Rebecca A. Dore

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Pretend play has been claimed to be crucial to children's healthy development. Here we examine evidence for this position versus 2 alternatives: Pretend play is 1 of many routes to positive developments (equifinality), and pretend play is an epiphenomenon of other factors that drive development. Evidence from several domains is considered. For language,(More)
Previous research indicates that American adults, both Black and White, assume a priori that Black people feel less pain than do White people (Trawalter, Hoffman, & Waytz, 2012, PLoS One, 7[11], 1-8). The present work investigates when in development this bias emerges. Five-, 7-, and 10-year-olds first rated the amount of pain they themselves would feel in(More)
Social values theory was used to examine how parents make decisions for their adolescent children. Social values theory states that decision making for others is based on the social value of an action, leading to a norm for how to decide for others, whereas self decisions are influenced by a number of additional factors. Consistent with a risk-aversion(More)
Pretend play presents an interesting puzzle. Children generally must keep pretense separate from reality or else pretend would confuse their real-world representations. Children spend a great deal of time pretending, and so failing to take any information from pretend scenarios would present a lost opportunity; however, little research has investigated(More)
Citation: Dore RA, Smith ED and Lillard AS (2015) How is theory of mind useful? Perhaps to enable social pretend play. It is often claimed that theory of mind (ToM) is facilitated by pretend play (PP), or by a particular type of PP, social pretend play (SPP). Here we challenge that view, proposing instead that ToM might be useful for driving SPP, rather(More)
been through the copyediting, typesetting, pagination and proofreading process which may lead to differences between this version and the Version of Record. Please cite this article as doi: 10.1002/ejsp.2323 This article is protected by copyright. All rights reserved. Developing Cognitions about Race: White 5to 10-Year-Olds’ Perceptions of Hardship and Pain(More)
Do children use the Gricean maxim of informativeness (“Make your contribution as informative as is required”) to guide judgments about the reality status of novel entities? In three studies, 9-yearolds watched video clips of two adults discussing novel entities. In Studies 1 and 2, children were less likely to believe in entities introduced with only(More)
Against a long tradition of childhood realism (Piaget, 1929), A. S. Lillard and J. H. Flavell (1990) found that 3-year-olds prefer to characterize people by their mental states (beliefs, desires, emotions) than by their visible behaviors. In this exploratory study, we extend this finding to a new cohort of 3-year-olds, examine how these preferences change(More)
Preparation of this chapter was supported by National Science Foundation Grant no. 1024293 and a grant from the Brady Education Foundation awarded to ASL, and a National Science Foundation Graduate Research Fellowship awarded to EDS. Play is too often in the American crosshairs, with those who claim it is a waste of time on the one hand and those who claim(More)
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