Rakoczy, Hannes

[["dc.bibliographiccitation.firstpage","1108"],["dc.bibliographiccitation.issue","3"],["dc.bibliographiccitation.journal","Child Development"],["dc.bibliographiccitation.lastpage","1122"],["dc.bibliographiccitation.volume","85"],["dc.contributor.author","Köymen, Bahar"],["dc.contributor.author","Lieven, Elena"],["dc.contributor.author","Engemann, Denis A."],["dc.contributor.author","Rakoczy, Hannes"],["dc.contributor.author","Warneken, Felix"],["dc.contributor.author","Tomasello, Michael"],["dc.date.accessioned","2017-09-07T11:52:50Z"],["dc.date.available","2017-09-07T11:52:50Z"],["dc.date.issued","2013"],["dc.description.abstract","This study investigates how children negotiate social norms with peers. In Study 1, 48 pairs of 3- and 5-year-olds (N = 96) and in Study 2, 48 pairs of 5- and 7-year-olds (N = 96) were presented with sorting tasks with conflicting instructions (one child by color, the other by shape) or identical instructions. Three-year-olds differed from older children: They were less selective for the contexts in which they enforced norms, and they (as well as the older children to a lesser extent) used grammatical constructions objectifying the norms (“It works like this” rather than “You must do it like this”). These results suggested that children's understanding of social norms becomes more flexible during the preschool years."],["dc.identifier.doi","10.1111/cdev.12178"],["dc.identifier.gro","3151300"],["dc.identifier.pmid","24138135"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8089"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.relation.issn","0009-3920"],["dc.title","Children's Norm Enforcement in Their Interactions With Peers"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","205"],["dc.bibliographiccitation.issue","2"],["dc.bibliographiccitation.journal","Cognition"],["dc.bibliographiccitation.lastpage","212"],["dc.bibliographiccitation.volume","113"],["dc.contributor.author","Rakoczy, Hannes"],["dc.contributor.author","Tomasello, Michael"],["dc.date.accessioned","2017-09-07T11:52:51Z"],["dc.date.available","2017-09-07T11:52:51Z"],["dc.date.issued","2009"],["dc.description.abstract","Young children use and comprehend different kinds of speech acts from the beginning of their communicative development. But it is not clear how they understand the conventional and normative structure of such speech acts. In particular, imperative speech acts have a world-to-word direction of fit, such that their fulfillment means that the world must change to fit the word. In contrast, assertive speech acts have a word-to-world direction of fit, such that their fulfillment means that the word must fit the world truly. In the current study, 3-year-olds understood this difference explicitly, as they directed their criticisms selectively to actors when they did not follow the imperatives of the speaker, but to speakers when they did not describe an actor’s actions correctly. Two-year-olds criticized appropriately in the case of imperatives, but showed a more ambiguous pattern in the case of assertions. These findings identify another domain in which children’s normative understanding of human activity emerges around the third year of life."],["dc.identifier.doi","10.1016/j.cognition.2009.07.013"],["dc.identifier.gro","3151327"],["dc.identifier.pmid","19732871"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8117"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.relation.issn","0010-0277"],["dc.title","Done wrong or said wrong? Young children understand the normative directions of fit of different speech acts"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","121"],["dc.bibliographiccitation.issue","2"],["dc.bibliographiccitation.journal","Mind and Language"],["dc.bibliographiccitation.lastpage","147"],["dc.bibliographiccitation.volume","18"],["dc.contributor.author","Tomasello, Michael"],["dc.contributor.author","Rakoczy, Hannes"],["dc.date.accessioned","2017-09-07T11:53:44Z"],["dc.date.available","2017-09-07T11:53:44Z"],["dc.date.issued","2003"],["dc.description.abstract","It is widely believed that what distinguishes the social cognition of humans from that of other animals is the belief–desire psychology of four–year–old children and adults (so–called theory of mind). We argue here that this is actually the second ontogenetic step in uniquely human social cognition. The first step is one year old children's understanding of persons as intentional agents, which enables skills of cultural learning and shared intentionality. This initial step is \\‘the real thing\\’ in the sense that it enables young children to participate in cultural activities using shared, perspectival symbols with a conventional/normative/reflective dimension—for example, linguistic communication and pretend play—thus inaugurating children's understanding of things mental. Understanding beliefs and participating in collective intentionality at four years of age—enabling the comprehension of such things as money and marriage—results from several years of engagement with other persons in perspective–shifting and reflective discourse containing propositional attitude constructions."],["dc.identifier.doi","10.1111/1468-0017.00217"],["dc.identifier.gro","3151347"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8140"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.relation.issn","0268-1064"],["dc.title","What Makes Human Cognition Unique? From Individual to Shared to Collective Intentionality"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","61"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","Cognitive Development"],["dc.bibliographiccitation.lastpage","69"],["dc.bibliographiccitation.volume","24"],["dc.contributor.author","Rakoczy, Hannes"],["dc.contributor.author","Warneken, Felix"],["dc.contributor.author","Tomasello, Michael"],["dc.date.accessioned","2017-09-07T11:53:42Z"],["dc.date.available","2017-09-07T11:53:42Z"],["dc.date.issued","2008"],["dc.description.abstract","We investigated preschoolers’ selective learning from models that had previously appeared to be reliable or unreliable. Replicating previous research, children from 4 years selectively learned novel words from reliable over unreliable speakers. Extending previous research, children also selectively learned other kinds of acts – novel games – from reliable actors. More important, – and novel to this study, this selective learning was not just based on a preference for one model or one kind of act, but had a normative dimension to it. Children understood the way a reliable actor demonstrated an act not only as the better one, but as the normatively appropriate or correct one, as indicated in both their explicit verbal comments and their spontaneous normative interventions (e.g., protest, critique) in response to third-party acts deviating from the one demonstrated. These findings are discussed in the broader context of the development of children's social cognition and cultural learning."],["dc.identifier.doi","10.1016/j.cogdev.2008.07.004"],["dc.identifier.gro","3151328"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8120"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.relation.issn","0885-2014"],["dc.title","Young children's selective learning of rule games from reliable and unreliable models"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","146"],["dc.bibliographiccitation.issue","2"],["dc.bibliographiccitation.journal","Cognitive Development"],["dc.bibliographiccitation.lastpage","155"],["dc.bibliographiccitation.volume","24"],["dc.contributor.author","Wyman, Emily"],["dc.contributor.author","Rakoczy, Hannes"],["dc.contributor.author","Tomasello, Michael"],["dc.date.accessioned","2017-09-07T11:53:42Z"],["dc.date.available","2017-09-07T11:53:42Z"],["dc.date.issued","2009"],["dc.description.abstract","In two studies 3-year-olds’ understanding of the context-specificity of normative rules was investigated through games of pretend play. In the first study, children protested against a character who joined a pretend game but treated the target object according to its real function. However, they did not protest when she performed the same action without having first joined the game. In the second study, children protested when the character mixed up an object's pretend identities between two different pretend games. However, they did not protest when she performed the same pretend action in its correct game context. Thus, the studies show that young children see the pretence–reality distinction, and the distinction between different pretence identities, as normative. More generally, the results of these studies demonstrate young children's ability to enforce normative rules in their pretence and to do so context-specifically."],["dc.identifier.doi","10.1016/j.cogdev.2009.01.003"],["dc.identifier.gro","3151329"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8121"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.relation.issn","0885-2014"],["dc.title","Normativity and context in young children's pretend play"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","219"],["dc.bibliographiccitation.issue","2"],["dc.bibliographiccitation.journal","Cognition"],["dc.bibliographiccitation.lastpage","227"],["dc.bibliographiccitation.volume","121"],["dc.contributor.author","Rossano, Federico"],["dc.contributor.author","Rakoczy, Hannes"],["dc.contributor.author","Tomasello, Michael"],["dc.date.accessioned","2017-09-07T11:52:50Z"],["dc.date.available","2017-09-07T11:52:50Z"],["dc.date.issued","2011"],["dc.description.abstract","The present work investigated young children’s normative understanding of property rights using a novel methodology. Two- and 3-year-old children participated in situations in which an actor (1) took possession of an object for himself, and (2) attempted to throw it away. What varied was who owned the object: the actor himself, the child subject, or a third party. We found that while both 2- and 3-year-old children protested frequently when their own object was involved, only 3-year-old children protested more when a third party’s object was involved than when the actor was acting on his own object. This suggests that at the latest around 3 years of age young children begin to understand the normative dimensions of property rights."],["dc.identifier.doi","10.1016/j.cognition.2011.06.007"],["dc.identifier.gro","3151316"],["dc.identifier.pmid","21774921"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8105"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.relation.issn","0010-0277"],["dc.title","Young children’s understanding of violations of property rights"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","875"],["dc.bibliographiccitation.issue","3"],["dc.bibliographiccitation.journal","Developmental Psychology"],["dc.bibliographiccitation.lastpage","881"],["dc.bibliographiccitation.volume","44"],["dc.contributor.author","Rakoczy, Hannes"],["dc.contributor.author","Warneken, Felix"],["dc.contributor.author","Tomasello, Michael"],["dc.date.accessioned","2017-09-07T11:53:43Z"],["dc.date.available","2017-09-07T11:53:43Z"],["dc.date.issued","2008"],["dc.description.abstract","In two studies, the authors investigated 2- and 3-year-old children's awareness of the normative structure of conventional games. In the target conditions, an experimenter showed a child how to play a simple rule game. After the child and the experimenter had played for a while, a puppet came (controlled by a 2nd experimenter), asked to join in, and then performed an action that constituted a mistake in the game. In control conditions, the puppet performed the exact same action as in the experimental conditions, but the context was different such that this act did not constitute a mistake. Children's normative responses to the puppet's acts (e.g., protest, critique, or teaching) were scored. Both age groups performed more normative responses in the target than in the control conditions, but the 3-year-olds did so on a more explicit level. These studies demonstrate in a particularly strong way that even very young children have some grasp of the normative structure of conventional activities."],["dc.identifier.doi","10.1037/0012-1649.44.3.875"],["dc.identifier.gro","3151336"],["dc.identifier.pmid","18473651"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8128"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.relation.issn","1939-0599"],["dc.title","The sources of normativity: Young children's awareness of the normative structure of games."],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","530"],["dc.bibliographiccitation.issue","3"],["dc.bibliographiccitation.journal","Developmental Science"],["dc.bibliographiccitation.lastpage","539"],["dc.bibliographiccitation.volume","14"],["dc.contributor.author","Schmidt, Marco F. H."],["dc.contributor.author","Rakoczy, Hannes"],["dc.contributor.author","Tomasello, Michael"],["dc.date.accessioned","2017-09-07T11:52:50Z"],["dc.date.available","2017-09-07T11:52:50Z"],["dc.date.issued","2010"],["dc.description.abstract","Young children interpret some acts performed by adults as normatively governed, that is, as capable of being performed either rightly or wrongly. In previous experiments, children have made this interpretation when adults introduced them to novel acts with normative language (e.g. ‘this is the way it goes’), along with pedagogical cues signaling culturally important information, and with social-pragmatic marking that this action is a token of a familiar type. In the current experiment, we exposed children to novel actions with no normative language, and we systematically varied pedagogical and social-pragmatic cues in an attempt to identify which of them, if either, would lead children to normative interpretations. We found that young 3-year-old children inferred normativity without any normative language and without any pedagogical cues. The only cue they used was adult social-pragmatic marking of the action as familiar, as if it were a token of a well-known type (as opposed to performing it, as if inventing it on the spot). These results suggest that – in the absence of explicit normative language – young children interpret adult actions as normatively governed based mainly on the intentionality (perhaps signaling conventionality) with which they are performed."],["dc.identifier.doi","10.1111/j.1467-7687.2010.01000.x"],["dc.identifier.gro","3151317"],["dc.identifier.pmid","21477192"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8106"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.relation.issn","1363-755X"],["dc.title","Young children attribute normativity to novel actions without pedagogy or normative language"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","69"],["dc.bibliographiccitation.lastpage","97"],["dc.contributor.author","Rakoczy, Hannes"],["dc.contributor.author","Tomasello, Michael"],["dc.contributor.author","Striano, Tricia"],["dc.contributor.editor","Namy, L."],["dc.date.accessioned","2017-09-07T11:49:57Z"],["dc.date.available","2017-09-07T11:49:57Z"],["dc.date.issued","2005"],["dc.description.abstract","From around their second birthdays young children engage in activities in which one physical object or situation is used to \"stand for\" another. For example, 2- and 3-year-olds pretend that an object is something different, they create and interpret simple drawings of objects and situations, and they use simple maps, pictures, videos, and scale models to locate things in real space. These activities in which one thing or situation is used to point beyond itself to another are all uniquely human activities and may be said to involve the capacity to symbolize. In this chapter we approach children's developing symbolic competence in the wider context of their cognitive and social development. The development of understanding symbolic actions with objects, we claim, is best considered as part of children's developing social understanding more generally, and the development of performing symbolic actions with objects is most fruitfully viewed as a process of cultural learning, based on children's nascent under- standing of intentional action and on cultural scaffolding. In our review of empirical findings, we focus on three ways in which children act symbolically with objects: pretend play, drawing, and using three-dimensional objects as symbols. We also review some findings from development in the second year of life, before children become proficient symbolizers with objects, as a way of grounding children's symbolic activities in their cultural activities more generally."],["dc.identifier.gro","3149792"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/6490"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.publisher","Erlbaum"],["dc.publisher.place","New York"],["dc.relation.isbn","978-0-8058-4597-6"],["dc.relation.ispartof","Symbol use and symbol representation: Developmental and Comparative Perspectives"],["dc.title","How children turn objects into symbols: A cultural learning account"],["dc.type","book_chapter"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","557"],["dc.bibliographiccitation.issue","6"],["dc.bibliographiccitation.journal","Developmental Science"],["dc.bibliographiccitation.lastpage","564"],["dc.bibliographiccitation.volume","9"],["dc.contributor.author","Rakoczy, Hannes"],["dc.contributor.author","Tomasello, Michael"],["dc.date.accessioned","2017-09-07T11:53:42Z"],["dc.date.available","2017-09-07T11:53:42Z"],["dc.date.issued","2006"],["dc.description.abstract","Twenty-two- and 27-month-old children were tested for their understanding of pretending as a specific intentional action form. Pairs of superficially similar behaviors – pretending to perform an action and trying to perform that action – were demonstrated to children. The 27-month-olds, and to some degree the 22-month-olds, showed in their responses that they understood the intentional structure of both kinds of behaviors: after pretense models, they themselves performed appropriate inferential pretense acts, whereas after the trying models they properly performed the action or tried to perform it with novel means. These findings are discussed in the light of recent debates about children's developing understanding of pretense and theory of mind."],["dc.identifier.doi","10.1111/j.1467-7687.2006.00533.x"],["dc.identifier.gro","3151342"],["dc.identifier.pmid","17059452"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8135"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.relation.issn","1363-755X"],["dc.title","Two-year-olds grasp the intentional structure of pretense acts"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]