1. Conventionality and Cognitive Development: Learning to Think the Right Way (Charles W. Kalish, Mark A. Sabbagh)
Language, object categorization, tool use, and game playing are all characterized by conventionality, which has important implications for describing development in these fundamental domains.

2. Conventionality and Contrast in Language and Language Acquisition (Eve V. Clark)
When acquiring word meaning, syntax, and phonology, young children show evidence that they are especially motivated to acquire conventional forms that are provided by experts in their linguistic environment.

3. How an Appreciation of Conventionality Shapes Early Word Learning (Mark A. Sabbagh, Annette M. E. Henderson)
An assumption of conventionality provides children a basis for extending knowledge of words to other speakers, avoiding errors they might encounter in everyday speech, and learning the meanings of new words.

4. Pragmatic and Prescriptive Aspects of Children’s Categorization (Charles W. Kalish)
When learning how to categorize, children face the general problem that conventionalized domains involve flexible, optional activities as well as normative, standardized practices.

5. Play, Games, and the Development of Collective Intentionality (Hannes Rakoczy)
Through children’s play, researchers can gain insight into the developmental trajectory of children’s ability to negotiate agreements about the right way to share goals and intentions in a given setting.

6. The Role of Information About "Convention," "Design," and "Goal" in Representing Artificial Kinds (Tim P. German, Danielle Truxaw, Margaret Anne Defeyter)
When determining the correct function of a given artifact, children seem to weigh information about the creator’s intended use more heavily than other sources of information, including community agreement.

7. Conventionality in Family Conversations About Everyday Objects (Maureen A. Callanan, Deborah R. Siegel, Megan R. Luce)
During everyday conversations in various contexts, parents subtly promote an understanding of conventionality by providing young children with information that particular ways of using words or artifacts are more normative than others.

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