 Several more specific features that appear distinctive of normative cognition have drawn considerable attention from psychological researchers. These include the propensities to acquire norms, to comply with norms, and to enforce norms. When a person is born into or otherwise enters a community, she needs to be able to identify and extract information about the broad assortment of norms that shape it, who different norms apply to and when, and what the consequences of breaking them are. She must be able to see some behaviors as normatively regulated, and then to infer what the governing rule is. Learning how to do this is sometimes supported by intentional pedagogical behavior by her mentors (Sterelny 2012), but need not be (Schmidt, Rakoczy, &amp; Tomasello 2011). Gaining knowledge of the rules is not where it ends. Individuals rarely just observe such social activities, but rather come to competently participate in them. To do this, a person typically learns to behave in compliance with the norms she identifies as applying to herself; acquiring those norms results in their coming to guide her own conduct. Finally, prevalent norms and standards of conduct are collectively maintained by a community when its members enforce them, punishing those who fail to follow the rules. Enforcement and punishment are broad categories, and can include correcting, withholding cooperation, communicating disapproval through body language or explicit criticism, ostracizing or gossiping about norm violators, or even physical violence. Thus, individuals become responsive to norms and the social pressure by which they are enforced, and motivated to apply social pressure to others who transgress.