W |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0002-4463-000X |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Deterministic or probabilistic
Do children think of genetic inheritance as deterministic or probabilistic? In two novel tasks, children viewed the eye colors of animal parents and judged and selected possible phenotypes of offspring. Across three studies (N = 353, 162 girls, 172 boys, 2 non-binary; 17 did not report gender) with predominantly White U.S. participants collected in 2019–2021, 4- to 12-year-old children showed a probabilistic understanding of genetic inheritance, …
When you’ve seen one, have you seen them all? Children’s memory for general and specific learning episodes
In any learning situation, children must decide the level of generality with which to encode information. Cues to generality may affect children's memory for different components of a learning episode. In this research, we investigated whether 1 cue to generality, generic language, affects children's memory for information about social categories and specific individuals. In Study 1, preschool-aged children (n = 40), but not school-aged children …
Generalizing norms and preferences within social categories and individuals
Under what conditions will people generalize and remember observed social information? Preschool- (n = 44) and young school-age (n = 46) children and adults (n = 40) heard short vignettes describing characters' actions and motives on a single occasion. Characters were introduced using either proper names or category labels. Test questions asked for prediction and memory of motives for the same (individual) or a different (category member) person …
Disagreement and causal learning
When children evaluate evidence and make causal inferences, they are sensitive to the social context in which data are generated. This study investigated whether children learn more from evidence generated by an agent who agrees with them or from one who disagrees with them. Children in two age groups (5- and 6-year-olds and 9- and 10-year-olds) observed the functioning of a machine that lit up and played music in the presence of certain objects.…
Ownership as a social status
The authors suggest that ownership may be one of the critical entry points into thinking about social constructions, a kind of laboratory for understanding status. They discuss the features of ownership that make it an interesting case to study developmentally. In particular, ownership is a consequential social fact that is alterable by an individual, even a child. Children experience changes in ownership in a way they do not experience changes i…
Pragmatic and prescriptive aspects of children's categorization
Categorization judgments may be right or wrong and more or less useful. When a child calls a whale “a fish,” is she making an error, or just describing an interesting similarity? This chapter explores the challenges children face in learning to conform to conventions governing categorization
Conventionality and cognitive development
Although there are multiple ways in which young children can use language, categorize objects, use tools, and play games, they seem to quickly realize that there is one preferred, or conventional, way to do each of these things. These disparate domains share a common conventional structure
Integrating Normative and Psychological Knowledge
Having Our Concepts and Changing Them Too
Children's thinking about truth
Young children's predictions of illness
In this study preschool-age children made predictions for a set of salient probabilistic causes. Of interest was whether the children viewed outcomes of familiar causes of illness as definite or as probabilistic. In Experiment 1, children judged that a common cause would affect all members of a group in the same way. In Experiment 2, children believed they could definitely predict illness outcomes in a single case. These judgments contrasted with…
Natural and artifactual kinds
Research in cognitive development has highlighted important differences between conceptions of natural kinds and artifacts. One interpretation of the distinction is that natural kinds are categories one discovers, whereas artifactual kinds are invented. Four studies assessed whether children and adults saw categorization decisions as objective matters of fact or as invented conventions. Preschool-age children treated basic-level categories of ani…
Preschoolers' understanding of mental and bodily reactions to contamination
Preschoolers' understanding of mental and bodily reactions to contamination
Generalizing norms and preferences within social categories and individuals
Under what conditions will people generalize and remember observed social information? Preschool- (n = 44) and young school-age (n = 46) children and adults (n = 40) heard short vignettes describing characters' actions and motives on a single occasion. Characters were introduced using either proper names or category labels. Test questions asked for prediction and memory of motives for the same (individual) or a different (category member) person …
Natural and artifactual kinds
Research in cognitive development has highlighted important differences between conceptions of natural kinds and artifacts. One interpretation of the distinction is that natural kinds are categories one discovers, whereas artifactual kinds are invented. Four studies assessed whether children and adults saw categorization decisions as objective matters of fact or as invented conventions. Preschool-age children treated basic-level categories of ani…
When you’ve seen one, have you seen them all? Children’s memory for general and specific learning episodes
In any learning situation, children must decide the level of generality with which to encode information. Cues to generality may affect children's memory for different components of a learning episode. In this research, we investigated whether 1 cue to generality, generic language, affects children's memory for information about social categories and specific individuals. In Study 1, preschool-aged children (n = 40), but not school-aged children …
Young children's predictions of illness
In this study preschool-age children made predictions for a set of salient probabilistic causes. Of interest was whether the children viewed outcomes of familiar causes of illness as definite or as probabilistic. In Experiment 1, children judged that a common cause would affect all members of a group in the same way. In Experiment 2, children believed they could definitely predict illness outcomes in a single case. These judgments contrasted with…
Preschoolers' understanding of mental and bodily reactions to contamination
Young children's predictions of illness
In this study preschool-age children made predictions for a set of salient probabilistic causes. Of interest was whether the children viewed outcomes of familiar causes of illness as definite or as probabilistic. In Experiment 1, children judged that a common cause would affect all members of a group in the same way. In Experiment 2, children believed they could definitely predict illness outcomes in a single case. These judgments contrasted with…
Natural and artifactual kinds
Research in cognitive development has highlighted important differences between conceptions of natural kinds and artifacts. One interpretation of the distinction is that natural kinds are categories one discovers, whereas artifactual kinds are invented. Four studies assessed whether children and adults saw categorization decisions as objective matters of fact or as invented conventions. Preschool-age children treated basic-level categories of ani…
Children's thinking about truth
Having Our Concepts and Changing Them Too
Integrating Normative and Psychological Knowledge
Pragmatic and prescriptive aspects of children's categorization
Categorization judgments may be right or wrong and more or less useful. When a child calls a whale “a fish,” is she making an error, or just describing an interesting similarity? This chapter explores the challenges children face in learning to conform to conventions governing categorization
Conventionality and cognitive development
Although there are multiple ways in which young children can use language, categorize objects, use tools, and play games, they seem to quickly realize that there is one preferred, or conventional, way to do each of these things. These disparate domains share a common conventional structure
Ownership as a social status
The authors suggest that ownership may be one of the critical entry points into thinking about social constructions, a kind of laboratory for understanding status. They discuss the features of ownership that make it an interesting case to study developmentally. In particular, ownership is a consequential social fact that is alterable by an individual, even a child. Children experience changes in ownership in a way they do not experience changes i…
Generalizing norms and preferences within social categories and individuals
Under what conditions will people generalize and remember observed social information? Preschool- (n = 44) and young school-age (n = 46) children and adults (n = 40) heard short vignettes describing characters' actions and motives on a single occasion. Characters were introduced using either proper names or category labels. Test questions asked for prediction and memory of motives for the same (individual) or a different (category member) person …
Disagreement and causal learning
When children evaluate evidence and make causal inferences, they are sensitive to the social context in which data are generated. This study investigated whether children learn more from evidence generated by an agent who agrees with them or from one who disagrees with them. Children in two age groups (5- and 6-year-olds and 9- and 10-year-olds) observed the functioning of a machine that lit up and played music in the presence of certain objects.…
When you’ve seen one, have you seen them all? Children’s memory for general and specific learning episodes
In any learning situation, children must decide the level of generality with which to encode information. Cues to generality may affect children's memory for different components of a learning episode. In this research, we investigated whether 1 cue to generality, generic language, affects children's memory for information about social categories and specific individuals. In Study 1, preschool-aged children (n = 40), but not school-aged children …
Deterministic or probabilistic
Do children think of genetic inheritance as deterministic or probabilistic? In two novel tasks, children viewed the eye colors of animal parents and judged and selected possible phenotypes of offspring. Across three studies (N = 353, 162 girls, 172 boys, 2 non-binary; 17 did not report gender) with predominantly White U.S. participants collected in 2019–2021, 4- to 12-year-old children showed a probabilistic understanding of genetic inheritance, …
Psychology (12 works) · Child and Animal Learning Development (11 works) · Developmental psychology (10 works) · Cognitive psychology (7 works) · Epistemology (6 works) · Social Psychology (6 works) · Social Psychology (6 works) · Cognition (4 works) · Affect (linguistics (3 works) · Categorization (3 works)