“…Though such questions are certainly not new, in recent years there has been a relative explosion of research into infants' and young children's understanding of the social world (Banaji & Gelman, 2013). In addition to examining the development of relatively more basic social cognitive questions such as whether infants distinguish agents from non-agents and how individual agents are perceived and understood (for reviews see Carey, 2009;Krogh-Jesperson & Woodward, 2016), researchers have increasingly been exploring whether and when infants possess complex social concepts, those which are uniquely instantiated within the interactions between multiple agents (see e.g., Hamlin & Sitch, 2020;Powell, 2021;Ting, Dawkins, Stavans, & Baillargeon, 2019). To date, these concepts have included social goals and relationships such as "helping," "fairness," "group membership," and "dominance," amongst others, and results from studies like these have led some (but by no means all) researchers to conclude that preverbal infants possess one or more foundational systems for understanding and evaluating the social world (e.g., Geraci & Surian, 2011;Hamlin, 2013;Powell & Spelke, 2013;Premack & Premack, 1997;Schmidt & Sommerville, 2011;Thomsen et al, 2011).…”