Children have powerful mechanisms for learning about the world, from statistical and causal reasoning, to a variety of social inferences, to a drive to persist in the face of uncertainty or challenge. But these capacities, which underlie the vast majority of development, are necessarily supported, facilitated, and shaped by the child’s social world. In my research program, I explore the development and consequences of social learning. Specifically, I explore how the capacity to infer broad and important truths about the world from limited evidence is shaped by children’s developing social-cognitive skills, and how that developing social understanding in turn shapes the inference process. Investigating this interplay, I conduct research across several related areas, including causal reasoning, inductive generalization, categorization, normativity, and persistence, as well as across development, in early childhood and beyond.