Revisiting the Causal Structure of Social Essentialism: A Theoretical Model of Developmental Change Across Four Dimensions

Authors

  • Yuhao Li Ma’anshan No.2 High School, Ma’anshan, 243000, Anhui, China

DOI:

https://doi.org/10.54097/0prrpj85

Keywords:

causal structure, social essentialism, theoretical model, developmental change.

Abstract

This paper aims to revisit the underlying causal links between the four dimensions of social essentialism by proposing three theoretical conceptual frameworks: Developmental Gradient Model, Interdimensional Causality Model, and Trait-type Moderation Framework. Social essentialism refers to the idea that a certain group owns a fixed trait. It includes inheritance, heritability, group uniformity, and immutability. Past studies have shown a general decline in social essentialism during childhood; however, it is unclear whether this decline occurs at the same or different rates. To address this gap, this paper will comprise three interrelated conceptual frameworks. This research will also enhance the understanding of social essentialism, particularly its causal structure, and provide meaningful implications for reducing prejudice and advancing scientific development.

Downloads

Download data is not yet available.

References

[1] Rho Günter Kniesel—Tobias. (2006). A definition, overview and taxonomy of generic aspect languages. L'Objet, 12(2-3), 9-39.

[2] Foster-Hanson Emily, Leslie Sarah-Jane, & Rhodes Marjorie. (2016). How does generic language elicit essentialist beliefs? Proceedings of the Annual Meeting of the Cognitive Science Society, Philadelphia, United States.

[3] Gelman Susan A., Heyman Gail D., & Legare Cristine H. (2007). Developmental changes in the coherence of essentialist beliefs about psychological characteristics. Child Development, 78(3), 757-774.

[4] Rhodes Marjorie, & Mandalaywala Tara M. (2017). The development and developmental consequences of social essentialism. Wiley Interdisciplinary Reviews: Cognitive Science, 8(4), e1437.

[5] Rhodes Marjorie, & Moty Kelsey. (2020). What is social essentialism and how does it develop? Advances in Child Development and Behavior, 59, 1-30.

[6] Waxman Sandra, Medin Douglas, & Ross Norbert. (2007). Folkbiological reasoning from a cross-cultural developmental perspective: early essentialist notions are shaped by cultural beliefs. Developmental Psychology, 43(2), 294-308.

[7] Byers‐Heinlein Krista, & Garcia Bianca. (2015). Bilingualism changes children's beliefs about what is innate. Developmental Science, 18(2), 344-350.

[8] Cimpian Andrei. (2010). The impact of generic language about ability on children's achievement motivation. Developmental Psychology, 46(5), 1333-1340.

[9] Xu Yian, Wang Michelle, Moty Kelsey, & Rhodes Marjorie. (2025). How culture shapes the early development of essentialist beliefs. Developmental Science, 28(1), e13586.

[10] Meyer Meredith, Gelman Susan A., Roberts Steven O., & Leslie Sarah‐Jane. (2017). My heart made me do it: Children's essentialist beliefs about heart transplants. Cognitive Science, 41(6), 1694-1712.

[11] Xu Yian, Wen Fangfang, Zuo Bin, & Rhodes Marjorie. (2023). Social essentialism in the United States and China: How social and cognitive factors predict within-and cross-cultural variation in essentialist thinking. Memory & Cognition, 51(3), 681-694.

[12] del Río María Francisca, & Strasser Katherine. (2011). Chilean children's essentialist reasoning about poverty. British Journal of Developmental Psychology, 29(4), 722-743.

[13] Taylor Marianne G., Rhodes Marjorie, & Gelman Susan A. (2009). Boys will be boys; cows will be cows: Children’s essentialist reasoning about gender categories and animal species. Child Development, 80(2), 461-481.

[14] Heyman Gail D., & Gelman Susan A. (2000). Beliefs about the origins of human psychological traits. Developmental Psychology, 36(5), 663-678.

[15] Gülgöz Selin, DeMeules Madeleine, Gelman Susan A., & Olson Kristina R. (2019). Gender essentialism in transgender and cisgender children. PloS One, 14(11), e0224321.

[16] Mandalaywala Tara M., Ranger-Murdock Gabrielle, Amodio David M., & Rhodes Marjorie. (2019). The nature and consequences of essentialist beliefs about race in early childhood. Child Development, 90(4), e437-e453.

[17] Deeb Inas, Segall Gili, Birnbaum Dana, Ben-Eliyahu Adar, & Diesendruck Gil. (2011). Seeing isn't believing: The effect of intergroup exposure on children's essentialist beliefs about ethnic categories. Journal of Personality and Social Psychology, 101(6), 1139-1156.

[18] Schulz Laura E., & Gopnik Alison. (2004). Causal learning across domains. Developmental Psychology, 40(2), 162-176.

Downloads

Published

09-12-2025

How to Cite

Li, Y. (2025). Revisiting the Causal Structure of Social Essentialism: A Theoretical Model of Developmental Change Across Four Dimensions. Journal of Education, Humanities and Social Sciences, 60, 244-251. https://doi.org/10.54097/0prrpj85