Navigating the Social World: What Infants, Children, and Other Species Can Teach Us(Social Cognition and Social Neuroscience)

Navigating the social world requires sophisticated cognitive machinery that, although present quite early in crude forms, undergoes significant change across the lifespan. This book will be the first to report on evidence that has accumulated on an unprecedented scale, showing us what capacities for social cognition are present at birth and early in life, and how these capacities develop through learning in the first years of life. The volume will highlight what is known about the discoveries themselves but also what these discoveries imply about the nature of early social cognition and the methods that have allowed these discoveries -- what is known concerning the phylogeny and ontogeny of social cognition. To capture the full depth and breadth of the exciting work that is blossoming on this topic in a manner that is accessible and engaging, the editors invited 70 leading researchers to develop a short report of their work that would be written for a broad audience. The purpose of this format was for each piece to focus on a single core message: are babies aware of what is right and wrong, why do children have the same implicit intergroup preferences that adults do, what does language do to the building of category knowledge, and so on. The unique format and accessible writing style will be appealing to graduate students and researchers in cognitive psychology, developmental psychology, and social psychology.

Table of Contents:
Banaji & Gelman 0.1 INTRO Markman 0.2 INTRO Dweck (INTRO) 1.01 Framing the issues Johnson (Mark) 1.02 Framing the issues Spelke, Bernier & Skerry 1.03 Framing the issues Thomsen & Carey 1.04 Framing the issues Wynn 1.05 Framing the issues Seyfarth & Cheney 1.06 Framing the issues Wobber & Hare 1.07 Framing the issues Csibra & Gergely 1.08 Framing the issues Johnson, Dweck & Dunfield 1.09 Framing the issues Fox & Helfinstein 1.1 Framing the issues Pollak 1.11 Framing the issues Bargh 1.12 Framing the issues Heyman 1.13 Framing the issues Wellman 2.01 Mentalizing Woodward 2.02 Mentalizing Tomasello & Moll 2.03 Mentalizing Baillargeon, He, Setoh, Scott, Sloane & Yang 2.04 Mentalizing de Villiers 2.05 Mentalizing Hirschfeld 2.06 Mentalizing Saxe 2.07 Mentalizing Taylor & Aguiar 2.08 Mentalizing Tager-Flusberg & Skwerer 2.09 Mentalizing Gergely & Csibra 3.01 Learning from and about others Paukner, Ferrari & Suomi 3.02 Learning from and about others Meltzoff 3.03 Learning from and about others Lyons & Keil 3.04 Learning from and about others Whiten 3.05 Learning from and about others Tottenham 3.06 Learning from and about others Leppanan & Nelson 3.07 Learning from and about others Nelson 3.08 Learning from and about others Baldwin 3.09 Learning from and about others Sabbagh & Henderson 3.1 Learning from and about others Chudek, Brosseau-Liard, Birch & Henrich 3.11 Learning from and about others Gopnik, Seiver & Buchsbaum 3.12 Learning from and about others Kushnir 3.13 Learning from and about others Liu & Vanderbilt 3.14 Learning from and about others Rochat 4.01 Trust and skepticism Baron-Cohen 4.02 Trust and skepticism Kalish 4.03 Trust and skepticism Shaw, Li & Olson 4.04 Trust and skepticism Danovitch 4.05 Trust and skepticism Harris & Corriveau 4.06 Trust and skepticism Koenig & Doebel 4.07 Trust and skepticism Jaswal 4.08 Trust and skepticism Lumeng 4.09 Trust and skepticism Pietraszewski 5.01 Us and Them Rhodes 5.02 Us and Them Diesendruck 5.03 Us and Them Cimpian 5.04 Us and Them Dunham & Degner 5.05 Us and Them Baron 5.06 Us and Them Quinn, Anzures, Lee, Pascalis, Slater & Tanaka 5.07 Us and Them Waxman 5.08 Us and Them Shutts 5.09 Us and Them Zosuls, Ruble, Tamis-LeMonda & Martin 5.1 Us and Them Miller, Martin, Fabes & Hanish. 5.11 Us and Them Kinzler 5.12 Us and Them Levy, Ramirez, Rosenthal & Karafantis 5.13 Us and Them Nesdale 5.14 Us and Them Bigler 5.15 Us and Them Aboud 5.16 Us and Them Rutland 5.17 Us and Them Santos & Egan Brad 6.01 Good and Evil Bloom 6.02 Good and Evil Smetana 6.03 Good and Evil Neary & Friedman 6.04 Good and Evil Lee & Evans 6.05 Good and Evil Silk 6.06 Good and Evil Brosnan & Hopper 6.07 Good and Evil Mulvey, Hitti & Killen 6.08 Good and Evil Brownell, Nichols & Svetlova 6.09 Good and Evil Kuhlmeier 6.1 Good and Evil Warneken 6.11 Good and Evil

About the Author :
MAHZARIN R. BANAJI is Richard Clarke Cabot Professor of Social Ethics in the Department of Psychology at Harvard University. Banaji studies the social beliefs and preferences of adults and children with a focus on implicit or automatic cognition. She taught at Yale University for 15 years, receiving the Lex Hixon Prize for Teaching Excellence and served as the first Carol K. Pforzheimer Professor at the Radcliffe Institute for Advanced Study. At present, Banaji also serves as Cowan Chair in Human Social Dynamics at the Santa Fe Institute. Banaji is the recipient of a J. S. Guggenheim Fellowship, and the Diener Award for Outstanding Contributions to Social Psychology. She was elected fellow of the American Association for the Advancement of Science, the Society of Experimental Psychologists, the American Academy for Arts and Science and Herbert Simon Fellow of the Association for Social and Political Psychology. Her work has been recognized with a Presidential Citation from the American Psychological Association and she served as President of the Association for Psychological Science. Banaji has published over 180 scholarly papers and most recently a book (with Anthony Greenwald), Blindspot: Hidden Biases of Good People. SUSAN A. GELMAN teaches at the University of Michigan, Ann Arbor, where she is the Heinz Werner Collegiate Professor of Psychology. Gelman's research focuses on concept and language development in young children. She is the author of over 200 scholarly publications, including The Essential Child (Oxford University Press, 2003), which received the Cognitive Development Society Book Award and the Eleanor Maccoby Book Prize from the American Psychological Association. Gelman is a fellow of the American Academy of Arts and Sciences, the Association for Psychological Science, the American Psychological Association (Division 7), and the Cognitive Science Society. She has received numerous awards, including a J. S. Guggenheim Fellowship, a James McKeen Cattell Fund sabbatical fellowship, the American Psychological Association Distinguished Scientific Award for Early Career Contribution to Psychology in the Developmental Area, and the Developmental Psychology Mentor Award of Division 7, American Psychological Association. Gelman was elected to the National Academy of Sciences in 2012.

Review :
"From good and evil to trust, imitation, and theory of mind, an amazing collection of up-to-the-minute snapshots by an all-star cast." Gary Marcus, Professor of Psychology, New York University, author of The Birth of the Mind, Kluge, and Guitar Zero "An abundance of contributors, and each provides a golden nugget: readable, quotable, inspiring. They do not just provide the miraculous 'look how early infants can manifest adult-like sophistication in social cognition'-though the book reveals much of that. But they offer discoveries of mechanisms and insights into the contexts for children developing social cognitive skills, as a requirement of surviving and thriving. This collection supplies not just 'wow!' but 'how...', not just 'oh my!' but 'here's why." Susan T. Fiske, Eugene Higgins Professor, Psychology and Public Affairs, Princeton University "Together at last-the cognitive and the social! In this remarkable volume, Banaji and Gelman present 70 short, lucid essays from psychology's leading thinkers. Together the chapters, rich with everyday examples and clear explanations, light up how the social world shapes children's minds and how these minds shape their worlds. All the most challenging issues are examined here-how children understand themselves and others, trust and skepticism, good and evil, us and them. This paradigm-shifting book is a must-have resource for parents, teachers, and all students of child behavior." Hazel Rose Markus, Davis-Brack Professor in the Behavioral Sciences, Stanford University