My Publications
2024
Nassir, Y., & Diesendruck, G. (2024). Priming group identities affects children's resource distribution among groups. Child Development, 95(2), 409-427. https://doi.org/10.1111/cdev.13995
Weisman, K., Ghossainy, M. E., Williams, A. J., Payir, A., Lesage, K. A., Reyes-Jaquez, B., Amin, T. G., Anggoro, F. K., Burdett, E. R. R., Chen, E. E., Coetzee, L., Coley, J. D., Dahl, A., Dautel, J. B., Davis, H. E., Davis, E. L., Diesendruck, G., Evans, D., Feeney, A., ... Developing Belief Network, B. N. (2024). The development and diversity of religious cognition and behavior: Protocol for Wave 1 data collection with children and parents by the Developing Belief Network. PLoS ONE, 19(3 March), Article e0292755. https://doi.org/10.1371/journal.pone.0292755
2023
נשיא, מ., & דיזנדרוק, ג. (2023). להכיר את האחר: כיצד מידע על האחר משפיע על עמדות בין-קבוצתיות של ילדים? In סוגיות ודילמות בהוראה בהקשר רב תרבותי : אינטרנציונליזציה, אינטגרציה וחינוך להכרת האחר (קובץ בעריכת: מרי גוטמן ודבורה קורט.) (pp. 161-182). מכון מופ"ת, (תשפ"ג 2023). https://kotar.cet.ac.il/KotarApp/Viewer.aspx?nBookID=111591351
Fogiel, A. Z., Hermes, J., Rakoczy, H., & Diesendruck, G. (2023). Infants' biased individuation of in-group members. Cognition, 239, Article 105561. https://doi.org/10.1016/j.cognition.2023.105561
Ferera, M., Feldman, R., Zagoory-Sharon, O., & Diesendruck, G. (2023). Oxytocin attenuates racial categorization in 14-month-old infants. Infant Behavior and Development, 71, Article 101824. https://doi.org/10.1016/j.infbeh.2023.101824
2022
Nasie, M., Yaakov, O. B., Nassir, Y., & Diesendruck, G. (2022). Children’s Biased Preference for Information About In and Out-Groups. Developmental Psychology, 58(3), 493-509. https://doi.org/10.1037/dev0001304
Nasie, M., Ziv, M., & Diesendruck, G. (2022). Promoting positive intergroup attitudes using persona dolls: A vicarious contact intervention program in Israeli kindergartens. Group Processes and Intergroup Relations, 25(5), 1269-1294. https://doi.org/10.1177/13684302211005837
2021
Shilo, R., Weinsdörfer, A., Rakoczy, H., & Diesendruck, G. (2021). Children's prediction of others’ behavior based on group vs. individual properties. Cognitive Development, 57, Article 100955. https://doi.org/10.1016/j.cogdev.2020.100955
Stavans, M., & Diesendruck, G. (2021). Children Hold Leaders Primarily Responsible, Not Entitled. Child Development, 92(1), 308-323. https://doi.org/10.1111/cdev.13420
Ferera, M., Pun, A., Baron, A. S., & Diesendruck, G. (2021). The effect of familiarity on infants' social categorization capacity. PLoS ONE, 16(3 March), Article e0247710. https://doi.org/10.1371/journal.pone.0247710
Essa, F., Weinsdörfer, A., Shilo, R., Diesendruck, G., & Rakoczy, H. (2021). Children explain in- and out-group behavior differently. Social Development, 30(3), 684-696. https://doi.org/10.1111/sode.12499
Diesendruck, G. (2021). A Motivational Perspective on the Development of Social Essentialism. Current Directions in Psychological Science, 30(1), 76-81. https://doi.org/10.1177/0963721420980724
2020
Ferera, M., Benozio, A., & Diesendruck, G. (2020). The Development of a Scarcity Bias. Child Development, 91(5), 1698-1708. https://doi.org/10.1111/cdev.13368
Diesendruck, G. (2020). Why do children essentialize social groups? In M. Rhodes (Ed.), The Development of Social Essentialism (pp. 31-64). (Advances in Child Development and Behavior; Vol. 59). Academic Press Inc.. https://doi.org/10.1016/bs.acdb.2020.05.002
Rongzhi , L., Diesendruck, G., & Fei, X. (2020). Group- and Individual-Level Information Affects Children’s Playmate Choice. In Proceedings of the 42nd Annual Conference of the Cognitive Science Society (pp. 2103-2109)
Liu, R., Diesendruck, G., & Xu, F. (2020). Group- and Individual-Level Information Affects Children's Playmate Choice. 2103-2109. Paper presented at 42nd Annual Meeting of the Cognitive Science Society: Developing a Mind: Learning in Humans, Animals, and Machines, CogSci 2020, Virtual, Online.
Nasie, M., & Diesendruck, G. (2020). What children want to know about in- and out-groups, and how knowledge affects their intergroup attitudes. Social Development, 29(2), 443-460. https://doi.org/10.1111/sode.12408
2019
Essa, F., Sebanz, N., & Diesendruck, G. (2019). The automaticity of children's imitative group bias. Cognitive Development, 52, Article 100799. https://doi.org/10.1016/j.cogdev.2019.100799
Shilo, R., Weinsdörfer, A., Rakoczy, H., & Diesendruck, G. (2019). The Out-Group Homogeneity Effect Across Development: A Cross-Cultural Investigation. Child Development, 90(6), 2104-2117. https://doi.org/10.1111/cdev.13082
Diesendruck, G., Chiang, W. C., Ferera, M., & Benozio, A. (2019). Cultural differences in the development of a preference for scarce objects. Developmental Psychology, 55(1), 89-95. https://doi.org/10.1037/dev0000620
2018
Ferera, M., Baron, A. S., & Diesendruck, G. (2018). Collaborative and competitive motivations uniquely impact infants’ racial categorization. Evolution and Human Behavior, 39(5), 511-519. https://doi.org/10.1016/j.evolhumbehav.2018.05.002
Pun, A., Ferera, M., Diesendruck, G., Kiley Hamlin, J., & Baron, A. S. (2018). Foundations of infants' social group evaluations. Developmental Science, 21(3), Article e12586. https://doi.org/10.1111/desc.12586
2017
Weisman, O., Feldman, R., Burg-Malki, M., Keren, M., Geva, R., Diesendruck, G., & Gothelf, D. (2017). Comparing the broad socio-cognitive profile of youth with Williams syndrome and 22q11.2 deletion syndrome. Journal of Intellectual Disability Research, 61(12), 1083-1093. https://doi.org/10.1111/jir.12424
Benozio, A., & Diesendruck, G. (2017). Parochial Compliance: Young Children's Biased Consideration of Authorities’ Preferences Regarding Intergroup Interactions. Child Development, 88(5), 1527-1535. https://doi.org/10.1111/cdev.12654
Hornik, A., & Diesendruck, G. (2017). Extending the self via experiences: Undermining aspects of one's sense of self impacts the desire for unique experiences. Social Cognition, 35(2), 181-203. https://doi.org/10.1521/soco.2017.35.2.181
2016
Goldvicht-Bacon, E., & Diesendruck, G. (2016). Children's capacity to use cultural focal points in coordination problems. Cognition, 149, 95-103. https://doi.org/10.1016/j.cognition.2015.12.016
Diesendruck, G. (2016). The Pragmatics of Disambiguation. Unpublished. In T. Matsui (Ed.), Pragmatics and Theory of Mind Amsterdam University Press.
2015
Segall, G., Birnbaum, D., Deeb, I., & Diesendruck, G. (2015). The intergenerational transmission of ethnic essentialism: how parents talk counts the most. Developmental Science, 18(4), 543-555. https://doi.org/10.1111/desc.12235
Diesendruck, G., & Menahem, R. (2015). Essentialism promotes children's inter-ethnic bias. Frontiers in Psychology, 6, Article 1180. https://doi.org/10.3389/fpsyg.2015.01180
Diesendruck, G., & Benozio, A. (2015). Prosocial Behaviour Towards Ingroup and Outgroup Members. In Encyclopedia on Early Childhood Development
Diesendruck, G., Salzer, S., Kushnir, T., & Xu, F. (2015). When Choices Are Not Personal: The Effect of Statistical and Social Cues on Children's Inferences About the Scope of Preferences. Journal of Cognition and Development, 16(2), 370-380. https://doi.org/10.1080/15248372.2013.848870
Benozio, A., & Diesendruck, G. (2015). Parochialism in preschool boys' resource allocation. Evolution and Human Behavior, 36(4), 256-264. https://doi.org/10.1016/j.evolhumbehav.2014.12.002
Diesendruck, G., & Weiss, E. (2015). Children's differential weighting of cues to social categories. Cognitive Development, 33, 56-72. https://doi.org/10.1016/j.cogdev.2014.06.001
Weisman, O., Feldman, R., Burg-Malki, M., Keren, M., Geva, R., Diesendruck, G., & Gothelf, D. (2015). Mother–Child Interaction as a Window to a Unique Social Phenotype in 22q11.2 Deletion Syndrome and in Williams Syndrome. Journal of Autism and Developmental Disorders, 45(8), 2567-2577. https://doi.org/10.1007/s10803-015-2425-6
Diesendruck, G., & Perez, R. (2015). Toys are me: Children's extension of self to objects. Cognition, 134, 11-20. https://doi.org/10.1016/j.cognition.2014.09.010
Diesendruck, G., Goldfein-Elbaz, R., Rhodes, M., Gelman, S., & Neumark, N. (2015). Cross‐Cultural Differences in Children’s Beliefs About the Objectivity of Social Categories: Erratum. Child Development, 86(2), 659. https://doi.org/10.1111/cdev.12369
Benozio, A., & Diesendruck, G. (2015). From effort to value: Preschool children’s alternative to effort justification. Psychological Science, 26(9), 1423-1429. https://doi.org/10.1177/0956797615589585
2014
Diesendruck, G., & Deblinger-Tangi, R. (2014). The Linguistic Construction of Social Categories in Toddlers. Child Development, 85(1), 114-123. https://doi.org/10.1111/cdev.12130
Mahajan, N., Martinez, M. A., Gutierrez, N. L., Diesendruck, G., Banaji, M. R., & Santos, L. R. (2014). The Evolution of Intergroup Bias: Perceptions and Attitudes in Rhesus Macaques: Retraction of Mahajan, Martinez, Gutierrez, Diesendruck, Banaji, and Santos (2011). Journal of Personality and Social Psychology, 106(1), 182. https://doi.org/10.1037/a0035407
2013
Diesendruck, G. (2013). Essentialism: The Development of a Simple, but Potentially Dangerous, Idea. In M. Banaji, & S. Gelman (Eds.), Navigating the Social World: What infants, children, and other species can teach us (pp. 263-268). Oxford University Press USA.
Diesendruck, G., Goldfein-Elbaz, R., Rhodes, M., Gelman, S., & Neumark, N. (2013). Cross-cultural differences in children's beliefs about the objectivity of social categories. Child Development, 84(6), 1906-1917. https://doi.org/10.1111/cdev.12108
Diesendruck, G., Birnbaum, D., Deeb, I., & Segall, G. (2013). Learning What is Essential: Relative and Absolute Changes in Children's Beliefs about the Heritability of Ethnicity. Journal of Cognition and Development, 14(4), 546-560. https://doi.org/10.1080/15248372.2012.691142
Diesendruck, G., & Peretz, S. (2013). Domain differences in the weights of perceptual and conceptual information in children's categorization. Developmental Psychology, 49(12), 2383-2395. https://doi.org/10.1037/a0032049
2012
Segev, M., Bergman, Y. S., & Diesendruck, G. (2012). Is religion essential? beliefs about religious categories. Journal of Cognition and Culture, 12(3-4), 323-337. https://doi.org/10.1163/15685373-12342078
Diesendruck, G. (2012). The scope and origins of children's assumption of conventionality. In Access to Language and Cognitive Development Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199592722.003.0007
2011
Deeb, I., Segall, G., Birnbaum, D., Ben-Eliyahu, A., & Diesendruck, G. (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. https://doi.org/10.1037/a0026107
MartÍnez-Sussmann, C., Akhtar, N., Diesendruck, G., & Markson, L. (2011). Orienting to third-party conversations. Journal of Child Language, 38(2), 273-296. https://doi.org/10.1017/s0305000909990274
Newman, G. E., Diesendruck, G., & Bloom, P. (2011). Celebrity contagion and the value of objects. Journal of Consumer Research, 38(2), 215-228. https://doi.org/10.1086/658999
Diesendruck, G., & Eldror, E. (2011). What children infer from social categories. Cognitive Development, 26(2), 118-126. https://doi.org/10.1016/j.cogdev.2010.11.001
López-Rousseau, A., Diesendruck, G., & Benozio, A. (2011). My kingdom for a horse: On incredible promises and unpersuasive warnings. Pragmatics and Cognition, 19(3), 399-421. https://doi.org/10.1075/pc.19.3.02lop
Diesendruck, G., & Markson, L. (2011). Children's assumption of the conventionality of culture. Child Development Perspectives, 5(3), 189-195. https://doi.org/10.1111/j.1750-8606.2010.00156.x
Mahajan, N., Martinez, M. A., Gutierrez, N. L., Diesendruck, G., Banaji, M. R., & Santos, L. R. (2011). The Evolution of Intergroup Bias: Perceptions and Attitudes in Rhesus Macaques. Journal of Personality and Social Psychology, 100(3), 387-405. https://doi.org/10.1037/a0022459
2010
Diesendruck, G., & Graham, S. (2010). Kind matters: A reply to Samuelson & Perone. A reply to Samuelson and Perone. Cognitive Development, 25(2), 149-153. https://doi.org/10.1016/j.cogdev.2010.02.003
Birnbaum, D., Deeb, I., Segall, G., Ben-Eliyahu, A., & Diesendruck, G. (2010). The development of social essentialism: The case of Israeli children's inferences about Jews and Arabs. Child Development, 81(3), 757-777. https://doi.org/10.1111/j.1467-8624.2010.01432.x
Birnbaum, D., Deeb, I., Segal, G., Ben-Eliyahu, A., & Diesendruck, G. (2010). The development of social essentialism: The case of Israeli children's inferences about Jews and Arabs. Child Development, 81, 757-777.
Graham, S. A., & Diesendruck, G. (2010). Fifteen-month-old infants attend to shape over other perceptual properties in an induction task. Cognitive Development, 25(2), 111-123. https://doi.org/10.1016/j.cogdev.2009.06.002
Wohlgelernter, S., Diesendruck, G., & Markson, L. (2010). What is a conventional object function? The effects of intentionality and consistency of use. Journal of Cognition and Development, 11(3), 269-292. https://doi.org/10.1080/15248371003699985
Diesendruck, G., & Graham, S. A. (2010). Kind matters: A reply to Samuelson and Perone. Cognitive Development, 25(2), 149-153. https://doi.org/10.1016/j.cogdev.2010.02.003
Diesendruck, G., Carmel, N., & Markson, L. (2010). Children's sensitivity to the conventionality of sources. Child Development, 81(2), 652-668. https://doi.org/10.1111/j.1467-8624.2009.01421.x
2009
פתאל, ס., & דיזנדרוק, ג. (2009). הפרגמטיקה של למידת מילים. אוריינות ושפה, 2, 31-54.
Hammer, R., Diesendruck, G., Weinshall, D., & Hochstein, S. (2009). The development of category learning strategies: What makes the difference? Cognition, 112(1), 105-119. https://doi.org/10.1016/j.cognition.2009.03.012
Patael, S., & Diesendruck, G. (2009). The pragmatics of word learning. Script.
Diesendruck, G., & Lindenbaum, T. (2009). Self-protective optimism: Children's biased beliefs about the stability of traits. Social Development, 18(4), 946-961. https://doi.org/10.1111/j.1467-9507.2008.00494.x
Diesendruck, G., & Haber, L. (2009). God's categories: The effect of religiosity on children's teleological and essentialist beliefs about categories. Cognition, 110(1), 100-114. https://doi.org/10.1016/j.cognition.2008.11.001
2008
Diesendruck, G. (2008). Mechanisms of Word Learning. In Blackwell Handbook of Language Development (pp. 257-276). Blackwell Publishing Ltd. https://doi.org/10.1002/9780470757833.ch13
Markson, L., Diesendruck, G., & Bloom, P. (2008). Shape bias special section: The shape of thought. Developmental Science, 11(2), 204-208. https://doi.org/10.1111/j.1467-7687.2007.00666.x
Patael, S., & Diesendruck, G. (2008). Intentions help children learn meaningful rules. Journal of Child Language, 35(1), 221-234. https://doi.org/10.1017/s0305000907008331
Markson, L., Diesendruck, G., & Bloom, P. (2008). The shape of thought. Developmental Science, 11, 204-208.
2007
Dobel, C., Diesendruck, G., & Bölte, J. (2007). How writing system and age influence spatial representations of actions: A developmental, cross-linguistic study: Research report. Psychological Science, 18(6), 487-491. https://doi.org/10.1111/j.1467-9280.2007.01926.x
Dobel, C., Diesendruck, G., & Bolte, J. (2007). How writing system and age influence spatial representations of actions: A developmental, crosslinguistic study. Psychological Science, 18, 487-491.
Diesendruck, G. (2007). Mechanisms of word learning. In E. Hoff, & M. Shatz (Eds.), Handbook of language development (pp. 257-276). Blackwell.
2006
Diesendruck, G., & Ben-Eliyahu, A. (2006). The relationships among social cognition, peer acceptance, and social behavior in Israeli kindergarteners. International Journal of Behavioral Development, 30(2), 137-147. https://doi.org/10.1177/0165025406063628
Diesendruck, G., & HaLevi, H. (2006). The role of language, appearance, and culture in children's social category-based induction. Child Development, 77(3), 539-553. https://doi.org/10.1111/j.1467-8624.2006.00889.x
Diesendruck, G., & Shemer, G. (2006). Young children's expectation of competence in word learning. Journal of Child Language, 33(2), 321-338. https://doi.org/10.1017/s0305000906007343
Diesendruck, G., Hall, D. G., & Graham, S. A. (2006). Children's use of syntactic and pragmatic knowledge in the interpretation of novel adjectives. Child Development, 77(1), 16-30. https://doi.org/10.1111/j.1467-8624.2006.00853.x
2005
Markson, L., & Diesendruck, G. (2005). Causal curiosity and the conventionality of culture. Behavioral and Brain Sciences, 28(5), 709. https://doi.org/10.1017/s0140525x05410122
Diesendruck, G. (2005). "Commitment" distinguishes between rules and similarity: A developmental perspective. Behavioral and Brain Sciences, 28(1), 21-22. https://doi.org/10.1017/s0140525x0530001x
Diesendruck, G. (2005). The principles of conventionality and contrast in word learning: An empirical examination: An empirical examination. Developmental Psychology, 41(3), 451-463. https://doi.org/10.1037/0012-1649.41.3.451
Hammer, R., & Diesendruck, G. (2005). The role of dimensional distinctiveness in children's and adults' artifact categorization. Psychological Science, 16(2), 137-144. https://doi.org/10.1111/j.0956-7976.2005.00794.x
Diesendruck, G. (2005). The principles of conventionality and contrast in word learning: An empirical examination. Developmental Psychology, 41(3), 451-463. https://doi.org/10.1037/0012-1649.41.3.451
2004
Diesendruck, G., Markson, L., Akhtar, N., & Reudor, A. (2004). Two-year-olds' sensitivity to speakers' intent: An alternative account of Samuelson and Smith. Developmental Science, 7(1), 33-41. https://doi.org/10.1111/j.1467-7687.2004.00320.x
2003
Diesendruck, G., Markson, L., & Bloom, P. (2003). Children's reliance on creator's intent in extending names for artifacts. Psychological Science, 14(2), 164-169. https://doi.org/10.1111/1467-9280.t01-1-01436
Diesendruck, G., & Bloom, P. (2003). How Specific is the Shape Bias? Child Development, 74(1), 168-178. https://doi.org/10.1111/1467-8624.00528
Shatz, M., Diesendruck, G., Martinez, L., & Akar, D. (2003). The influence of language and socioeconomic status on children's understanding of false beliefs. Developmental Psychology, 39, 717-729.
Diesendruck, G. (2003). Categories for names or names for categories? The interplay between domain-specific conceptual structure and language. Language and Cognitive Processes, 18(5-6), 759-787. https://doi.org/10.1080/01690960344000116
Shatz, M., Diesendruck, G., Martinez-Beck, I., & Akar, D. (2003). The Influence of Language and Socioeconomic Status on Children's Understanding of False Belief. Developmental Psychology, 39(4), 717-729. https://doi.org/10.1037/0012-1649.39.4.717
Diesendruck, G., Hammer, R., & Catz, O. (2003). Mapping the similarity space of children and adult's artifact categories. Cognitive Development, 18(2), 217-231. https://doi.org/10.1016/s0885-2014(03)00021-2
2002
Heyman, G. D., & Diesendruck, G. (2002). The Spanish ser/estar distinction in bilingual children's reasoning about human psychological characteristics. Developmental Psychology, 38(3), 407-417. https://doi.org/10.1037/0012-1649.38.3.407
2001
Diesendruck, G., & Markson, L. (2001). Children's avoidance of lexical overlap: a pragmatic account. Developmental Psychology, 37(5), 630-641. https://doi.org/10.1037/0012-1649.37.5.630
Diesendruck, G. (2001). Essentialism in Brazilian children's extensions of animal names. Developmental Psychology, 37(1), 49-60. https://doi.org/10.1037/0012-1649.37.1.49
Diesendruck, G., & Shatz, M. (2001). Two-year-olds' recognition of hierarchies: Evidence from their interpretation of the semantic relation between object labels. Cognitive Development, 16, 577-594.
Diesendruck, G., & Markson, L. (2001). Children's avoidance of lexical overlap: a pragmatic account. a pragmatic account. Developmental Psychology, 37(5), 630-644. https://doi.org/10.1037/0012-1649.37.5.630
1999
Diesendruck, G., & Gelman, S. A. (1999). Domain differences in absolute judgments of category membership: Evidence for an essentialist account of categorization. Psychonomic Bulletin and Review, 6(2), 338-346. https://doi.org/10.3758/BF03212339
Gelman, S. A., & Diesendruck, G. (1999). A reconsideration of concepts: On the compatibility of psychological essentialism and context-sensitivity. In E. Scholnick., K. Nelson., S. A. Gelman., & P. Miller . (Eds.), Conceptual development: Piaget's legacy (pp. 79-102). Lawrence Erlbaum.
Gelman, S. A., & Diesendruck, G. (1999). What's in a concept? Context, variability, and psychological essentialism. In E. Sigel (Ed.), Development of mental representation: Theories and applications (pp. 87-111). Lawrence Erlbaum.
1998
Diesendruck, G., Gelman, S. A., & Lebowitz, K. (1998). Conceptual and linguistic biases in children's word learning. Developmental Psychology, 34(5), 823-839. https://doi.org/10.1037/0012-1649.34.5.823
1997
Diesendruck, G., & Shatz, M. (1997). The effect of perceptual similarity and linguistic input on children's acquisition of object labels. Journal of Child Language, 24(3), 695-717. https://doi.org/10.1017/s0305000997003218