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Chernyak, Nadia; Harris, Paul L.; Cordes, Sara – Developmental Science, 2019
Recent work has documented that despite preschool-aged children's understanding of social norms surrounding sharing, they fail to share their resources equally in many contexts. Here we explored two hypotheses for this failure: an "insufficient motivation hypothesis" and an "insufficient cognitive resources hypothesis." With…
Descriptors: Moral Values, Preschool Education, Schemata (Cognition), Age Differences
Fusaro, Maria; Harris, Paul L. – Developmental Psychology, 2013
Children ages 18 and 24 months were assessed for the ability to understand and learn from an adult's nonverbal expression of agreement and disagreement with a speaker's claims. In one type of communicative exchange, a speaker made 2 different claims about the identity or location of an object. The hearer nodded her head in agreement with one claim…
Descriptors: Toddlers, Preschool Children, Social Cognition, Cues
Blake, Peter R.; Harris, Paul L. – New Directions for Child and Adolescent Development, 2011
To navigate a world filled with private property, children must be able to assign ownership information to objects and update that information when appropriate. In this chapter, the authors propose that children include ownership as an attribute of their object representations. Children can learn about ownership attributes either by witnessing…
Descriptors: Object Permanence, Ownership, Developmental Stages, Children