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Understanding social norms and constitutive rules: Perspectives from developmental psychology and philosophy

Brinck, Ingar LU (2015) In Phenomenology and the Cognitive Sciences 14(4). p.699-718
Abstract
A recent experimental paradigm that tests young children’s understanding of social norms by modelling norms on Searle’s notion of constitutive rule is examined. The experiments and the reasons provided for their design are discussed in detail. The concepts of a social norm and of a constitutive rule are compared, and it is shown that they are distinct. It is argued that the experiments do not provide direct evidence for the development of social norms. The experimental data are re-interpreted, and suggestions for how to deal with the present criticism are presented. It is suggested that normativity emerges from interaction, and that learning to comply with social norms involves an understanding of the distinctions among their content,... (More)
A recent experimental paradigm that tests young children’s understanding of social norms by modelling norms on Searle’s notion of constitutive rule is examined. The experiments and the reasons provided for their design are discussed in detail. The concepts of a social norm and of a constitutive rule are compared, and it is shown that they are distinct. It is argued that the experiments do not provide direct evidence for the development of social norms. The experimental data are re-interpreted, and suggestions for how to deal with the present criticism are presented. It is suggested that normativity emerges from interaction, and that learning to comply with social norms involves an understanding of the distinctions among their content, enforcement, and acceptance. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
compliance, constitutive rule, game, rule following, play, social norm
in
Phenomenology and the Cognitive Sciences
volume
14
issue
4
pages
699 - 718
publisher
Springer
external identifiers
  • wos:000365808200003
  • scopus:84949086717
ISSN
1568-7759
DOI
10.1007/s11097-015-9426-y
project
Understanding rules: Cognitive and noncognitive models of social cognition
language
English
LU publication?
yes
id
e56cc140-f336-43d6-8fed-403b504802f0 (old id 4611771)
date added to LUP
2014-08-29 08:17:46
date last changed
2017-01-01 03:28:17
@article{e56cc140-f336-43d6-8fed-403b504802f0,
  abstract     = {A recent experimental paradigm that tests young children’s understanding of social norms by modelling norms on Searle’s notion of constitutive rule is examined. The experiments and the reasons provided for their design are discussed in detail. The concepts of a social norm and of a constitutive rule are compared, and it is shown that they are distinct. It is argued that the experiments do not provide direct evidence for the development of social norms. The experimental data are re-interpreted, and suggestions for how to deal with the present criticism are presented. It is suggested that normativity emerges from interaction, and that learning to comply with social norms involves an understanding of the distinctions among their content, enforcement, and acceptance.},
  author       = {Brinck, Ingar},
  issn         = {1568-7759},
  keyword      = {compliance,constitutive rule,game,rule following,play,social norm},
  language     = {eng},
  number       = {4},
  pages        = {699--718},
  publisher    = {Springer},
  series       = {Phenomenology and the Cognitive Sciences},
  title        = {Understanding social norms and constitutive rules: Perspectives from developmental psychology and philosophy},
  url          = {http://dx.doi.org/10.1007/s11097-015-9426-y},
  volume       = {14},
  year         = {2015},
}