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{
    "pk": 49828,
    "title": "Generics revisited: Analyzing generalizations in children's books and caregivers' speech",
    "subtitle": null,
    "abstract": "Generics, general statements about categories, are believed to transmit essentialist beliefs---the idea that things have a hidden true nature. Research suggests that people essentialize natural (biological and non-living) and social kinds, but not artifacts. Previous studies using small datasets found that generics are often used to describe animate beings in speech to children. Using a larger corpus of children's books and parent speech, we examined a wider range of kinds and generalizing statements (habituals and universals). Our results show that generics are more likely used for biological kinds than artifacts and that their use increases in parent speech as children age. However, generics weren't more likely used for non-living or social kinds than artifacts. Habituals, at least in speech, were more likely used for social kinds than artifacts. Generalizing statements were more likely used for about non-living natural kinds than artifacts. These findings inform the debate over whether generics transmit essentialist beliefs.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Psychology; Cognitive development; Concepts and categories; Natural Language Processing; Corpus studies"
        }
    ],
    "section": "Papers with Poster Presentation",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/1n617980",
    "frozenauthors": [
        {
            "first_name": "Sunny",
            "middle_name": "",
            "last_name": "Yu",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "Alvin",
            "middle_name": "Wei Ming",
            "last_name": "Tan",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "Siying",
            "middle_name": "",
            "last_name": "Zhang",
            "name_suffix": "",
            "institution": "Department of Psychology",
            "department": ""
        },
        {
            "first_name": "Xuhui",
            "middle_name": "",
            "last_name": "Miao",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "Riley",
            "middle_name": "",
            "last_name": "Carlson",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "Tobias",
            "middle_name": "",
            "last_name": "Gerstenberg",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "David",
            "middle_name": "",
            "last_name": "Rose",
            "name_suffix": "",
            "institution": "Stanford",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2025-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49828/galley/37790/download/"
        }
    ]
}