Second, they have to figure out what these categories mean.
First, they must rely on perceptual and conceptual learning mechanisms to identify relevant ways of grouping people. To do this, children face several critical learning problems. How do these systems of social categorization develop? To successfully navigate the social world, children must learn to reason about the social groupings that are relevant in their communities. From the foundational distinction between kin and nonkin, to the division of labor and social roles, and to the structure of social hierarchies more generally, in every circle of human existence throughout history, there appears the practice of categorizing individuals into social groups. The notion that people are more than individuals, that there are kinds of people, dates at least as far back as Plato’s The Republic circa 380 BC, which characterizes three types of groups into which a person could be born: the warriors, the workers, and the philosophers ( Plato 1943). Equally important for understanding the social world are representations of groups of individuals. Human infants are exquisitely attuned to their social environment they rapidly develop or are already equipped with representations of goals, intentions, and other mental states, which allow them to make sense of the behavior of the individuals around them ( Hamlin et al. Social interaction is central to human life.
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