Big and mighty: Preverbal infants mentally represent social dominance

Science

Volumn 331, Issue 6016, 2011, Pages 477-480

  Thomsen, Lotte ^a,b   Frankenhuis, Willem E ^c   Ingold Smith, McCaila ^a   Carey, Susan ^a  

^a HARVARD UNIVERSITY   (United States)

^b UNIVERSITY OF COPENHAGEN   (Denmark)

^c UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

COOPERATIVE BEHAVIOR; DOMINANCE; JUVENILE; LANGUAGE; LEARNING; PHYLOGENETICS;

ARTICLE; CHILD; CHILD DEVELOPMENT; HUMAN; INFANT; LEARNING; PHYLOGENY; PRESCHOOL CHILD; PRIORITY JOURNAL; PSYCHOSOCIAL ENVIRONMENT; SOCIAL DOMINANCE; SOCIAL INTERACTION;

ANALYSIS OF VARIANCE; ATTENTION; COGNITION; CUES; FEMALE; HUMANS; INFANT; LEARNING; MALE; SOCIAL DOMINANCE; SOCIAL PERCEPTION;

EID: 79251535889     PISSN: 00368075     EISSN: 10959203     Source Type: Journal    
DOI: 10.1126/science.1199198     Document Type: Article

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32. This research formed part of L.T.'s doctoral dissertation. It was supported by Harvard University and Winkler Foundation dissertation fellowships, together with a postdoctoral fellowship and an early-career award from the National Danish Science Foundation to L.T., and a NIH/NICHD grant (2 ROI HD038338) to S.C. We thank L. Schultz and the MIT Play Lab in the Boston Children's Museum for lending us their lab space; J. Cotton, M. Renno, and B. Walker-Meade for help in data collection; S. Grum-Thomsen for help with graphics; and A. Fiske, J. Sidanius, T. Teasdale, and two anonymous reviewers for helpful feedback on an earlier draft.