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Rhodes, M. (in press). Children's explanations as a window into their intuitive theories of the social world. Cognitive Science, 38, 178-193. [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, 263. [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]
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]
Rhodes, M. (in press). Irrational inferences? When children ignore evidence in category-based induction. Advances in Child Development and Behavior. [pdf]
Rhodes, M. (in press). The social allegiance hypothesis. In M. Banaji & S.A. Gelman (Eds.), The Development of Social Cognition. New York: Oxford University Press. [pdf]
Gelman, S.A., & Rhodes, M. (in press). Concepts, development of. In H. Pashler (Ed.), Encyclopedia of the Mind. Thousand Oaks, CA: Sage Publications.
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]